Counselor Role Across the Tiers So Students Can Succeed

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Presentation transcript:

Counselor Role Across the Tiers So Students Can Succeed MTSS matters: Counselor Role Across the Tiers So Students Can Succeed Pull Comprehensive Plan 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? How to Play Spread the blanket on the floor and tell your group that their task is to make sure that everyone can stand on the blanket. Everyone must have at least one foot on the blanket and the opposite foot must be held in the air for at least three seconds. Then fold blanket into triangle, and repeat until facilitator tells you to stop.  

How does this relate to MTSS? Ice breaker Debrief How did you feel? What happened? How does this relate to MTSS? When blanket is widespread it easier for majority to feel stable when the blanket becomes small more people fall off and effort gets bigger and bigger

Norms Technology only for session use

Agenda Ice breaker Norms What does the Triangle mean anyway? Climate, Data and 4 Focus Areas Intervention activity Close Out and What’s Next Let counselors know this is the same training that all principals and AP received this summer and they all know about the importance of the role of the counselor as driver for Beh interventions

Counselors will be able to describe: The MTSS framework OBJECTIVES Counselors will be able to describe: The MTSS framework Evidence-based non-academic interventions for impacting AG1 and AG2

Positive Reinforcement Restorative Discipline DBH Continuum of Care School-Based Behavioral Health Trauma Focused Therapy Improved Climate And Behavior Positive Impact on AG1, AG2 Wellness & Self-Regulation Social Emotional Learning Trauma Sensitivity Dropout Prevention Bullying Prevention SAP 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 Tier 1 80%, Tier 2 15% Tier 3 1-5% Bottom of triangle are tier 1 interventions Jody’s office supports and Tier 2 CICO and Classroom Management – interface with teacher coaches Importance of reaching the 80% for prevention Interventions Need to be Evidence-Based Idea here is to pick one or two things and do them well.

“Why aren’t you more like Data?” 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. Data shows it is linked to academic outcomes. Studies show suspending one student has impact on academic achievement of all. Climate impacts outcomes AG1 and AG2 – you can’t move the needle on AG1 and AG2 without addressing climate concerns You’ll hear more In First 6 weeks course Don’t say all of this unless they already had first 6 weeks – then remind them: Students who had better attendance in 8th grade did better on the 9th grade math keystones; this is the same for those who had better attendance in 9th grade Students with even 1 OSS in 8th grade tend to perform worse on the Math keystones in 9th grade When ISS rates decrease, PSSA Math, Science, and English scores increase. The important thing when looking at the suspensions and achievement data is that this is controlling for other things like race, gender, ethnicity, attendance, and prior achievement. So while attendance and achievement do play a role, even after we account for those roles, there is still something about suspensions that is contributing to lower achievement.  People tend to think that if the students being disrupted are suspended, then the students who are still in class will become more engaged. However, with our District-wide survey data, we do not have any evidence to support this.

climate strategies improve: The 4 Focus Areas: Attendance Suspension Disproportionality Behavior What are our 4 areas of Focus – Ask Group and click Evidence Based Intervention done with fidelity will move the needle on all of these. Dispoprotionality in discipline could be race, ELL, SPED Impact of climate Doing exercise This is where we stress that focus on one area will move the others because interventions are the same

100% of students will graduate ready for college and career Anchor Goal 1 abbreviated logic model Short-term Outcomes Long-term Outcomes Activities Outputs Goal Evidence-based 9th grade/high school interventions or theoretical grounding 9th grade academy Transition to high school Appropriate rostering Advanced coursework offerings Engagement Credit accumulation On-track progression through high school Sense of belonging SPR 100% of students will graduate ready for college and career 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 This slide is just to show that this year ORE made a logic model for principals that includes both academics and climate. They presented evidence of how MTSS non academic interventions moves the dial on AG 1 and 2 Evaluation Research Implementation Planning Accountability

Anchor Goal 2 abbreviated logic model Short-term Outcomes Long-term Outcomes Activities Outputs Goal Evidence-based early literacy interventions or theoretical grounding 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 SPR 100% of students will read on grade level by age 8 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 Evaluation Research Implementation Planning Accountability

Attendance Suspension Behavior Disproportionality Group Exercise In Groups, Identify Interventions and Tier Tips: Evidence- Based? What are you reinforcing? Does intervention reinforce what you want? What does your data suggest? DBH Continuum of Care School-Based Behavioral Health Trauma Focused Therapy SAP Check & Connect Check-In Check Out Social Skills Group Behavior Plans Idea here is to pick one or two things and do them well. Interventions Need to be Evidence-Based Bottom of triangle are tier 1 interventions Jody’s office supports Importance of reaching the 80% for prevention Implemented with Fidelity Positive Reinforcement Restorative Discipline Culturally Responsive, School-Wide, Social-Skills Instruction Classroom Management Trauma-Informed Practices

Instructions for Whole Group Recording: One group at a time 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 This is where we stress that focus on one area will move the others because interventions are the same What question do you have? What would you want to change? What strikes you?

Closing and more to come PD and Support on Evidence-Based Interventions Documentation Think of Implementation and progress monitoring now and reach out for help PESO – Planning and Evidence Based Office will follow up with you to help you along with our offices