Advanced MTSS in International Schools From Framework to Practice

From Framework to Practice is a 6-hour advanced MTSS course divided into two 3-hour live modules. Your school knows the theory and has systems in place. Now you’re ready to strengthen those systems, address the barriers that are getting in the way, and improve outcomes for both students and staff.

This course is designed for international school counselors, student support professionals, and leadership teams ready to strengthen MTSS implementation in their schools.

Throughout the course, participants will expand their understanding of the foundational considerations that support neuroaffirming and equitable MTSS systems, while building tangible resources to strengthen Tier I and create clearer referral pathways into Tier II intervention. Teams will also look closely at data collection and decision-making processes with a focus on improving both effectiveness and the use of staff time.

Together, we will break down common barriers related to behavior, data, intervention, and resources and examine what stronger implementation can look like within each school’s existing systems.

This advanced course is focused on the HOW of MTSS implementation. Participants will apply the work directly to their own schools by examining current systems, identifying gaps and barriers, and mapping practical next steps for improvement.

Intended Audience

School counselors, learning-support leaders, student-support teams, MTSS coordinators, principals, division leaders, and administrators responsible for student support systems.

ISCA Student Standards

This course will support you in providing strategies for your students to be able to:

Competency A1 ~ Self-awareness as a learner
A:A1:1 Display a positive disposition toward learning and willingness to embrace new ideas, challenges,and/or learning opportunities

Competency A1 ~ Social & Self-Awareness
SE:A1:3 Develop self-awareness and self-management skills essential for mental health
SE:A1:4 Take action (individually or with support) to positively impact one’s own mental health

A:A1:2 Identify and apply attitudes, behaviors and strategies which lead to successful learning
A:A1:3 Articulate self-efficacy as a learner
A:A1:4 Use mistakes as opportunities for growth in the learning process
A:A1:5 Take pride in work and achievement
A:A1:6 Use self-awareness to build on personal strengths and take steps to meet challenges

Competency B1 ~ Self-Directed Learning and Student Agency

ASCA Professional Standards and Ethical Standards and Practices

This course is aligned to the following school counselor standards and competencies:

A.1. Supporting Student Development
Advocate for equitable, anti-oppressive and anti-bias policies and procedures, systems and practices, and provide effective, evidence-based and culturally sustaining interventions to address student needs.

Involve diverse networks of support, including but not limited to educational teams, community and tribal agencies and partners, wraparound services and vocational rehabilitation services as needed to best serve students.

A.3. Comprehensive School Counseling Program School counselors: a. Provide students with a culturally responsive school counseling program that promotes academic, career and social/emotional development and equitable opportunity and achievement outcomes for all students. b. Collaborate with administration, teachers, staff and stakeholders for equitable school improvement goals. c. Use data-collection tools adhering to standards of confidentiality as expressed in A.2. d. Review and use school and student data to assess and address needs, including but not limited to data on strengths and disparities that may exist related to gender, race, ethnicity, socioeconomic status, disability and/or other relevant classifications. e. Deliver research-based interventions to help close achievement, attainment, information, attendance, discipline, resource and opportunity gaps. f. Collect and analyze participation, ASCA Mindsets & Behaviors and outcome data to determine the progress and effectiveness of the school counseling program. g. Share data outcomes with stakeholders.

Advocate for the equitable right and access to free, appropriate public education for all youth in which students are not stigmatized or isolated based on race, gender identity, gender expression, sexual orientation, language, immigration status, juvenile justice/court involvement, housing, socioeconomic status, ability, foster care, transportation, special education, mental health and/or any other exceptionality or special need.

Essential Questions

1. What culture work is required to create inclusive MTSS systems?
2. How can we meaningfully expand Tier I with our current resources and staffing remaining the same?
3. How can we improve data systems so we aren’t overtaxing staff, but creating meaningful outcomes for students?
4. How do we reduce overloaded Tier II and III and create clearer pathways between tiers of supports?
5. How do we improve behavioral outcomes using MTSS and expanded Tier I?

Participants will have knowledge about:

1. Detailed knowledge about MTSS application
2. Basic Universal Design Learning Components with examples of UDL in action.
3. Considerations for effective data collection and review for decision-making.
4. Problem-solving strategies for primary MTSS barriers in international schools

Participants will be able to:

1. Work with their teams to expand their Tier I and Tier II programming at their school sites.
2. Be able to share examples of UDL in action and expand UDL efforts at their school.
3. More confidently discuss data systems with their school sites and how to use those systems more effectively
4. Problem-solve current barriers in MTSS implementation in areas of capacity, Tier I & Tier II, behavior and student needs, and systems/data.

Sarah Petrou

Tara Eddy, M.S., P.P.S. is an educational psychologist, international school consultant, and ISCA Academy faculty member. She holds an M.S. in Counseling and School Psychology and is licensed through the California Board of Behavioral Sciences.

For more than 14 years, Tara has worked with schools, educators, counselors, and families, specializing in neurodiversity, anxiety, psychoeducational assessment, and student support. She currently provides consultation and coaching to international schools focused on strengthening inclusive practices, expanding MTSS, and improving student wellbeing. She also delivers global courses and workshops on MTSS, neurodiversity, anxiety, and behavior, working with professionals and families across 59 countries.

Tara is the Founder and CEO of Feelings in Motion, a company creating educational games that support children’s social and emotional development. The first multisensory game, Stomp It Out, is used by parents, counselors, and educators worldwide. She also leads What Now? courses for parents of neurodivergent children and teens.

Tara is American and she raised her two children in Berlin, Germany.

ISCA Member Price: $300

Non-Member Price: $380

Dates and times of offerings:

February 16 and 23, 2027; 2:00 PM – 5:00 PM UTC

Contact Hours: 6 hours

Time commitment between sessions: 1.5 hours

Required Resource(s): Recommended course prior to this one: MTSS: A Data Driven Framework to Support All Learners