South East Education Cooperative -

After more than 20+years of MTSS implementation, schools are no longer asking whether MTSS works—but why results vary so widely. This opening keynote examines what research and practice have taught us about MTSS, how the framework has evolved, and which persistent barriers continue to limit impact. Participants explore how misalignment among people, processes, and purpose undermines effectiveness, particularly when data, instruction, and decision-making are disconnected. The session reframes MTSS as a system for improving instruction rather than simply assigning tiers and highlights the importance of instructional alignment, efficient use of data, and intentional system design.

Together, we'll explore how leaders can move beyond 'one more thing' to create coherent support structures that empower teachers to deliver high-quality instruction every day. Discover practical strategies for balancing coaching with accountability, providing meaningful feedback that drives improvement, and building a culture where teachers feel supported, not judged, as they refine their practice. Walk away energized, equipped, and ready to lead a Tier 1 transformation that celebrates success, honors the complexity of teaching, and creates the conditions for every student to thrive.

The perspective we take with our data determines our next steps. When we look only at student-level data, we end up with another list of students who need intervention and one more thing for teachers to carry. However, when we zoom out to consider patterns across groups, we start to see system stories, not just student problems. In this session we’ll explore how to balance student-level and system-level data use within MTSS. Participants will consider how to empower educators with agendas and data protocols that help them address both system and student needs throughout a school year, particularly to get ready for the back-to-school season.

This session examines math MTSS through the lens of the science of learning, focusing on why outcomes vary when instruction is misaligned with how students learn mathematics. Participants explore how MTSS can function as a system for delivering explicit, efficient, and high-leverage instruction across tiers. Grounded in learning science and implementation research, the session highlights how principles such as mastery, cumulative learning, active responding, and feedback should drive instructional and intervention decisions. Emphasis is placed on improving instruction early and consistently, particularly in math, where gaps compound quickly. Participants leave with a clearer understanding of how aligning MTSS practices to the science of learning leads to more equitable, efficient, and sustainable math outcomes.

This session gives school teams a clear, shared playbook for responding to escalation in all its forms, including high-intensity moments and shut-down responses. Participants learn to notice early cues and triggers that signal rising stress, then respond with calm, predictable adult moves across each stage of the escalation cycle (trigger, escalation, peak, recovery). The focus is on practical strategies any educator can use, including co-regulation, minimal language, protecting space, structured choices, and avoiding power struggles. The session includes guided practice and quick role-play scenarios so staff can rehearse the “First 30 Seconds” routine and leave ready to use it in real moments. Teams also leave with guidance for building a consistent crisis response plan so students experience steady support across adults and settings. Participants will be able to: Recognize early signs of escalation, including both high-intensity behaviors and shut-down responses. Apply stage-matched adult responses across the escalation cycle using practical, dignity-preserving strategies. Develop a consistent response framework that promotes alignment and implementation across staff and settings.

Early Warning Systems give schools the power to identify and support students before small concerns become major barriers. This session introduces the research behind Early Warning Systems, explores the key indicators most predictive of student success, and walks participants through practical protocols, meeting structures, and intervention response strategies to act on what the data is saying at the district, building, grade level, small group and individual levels. Participants will: - Identify the research-based key indicators (such as attendance, behavior, and course performance) most predictive of student success within an Early Warning System. - Analyze EWS data across multiple levels—including district, building, and grade levels—to identify systemic trends and individual student needs. - Establish practical meeting structures and protocols that facilitate timely, data-driven responses to early warning signs.

This session is designed for educators seeking to strengthen instructional decision-making through purposeful use of ND A+ Blueprints, interim assessments, and Navvy formative tools. Participants will explore how ND A+ Blueprints clarify what standards are assessed, the depth of knowledge required, and how summative expectations connect to interim and classroom-level assessments. Educators will learn how Navvy supports standard-level learning checks by providing timely, actionable data aligned to blueprint standards. The session will include guidance on scheduling formative checkpoints, accessing Navvy through LaunchPad, and interpreting student responses and instructional recommendations. Using real-world case studies, participants will practice analyzing Navvy results to identify trends, create flexible student groups, and plan targeted reteaching or extension opportunities. By the end of the session, teachers will have practical strategies for aligning assessment data to instruction, ensuring standards-driven planning that supports student growth and instructional responsiveness.

Join us for an interactive session exploring how classroom walkthroughs can transform from compliance tools into powerful support and accountability systems that drive instructional improvement. Whether you're an administrator looking to refine your walkthrough practice, an instructional coach seeking to maximize coaching impact, or a teacher leader building a collaborative culture, this session will equip you with concrete strategies to create a culture of collective efficacy.

This session focuses on improving math MTSS decision-making while reducing assessment overload. Participants learn how to use fewer, better-aligned measures—such as mastery-based curriculum-based measurement—to increase decision accuracy, clarify instructional needs, and eliminate redundant testing across tiers.

This session helps school teams understand when a Simple BIP is the right next step and why a “right-sized” plan often leads to stronger implementation. Participants learn the essential components of a Simple BIP, including clear behavior definitions, likely function, a small set of high-impact prevention strategies, a teachable replacement skill, and consistent adult response steps. The session is hands-on and includes guided practice using free planning tools, a strategy bank, and simple data collection options so teams can monitor progress without overcomplicating the process. Current Behavior Advantage users are welcome to build and track their plan in the platform, while others can use the free templates and resources. Participants will be able to: Determine when a Simple BIP is an appropriate next step within a multi-tiered support system. Design a clear, function-informed Simple BIP that includes observable behavior definitions, matched strategies, replacement skills, and consistent adult responses. Select and apply simple progress monitoring methods to evaluate effectiveness and guide next steps.

High-performing MTSS systems don’t happen by chance—they’re anchored by intentional leadership practices and essential tools. In this interactive session, participants will explore three Annual Essential MTSS tools that elevate implementation fidelity: strategic calendar use, self-assessment routines, and the creation and ongoing refinement of a district or building MTSS Playbook. Leaders will leave with practical strategies to bring structure, clarity, and consistency to their MTSS practices all year long. Participants will: - Identify and define the three Annual Essential MTSS tools—strategic calendars, self-assessment routines, and the MTSS Playbook—required to maintain high implementation fidelity. - Develop a strategic MTSS calendar that integrates consistent data-review cycles and self-assessment routines to ensure year-long system sustainability. - Outline the core components of a district or building MTSS Playbook to establish clear expectations, common language, and consistent practices across all staff.

Reading improvement doesn't happen through isolated interventions or one-time professional development, it happens when schools build systems that sustain change. In this engaging session, you'll explore why so many well-intentioned reading initiatives fail to produce lasting results and, more importantly, what to do differently. Grounded in implementation science and the MTSS framework, this session will challenge you to shift from a student-focused lens to a systems-thinking mindset, a move that unlocks meaningful, measurable improvement across your entire school.

Rather than escalating large numbers of students prematurely to individual interventions, this session focuses on learning learn how to respond to math screening patterns that signal problems in core instruction and using Tier 1.5/classwide intervention to address shared gaps in math instruction. Participants learn how to interpret screening data, design classwide instructional responses, and strengthen core instruction to reduce overidentification for intensive support.

This session helps school teams strengthen Tier 2 problem-solving conversations using a function-based approach that fits a variety of team structures. Instead of jumping straight to a favorite intervention, participants learn how to clarify the concern, identify likely function and skill gaps, and select supports that match what the behavior is accomplishing. We review a practical menu of Tier 2 options, including Check-In/Check-Out, small group skill instruction, self-monitoring, behavior contracts, scheduled breaks, and pre-corrections, and show how to keep goals and progress monitoring simple enough for staff to use. Teams leave with decision rules to determine whether to continue, adjust, or intensify support. Participants will be able to: Apply a function-based framework to clarify student concerns and identify likely function and skill gaps. Select and design Tier 2 supports that align with identified needs and are practical for team implementation. Establish clear goals, progress monitoring methods, and decision rules to guide continuation, adjustment, or intensification of support.

Even well-designed MTSS frameworks can hit roadblocks—but the best teams know how to get unstuck. In this interactive session, participants will uncover common implementation challenges and apply research-backed, practical solutions that are realistic for everyday school settings. With access to the NEW 2026 NDMTSS Troubleshooting Guide and insights from peers across the state, educators will leave with clear, doable strategies to strengthen their MTSS systems. Participants will: - Identify common systemic roadblocks that hinder MTSS implementation fidelity at the building and district levels. - Navigate and apply the 2026 NDMTSS Troubleshooting Guide to identify specific challenges within their own local MTSS frameworks. - Evaluate and select research-backed solutions and practical strategies to overcome barriers related to scheduling, resource allocation, and staff buy-in.

This session supports administrators and instructional leaders in using ND A+ summative assessment data as a tool for monitoring, communication, and continuous improvement. Participants will build confidence in interpreting class- and grade-level reports, identifying meaningful patterns, and avoiding overinterpretation of isolated results. The session emphasizes how leaders can clearly communicate outcomes with teachers, students, and families using consistent, student-centered messaging. Attendees will explore effective structures for staff data conversations, focusing on instructional impact rather than compliance or ranking. The session also examines how summative data can inform professional development planning, staffing decisions, and tiered supports without labeling or tracking students. Through examples and guided discussion, leaders will consider how to align PD, class groupings, and intervention supports to actual instructional needs revealed by data. Participants will leave with practical strategies for turning summative results into thoughtful monitoring systems that promote clarity, trust, and improved student outcomes.

What if the key to better student outcomes isn't adding more interventions, but redesigning how we use instructional time in Tier 1? This engaging, practical session considers how to maximize student practice during Tier 1. Participants will learn practical strategies to match practice with student needs and find ways to increase practice opportunities for all students without finding additional time in an already busy day.

This session focuses on math MTSS as a coordinated instructional system. Participants examine how unclear roles and fragmented routines undermine effectiveness and learn how to align leadership roles, team routines, and data use to ensure MTSS decisions drive instructional improvement rather than placement alone. Teams are encouraged to reflect, ask questions, and identify areas for improvement and action steps for aligning their own systems.

Progress monitoring is only as powerful as the actions it informs. In this session, participants will build confidence in using student data to inform next steps. We'll explore strategies to better collect, interpret, and act on data to make meaningful intensification decisions. Participants will practice interpreting graphed PM data using the 4-Point Rule and Future Trend Line analysis, learn how to navigate common barriers to consistent data collection, and leave with practical tools and protocols to support classroom teachers and intervention staff. Whether your team is just getting started with progress monitoring or looking to sharpen your data decision-making practices, this session will give you the clarity and confidence to make every data point count.

(Intentional Math Planning Curriculum: Connecting Standards, Skills, Curricular Resources, Instructional Design (EBPs), Assessment & Data to Impact student learning) Empowering Math Teachers with the tools, strategies, and resources that support All Learners (Evidence-Based Practices:

This session helps educators move from managing behavior to teaching behavior by building connection and trust across classrooms and school systems. Participants will explore proactive strategies that strengthen relationships, clarify expectations, and support students before challenging behavior arises. We will focus on real-world practices any educator can use, including co-regulation, consistent positive feedback, classroom norms, and routines that promote a sense of belonging and shared responsibility for behavior. The session includes guided practice and implementation planning so staff leave ready to train colleagues, reinforce positive behavior with intention, and align proactive discipline practices with schoolwide expectations and data monitoring. Participants will be able to: Differentiate between reactive behavior management and proactive discipline practices that build connection and trust. Implement classroom strategies that strengthen relationships, clarify expectations, and prevent escalation. Develop an action plan to align proactive discipline practices with schoolwide expectations and data-informed decision making.

Explore how to bridge the gap between screening data and instructional action by integrating the Science of Reading with the Instructional Hierarchy. This session highlights Oral Reading Fluency (ORF) as a powerful indicator of comprehension and a critical tool for identifying students who require additional support. Participants will learn to use a 4-quadrant data sort to analyze student rate and accuracy, effectively pinpointing specific needs in acquisition, fluency, or generalization. By categorizing data into actionable groups, educators can move beyond simple scores to design targeted interventions. Join us to discover how these visual data-mapping techniques foster grade-level consistency and empower teachers to make informed, instructional decisions for every learner.

Providing instruction support to educators is critical! This session will focus on examining quality core instruction puzzle pieces: Standards + Curricular Resources + Explicit Instruction + Student Performance Data for impactful teaching and learning. Join us for clarity around the Pieces of the Core Instruction Puzzle to support teaching and learning. Participants will: *Investigate instructional puzzle pieces of core instruction: Standards + Curricular Resources + Explicit Instruction + Student Performance Data *Identify current state of core instructional practices within your school *Determine desired state current core instructional practices within your school *Formulate next steps for quality core instruction puzzle pieces: Standards + Curricular Resources + Explicit Instruction + Student at your schools.

Reflect and build on local school practices to guide next steps for students, teachers, and systems. Participants will learn how to facilitate structured conversations that examine Tier 1 effectiveness, evaluate intervention impact, identify likely barriers to student growth, and determine responsive instructional actions within MTSS, including issues related to implementation, instructional match, dosage, and engagement. Use these insights to strengthen teacher understanding of explicit instruction, connect science of reading practices to classroom implementation, and draft coaching and professional learning priorities for 2026–2027 that are grounded in school data and designed to improve reading outcomes.

This introductory session is designed for educators new to SpringMath or considering implementation. Led by Dr. Amanda VanDerHeyden, participants will learn how SpringMath supports math instruction within an MTSS framework, explore key features and recent updates—including the Data Dashboard—and understand how SpringMath data can be used to determine response to intervention and guide instructional decisions. Guided discussion and Q&A will help participants clarify next steps for getting started. Participants will: • Understand the purpose and core features of SpringMath within a math MTSS framework • Learn how SpringMath supports screening, classwide instruction, and progress monitoring • Explore how the Data Dashboard supports instructional decision making and coaching conversations • Identify how SpringMath data can be used to determine response to intervention (RTI) • Clarify next steps for implementation or adoption through discussion and Q&A

a. How they work together b. How to guarantee successful collaboration c. Data & Monitoring to make instructional decisions d. Data Meeting agendas & protocols e. Maybe different tiers/focus for different meetings f. Elem vs MS vs HS

This session examines how universal screening serves as a vital 'temperature check' within an MTSS framework to identify students at risk for dyslexia early in their educational journey. In accordance with North Dakota law (NDCC 15.1-32-26) passed in 2023, participants will explore the mandated screening of children age seven and younger in the core components of phonemic awareness, decoding, and spelling. We will discuss how these screening results align with the revised 2025 IDA definition of dyslexia. Finally, the session highlights how early identification helps mitigate secondary consequences, such as reading comprehension challenges and impacts on psychological well-being.

Providing instruction support to educators is critical! This session will focus on examining quality core instruction puzzle pieces: Standards + Curricular Resources + Explicit Instruction + Student Performance Data for impactful teaching and learning. Join us for clarity around the Pieces of the Core Instruction Puzzle to support teaching and learning. Participants will: *Investigate instructional puzzle pieces of core instruction: Standards + Curricular Resources + Explicit Instruction + Student Performance Data *Identify current state of core instructional practices within your school *Determine desired state current core instructional practices within your school *Formulate next steps for quality core instruction puzzle pieces: Standards + Curricular Resources + Explicit Instruction + Student at your schools.

When students aren't responding to intervention, the instinct is often to wait and see, or simply try harder with the same approach. But sustainable reading growth requires a more diagnostic lens. In this practical session, you'll learn a clear framework for identifying why an intervention isn't working and exactly how to intensify it in ways that are targeted, actionable, and tied to real student data. Using real-world scenarios, participants will work through four key dimensions that determine intervention effectiveness, and practice matching the right response to the right problem.

This advanced session is designed for experienced SpringMath users seeking to deepen implementation and instructional impact. Facilitated by Dr. Amanda VanDerHeyden, the session focuses on improving fidelity, analyzing SpringMath data to determine response to intervention, using case‑based examples to guide intensification and individualization, supporting teachers through data‑informed coaching, and leveraging year‑end reports for planning and continuous improvement. Time will also be allotted for Q&A and shared problem‑solving. Participants will: • Identify indicators of strong implementation fidelity and common areas for improvement • Use SpringMath data to determine response to intervention and guide intensification decisions • Apply data to support individualization and targeted instructional adjustments • Strengthen coaching conversations using SpringMath data and reports • Learn how to use year end reports to evaluate impact and inform planning

a. Presentation of New Hire Behavior Support Onboarding Checklist b. Introduction to BA PD Series and uses c. Workshop format d. Support for getting started

Tier 1 instruction sets the foundation for student learning. In this session, participants will explore how to define clear standards of practice for Tier 1 instruction and communicate those expectations. Participants will also examine how to plan for implementation and measure implementation through specific, observable evidence—learning to truly “inspect what you expect” in classrooms.

How does my curricular resource align to the ND Content Standards? Findings such as gaps, overlaps, and omissions, provide educators with the opportunity to be responsive to unfinished learning. Be part of this conversation for clarity on What we want students to know and be able to do? and the use of quality resources during core instruction. Participants will: *Examine a process to analyze a curricular resource for alignment to the ND Content Standards *Explore ND Content Standard alignment findings for responsive action steps

When building multi-tiered systems of support, educators are asked to look at both academics and behavior. They are often treated separately but are linked inextricably. Whether approaching curriculum through an academic model, behavior model, or both, this session will provide concrete ways to integrate them through the same instructional lens. Participants will: See the Big Picture: Understand how student behavior and schoolwork are two sides of the same coin, and why they shouldn't be handled separately. Bridge the Gap: Look at academic and behavior tools to find easy ways to combine them. Align Your Instruction: Create a single, clear plan for your lessons that makes behavior expectations a natural part of every academic activity.

Growing an MTSS system is hard. Sustaining one is harder. MTSS isn't a program you add to your school — it's the operating system underneath everything you're already doing. In this opening keynote, we'll map how your teams, roles, data systems, and instructional supports connect into one coherent structure. We'll explore why some schools sustain MTSS through leadership transitions and competing priorities while others quietly lose ground, and what the research, and real schools, tell us about the difference. You'll leave with concrete next steps for strengthening your leadership team's role in the system and a fresh perspective on how to use the SAND to identify the data-based decision making practices that drive the most impact. Participants will be able to: Distinguish between compliance and commitment behaviors in school leadership. Describe the concept of de-implementation to identify low-value practices. Use the SAND data-based decision making items to identify current strengths and prioritize next steps for improving the practices that drive fidelity and student impact.

Chronic absence has emerged as one of the most critical issues in education today. Historically, approaches to absenteeism provided too little intervention, too late. This session applies proven principles of behavioral change to the issue of absenteeism, shifting the focus of school efforts to proactive approaches that teach, motivate, and involve all stakeholders in preventing and solving absenteeism problems. Participants will: Apply Behavioral Principles: Use proven strategies like positive reinforcement and motivation to encourage consistent student attendance. Engage All Stakeholders: Build a collaborative plan that involves families, staff, and students in preventing and solving absenteeism together. Implement Proactive Systems: Create a school-wide framework that teaches and reinforces attendance expectations before they become a problem.

Most school leadership teams aren't short on data. They're short on a clear system for deciding what to do with it. In this hands-on session, we'll map out the decision-making flowchart your team needs to move from data collection to confident, consistent action. You'll explore practical tools — decision trees, meeting protocols, and data decision guidelines — and leave with next steps for reducing cognitive load for teachers. Applicable across academic and behavioral data, this session is designed for school-based leadership team members who are developing usable data decision guidelines to define flow between tiers. Participants will receive a Data Decision Guidelines Template to begin building their own system. Participants will be able to: Identify at least one data decision guideline that defines criteria for moving students between tiers of support. Explain how data guidelines fit into the MTSS decision-making flowchart to reduce cognitive load and support consistent team decisions. Explain how systemic practices like consistent data use are an indicator of MTSS sustainability

Math fact fluency, the ability to quickly and accurately recall basic math facts, is crucial for success in math because it frees up mental energy for more complex problem-solving. Participants will learn the recommendations from the IES (Institute of Educational Science) on how to help students achieve fact fluency and draft a fluency plan for implementation in the fall. Participants will: Understand the Research Base Participants will explain the concept of math fact fluency and summarize key recommendations from the Institute of Education Sciences (IES) for developing fluency in elementary and middle grade students. Analyze Effective Instructional Practices Participants will examine and evaluate evidence-based strategies (e.g., explicit instruction, distributed practice, and use of visual models) that promote accuracy, efficiency, and flexibility in math fact recall. Develop an Implementation Plan Participants will design a draft math fact fluency plan tailored to their classroom or school context, including instructional routines, progress monitoring, and supports for diverse learners to be implemented in the fall.

When students talk, read, and write with purpose across every subject, learning goes deeper. This session equips secondary educators with ready-to-use Tier 1 literacy routines — including Accountable Talk, Paragraph Shrink, vocabulary and fluency routines, and writing summaries — that build speaking, listening, reading, and writing skills while increasing engagement and achievement in any content area. Participants will: - Model and practice Tier 1 literacy strategies, including Accountable Talk and Paragraph Shrinking, to facilitate purposeful student interaction and comprehension. - Integrate vocabulary and fluency routines into existing lesson plans to support disciplinary literacy without sacrificing content coverage.

Schools serve as a primary hub for many communities, often serving to fill in the gaps for much-needed resources. Capitalizing on the characteristics of safety, civility, and productivity, schools can create a culture of hope for students and families craving connectedness. A campus built on connectedness and hope is a campus where students and staff, want to attend.

It’s easy to connect with students who are fully engaged and in compliance with our expectations. Students with challenging behaviors often test our ability to make those healthy connections. In this session, participants will explore early stage interventions to create proactive plans in addressing misbehavior while building relationships and maintaining healthy connections between the student and the classroom. Participants will: Keep Connections Strong: Learn how to stay connected with your most 'challenging' students, even when their behavior is testing your patience. Catch it Early: Master quick, low-stress interventions that redirect misbehavior before it turns into a major classroom disruption. Build Your Toolkit: Create a 'go-to' plan for responding to tough behaviors in a way that keeps students engaged and feeling like they belong.

Most school teams are meeting regularly — but not always deciding efficiently and effectively. Team-Initiated Problem Solving (TIPS) is a scientifically-based model that gives school data teams the structure they need to move from data to action with confidence. In this introductory session, we'll walk through the three core components of TIPS (i.e. Meeting Foundations, Problem Solving, and Solution Implementation) and apply them to real behavioral scenarios. You'll leave with a concrete understanding of how to structure your team meetings, define problems with precision, build a measurable goal, and monitor whether your solutions are working. Participants will be able to: Identify the three components of TIPS and explain how each supports more effective team decision making. Develop one action step for improving their team's data meetings using the TIPS Meeting Foundations.

NEW! The Institute of Education Sciences released a new toolkit on Assisting Students Struggling with Mathematics in Grades 3-6! The toolkit offers a high-quality professional development (PD) course that districts can implement with classroom and intervention teachers of grades 3–6. The course modules include classroom videos, readings, example math activities, and instructional routines to actively engage teachers in building their knowledge and use of the recommended strategies. The toolkit also offers leadership resources to support math directors and other administrators in implementing the course and strengthening intervention practices in their districts. A district could offer this PD for their teachers or administrators and teachers can join teachers from across ND in a 2 credit continuing education course. The course will consist of individual asynchronous work and virtual PLC sessions. It will be offered during the first semester of the 2026-2027 school year. Participants will: Explore the structure and components of the Math Intervention Toolkit: Participants will gain an overview of the toolkit’s organization, including its modules, instructional resources, and leadership supports designed for grades 3–6. Understand the purpose and potential uses of the toolkit: Participants will learn how the toolkit supports evidence-based math intervention practices and how it can be used for professional learning through asynchronous coursework and virtual PLCs.

Every secondary student deserves a pathway to becoming a confident, capable reader. Once instructional needs are identified, the real work begins. This session dives into targeted Tier 2 and Tier 3 strategies across decoding, fluency, comprehension, and vocabulary — giving educators the tools to design intentional, data-matched instruction that actually moves struggling readers forward. Participants will: - Align student data with specific Tier 2 and Tier 3 literacy interventions in the areas of decoding, fluency, comprehension, and vocabulary. - Identify evidence-based strategies specifically designed for secondary learners to address foundational literacy gaps while maintaining age-appropriate rigor.

Move beyond theory by physically positioning yourself within the different levels of support to better understand the student experience. You'll gain a practical look at how resources shift and intensify as student needs change. You will leave with a clearer sense of how to transition support between tiers and get the right resources to the right students at the right time. Participants will: Walk in Their Shoes: Explore how support feels from a student's perspective as their needs change and intensify. Navigate the Transitions: Practice how to shift resources smoothly so students get the help they need without falling through the cracks. Find the Right Fit: Build a practical plan to match resources to students at the best possible time.

Implementation doesn't stall because people stop caring — it stalls because leaders forget to refuel the adults doing the work. In this closing keynote, Dr. Erin draws on stories from her research and years in the field to explore what coherence really means in schools — and what quietly gets in the way. You'll examine how the decisions leaders make about roles, systems, and recognition either build momentum or slowly drain it, and why celebration isn't a reward you hand out at the finish line — it's the fuel that keeps teams moving toward goals in the first place. You'll leave with low-burden, high-impact strategies to foster commitment, distribute leadership, and build acknowledgment into your everyday practice — so your team goes into the year with a full tank. Participants will be able to: Explain how coherence, aligning people, roles, and systems, reduces implementation drift and supports staff wellness. Identify strategies for distributing leadership in ways that build sustainability beyond any single leader or school year. Design at least one low-burden, high-impact acknowledgment practice that reinforces adult behavior and maintains momentum toward MTSS goals.