Essentials for Renewal and Acceleration
The theme of this year’s all-virtual Nebraska MTSS Summit is “Essentials for Renewal and Acceleration.”
There are many uncertainties as students and teachers return to classrooms:
- How will educators renew their past learning to connect it with the current system?
- How will educators accelerate unfinished teaching and learning from the past year to ensure all students have the opportunity to meet grade-level expectations and develop a growth mindset for future learning?
- And, key to all, how can MTSS support this renewal and acceleration?
The 2021 NeMTSS summit will guide participants as they grapple with these and other concerns on their way to a successful 2021-22 school year.
Jaime Harris, Ed.S., NCSP
Jaime Harris, Ed.S., NCSP, is a school psychologist with more than 16 years of experience supporting the needs of students, parents and educators, and helping to build multi-tiered systems of support for students, with a particular interest in social-emotional learning and mental health. She was a national nominee for School Psychologist of the Year in 2014 and was awarded the Wisconsin School Psychologist of the Year in 2014. Harris co-founded eduCLIMBER, an award-winning MTSS data collaboration/visualization tool, and serves as vice president of eduCLIMBER Engagement at Illuminate Education, where she consults and trains districts across the U.S. to build capacity in their understanding of MTSS through practical data applications.
Celeste Malone, Ph.D.
Associate professor & Coordinator
School Psychology Program, Howard University
Celeste Malone, Ph.D., is an associate professor and coordinator of the school psychology
program at Howard University. She holds a master’s degree in school counseling from Johns Hopkins University, a doctorate in school psychology from Temple University, and completed a postdoctoral fellowship in child clinical and pediatric psychology at the Johns Hopkins University School of Medicine. Dr. Malone’s research focuses on multicultural and diversity issues embedded in the training and practice of school psychology. Specifically, her work addresses the need to develop multicultural competence through education and training, diversify the school psychology profession, and strengthen the relationship between culturally responsive practice and PK-12 student outcomes. Dr. Malone serves on the National Association of School Psychologists (NASP) Board of Directors as the strategic liaison for the social justice strategic goal and is an elected member of the American Psychological Association Board of Educational Affairs. Dr. Malone was recently elected NASP President-Elect and will serve as the 2022-2023 NASP President. Notably, she is the second person of color to ever serve in this role.
H. Richard Milner IV, Ph.D.
Cornelius Vanderbilt Chair of Education & Professor of Education
Department of Teaching & Learning, Vanderbilt University
H. Richard Milner IV, Ph.D., is Cornelius Vanderbilt Chair of Education and Professor of Education in the Department of Teaching and Learning at Peabody College of Education and Human Development at Vanderbilt University. Dr. Milner holds a master’s degree in English education from South Carolina State University, and a master’s degree and doctorate in educational policy and leadership from The Ohio State University. His research, teaching and policy interests concern urban education, teacher education, African American literature and social context in education. Centering on equity and diversity, his research examines practices and policies that support teacher effectiveness in urban schools. Dr. Milner is president-elect of the American Educational Research Association (AERA), the largest educational research organization in the world. He is also an AERA Fellow and an elected member of the National Academy of Education. Dr. Milner’s work has appeared in numerous journals and he has published seven books, including, “Start Where You Are But Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms” (Harvard Education Press, 2010 and 2020, Second Edition), “Rac(e)ing to Class: Confronting Poverty and Race in Schools and Classrooms” (Harvard Education Press, 2015) and “These Kids Are Out of Control: Why We Must Reimagine Classroom Management for Equity” (Corwin Press, 2018).
Dominique Smith, Ed.D.
Chief of Educational Services
Health Sciences High & Middle College, San Diego, CA
Dominique Smith, Ed.D., is chief of educational services and teacher support at Health Sciences High and Middle College in San Diego, Calif. He is passionate about creating school cultures that honor students and build their confidence and competence. Dr. Smith’s research and instruction focus on restorative practices, classroom management, growth mindset and the culture of achievement. In addition to his school leadership responsibilities, Smith provides professional learning to K–12 teachers on many topics that address classroom and school climate and organization. Dr. Smith holds a doctorate in educational leadership from San Diego State University with a focus on equity and a master’s degree in social work from the University of Southern California. He also holds credentials from San Diego State University in administrative services, child welfare, PPS and attendance, and was awarded the 2014 National School Safety Award from the School Safety Advocacy Council. His publications include, “All Learning Is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond” (ASCD, 2018), “Building Equity: Policies and Practices to Empower All Learners” (ASCD, 2017), and “Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management” (ASCD, 2014). Dr. Smith has contributed numerous articles for the Association for Supervision and Curriculum Development’s Educational Leadership® magazine, including “Tear Down Your Behavior Chart!” He delivered a 2018 TED Talk about building relationships between students and teachers.