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Course Title

Supporting the Whole Child with Multi Tiered System of Supports

Course Number

ISCA 603-03

Course Overview

After a very unstable few years, it’s time to prioritize mental health and support those who provide those services. 

This course aims to: 

  • Build knowledge of MTSS as a framework for supporting the whole child. 
  • Build knowledge in how MTSS can address social emotional learning and mental health needs. 
  • Help you begin to evaluate your school site’s strengths and needs in terms of effectiveness, prevention, and support and collaborate with leadership to determine the next steps that are best for your school.
Counselors will leave with knowledge of what MTSS is, have a concrete list of strengths and needs as a school system, have learned how MTSS supports mental health, and how the long-term outcome leads to fewer referrals, and greater staff support to manage the mental health needs on campus.

M 5. Effective school counseling is a collaborative process involving school counselors, students, families, teachers, administrators, other school staff and education stakeholders.

M 6. School counselors are leaders in the school, district, state and nation

Intended Audience

This course is intended for school counselors who are actively working within a school setting. Those who feel a strong sense of leadership at their sites will be most interested in the content. 

Essential Questions

How receptive is your international community to mental health support?

What conversations have been had already as a school leader regarding ways to support students after the pandemic closures?

Are you feeling embraced in your leadership role at your school?

What barriers do you foresee if MTSS were implemented at your school? What are some of the solutions to those barriers?



Participants will have knowledge about:

Participants will be able to:

  • The components of Multi-Tiered Systemic Support (MTSS)
  • The components of Response to Intervention (RtI)
  • The components of Positive Behavior Intervention Support (PBIS) 
  • The differences between universal support, targeted support and intensive support.
  • The data around MTSS

  • Explain MTSS to their school sites 
  • Evaluate and compare their current support systems to determine feasibility of MTSS. 
  • Understand and share the impacts of MTSS on student mental health and academic progress.

About the Facilitator

Tara Eddy is a school psychologist, counselor, mom of two, and game developer. She has a BA in psychology and an MS in counseling and school psychology. She has a private license through the Board of Behavioral Health in California (United States). Tara has been providing therapy, consultation and comprehensive evaluation for 10 years. In her daily practice, she specializes in learning differences, ADHD, and anxiety. During her years directly working in schools, she led the redesign of various therapeutic programs for Santa Monica schools. 

Tara is also the Founder & CEO of Feelings in Motion, a company producing educational games that support the social and emotional health of children around the globe. Currently, she works with Linden Education providing assessment and counseling to international students while running her two companies from Berlin.

Dates and times of offerings

November 21, 2023 - 9:00 AM to 12:00 PM GMT 

Contact hours

3-hour course

Time commitment between sessions


Required Resource(s)

Any knowledge of their current systemic supports for students including what is done to support academic and emotional growth


Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H.(2004). The scientific base linking social and emotional learning toschool success. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J.Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? New York: Teachers CollegePress. 

SWIFT Education Center. (2013). SWIFT Fidelity IntegrityAssessment. Lawrence, KS: Author. Vanlommel, K., & Schildkamp,K. (2018). How do teachers make sense of data in the context ofhighstakes decision making? American Educational Research Journal, 56(3), 792–821.

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