50th Annual Spring Symposium with Stephanie Stollar, Ph.D.

Appropriate for all grade levels.

Session Description:

Multi-Tiered System of Supports (MTSS) is a school improvement framework grounded in efficiently matching student needs to school resources by using data in collaborative teams at the district, school, grade and student levels. Collaborative teams include representatives from all groups who have a stake in reading outcomes, including family members, parents/guardians, outside tutors, and community members. The work of teams centers on analyzing and improving the way the adults organize resources for students. Workshop participants will learn the definition of MTSS and how it serves as a framework for implementing the science of reading, the levers for change that teams analyze and act on, and the ways those who work outside the school can support reading improvement efforts. Participants will leave with a plan for next steps, whether they work in a school or support its students in other ways.

Who Should Attend:

Representatives from all groups who have a stake in reading outcomes, including educators, adminstrators, family members, parents/guardians, outside tutors, and community members.

Session Outcomes

1. What is MTSS and how can it be used as the framework for implementing the science of reading to improve results for all students?

2. What are the levers for change that schools use to analyze current practices and to identify priorities for action planning?

3. What do those who work outside the school, such as community tutors, volunteers, advocates and family members, need to know about MTSS so their interactions with schools are maximally effective for students?

4. What next step will you take toward better reading outcomes?

Stephanie Stollar, PhD, is passionate about using MTSS as the framework for helping all students become skilled readers. She’s an educational consultant and the founder of the Reading Science Academy, an online community where educators receive guidance to improve results in their schools. Stephanie supports states, non-profits, and faculty to align the preparation of educators with the science of learning. She served as a vice president at Acadience Learning, provided training and consultation to hundreds of school districts, worked as an assistant professor of school psychology, and as a school psychologist. She earned her doctorate in school psychology from the University of Cincinnati. Stephanie believes that by supporting all educators, high achievement is possible for every student.

Link will be provided soon for ordering Reading Assessment Done Right, to be published in December 2025.

Click Here for Scholarships: deadline January 26, 2026

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Attendees will earn 6 KPS-Aligned PD Hours for maintaining their CEUs for The Center for Effective Reading Instruction. CERI requires educators to complete 10 clock hours of continuing education or 1.0 CEU's annually to support certification renewal.

Washington Teachers: IDA-Oregon is an approved Clock Hour Provider

Interested in being a Sponsor or Exhibitor? Click here.

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DISCLAIMER: The International Dyslexia Association (IDA) - Oregon Branch is pleased to present a forum for information to benefit its constituents. It is IDA’s policy to not recommend or endorse any specific program, product, institution, company, or instructional material, noting that there are a number of such that present the critical components of instruction as defined by IDA’s Knowledge and Practice Standards for Teachers of Reading.

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