Comprehensive Overview of MTSS Framework for Student Success
Explore the vital role of counselors in the MTSS framework, focusing on evidence-based interventions, behavioral health continuum of care, and strategies to improve student outcomes across different tiers. Learn about the significance of MTSS climate strategies, non-academic interventions, and their positive impact on student performance metrics. Delve into practical activities like ice breaker exercises and debrief sessions to enhance engagement and understanding of MTSS principles.
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Presentation Transcript
MTSS MATTERS: Counselor Role Across the Tiers So Students Can Succeed Office of Prevention & Intervention
ICE BREAKER BLANKET BALANCE How to Play Everyone must stand on the blanket: One foot down and one foot raised Hold for 3 seconds Fold the blanket and do it again We will tell you when to stop Can we stop now?
ICE BREAKER DEBRIEF How did you feel? What happened? How does this relate to MTSS?
AGENDA Ice breaker Norms What does the Triangle mean anyway? Climate, Data and 4 Focus Areas Intervention activity Close Out and What s Next
OBJECTIVES Counselors will be able to describe: The MTSS framework Evidence-based non-academic interventions for impacting AG1 and AG2
DBH Continuum of Care School-Based Behavioral Health Trauma Focused Therapy SAP Improved Climate And Behavior Positive Impact on AG1, AG2 Wellness & Self-Regulation Social Emotional Learning Trauma Sensitivity Dropout Prevention Bullying Prevention Check & Connect Check-In Check Out Social Skills Group Behavior Plans Positive Reinforcement Restorative Discipline Culturally Responsive School Wide Social Skills Instruction Classroom Management Trauma-Informed Practices
WHY MTSS MATTERS? Why aren t you more like Data? Data shows that MTSS climate/non-academic interventions done with fidelity have a positive impact on AG1 and AG2 outcomes.
CLIMATE STRATEGIES IMPROVE: The 4 Focus Areas: Attendance Suspension Disproportionality Behavior
Anchor Goal 1 abbreviated logic model Long-term Outcomes Short-term Outcomes Activities Outputs Goal 9th grade academy Transition to high school Appropriate rostering Advanced coursework offerings Engagement Evidence-based 9th grade/high school interventions or theoretical grounding Credit accumulation On-track progression through high school Sense of belonging 100% of students will graduate ready for college and career SPR Positive community & relationships Clear and consistent expectations Trauma-informed practices Positive reinforcements Targeted behavioral supports Improved attendance Reduced suspensions Students feel welcome at school Evidence-based climate and culture interventions or theoretical grounding Research Evaluation Implementation 10 Planning Accountability
Anchor Goal 2 abbreviated logic model Short-term Outcomes Long-term Outcomes Outputs Activities Goal 120 minute literacy block Teacher coaching Common planning time Common assessment data available Stability in staffing Reading at target Making growth in reading ELA proficiency Evidence-based early literacy interventions or theoretical grounding 100% of students will read on grade level by age 8 SPR Improved attendance Reduced suspensions Students feel welcome at school Positive community & relationships Clear and consistent expectations Trauma-informed practices Positive reinforcements Targeted behavioral supports Evidence-based climate and culture interventions or theoretical grounding Research Evaluation Implementation 11 Planning Accountability
Attendance Suspension Disproportionality Behavior Group Exercise 1. In Groups, Identify Interventions and Tier DBH Continuum of Care School-Based Behavioral Health Trauma Focused Therapy SAP Tips: Check & Connect Check-In Check Out Social Skills Group Behavior Plans Evidence- Based? What are you reinforcing? Does intervention reinforce what you want? What does your data suggest? Positive Reinforcement Restorative Discipline Culturally Responsive, School-Wide, Social-Skills Instruction Classroom Management Trauma-Informed Practices
BUILD THE PYRAMID Instructions for Whole Group Recording: One group at a time Write intervention and the initial of your focus area A, B, D, S If the intervention is already up there, just write your initial A, B, D, S next to the intervention
CLOSING AND MORE TO COME PD and Support on Evidence-Based Interventions Documentation
