A Roadmap for Improvement and Continuous Success: The Development and Application of a Multi-Tiered System of Supports, PreK-12

PD: Gen Ed IP | This program is completed

1 Clubhouse Rd. Fairlee, VT 05045 United States

TBD

Teams (PreK-12) - see description

7/24/2019-10/25/2019

View Schedule

$650.00

In order to build comprehensive academic and social/emotional systems that support all learners, leaders and other decision makers must understand the conceptual underpinnings of these systems so they can design plans that are realistic, sustainable, and transferable to their organization. Using their school and district as a model, the instructors will share how they’ve built effective systems in the areas of: culture and climate; assessment, instruction, and intervention; effective collaboration; and professional learning. They will also share specific decisions, plans,st rategies and actions they take to bring each of these systems to life.

Over the course of 4 days, participants will:
- Understand how to create a culture and climate that supports the interdependence of both academic and social/emotional systems
- Understand the role of distributed leadership in a sustained model of MTSS
- Understand how to maximize capacity and precious resources, as well as increase fiscal responsibility, within an MTSS (strategic/vision budgeting)
- Develop and/or assess their comprehensive assessment system
- Understand rate of growth and individualized goal setting for all learners
- Understand how to use assessment data to differentiate and provide instruction that is responsive to students’ diverse strengths and needs
- Understand how to develop and/or assess high quality universal instruction with a focus on deep content area knowledge
- Understand how to develop an intervention menu for academic & social/emotional supports
- Develop a 3 year action plan, including materials & resources to support implementation

During our time on site (at Williamstown Schools), participants will see MTSS in action through:
- Observations of academic & social/emotional data teams
- Discussions with teachers & staff who have experienced MTSS transformation in their schools
- Team time with Jamie/Michaela to receive coaching and feedback on their action plan

  • SU/SD LEVEL team configuration: Superintendent (or designee), building-level administrators and teacher leaders from general and special education, and other centralized staff with behavioral, academic, and social-emotional expertise.
  • BUILDING LEVEL team configuration: Principal (required), classroom teacher(s), special educator(s), counselors, behavior specialists, interventionists, nurse, coaches, etc.
  • NOTE: ALL participants must be able to attend all four days.
Kinnarney, Jamie

Jamie Kinnarney, M.Ed., is principal of the Williamstown Elementary School (W.E.S). Under Jamie’s leadership, W.E.S. has created a comprehensive approach to academic and social/ emotional enrichment and support, resulting in increased achievement across content areas and a decrease in the number of students identified as having a specific learning disability.

Martin, Michaela

Michaela Martin, M.Ed., has been a Vermont educator since 1996, serving as a classroom teacher, principal and now Co-Director of School Transformation and Effectiveness in Orange North. In the newly formed Central Vermont Supervisory Union, Michaela is working with school leadership teams to develop an integrated MTSS model in which academic and social/emotional are one interdependent system.