Leigh A. Oliver

• Created an MTSS infrastructure at the middle school, aligned to elementary processes, enhancing district-wide continuity.
• Linked MTSS documentation to the student information system to improve accessibility and transparency.
• Created and launched middle school MTSS coordinator roles (successfully seating six teachers) and elementary teacher leader roles (successfully recruiting 15 teacher leaders) to strengthen cross-grade and cross-building collaboration.
• Developed structures for accountability and shared decision-making during elementary common planning time, improving consistency and transparency.
• Streamlined district-wide MTSS transition processes, and led training for MTSS coordinators and teacher leaders.
• Co-led the committee to update and refine district-wide MTSS guidance documents to improve clarity and usability.
• Co-wrote the Student Services and MTSS district annual report for two consecutive years, highlighting systemic progress and next steps.
• Implemented access to Hazel Health, a telehealth platform providing physical and mental health services to K–12 students, ensuring all district families could access support at home; collaborated with the district family and student support team to expand access within select schools for the 2025–26 school year.
• Supported the organization of district-wide supplemental and intervention materials to strengthen tiered supports.

Ongoing responsibilities:

• Collaborate with district leadership (Director of Student Services and Assistant Superintendent) to refine data-driven processes and advance inclusive, equitable education.
• Lead monthly department meetings with reading and math interventionists to coordinate supports, analyze data, and align instructional practices.
• Co-lead monthly teacher leader meetings with building principals and the Assistant Superintendent to promote a shared vision and consistency across elementary schools.
• Design, implement, and maintain district-wide MTSS tools, forms, and guidebooks; train and support building-level teams.
• Organize and manage Google Classrooms housing tiered information, tools, and guidance for teacher leaders, and special education teachers, to support efficient communication.
• Support data analysis, professional development planning, and collaborative problem-solving to drive continuous improvement in tiered supports.
• Assist the Assistant Superintendent with Tier I core curriculum planning and alignment.

• Provided direct and consultative services for special education students (grades 3–12) across four district schools.
• Evaluated students and designed individualized programming addressing physical, academic, social-emotional, and behavioral needs.
• Led building-based initiatives to improve special education documentation, communication, and inclusive planning.
• Served as an active member of the IEP team, leading problem-solving discussions to meet unique student needs.
• Maintained 100% compliance with IEP-related timelines and documentation.
• Contributed to district initiatives, including ELA curriculum committees, autism programming groups, PBIS, 504 teams, and School Improvement Teams.
• Active in building-level RtI teams since inception; helped develop data-driven decision-making systems, and implemented the Renaissance Star screening tool.

Additional leadership and MTSS coordination responsibilities:

• Served as the building MTSS Coordinator for grades 3–5 in an elementary school.
• Actively served on the district-level MTSS team, collaborating with administrators and colleagues to shape data-driven systems, develop district-wide MTSS processes and tools, and advance a cohesive vision of inclusive, tiered support across all schools.
• Created building-based infrastructure for communication and documentation of tiered, supplemental supports, and intervention plans.
• Led end-of-year and beginning-of-year transition meetings with teachers to ensure continuity of supports.
• Vetted tiered intervention plans, and assisted teachers with goal writing, and implementing targeted supports for students.
• Led MTSS meetings with teachers and families to collaboratively address student needs.
• Monitored intervention plans using progress monitoring data and outcomes to guide instructional decision-making.
• Collaborated weekly with grade-level teams during common planning time for MTSS decision-making, and clinical consultation.

• Evaluated and treated pediatric clients (ages 3–18) in clinical and charter school settings.
• Collaborated with multidisciplinary teams, early intervention providers, and physicians to design home-based and clinical treatment plans.