The Science of Learning

K-12 education can feel like a continuous churn of new initiatives, all intended to improve important outcomes. Just in the last three decades, education has seen the emergence of powerful frameworks, like response to intervention and multi-tiered systems of support, implementation science, the Science of Reading, and the Science of Math. Yet, these frameworks are all logically and empirically connected, grounded in the same science, making each one more of an evolution than a revolution to actual practices in classrooms. The connecting thread is the science of instruction. School psychologists operate at the intersection of evidence-based principles and frontline realities in schools. Thus, we can be key actors in reducing tension when philosophies are pitted against evidence and assist schools to adopt and deliver more effective instruction at scale. Our complex work is simple when we understand that (a) learning is a predictable outcome of highly effective instruction and (b) implementing highly effective instruction in all classrooms is possible with the right resource allocations and commitment to science over philosophy. This session will detail key scientific findings pertinent to assessment, instruction, and MTSS. Effects on learning and specifically closing of equity gaps will be shared. Attendees will take away tactics to try right away in their own settings and web-based resources to start their own work to adopt science-based math instruction within their MTSS structures. Free print and video resources will be provided. Please note that examples will mostly be math MTSS. Presented by Amanda VanDerHeyden (2025)