Multi-tiered Systems of Support

Multi-tiered Systems of Support engage schools in providing, systematic, sustainable, and child-centered services with the whole child in mind. These supports meet the behavioral and academic needs of the student. The MTSS model used by Region 13 includes positive behavior interventions and supports (PBIS), restorative practices (RP), trauma-informed classrooms, mental health services, cultural pedagogy, data driven practices, and social emotional learning (SEL).

 

Infographic showing the multiple layers of Multi-tiered Systems of Support. Data Driven Decision Making and Cultural Competent Pedagogy make up the outer layers, Restorative Practices is at the core

 


 

Positive Behavior Interventions and Supports

The PBIS Initiative is an evidence-based practice for putting systems in place that support positive academic and behavioral outcomes on your campus. PBIS is a decision making framework for your campus-based teams that guides their selection, integration, and implementation of the best research-based practices and interventions. It's goal is to improve outcomes for ALL students within your campus. PBIS is founded on a three-tiered model and addresses school-wide systems, classroom management, and individual student supports.

For more information contact Janice Burch. 

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Restorative Practices

Restorative Practices flip the script on traditional behavior management by focusing on community building and the development of strong and powerful relationships, not just punishment. With Restorative Practices, you challenge your students to understand how their actions affected others and why they might have taken those actions. By doing this, you focus on repairing social injury and damage, and empowering students to be the best they can possibly be.

For more information, email Angela Isenberg.

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Social Emotional Learning

In this cohort, we will learn best-practice strategies to help school communities infuse evidence-based and completely integrated SEL into classroom environments significantly improving student engagement, social awareness, metacognition, behavior, and academic performance. This series of professional development opportunities operate in conjunction with 6 consultation visits. Each enrolled campus or district can send up to 10 professionals to each Region 13 workshop.

For more information contact Dr. Paula Freeman. 

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Trauma

It is clear that early-childhood trauma is taking a toll on the mental, physical, and emotional well-being of our students and teachers.  What happens at home, does not stay at home.  Every day, students dealing with trauma are coming to school. We see it in both their academic and behavioral success. Statistically, early childhood trauma occurs in the lives of forty percent of our students (Brunzell, Stokes, & Waters, 2019).  In response, there has been a nation-wide call for schools to become trauma-informed.  A trauma-informed school is one that recognizes that trauma has an impact on student achievement and takes steps to create an environment that promotes safety, resiliency, and healing. Region 13 is here to help educators, schools, and districts learn more about the impact of early-childhood trauma, trauma-informed classroom interventions, and becoming a trauma-informed school or district.

For more information contact Monica Kurtz.

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Cultural Competency

Cultural competence is a key factor in enabling educators to be effective with students from cultures other than their own.  Cultural competence is having an awareness of one’s own cultural identity and views about difference, and the ability to learn and build on the varying cultural and community norms of students and their families.  This understanding informs and expands teaching practices in the culturally competent educator’s classroom.  Culturally Responsive Practices build upon this understanding and provide opportunities for campuses to assess and improve their processes and practices.

TEA is reassessing and updating their approach to this topic so no training is currently available.  Please check back later.

For more information, contact Janice Burch.

Email Janice

 


 

Mental Health

The school setting provides a unique opportunity to support mental health. Mental Health awareness is a high priority at Region 13. Mental health concerns can appear early in life. School personnel serve a vital role in proper identification of mental health issues and work proactively to ameliorate negative impacts on the student and the community. Region 13 partners with community mental health providers to improve mental health support in schools. Two of our commmunity parthers are Integral Care and Bluebonnet Trails. Region 13 provides an annual mental health conference to provide the most up to date resources and interventions to our constituents.

For more information contact Dr. Paula Freeman.

Email Paula