Timely, accurate data to guide decisions about instruction, interventions, and support is one of the most important elements of a successful Multi-Tiered System of Supports (MTSS). Progress monitoring is the tool that provides educators with that critical data and insight into students’ growth.
In this webinar, MTSS expert Dr. Dawn Miller from the SWIFT Education Center at the University of Kansas shares learnings from how districts and schools across the country have implemented progress monitoring within MTSS and the importance of being able to articulate and discuss key issues around progress monitoring with colleagues and stakeholders, including:
- Understanding the context of progress monitoring within MTSS
- Explaining why progress monitoring is important
- Reflecting on the basics of progress monitoring
- Utilizing a progress monitoring data routine that is effective in all contexts—district/school, grade/department, group, or individual student
Meet the Presenter:
Dawn Miller, Ph.D., Associate Director of Technical Assistance, SWIFT Education Center at the University of Kansas
Dawn Miller works at the SWIFT Education Center at the University of Kansas. SWIFT is a national PreK-12 center that provides technical assistance and coaching at the state, regional, district, and site levels to promote the learning and academic achievement of all students. Prior to joining SWIFT, Dawn was the Integrated MTSS Facilitator for a first-ring suburb in Kansas City. In this role, Dr. Miller served as a district team member leading planning, staff development, implementation, and evaluation for MTSS efforts around integrated academic and behavior supports. Prior to serving at the district level, Dr. Miller served as a project director for statewide implementation of the problem-solving process which evolved into the Kansas Multi-Tiered System of Support. Dr. Miller has applied her skills to work as a special education teacher, a school psychologist, adjunct faculty member for administrative programs in Kansas, and district and building coach and trainer. She has authored or co-authored published work regarding the problem-solving process, assessing written language, and family communication and involvement.