MTTS ™ Multi-Tiered Teacher Support 

Tier I: Whole Group

The entire group receives support via an engaging and interactive session, specifically designed for the staff.

A list of topics is available below or we can customize the session specifically to meet YOUR needs.

Select a topic/area for an over-arching experience that benefits all participants.

Tier II: Small Group

Small groups, (grade level, teams, content-area) collaborate in an area/skill, to learn, apply and share with job-embedded professional development, and group coaching, with class visits, goal setting and feedback and reflection.

Choose from the available topics listed below or we can customize to meet YOUR specific needs.

Tier III: Individual

One-on-One support for individuals with specific needs. Classroom visits are conducted and followed by a BDA (Before, During and After) Coaching cycle. This level is the most specialized to meet the needs of the individual teacher. In the BDA, teachers will set goals to incorporate learning into practice and feedback will be provided to continue growth.

Choose from the available topics below or we can customize individual coaching to meet your needs.

Services Included

The above three session are the launch pads recommended for job-embedded learning for whole group, grade-level and/or component or individual level professional development. The “one-and done” approach is not enough for understanding, application and synthesis. It is accompanied by different levels of the MTTS ™ (Multi-Tiered Teacher Support) coaching to provide:

  • Support

  • Goal setting

  • Understanding

  • Application

  • Collaboration

  • Exploration

  • Language Development

  • Reflection and Adjustment

  • Actionable Feedback

  • Confidence and Success

Additionally, monthly 3–6-hour professional development sessions on designated topics, followed by intensive coaching visits to include:

  • Three-part coaching cycles

  • Data review

  • Proficiency Level expectation

  • Collaborate lesson planning

  • Scaffolds/Accommodations

  • Assessment and Grading

“

Dr. Socorro Herrera ~ ESL Expert, Professor and Author ~ Kansas State University, Manhattan, KS

“I strongly recommend HOPE, led by Macky Wickert, to provide professional development for school improvement and the change effort with culturally and linguistically diverse families and students. She utilizes the most up to date research, best practices, and her own experience when guiding districts, schools and educators. Her approachable personality makes it easy for teachers to seek suggestions from her. She offers concrete strategies and the side-by-side coaching needed for increasing student achievement and transforming educational spaces.”

Areas of Professional Development for MTTS

These modules can stand alone but may require some additional information in the session that will increase the time needed.

  • Experience an immersive, engaging and interactive lesson presented entirely in Spanish. Strategies, accommodations, grouping and scaffolding are embedded during the presentation, for understanding and modeling., You can’t miss this session to give educators the empathy needed to understand ELs.

    Audience:

    Any and all educators responsible for EL/ML learning

    Recommended time:

    1.5 hours or 3 hours.

    Prerequisite:

    None…this is a great place to start!

  • Designed to inform educators about the legal considerations for ELs/MLs and their role and responsibility in their education.

    Audience:

    Any and all educators responsible for EL/ML learning.

    Recommended time:

    1.5 hours or 3 hours

    Recommended prerequisite: None! Another great starting point.

  • Activities and application of knowing our students (and them knowing us) to create optimum learning conditions.

    Audience: All educators who work with ELs/MLs

    Recommended time: 3 hours or 6 hours

    Recommended Prerequisite: Session 1: Language Warriors

  • RAIELs (Recently Arrived Immigrant English Learners) are a highly diverse group, who come with a set of skills, assets, experiences and funds of knowledge. We use the gifts they bring to give them access to the academic content and language.

    Audience:

    Any educator who works with Newcomers/RAIELKs (including School Counselors, STEM teachers, Tech Ed teachers, Specialist)

    Recommended time:

    3 hours or 6 hours

    Recommended prerequisite: Session 1 and Session 3

  • After the 6th year receiving ESL support, Experienced Multilinguals/LTELs need different considerations. They appear to speak and understand English, and it sometimes may appear that they are other issues. Data is utilized to create programming for LTELs for growth and success.

    Audience:

    Educators who are content or mainstreamed teachers, ELD teachers, Paraprofessionals, Reading Specialist, Special Education educators, Instructional coaches/Literacy Coaches, Administrators, School Counselors, STEM teachers, Tech Ed teachers, Specialist

    Recommended time:

    3 hours or 6 hours

    Recommended Prerequisite:

    Session 3

  • Understanding the gifts/skills/talents our ELs bring and using them to create conditions of acceptance and belonging to empower student learning and success.

    Audience:

    Any and all EL/ML educators, Language Arts teachers, Content area teachers, Special Education teachers, Coaches, paraprofessionals, administrators, School Counselors, STEM teachers, Tech Ed teachers, Specialist

    Recommended time:

    3 hours

    Recommended Prerequisite:

    Session1, Session 3

  • All content has its own language and therefore it’s a perfect coupling, both finely tuned with one another. This session teaches how to be aware of the language demands and how to integrate them.

    Audience:

    All educators of ELs/MLs, including School Counselors, STEM teachers, Tech Ed teachers, Specialist)

    Recommended time:

    3 hours

    *A 6-hour session affords planning

    Recommended Prerequisite:

    Session 1, Session 3, Session 6

  • Scaffolding, Accommodations and Strategies (SAS) help to accommodate different language proficiencies without sacrificing grade level content. Use of scaffolding and strategies give students access to the curriculum.

    Audience:

    Classroom teachers, content teachers, ELD teachers, Special Educators, Coaches, Paraprofessionals, School Counselors, STEM teachers, Tech Ed teachers, Specialist

    Recommended time:

    3 hours or 6 hours

    Recommended Prerequisite:

    Session 1, Session 3, Session 6, Session 7

  • Interaction and Engagement are necessary components to lessons for ELs/MLs to be successful, in and out of the content area classes. These two areas help to develop the four domains of language necessary for EL/ML success: listening, speaking, reading, writing.

    Audience: Any and all educators who work with ELs/MLs in any capacity, including School Counselors, STEM teachers, Tech Ed teachers, Specialist

    Recommended time: 3 hours

    Recommended Prerequisite:

    Session 1, Session 3, Session 6, Session 7 and Session 8

  • Assessment is a crucial part of learning, but not if our assessments and grades don’t accurately reflect what the student learned. Grades don’t often accurately depict what students have learned when we grade content and language together. Learn how to incorporate both and assess for each differently, based on the criteria and objectives of the lesson.

    Audience:

    Any educator who wants to understand assessment and grading for ELs/MLs, including School Counselors, STEM teachers, Tech Ed teachers, Specialist

    Recommended time: 3 hours

    Recommended Prerequisite:

    Session 1, Session 2, Session 3, Session 4, (Session 5), Session 6, Session 7, Session 8, Session 9

  • Knowing students’ PL (proficiency level) and the WIDA standards and the language for Science, Social Studies, Math, Language Arts assists in knowing what students need to learn/do to meet the criteria of the standard. Utilizing the key uses of language, Narrate, Inform, Explain and Argue, learn how to include the functions and features of language for moving proficiency.

    Audience:

    ELD teachers in particular, but also any Classroom or content teacher, Special Education teacher, Coaches, Paraprofessionals, Administrators, School Counselors, STEM teachers, Tech Ed teachers, Specialist

    Recommended time:

    3 hours

    Recommended Prerequisite:

    For ELD teachers, with ESL Certs, this is a stand-alone session. For others, Session 7 is helpful

  • WIDA results can be both confusing and intimidating. Let us show you how to evaluate the results and set a course of action for students both in language and content. Grouping, suggested hours of ELD instruction, are some of the areas to consider when planning for effective instruction.

    Audience:

    Any and all classroom and content teachers, ELD teachers, Special Education Teachers, Reading Specialist, Coaches, Administrators, School Counselors, STEM teachers, Tech Ed teachers, Specialist

    Recommended time:

    1.5 hours or 3 hours

    Recommended Prerequisite:

    Session 7, Session 8, Session 10, Session 11 suggested

  • ELD teachers know their content and standards, but maybe not the content area standards. Classroom and Content teachers know their content and standards but may need a more in-depth knowledge of the ELD language standards and proficiencies. No educator is an island and stands alone. We MUST work together to ensure we are giving our ELs/MLs the access to language, content and curriculum by collaborating with peers to meet the student’s needs during the entire student’s day. Suggestions for collaborative efforts are offered, which support not only the ELs/MLs, but just as important…the teachers.

    Audience:

    Any and all educators who should cooperate and collaborate for ELs/MLs. (ELD teachers, Classroom and Content area teachers, Special Education teachers, coaches, Reading Specialist, School Counselors, STEM teachers, Tech Ed teachers, Specialist

    Recommended time:

    An initial 1.5-hour session followed by 2-3 common planning time visits with all parties involved. If participants have limited experience, the session will need to be longer to incorporate some additional information.

    Recommended Prerequisite:

    session 3, Session 4, Session 5, Session 6, Session 7, Session 8, Session 9, Sesson 10 (or some combination of prior knowledge)

  • Not everything listed in pre-designed curriculum benefits EL/ML students. Scripted programs need modification and additional content for success. Intervention programs need to be carefully studied and data results in native language all offer additional information that would lead to a better educational tract for ELs/MLs. Native language skills must be determined and considered in the instruction.

    Audience:

    All who teach ELs/MLs Reading…that is EVERYONE!

    Recommended time:

    1.5 hours + individual class visits with planning teams, especially Reading Specialists.

    Recommended Prerequisite:

    Session 3, Session 4, Session 6, Session 10

    More time can be dedicated to the initial session if some of the background is missing.

  • Learn how to effectively communicate with parents for feedback, questions, information and in conferences, to give them feedback, information and the tools necessary for them to support their children. Setting the expectations and the environment for success is the beginning of building the Parent Pillar.

    Audience:

    All educators who cooprate and collaborate with parents, including the Home/School Visitor.

    Recommended Time:

    1.5 hours

    Recommended Prerequisite:

    Session 2, but this session can be built as a stand-alone session.

“I highly recommend Esperanza (Macky) Wickert, the consummate educational consulting professional, as she knows how to put everyone at ease the moment she enters the room. Most importantly, she shows staff how to tap into their “untapped” potential, leading to increased student achievement.

Margaret Brown, M.Ed. Principal, 13th & Union Elementary School, Reading, Pennsylvania