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Using Data to Break Through Barriers: Ensuring All Students Have the Liberty to Learn

Our presentation focuses on our journey as itinerant staff in supporting a local elementary in using data to make systems shifts to impact learners at all three tiers. More specifically, we address how we used a structured data review process to highlight needs in regards to curriculum, instruction, and intervention. Our process facilitated the liberty to learn.

This talk was presented at:
National Title I Conference
February 2018 in Philadelphia, Pennsylvania
Mollie Blasius

Mollie has worked within an MTSS model for more than 6 years. Her previous work experiences include work with Rockford Public Schools (Kent ISD) and Heartland AEA (Des Moines, IA). She has strong expertise coaching data based decision making at all three tiers.

Joan Bahra

Joan has experience working with students with speech/language disabilities while supporting learning at all tiers as a building language specialist. Joan has been a member of Courtade Elementary's site-based MTSS team for five years.

Caroline Wacker

Caroline Wacker has been an educator in Michigan since 1985. She taught special education for 5 years. She became an elementary principal in 1990. In 2014 and 2015 her school earned Rewards School Status from the State of Michigan for High Progress and Closing the Achievement Gap. In 2015 she wore a second hat of English Language Arts Leader for her district. That same year her elementary building was recognized as a National Title 1 Distinguished School for closing the achievement gap. In 2016 her district responsibilities shifted to focus only on K-12 English Language Arts. She successfully guided her district through a pilot study for K-12 ELA programs. Bachelors Degree in Special Education, Masters Degree in Administration, teacher of special education for 5 years, elementary principal for 27 years, ELA leader for two years. Caroline has worked closely with the Traverse Bay Area Intermediate School District Itinerant Team to implement a structured student problem-solving and data review process to close the achievement gap within her elementary school. Documented student progress ranked in the lower third within the district as the process began five years ago, and was recognized as a Title One Distinguished School in 2015-16. Caroline has worked relentlessly to bring systems changes to Traverse City Public Schools and is currently the ELA Curriculum Leader.