MTSS in TSD - Weekly Wednesday News

2022-2023 Series - Volume 23 (February 8, 2023)

This is our twenty-third edition this year!

We use this newsletter to make connections regarding the implementation of the Multi-Tiered System of Supports (MTSS) framework in the Thompson School District (TSD).

> Access last week's edition.


Colorful display with shapes and text reads: National School Counseling Week, Feb. 6-10, 2023, School Counselors: Helping Students Dream Big

Trust: A Condition for Learning

Thank you to our outstanding TSD counselors who do so much for our schools and each of our stakeholders! Last week, we referenced Conditions for Learning from our Thompson Educational Expectations (TEE). During this week that we acknowledge the work of our counselors, who often prioritize Conditions, we continue to feature this TEE Compass Point with several notes or resources. For example:

  • With transformational systems change AND with direct service that supports students, establishing and maintaining trust can make all the difference. Dr. Devin Vodicka has been an invited speaker by the CDE Office of Learning Supports on multiple occasions in recent years. In this brief article, he addresses Relational Trust and its four elements: consistency, compassion, competence, and communication.
Being hard on kids doesn't make them stronger, it makes them hardened. Dr. Deborah Macnamara from
Click to Review: NIJ School Safety Report

This National Institute of Justice (NIJ) white paper reviews existing school safety literature with a focus on equity, citing a comprehensive approach as a balance of three key elements: physical safety, school climate, and student behavior.

Brooks Publishing image with five young students smiling at the top and this quotation: Behavior Support Tip: Set clear expectations. Clarify expectations for classroom routines and procedures for important parts of the school day, including transitions, group and individual work, homework, signaling for teacher attention, and restroom use, and so forth. Every so often, take time to analyze whether aspects of these routines should be adjusted - either for the entire class or for one or more particular students. Adapted from Behavior Support, Third Edition, by Linda M. Bambara, Rachel Janney, and Martha Snell
Click to Read: CASEL and FSCP

This January 2023 report from the Collaborative for Academic, Social, and Emotional Learning (CASEL) discusses "Building Authentic School-Family Partnerships". It links SEL and FSCP, research, conditions for FSCP, and guiding actions.

Edutopia quotation, white font on purple background, reads: Our team recently decided to spend the first ten minutes of meetings sending positive emails home. 10/10 recommend. It's always on my list, but I don't get around to it as much as I'd like. Building it into our structured team time was a great solution and means so much to the students. Emma Pass, Teacher
Click to Register: Free CDE Speaker Series

The CDE Distinguished Speakers Series is a "virtual line up of some of the country’s leading voices on what students and educators need..." Sessions on Equity and EDI are in Feb., and Mike Mattos, author/expert in RtI/MTSS/PLCs, presents on 3/7/23.

"Onion" Image here: With systems change, adults' engagement or resistance are described with guiding questions to consider.

Title: The onion of disengagement and change resistance. Are they disengaged or are you not engaging in the right way? Cartoon graphic of an onion and topics with guiding questions. Threats to values and ideas: Are you unintentionally threatening them by trying to seek a change which goes against their identity? Disruption of relationships: Does your engagement indirectly impact relationships? Type of change: Can they see your vision and belief that the change will work? Urgency of change: Is the change really needed? Is it travelling with pace and excitement? Facilitation on change: Is there trust, understanding, and respect for those facilitating change? Benefits: Is it clear what's in it for them? Sense of loss of power: Is there underlying cultural issues and suggested shifts of power that might make them nervous? Fear: Are there open conversations and honesty about the unknown? Is there a sense of comfort and understanding about fear of loss? cite:
Click for Resource: Writing Narrative Leads

On this ELL2.0 website, there are tips for how to write Narrative Leads (esp. for multilingual learners). A 2-slide infographic provides categories of Leads and corresponding ("famous") examples of each type of Lead. How might this tool be of use?

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Contact: Kim Z. Mannion
  • TSD Multi-Tiered System of Supports (MTSS) Coordinator