This three-part virtual series introduces educators to explicit instruction, an evidence-based, high-leverage instructional approach. Participants will explore the essential elements of explicit instruction, learn how to design aligned lesson plans, and develop strategies for delivering instruction clearly and effectively.

Please join Region IV CSPD for a 3-part virtual Explicit Instruction training. The zoom link for each session are included. A link to the handout will be sent out prior to each training.

Each one-hour session focuses on a different phase of practice—understanding explicit instruction, designing explicit instruction, and delivering explicit instruction—with opportunities for modeling, reflection, and application. The series is designed to support meaningful transfer to classroom instruction across content areas and grade levels.

Genevieve Thomas is an educational leader and consultant with over 20 years of experience in roles ranging from classroom teacher to school psychologist to special education leader. As the President of Spark Educational Consulting, Genevieve designs and facilitates professional learning experiences for educators, evaluates educational programs, and develops evidence-based instructional materials to support reading and writing. Her areas of expertise include the science of reading and writing, Multitiered Systems of Support, and supporting students with diverse learning needs. 

Genevieve holds graduate degrees in special education and school psychology from Loyola Marymount University, and she is a doctoral candidate in the Reading Science Program at Mount St. Joseph University. She also serves as the Co-President of the Montana chapter of The Reading League, advocating for research-backed approaches to reading instruction.

Genevieve currently lives in Whitefish, MT. When she is not supporting teachers and school communities, you can usually find her on her skis or her bike, depending on the season.

Transition assessment is more than an IDEA requirement — it is the foundation of strong, student-centered transition planning. This interactive session will examine the purpose of transition assessment, what information teams must gather before selecting tools, and how to align assessments with students’ strengths, interests, and postsecondary goals. Participants will explore assessment options for students with complex or significant disabilities, review concrete examples of how results translate into measurable transition IEP components, and practice selecting age-appropriate assessments through case studies. The session will conclude with a review of the assessment guidance from the regional postsecondary transition resource guides, ensuring participants leave with practical tools to support meaningful postsecondary planning.

Kari Tarter earned her B.S. in Special Education: Mild-Moderate Disabilities from The University of Arizona. Following this, she completed her master’s in Special Education: Severe and Multiple Disabilities, through the same institution while working as a teacher for the district. Kari has worked in the special education field since 2018, with her primary focus on supporting and instructing students with emotional and behavioral disabilities in the K-12 population. During her internship for her master’s degree, she enjoyed supporting older learners as a peer mentor for Project Focus: a unique post-high school transition program for young adult students with intellectual and/or developmental disabilities. Kari moved back home to Montana in 2021 and started work as an independent contractor where she provided private academic intervention services. She joined The Rural Institute in 2023 as a Public Education Specialist supporting the Montana Transition and Employment Resource Projects and the Montana DeafBlind Project. Kari also serves as a Peer Support Specialist for the Montana Family to Family Health Information Center.