About MTSS Innovations
A Multi-Tiered System of Supports is a framework to address the needs of all students through a continuum of evidence-based practices. It requires leadership at every level. For over 30 years, the founders of MTSS Innovations have supported educational leaders across state, district, and school entities to create a sustainable MTSS that works for all students and adults.
Our Origin Story
Born out of 30+ years of the Innovations in Education Conference, MTSS Innovations grew from an annual event into an ongoing membership support system for educators and school and district leaders.
Our goal is to inspire educators with consistent guidance, credible resources, and a network of peers to ensure successful MTSS implementation in the classroom every day, not just on professional development days.
The long-standing Innovations in Education Conference brought together practitioners, administrators, and researchers to support each other with MTSS implementation. While the conference sparked momentum, we recognized what schools needed most: sustained ongoing support.
The MTSS Collective was created to extend the power of the conference into a year-round community and membership program.
Today, our membership brings together classroom champions, district leaders, and policy influencers who are committed to moving beyond surface-level professional development.
Together, we’re creating a community of practice across all levels of the education system to support accountability, research-backed innovation, and measurable results.
The MTSS Innovations Committee
MTSS Innovations is guided by experienced practitioners with a passion for helping educators and students. We know the realities of implementation first-hand, and are committed to walking alongside schools and districts as trusted partners.
Dawn Miller, Ph.D
Dawn has spent her career building inclusive MTSS systems with educators and leaders at the state and district levels. As Associate Director at the SWIFT Education Center, she is recognized for her expertise in system design and her dedication to equity.
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Over her career, Dr. Miller has taken on roles ranging from professional development and planning to policy design and implementation, always focused on making schools more effective for every student.
She co-authored Leading Equity-Based MTSS for All Students and contributed to multiple editions of Best Practices in School Psychology, as well as other publications on system design and equity.
As a participant in the first multi-state MTSS conference in 1996, Dawn brings historical perspective and forward-thinking leadership to MTSS Innovations. Her work reflects both expertise and deep care, ensuring schools can design systems that help every student thrive.
Judy ElliotT, Ph.D
Judy is the former Chief Academic Officer of the Los Angeles Unified School District and a nationally recognized leader in systems change and MTSS. She brings deep expertise in instruction, leadership, and data-driven decision-making to improve outcomes for all students.
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Dr. Elliott began her career as a special education teacher and school psychologist before moving into district leadership roles in Portland Public Schools and Long Beach Unified School District.
As the Chief Academic Officer of LAUSD, she oversaw curriculum, instruction, and programs across early childhood through adult education for one of the nation's largest school systems.
She has published over 50 articles and book chapters on MTSS, systems change, and effective instruction. Known for her expertise in data-driven leadership and her dedication to equity, she continues to guide education leaders in building systems that work for every learner.
Margaret McGlinchey, Ph.D
Margaret has over 30 years of experience supporting schools and districts in implementing MTSS. Her experience includes serving as Assistant Superintendent for Instruction at Kalamazoo Regional Educational Service Agency, Co-Director of Michigan’s Integrated Behavior and Learning Support Initiative, School Psychologist, and Adjunct Faculty at Western Michigan University.
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In her role as Co-Director of MiBLSi, Dr. McGlinchey developed a statewide system to train and coach over 600 schools in building MTSS systems.
In her role as Assistant Superintendent at KRESA, she led professional development for the region, focusing on training and building a cadre of instructional coaches to support local school districts in the implementation of evidence-based instructional practices within MTSS.
She has worked in education for 47 years, with over three decades focused on research publications and practice in data-driven decision-making for reading and behavior.
In her leadership roles, she has helped schools implement MTSS frameworks that balance evidence, practicality, and sustainability. Her career reflects a lifelong dedication to strengthening systems that support both educators and students.
Pamela Radford, Ph.D
Pam has over 25 years of experience as a school psychologist and administrator, specializing in systems that support growth for all students and training school psychologists to support MTSS practices. She is nationally recognized for her leadership in data-based decision-making and statewide MTSS implementation.
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Dr. Radford currently serves as the Director of Behavioral Interventions at Palatine District 15 and teaches as adjunct faculty at National Louis University. She previously served as the Statewide Administrator for the Illinois RtI Network, where she developed a “coaching of coaches” model to strengthen MTSS across the state.
A graduate of the Learning Forward Academy, her work has centered on evaluating the impact of coaching and building continuous improvement systems.
With her expertise, she has provided state-level leadership and practical guidance to schools, focusing on sustainable, student-centered change.
Stephanie Stollar, Ph.D
Stephanie is passionate about using MTSS to help all students become skilled readers. As founder of the Reading Science Academy, she brings decades of experience as a professor, school psychologist, consultant, and leader in evidence-based literacy.
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Stephanie is the author of MTSS for Reading Improvement, Promoting Effective MTSS Implementation, and Reading Assessment Done Right. She leads the Reading Science Academy, an online community of over a thousand educators committed to improving student outcomes through effective MTSS practices.
She also supports educator preparation through her work with STARS in Higher Education and serves on the board of the Evidence Advocacy Center.
Her past roles include Assistant Professor, Vice President at Acadience Learning, consultant, and school psychologist.
Dr. Stollar believes that well-supported educators can make high achievement possible for every student.
Ready to increase the effectiveness of MTSS in your school or district?
Join the MTSS Collective to gain access to expert insights, proven tools, and a supportive community of practitioners and leaders.