2025 Kansas MTSS & Alignment Symposium

Using assessments to improve student learning involves more than simply administering “formative” assessments. It requires teachers to make well-designed classroom assessments an integral part of the instructional process. This presentation describes how teachers can develop clear learning targets, gather useful information on students’ performance, offer effective feedback to guide improvements in teaching and learning, and then accurately document students’ learning progress. Participants will learn how to use classroom assessments as effective learning tools, how to integrate performance assessments with more traditional assessment methods, how to align assessment procedures with important learning goals, and how these procedures will allow them to better meet the needs of diverse learners.

Guskey, T. R. (Ed.) (2025). The Teacher as Assessment Leader (2nd ed.).Solution Tree.
Guskey, T. R. (2023). Implementing Mastery Learning (3rd ed.). Corwin.
Guskey, T. R., & Jung, L. A. (2013). Answers to Essential Questions about Standards, Assessments, Grading, and Reporting. Corwin.
Guskey, T. R. (Ed.) (2009). The Principal as Assessment Leader. Solution Tree.
Guskey, T. R. (2026). Evaluating Professional Learning (2nd ed.). Corwin.
Guskey, T. R., Roy, P., & Von Frank, V. (2014). Reaching the Highest Standard in Professional Learning: Data. Corwin & Learning Forward.

When we truly embrace the three most fundamental, evidence-based instructional priorities, students will make significant gains—typically within a single school year. In this session, we’ll look at the unsung power of effective curriculum, which any team of teachers can build within hours, and begin to employ immediately.

School leaders struggle with problems in their efforts to reform grading and reporting that could have been anticipated and avoided. This presentation describes three crucial prerequisites, supported by research evidence, that eliminate those problems and help bring honesty and integrity to the grading process. These steps provide the necessary foundation for implementing grading policies and practices that prioritize students’ best interests, facilitate communication between school and home, and make grades honest, accurate, meaningful, and equitable.

Guskey, T. R. (2024). Engaging Parents’ and Families in Grading Reforms. Corwin Press.
Guskey, T. R., Frey, N., & Fisher, D. (2024). Grading with Integrity. Corwin Press.
Guskey, T. R. (2020). Get Set, Go! Creating Successful Grading and Reporting Systems. Solution Tree.
Guskey, T. R., & Brookhart, S. M. (Eds.) (2019). What We Know About Grading: What Works,
What Doesn’t, and What’s Next? ASCD.
Guskey, T. R. (2015). On Your Mark: Challenging the Conventions of Grading and Reporting.
Solution Tree.

The case for certain game-changing elements of teaching are dismayingly under-emphasized in the current system. They can be implemented immediately and have a reliable impact on student outcomes from day one. We’ll look at the ironclad case for these elements and clarify them through a simple exercise and a one-page guide to their use.

This is an opportunity to ask your questions in an informal Q & A session.

This is an opportunity to ask your questions in an informal Q & A session.

Tired of spinning your wheels with data? In this session, learn how the Self-Correcting Feedback Loop powers real-time improvement within the Kansas MTSS and Alignment Framework. We’ll break down the roles of district, building, and team-level leaders—and show how each contributes to a responsive, data-driven system.

See real-world examples from Kansas districts, explore ready-to-use visuals, and walk away with tools to turn reflection into action. Whether you’re just getting started or refining your process, this session will help your teams close the loop and drive lasting change.

Professional learning leaders today must show what they do makes a difference. Stakeholders at all levels want to know if investments in professional learning truly result in improvement in the practices of educators and, ultimately, in the performance of students. This presentation explores factors that contribute to the effectiveness of professional learning and outlines the vital levels of professional learning evaluation. The use and appropriate application of these levels are described, along with procedures for establishing reliable indicators of success during professional learning planning. Participants will learn how to apply research findings to design and implement more effective professional learning activities, how to gather quantitative and qualitative evidence on effects, and how to present that evidence in meaningful ways.

Guskey, T. R. (2026). Evaluating Professional Learning (2nd ed.). Corwin.
Guskey, T. R., Roy, P., & Von Frank, V. (2014). Reaching the Highest Standard in Professional Learning: Data. Corwin & Learning Forward.

We’ll be looking at the enormous, untapped opportunity to radically simplify—and improve--literacy instruction across the curriculum. We’ll start with a fresh look at the “literacy block.” Then we’ll learn to employ simple, proven protocols that guarantee growth in literacy and academic achievement at every grade level and in every subject area.