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Multi-Tiered Systems of Support (MTSS) Level 3 Academy
Thursday 14 January 2016, 01:00pm - 04:00pm
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If you are interested in how to implement multi-tiered systems of support (MTSS) then consider joining us for this year’s Level III Academy. We have designed a year-long series of interactive professional development activities that will define and implement a core threshold knowledge base for all school leaders… that includes what they need to know and do to provide the instructional leadership and infrastructure to employ a tiered system of support, including:


  • Ability to use student performance data to make school-wide decisions about instructional focus and resource allocation
  • Ability to analyze data and communicate needs to families and stakeholders across a range of cultures and languages
  • Ability to develop systems to monitor fidelity of instructional practices and interventions
  • Ability to create a culture of data-sharing
  • Ability to advocate for and adhere to the legal requirements for disability determination and education of students with disabilities
  • Actively lead and develop systems that encourage collaboration between teachers around student needs and instructional practices
  • Understand and support a continuum of instructional support for students
  • Facilitate professional development opportunities and communities around multi-tiered systems of support, evidence-based practices for struggling learners, and data-based decision-making
  • Ability to create a shared vision and mission around educating students who struggle and students with disabilities
  • Ability to create an infrastructure to enable multi-tiered systems of support (i.e., schedules, data-teams, data reviews, fidelity checks)


(Source: Taken from the document “Promises to Keep” which builds upon the recommendations from the Council of Chief State School Officers (CSSO), regarding teacher preparation in the U.S.)

If you want to build your school or district capacity to really understand and implement MTSS, then this Level III Academy is something you should consider.


LEVEL III will build on the work we started last year with presentations by Shannon Harken and others, and we will be focusing on:


  • Evidence-based practice – going into what really matters (Doug Reeves)
  • Building your own and your district’s capacity to….


  1. Provide success for all students in the areas of reading, math and behavior, using a Multi-Tiered System of Supports
  2. Learn how to use a Problem-Solving Model
  3. Focus on Curriculum, Instruction, and Assessment in all 3 Tiers
  4. Understand and USE a Data-Based Decision Making Tools/Infrastructure
  5. Develop and apply Intensification Practices
  6. Find and apply Evidenced-Based Instructional practices and materials


We believe that there is a moral imperative to create an education system that addresses the needs of a wide range of diverse learners. We are committed to helping teachers and administrators in providing supports for struggling learners who are ELL students or those with disabilities, in order to close the “gap” that has existed for too long. We believe that ALL students can learn, and be prepared for college and careers through systematic, evidence-based instructional practices, using a multi-tiered approach.


If you believe in the statements above, please join us for Level III. We will begin this series in November, with 6 half-day sessions, going into May. We also want to support districts who are willing to serve as “pilots.” Up to three (3) “pilot” sites will receive direct consultation and support over the course of the year.

The skills we will help you develop in this academy are:

  • Understanding of disability characteristics and various learning preferences (i.e., visual, auditory)
  • Understanding of levels of instructional intensity and how to intensify instruction (i.e., change group size, increase session frequency, change instructional delivery method, change environment)
  • Ability to choose, develop, and administer assessments that are culturally and linguistically responsive and targeted on students’ specific area of need
  • Ability to use student data to inform decisions about which intervention to implement and for how long
  • Ability to choose, develop, and implement evidence-based interventions that are targeted and aligned to grade-level standards
  • Ability to identify and administer evidence-based progress monitoring tools
  • Ability to frequently monitor student progress and analyze student data to determine responsiveness to intervention and instruction




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