Tier 1 Instruction is Risk Reduction
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Date: April 28, 2026
Time: 9:00am – 3:00pm
Type: In-Person
Location: Holiday Inn Asheville Biltmore West
435 Smokey Park Hwy
Asheville, NC 28806
Fee: $125 WRESA Members
$190 Non-members
**NOTE: We have a No Refund policy for our WRESA courses. However, you
are welcome to send a colleague in your place. Contact LaDonna Sluder
at lsluder@wresa.org or 828-774-5681 (ext 102) if you need to change
the name of the person attending.
CEUs: 5 Contact Hours
Limit: 100 Participants
Audience: School Teams: Teacher Leaders, Instructional Coaches, District Leaders,
MTSS Coordinators and School Psychologists
Bring: Your Own Charged Device
Description:
One of the most important research findings is that most reading difficulties can be
prevented through effective instruction and intervention in kindergarten and first grade.
Early intervention in grades 2 and 3 ensures all students leave the primary grades
reading for meaning. In the MTSS model, the purpose of Tier 1, classroom reading
instruction is to reduce the number of students who need intervention. When more than
twenty percent score below expectation on universal screening, it may be necessary to
provide skill-based phonics and spelling instruction in Tier 1 and a second lesson each
day during Tier 2/3 intervention. This workshop will equip school and district teams to
use student data to plan the assessments, schedule changes, program selection,
flexible resource allocation, professional development and coaching necessary to
support all students to be skilled readers.
Presenter:
Stephanie Stollar is passionate about using MTSS as the framework for helping all
students become skilled readers. Her books include MTSS for Reading Improvement,
Promoting Effective MTSS Implementation, and Reading Assessment Done Right.
She’s the founder of the Reading Science Academy, an online community where over a
thousand educators support each other to improve results in their schools. She supports
effective educator preparation through her work with the National Council on
Accreditation of Teacher Education (NCATE) network, STARS in Higher Education.
Dr. Stollar serves on the boards of the Evidence Advocacy Center and the Innovations
in Education Consortium. Her past roles include Assistant Professor, Vice President at
Acadience Learning, Inc., consultant to hundreds of schools, and School Psychologist.
Dr. Stollar believes that by supporting all educators, high achievement is possible for
every student.
If you have additional questions, contact Candie Sellers at csellers@wresa.org
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| Tier 1 Instruction is Risk Reduction - REGISTRATION | |||||
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Tier 1 Instruction is Risk Reduction - WRESA Members
Tier 1 Instruction is Risk Reduction - WRESA Members
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81/90 LEFT | $ 125.00 | |||
Date: April 28, 2026 Description: One of the most important research findings is that most reading difficulties can be prevented through effective instruction and intervention in kindergarten and first grade. Early intervention in grades 2 and 3 ensures all students leave the primary grades reading for meaning. In the MTSS model, the purpose of Tier 1, classroom reading instruction is to reduce the number of students who need intervention. When more than twenty percent score below expectation on universal screening, it may be necessary to provide skill-based phonics and spelling instruction in Tier 1 and a second lesson each day during Tier 2/3 intervention. This workshop will equip school and district teams to use student data to plan the assessments, schedule changes, program selection, flexible resource allocation, professional development and coaching necessary to support all students to be skilled readers. Presenter: Stephanie Stollar is passionate about using MTSS as the framework for helping all students become skilled readers. Her books include MTSS for Reading Improvement, Promoting Effective MTSS Implementation, and Reading Assessment Done Right.She’s the founder of the Reading Science Academy, an online community where over a thousand educators support each other to improve results in their schools. She supports effective educator preparation through her work with the National Council on Accreditation of Teacher Education (NCATE) network, STARS in Higher Education. Dr. Stollar serves on the boards of the Evidence Advocacy Center and the Innovations in Education Consortium. Her past roles include Assistant Professor, Vice President at Acadience Learning, Inc., consultant to hundreds of schools, and School Psychologist. Dr. Stollar believes that by supporting all educators, high achievement is possible for every student. If you have additional questions, contact Candie Sellers at csellers@wresa.org |
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Tier 1 Instruction is Risk Reduction - Non-members
Tier 1 Instruction is Risk Reduction - Non-members
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8/10 LEFT | $ 190.00 | |||
Date: April 28, 2026 Description: One of the most important research findings is that most reading difficulties can be prevented through effective instruction and intervention in kindergarten and first grade. Early intervention in grades 2 and 3 ensures all students leave the primary grades reading for meaning. In the MTSS model, the purpose of Tier 1, classroom reading instruction is to reduce the number of students who need intervention. When more than twenty percent score below expectation on universal screening, it may be necessary to provide skill-based phonics and spelling instruction in Tier 1 and a second lesson each day during Tier 2/3 intervention. This workshop will equip school and district teams to use student data to plan the assessments, schedule changes, program selection, flexible resource allocation, professional development and coaching necessary to support all students to be skilled readers. Presenter: Stephanie Stollar is passionate about using MTSS as the framework for helping all students become skilled readers. Her books include MTSS for Reading Improvement, Promoting Effective MTSS Implementation, and Reading Assessment Done Right.She’s the founder of the Reading Science Academy, an online community where over a thousand educators support each other to improve results in their schools. She supports effective educator preparation through her work with the National Council on Accreditation of Teacher Education (NCATE) network, STARS in Higher Education. Dr. Stollar serves on the boards of the Evidence Advocacy Center and the Innovations in Education Consortium. Her past roles include Assistant Professor, Vice President at Acadience Learning, Inc., consultant to hundreds of schools, and School Psychologist. Dr. Stollar believes that by supporting all educators, high achievement is possible for every student. If you have additional questions, contact Candie Sellers at csellers@wresa.org |
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