GSE Brown Bag Lecture Series: Todd Glover

Wednesday, January 29, 2020 11:45am - 1:00pm

GSE Room 30

Coaching School Personnel to Implement Multi-Tiered Systems of Support for Early Reading


Multi-tiered systems of support for early reading (K-3) focus on the use of data to guide core instruction and small group (tier 2) or individualized (tier 3) reading intervention.  Although there has been significant interest in the use of MTSS over the past two decades, there is considerable variability in the fidelity of MTSS implementation in school settings.  Effective MTSS implementation requires coordination among key stakeholders in the use of data to group students, guide instruction, and monitor implementation and outcomes associated with specific practices. The purpose of this talk is to describe a job-embedded coaching model used to bolster the fidelity of MTSS through the involvement of leadership, instructional, and support staff in a systematic approach for planning and implementing practices designed to meet students’ individual needs. Key components of the data-driven coaching model will be described along with outcomes from a large-scale randomized controlled trial examining the model’s impact on teacher practices and student performance. The talk will conclude with a discussion of the practical implications of this work.  

Todd Glover is an educational psychologist and Associate Research Professor in the Graduate School of Applied and Professional Psychology at Rutgers University with approximately 20 years of research experience in the areas of multi-tiered systems of support (MTSS), behavioral consultation, school-based screening, academic and behavioral interventions, and job-embedded professional development for school personnel. He has been a Principal Investigator (PI) or Co-PI of numerous large-scale, federally funded grants investigating and supporting MTSS implementation and the efficacy of school-based interventions for at-risk or underserved students. Dr. Glover’s research and scholarly writing focus on integrating evidence-based interventions and high-quality professional development into systems of support for students in school settings. 

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Who to contact:

Colleen McDermott