1. 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

2. 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.

3. 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

4. Norms
Technology only for session use

5. 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

6. 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

7. 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.

8. “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.

9. 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

10. 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

11. 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

12. 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

13. 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?

15. 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