MTSS Integrated Conference 25

Mental health concerns and exclusionary practices underscore the urgent need to create inclusive environments. By focusing on positive behavior support, mental health and wellness, and inclusive education, schools can enhance academic success and also foster social development and a sense of belonging. WA MTSS framework allows schools, districts, and ESDs to build their capacity to develop and deliver inclusionary practices and eliminate exclusionary practices, while addressing mental health promotion, prevention, and intervention for all learners.

This participant driven session is designed for those in building and/or district leadership positions to engage in small group collective problem solving related to barriers to inclusive practice implementation within an MTSS framework. The session will begin with a brief whole group overview of the principles and practices to build and sustain inclusive schools self-assessment tool. Participants will then self-select into a small group discussion (e.g. early learning, elementary, secondary, district) facilitated by members of AESD and the UW Haring Center for Inclusive Education. Using a problem of practice protocol, participants will engage with a vignette and explore potential solutions to common barriers to implementation. Participants will also be prompted to reflect and share how this process may inform their own inclusive journeys.

Multiple measures are available to support district and building leadership teams in evaluating MTSS implementation. This session provides an overview of the Center on MTSS Fidelity of Implementation Rubric (2025) and a recently developed interview, facilitator’s guide, and resource document funded by the Washington AIMS project. Participants will learn about the purpose, strengths, and challenges of multiple tools and will understand how the use of these measures can be combined for comprehensive school improvement efforts.