Happy July!! Summer is now in full force. While you are sitting at the beach or by the pool, reading your MTSS Monthly Newsletter (because its the educational equivalent of the Enquirer - you don't really want to read it, but you just can't help yourself because its so entertaining and informative), we want you to marinate on the idea of how to transfer the fundamental principles of the MTSS Framework to all subject areas.

As you are reflecting on how to meet the needs of 100% of the children (ALL CHILDREN, WHOLE CHILD) 100% of the time and how the MTSS framework can make this goal a reality, please use the following visuals as your thought partner. Yes, my friends, we have two visuals to aid us.

Who are these children that we speak of when we say ALL CHILDREN, WHOLE CHILD? We refer to them as Gifted (Gifted/Talented), Exceptional (Advanced Academics), Special (Special Needs), ESL (English Learners), 504, Dyslexia, and Regular Joe. These are labels that were intended to be the catalyst for appropriate supports for students; but too often, end up marginalizing certain populations. These are single data points that define the expectations of a child and fail to tell the child's whole story.

A MTSS Framework begins to bring the child's whole story back into focus.

But let's wonder for a minute about what would happen if we removed the labels and viewed them all as Regular Joes because they are all just children when they leave our schools ~ EQUALS.

Under a strong MTSS framework, the Academic, Behavioral and SEL needs of ALL CHILDREN, WHOLE CHILD will be met. How, you ask? By building sustainable, yet flexible, systems that are transparent, easily implemented and allow campuses implementation autonomy without losing the integrity of the district vision.

There are two main components of implementing a sustainable MTSS Framework for ALL CHILDREN, WHOLE CHILD: The Systems to Support MTSS and the MTSS Framework itself. Each component relies on the same questions found in this brief systems survey. As you reflect on each question, where do you stand?

DON'T MISS THIS OPPORTUNITY!!

Did we forget to mention in the last newsletter that this book study is for credit? 6 hours of credit upon completion of the journey.

Registration for the book study will be open and in the Region 10 Calendar of Events by August 15th.

The virtual book study will begin one week after the MTSS Power of Us Institute! Make sure you have gotten a book for yourself and for at least one colleague who will come with you on this journey to improve outcomes for the students you serve.

Complete this quick form to participate!

https://forms.gle/8YZevJBonMMoUY1r9

This article is a great reminder that as educators, change starts with us and our beliefs about our students’ capacity to achieve. I also love that it aligns with the strength-based approach philosophy, because helping them believe in themselves requires that we truly get to know what it is that our English learners are naturally good at. As we seek out ways to be culturally and linguistically responsive towards our students, it’s equally important we make sure they feel empowered, capable, and challenged.

As many of you have heard HB 3 is changing some things especially in CTE, there is a wonderful web site hosted by TEA (Click Here) which has a lot of great information. This site allows you the ability to download a bill overview and summary. TEA is also adding to that page a new video each week and currently there are 4 video available discussing different HB 3 topics.

CTE will see some great changes based off HB 3 in that we (State of Texas) will now be able to earn CTE funding in 7th and 8th grade CTE classes. We are adding Technical Applications courses to CTE which will now qualify for funding and have a positive impact on students earning LOTE credit in accordance with TAC 74.12.

We are adding Industry Exam reimbursement. CTE summer school funding via a grant process and we are changing the way we implement Career Preparation and Practicum. Here at Region 10 we are working to design our training packages for CTE regarding HB 3, Carl D Perkins V (new grant era) and Programs of Study for this fall as TEA releases information and guidance in regards to HB 3. Thank you for your time.

Classroom Behavior Charts

Does Moving Down Address the Issue or the Solution?

If all behavior is communication, what do classroom behavior charts do to address the child’s communication? If we think about the antecedent, behavior, consequence (ABC) framework for analyzing behavior, behavior charts address only the consequence.

Dr. Randy Sprick has created a STOIC framework, which addresses a teacher’s ability to create an environment where students are more likely to “communicate” effectively.

• Structure: Creating a predictable environment with such things as clear routines and rules.

• Teach: Explicitly teaching the rules on a consistent basis.

• Observe: In the short term, scanning and circulating around the classroom. In the long term, collecting data on student behavior. Observing also includes collecting data on teacher behavior too, including ratios of positive to negative interactions and opportunities the teacher gives for students to respond to their learning.

• Interacting Positively: Keeping a five to one ratio of positive to negative contingent and non-contingent interactions with students.

• Correcting Fluency: Brief, calm, consistent, immediate and private corrections, the key to which is the teacher’s ability to follow through with the consequence given.

Looking at the STOIC framework from a proactive vs. reactive angle, one can see that teachers have great power to reduce behaviors by explicitly structuring, teaching, and proactively observing student behavior. Overlaying the ABC framework for analyzing behavior shows that more can be done in a management system than simply creating a system of consequences like behavior charts tend to do.

For more information about rethinking behavior charts, see http://www.changekidslives.org/thoughts-9

Social Emotional Health is a topic that is at the forefront across the country. Below are two resources from Momentous Institute that provides information about the importance of Social Emotional Health for students. Please take a moment to click on the "What is Social Emotional Health?" image to be directed to Momentous Institute's most recent article and watch the Momentous Institute's Tedx Talk, "Breaking the Myth of the Bad Student."

Every question is an important question because it moves us one step closer to our goal of growing our understanding and capacity in all things intervention and support related. Please feel free to email me your questions.

How does MTSS connect to Accountability? It goes hand and hand with accountability because the theme of accountability is student growth and achievement. I know that was a simplified answer; however, to really dive into accountability, R10 has a very user friendly online accountability course.

The TEA Onsite Audit Questions seem to only deal with special education students, what does it have to do with MTSS? On the surface it appears to be only about special education students and is a special education issue. However, special education students are general education students first. And because TEA is very thematic this year, COLLABORATION and COLLECTIVE RESPONSIBILITY for all students is its theme. MTSS is for all students...even special education students should receive prevention, enrichment and intervention opportunities. If you look at all of the questions versus only to the ones that pertain to your position, there are overlapping questions found in the majority of the roles: Do you know your systems? How do you or your staff collaborate and communicate?

Summer 2019 - R10's Summer Roadshow

July 24, 2019 - MTSS Summer Consortium (http://gg.gg/dqyfp.)

September 25-26, 2019 - R10's MTSS Institute: The Power of Us! (http://bit.ly/MTSSInstitute2019)

August 28, 2019 - Understanding Accountability for Special Education Leaders (http://bit.ly/2IV3lOo)