Teacher Handbook: Understanding the MTSS Process and Its Role in the Virtual Classroom for Grades 6-12

This teacher handbook aims to provide guidance on the Multi-Tiered Systems of Support (MTSS) framework at Minnesota Connections Academy (MNCA), an online public charter school with a focus on interventions in the secondary setting (Grades 6-12). This teacher handbook also has a focus on identifying the appropriate interventions, resources to find interventions, and the steps to MTSS at MNCA. This handbook also emphasizes the importance of selecting evidence-based interventions, fidelity, and collaboration among staff, leadership and families. It also highlights the role of data based decision making, evaluating intervention effectiveness, and progress monitoring, while also recognizing multilingual learners and the limited research in MTSS within the secondary setting and online environment

Butterflies: Place-Based Learning Plan for the MSUM Regional Science Center

This submission presents a 4th grade science inquiry lesson that is focused on the life cycle of a butterfly. The lesson is designed to challenge students to use hands-on learning, field-based investigation, in which they get to observe, sketch, and record observations like physical characteristics, and observations about their habitat.  Students will observe how butterflies interact with plants and their surroundings. Throughout the lesson, students are expected to make observations and collect evidence of things that they notice. These activities give students a challenge to interpret, collect and analyze data, draw and write, and its giving them more of an advanced scientific learning where they are also able to take into account their own learning with little to some guidance

The Making of a Counselor: How My Life Shaped My Purpose

This Plan B Project Analysis of Self explores the life experiences of an aspiring school counselor. The goal of a self-analysis project is to further explore the contents of oneself before entering the mental health field. Personal stories and experiences will be debriefed with the purpose of showing what has led to a pursuit in a career as a mental health counselor. Assessment results will also be shown and drawn from further enhancing the analysis of self. Additionally, theoretical orientation will be elaborated on and illustrated. All the different aspects of the analysis of self will reveal development both professionally and personally that has paved the way to a career in school counseling

The Child I Was, the Individual and Counselor I am Becoming: A Theoretical Self Conceptualization

Abstract This paper examines the development of my personal and professional identity with the help of multiple counseling theories: Family Systems Theory, Developmental Trauma Theory, Adlerian Theory, and Existential Theory. By reflecting on my life experiences, I connect how childhood and family relationships, inconsistent caregiving, and emotional unpredictability impacted my development of self, the ability to cope, and function within various relationships. From my family dynamics, I became hypervigilant, had chronic self-doubt, and a persistent belief that something was wrong with me. My childhood contributed to my internalized shame, masking behaviors, and seeking external validation. Through theoretical integration, I was able to analyze how these childhood experiences were rooted and impacted my attachment patterns, worldview, and approach to relationships. The paper also reflects on how my experiences have played a transformative role in developing my counselor identity. Each experience has contributed to my skills of adaptability, resilience, intuition, and capacity for empathy. These experiences have given me a deeper commitment to creating an emotionally safe space for others, which is something I lacked growing up. As my master’s program comes to an end, I am aware of how my past has prepared me with the strength to support students who feel unseen, unheard, or misunderstood. In whole, this paper shows how personal history, theoretical understanding, and experience can come together to shape a counselor who leads with compassion, insight, and authenticity. Keywords: personal identity, developmental trauma, family systems, counseling theory, professional growt

Voices from the Other Side: Leadership Practices Teachers Value for Equity Systems Change

A growing body of scholarship has explored leadership for equity through frameworks such as social justice leadership (Theoharis, 2010), culturally responsive leadership (Khalifa et al., 2016), and equity audits (Skrla & Scheurich, 2004). Yet, these efforts often target isolated symptoms of inequity—achievement, discipline, or inclusion—rather than engaging in systemic reform that addresses both the ostensive and performative routines sustaining racialized practices. This study centers the Integrated Comprehensive Systems (ICS) for Equity framework (Capper & Frattura, 2017) to examine teachers’ perspectives on leadership practices that support organizational equity systems change. Using a qualitative multi-case study design (Stake, 1995), two Midwestern schools were purposefully selected for their implementation of ICS-based equity reform. Participants included principals, assistant principals, and ten teachers representing general and special education. Data sources included semi-structured interviews, classroom observations, and equity audit artifacts. NVivo-supported coding employed constant comparative analysis aligned with the ICS framework and social justice leadership theory to identify themes across cases. Findings revealed that teachers valued leadership practices characterized by transparency, collaboration, permanence of purpose, and language that framed inequities as systemic rather than individual deficits. Teachers emphasized the need for leaders to build staff capacity in culturally relevant and inclusive practices and to define equity collectively with staff and community members. These findings underscore the central role of teachers in advancing systemic equity reform and the necessity of leadership that invites shared ownership and dialogue. Implications extend to leadership preparation and policy, highlighting the importance of building leaders’ epistemological flexibility, fostering organizational learning cultures, and developing policies that position equity not as an initiative but as the core mission of schooling

Analysis of Self

Abstract This paper is an analysis of my personal experiences, relationships, development, and how these factors have shaped who I am personally and professionally. I reflect on different areas of my life including my relationships, academic and career journey, mental, chemical, and physical health, cultural identity, coping strategies, strengths, and personal interests. I also discuss the results and personal impact of personality and career assessments as well as interviews with family members who know me well. Through this process, I gained a deeper understanding of how my life experiences have influenced my values, beliefs, and approach to counseling. I found that my early relationships and mental health journey have influenced my values of empathy, relational connection, and the importance of creating a safe and supportive environment for others. My experiences and personality have contributed to my strong connection to person-centered therapy and my desire to build meaningful relationships with clients. I also reflect on my growth and resilience, and how difficult experiences strengthened my self-awareness and ability to connect with others. This analysis helped me to better understand my professional identity and reinforced the importance of continued growth, self-awareness, curiosity, and learning as I move forward in my counseling career. Keywords: self-reflection, professional identity, counselor development, person-centered therapy, relationships, self-awarenes

Indian Grass: Place-based Learning Plan for the MSUM Regional Science Center

This submission presents a 4th-grade science inquiry lesson focused on the role of Indian grass in preventing erosion, aligned with Minnesota Science Standard 4E.1.2.1.1. The lesson is designed to immerse students in a hands-on, field-based investigation in which they observe, sketch, and record measurements of Indian grass and surrounding soil conditions. Through direct engagement with a natural environment, students examine how vegetation contributes to reducing erosion caused by environmental forces such as wind and water, while also recognizing patterns within the landscape. Throughout the lesson, students are expected to make detailed observations and collect evidence, including soil stability, root depth and structure, and comparisons between vegetated and non-vegetated areas. These activities encourage analytical thinking as students evaluate the relationship between plant systems and land preservation. In addition, the lesson emphasizes key scientific practices such as data collection, interpretation, and drawing evidence-based conclusions, which are essential for developing scientific literacy at an early stage and preparing students for more advanced scientific learning. The significance of this work lies in its emphasis on experiential and inquiry-driven learning. Rather than relying solely on traditional instruction, students actively investigate ecological processes and observe the impact of Indian grass firsthand. This approach promotes deeper conceptual understanding while also increasing student engagement and curiosity. Furthermore, it helps students make meaningful connections between scientific concepts and real-world environmental issues, including conservation and sustainability practices in their own communities. Overall, the lesson supports both academic standards and the development of critical thinking, problem-solving, and observation skills through authentic, hands-on learning experiences

Prairie Clover Phenomenon: Place-based Learning Plan for the MSUM Regional Science Center

This place-based learning lesson engages third grade students in scientific inquiry through direct observation of prairie clover at the MSUM Regional Science Center. Students participate in a curiosity/phenomenon walk where they explore a native prairie plant and its role within a tallgrass prairie ecosystem. By observing, recording, and generating questions, students practice thinking like scientists while developing an understanding of plant characteristics, pollinators, and ecosystem relationships. The lesson emphasizes inquiry-based learning aligned with Minnesota Science Standard 3.1.1.1 and supports student curiosity, critical thinking and environmental awareness. Differentiation strategies and formative assessments ensure accessibility for diverse learners while fostering engagement with the natural world

Brambles: Place-based Learning Plan for the MSUM Regional Science Center

The goal of this assignment was to design an immersive, place-based learning experience that helps preservice teachers engage with their region’s environment of the MSUM Regional Science Center. This lesson uses inquiry-based learning through exploration of bramble plants. Students\u27 activity engages in their learning through hands-on exploration, observation, and curiosity. Students observe the structure and function of bramble plants and their relationship with the surrounding environment. This lesson encourages curiosity and critical thinking skills to drive learning to better understand how plants interact with their environment

The Person Behind the Counselor: An Analysis of Self Project

Abstract This project is an in-depth analysis of the self, intended to strengthen self-awareness and guide the development of a professional identity as a clinical mental health counselor. Using a narrative exploration of personal background information, this project examines the influence of family dynamics, mental health history, cultural identity, and life experiences. This project includes assessments, such as the Myers-Briggs Type Indicator and the Emotional Intelligence Appraisal, to provide more insight into specific personality traits and behavioral patterns. There are also perspectives from individuals interviewed that contribute to a deeper and more thoughtful understanding of personal strengths and areas to continue to grow and develop in. The project includes theoretical conceptualizations such as Erikson\u27s Psychosocial Development Theory, Adlerian Theory, and Existential Theory, and is used to conceptualize these experiences and to contribute to a better understanding of development and personality traits. This analysis depicts the impacts of personal experiences on the development of empathy, advocacy, and relational skills, while also identifying potential challenges and barriers such as anxiety and confrontation. The project concludes with a reflection on the importance of self-awareness for the counseling profession and outlines a plan for continued personal and professional development. Overall, this project underlines the importance of combining self-knowledge into ethical and effective clinical work. Keywords: Self-analysis, professional identity, counseling theorie