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16th Annual MIBLSI State Conference

Save the Date: April 30 & May 1, 2020 — Lansing Crown Plaza West

Announcements

Thanks for a great 2019 conference. Hope to see you at the next conference on April 30 and May 1, 2020.

Materials for MIBLSI presentations for the 2019 conference are on the website's presentation page.

Overview

The MIBLSI annual conference focuses on advancing effective MTSS implementation to ensure the growth and success for all learners. The two-day conference is an opportunity to learn the latest in research and best practices related to MTSS, strengthen implementation within your context, and connect and share with other attendees.

Conference Objectives

Conference participants will have the opportunity to:

  • Gain an understanding of the latest research, promising practices, and critical issues related to MTSS to connect with their existing practices.
  • Learn about developing systems to support effective implementation.
  • Expand learning of contextual implementation of practices.
  • Acquire new knowledge and skills applicable to their specific role/position.

2020 National Speakers

Featured Speakers

Dr. Sharon Vaughn

University of Texas

Dr. Sharon Vaughn is the Manuel J. Justiz Endowed Chair in Education and executive director of The Meadows Center for Preventing Educational Risk at The University of Texas at Austin. Sharon Vaughn was the Editor-in-Chief of the Journal of Learning Disabilities and the Co-Editor of Learning Disabilities Research and Practice. She is the recipient of the AERA SIG distinguished researcher award and The University of Texas Distinguished faculty award. She is the author of numerous books and research articles that address the reading and social outcomes of students with learning difficulties.

She is currently the Principal Investigator or Co-Principal Investigator on several Institute for Education Sciences, National Institute for Child Health and Human Development, and U.S. Department of Education research grants investigating effective interventions for students with reading difficulties and students who are English language learners.

She is the author of more than 35 books, 250 peer-reviewed research articles, and 65 chapters that address issues related to research and practice with learning problems. She has worked nationally and internationally with educators from Japan, Canada, Sweden, Norway, Portugal and Australia.

Dr. Terry M. Scott

University of Louisville

Terrance M. Scott is a Professor and Distinguished University Scholar in the College of Education and Human Development at the University of Louisville and is Director of the Center for Instructional and Behavioral Research in Schools (CIBRS). Having received his Ph.D. in Special Education at the University of Oregon in 1994 (with an emphasis on emotional and behaviors) he has previously been a faculty member at the Universities of Kentucky, Florida, and Oregon. He has over 120 articles, chapters, and media publications, including four books on a variety of issues in the areas of behavioral disorders and behavioral support systems and has conducted over 1000 presentations and training activities throughout the U.S., Canada, Ireland, Australia, New Zealand, the Netherlands, Sweden, and Norway. As a former counselor and teacher of students with seriously challenging behaviors, his research interests focus on school-wide prevention systems, the role of instructional variables in managing student behavior, functional behavior assessment/intervention, and scientific research in education.

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