MTSS Summit Series
There will be five two-part sessions in this series, covering a variety of topics presented by national leaders in the field. The training for each topic will be held one day in the fall semester and one in the spring. Participants may attend all session topics or pick one of interest. The intent of the professional development series is to promote the implementation and sustainability of practices beyond the initial training. The AASC 2026-27 MTSS Summit Series will consist of three components described below.
Initial Professional Learning: Participants will receive initial professional learning from a national expert in the field. The team will decide which specific strategy to implement on a small scale and develop an implementation plan.
Implementation Support: The team members will begin implementing their plan. During the implementation, AASC team members will provide virtual or on-site coaching and support. There will be one scheduled “office hour” with our national expert for questions and comments about implementation.
Insights from the Field: The final session will include each team sharing their implementation insights with their peers. The national leader for each topic will provide feedback and additional implementation ideas for the school or district, based on participants’ insights.
The sessions are intended for small teams that can implement and disseminate these practices at the district and school level. The recommended team composition is as follows:
District Level Member: The district-level member will be responsible for ensuring alignment with district priorities and plans and for ensuring the necessary support at the school level.
School Level Instructional Leaders: The school instructional leaders should include individuals who can establish systems to implement the practices by embedding them within the existing tiered instructional system. These individuals will also be responsible for ensuring professional learning and coaching teachers in the building.
Teachers: There should be at least one peer-respected teacher who would implement the practices and serve as a demonstration model and peer coach for other teachers.
Districts may send more than one person per role and more than one school.