School Climate Transformation Grant
The School Climate Transformation Grant (SCTG) Team supports and enhances knowledge, skill, and understanding in Social/Emotional Development and Academic Development to strengthen student achievement and life success.
The SCTG Team utilizes a Multi-Tiered System of Support (MTSS) Model: MRP – Mentally – Responsive – Positive behavior for ALL students. The following research-based prevention and intervention services that were selected include layers of integrated components to create a multi-tiered system of support framework: Mental Health America (MHA) – Before Stage (B4Stage4) targeting mental health, Response to Intervention and Instruction (RtI²) focused on learning for struggling students, and Positive Behavioral Interventions & Supports (PBIS) aimed at social, emotional, behavior and related traits including non-cognitive skills (perseverance, persistence, etc.).
Implementing a multi-tiered system of support framework is one strategy schools can use to address their school climate concerns. MTSS frameworks are designed to assist schools in providing the appropriate level of instruction and intervention for their students. The successful implementation of a MTSS can support many areas of students’ needs including academic growth and achievement, behavior, social and emotional needs.
The Response to Intervention and Instruction (RtI²) component is focused on learning for struggling students. It is a data-driven, multi-tiered approach to the early identification and support of all students, including those who demonstrate learning and behavioral challenges. The SCTG RtI Specialist provides support to campuses to ensure fidelity of the RtI² system.
The Responsive Services component of the SCTG provides direction for responding to needs within the school community, including individual student situations as well as school, community, state, and/or national crises/emergencies that affect students’ lives. The SCTG Social Workers and Licensed Specialist in School Psychology (LSSP) may work with students individually, in small groups, or in large groups. It may also be necessary for an individual student to receive services outside of the school setting.