Leadership Teams or full teams (Building or SU/SD level) who are ready to implement Vermont’s Multi-tiered System of Supports. Ideal configuration of teams: Building level: A representative team including Principal (required), classroom teacher(s), special educator(s), counselor or behavior specialist. SU/SD level: Superintendent (ideally—or designee if not possible), building-level administrators and teacher leaders from general and special education.
Orange North Supervisory Union consists of two PreK-8 school districts in the towns of Orange and Washington and one PreK-12 school district in the town of Williamstown. Over the past 7 years, Orange North Supervisory Union Leadership Team worked together to create an interdependent Multi-tiered System of Supports in all three school districts of the ONSU. It first began with the implementation of PBiS in each school but has evolved to become an interdependent system that supports the academic and social emotional needs of all learners. We are ready to share how we have evolved over time to be a model for other schools/SUs to learn from, and to provide support in their journey of creating their own MTSS to support their students.
Multi-tiered System of Supports: An interdependent system that ensures that WE are working together to ensure that students are provided the supports needed for them to reach their greatest potential.
This strand will focus on how to effectively implement a Multi-tiered System of Supports while recognizing the individual needs of each school district/supervisory union. Each school will have a completed three year comprehensive implementation plan by the end of the week. Participants will learn about:
1. Creating a culture and climate that supports the interdependence of both an academic and social/emotional system.
a. How to use the structure of PBiS to inform your work with MTSS
b. How to ensure that both academic and social/emotional are discussed simultaneously when discussing a student’s needs.
2. The importance of a comprehensive and systematic plan that includes:
*How interdependence among all Tiers supports a collaborative school culture
*The role of community in creating an effective system
*The importance of high quality universal instruction with a focus on deep content area knowledge and a clearly aligned curriculum
*That all teachers and staff need to acknowledge their role as an interventionist
*That all interventions need to be aligned to clear targets and provided by highly trained staff
*The use of relevant assessment data to differentiate and provide instruction that is responsive to students’ diverse strengths and needs
*How to use a range of assessment data that includes both academic and social/emotional data aligned to clearly identified targets
* Structures that allow at the minimum of bi-weekly use of data to progress monitor student growth
* How to use common professional learning to support all staff in a MTSS
* The importance of embedded professional learning to promote instructional growth
* How to promote a culture of continuous improvement and sustainability
Check back after May 1st.
Michaela Martin, MEd, has been an educator in Vermont since 1996 serving as a classroom teacher, principal and now Co-Director of School Transformation and Effectiveness in Orange North for the past 7 years. Since coming to Orange North, she has also been the PBIS Coordinator and has successfully supported the implementation of PBIS in all four schools. Her role in Orange North has been focused on working with school leadership teams to develop an integrated MTSS model in which academic and social/emotional are one interdependent system.
Jamie Kinnarney, Principal, Williamstown Elementary School