A person runningBEST/MTSS Summer Institute 2017

Strand K

Implementing Proficiency-Based Learning, Flexible Pathways, and Personal Learning Plans within an MTSS

Michaela Martin and Jamie Kinnarney


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 8 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 through Proficiency-Based Learning, Flexible Pathways and Personal Learning Plans. 

This strand will focus on how to effectively implement a Multi-tiered System of Supports while integrating Proficiency-Based Learning, Flexible Pathways, and Personal Learning Plans.   A completed three year comprehensive implementation plan will be developed by the end of the week. 

Participants will learn about: 

Creating a culture and climate that supports the interdependence of both an academic and social/emotional system in a Proficiency-Based System

The importance of a comprehensive and systematic plan that includes:

  • Systemic and comprehensive approach

  • Effective collaboration

  • High quality instruction and intervention 

  • Balanced and comprehensive assessment

  • Well-designed professional learning

    Who Should Attend?

    Leadership Teams or full teams (Building or SU/SD level) who are ready to implement Vermontís 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.  


    Multi-tier System of Supports

  • Materials:



    Michaela MartinMichaela 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 KinnarneyJamie Kinnarney received his BS in Allied Health Sciences from Lyndon State College and MA in Educational Leadership at Castleton State College.  He was hired as the principal of the Williamstown Elementary School in the spring of 2013. During his tenure at W.E.S., they have created a comprehensive approach to academic and social/ emotional enrichment and support via a Multi-Tiered System of Supports (MTSS).  Along with this achievement, they also created a content area specialist model down to grade 1.  This has resulted in all members of the Williamstown Elementary School as self-identified interventionists.  The result of the successful implementation of MTSS has led to not only increased achievement throughout the content areas but an overall decrease of over 30% in the student population identified as having a specific learning disability.