Creating and Sustaining Strong Student Support Systems using the components of

1. Creating and Sustaining Strong Student Support Systems using the components of CGC, PBIS, and RTI/MTSS.

2. A Defining Question: “ How do we move from “expert driven” one student at a time, reactive approaches to building capacity within schools to support all students?” Lucille Eber

3. In The Past Title Reading or Other Reading Support General Education Special Education Some “Fell’” Through Some “Fell’” Through Heartland Educational Agency

4. We Can’t Afford to Not Collaborate! Kindergarten Fourth grade Behavior Problems Low graduation rates

5. Days and Weeks Matter vs. Developmental lag Skill deficit We can’t wait for them to “bloom?”

6. How does the paradigm shift? An educator as a facilitator, communicator, and team builder who realizes that our greatest resources are our minds and hearts, together with those of the people around us: The many courageous and resourceful individuals who make education an art. Challenging and inspiring each other to fulfill humanity's highest potential." Diane Dreher, The Tao of Personal Leadership

7. Connected Systems • CGC: Comprehensive Guidance and Counseling • MBI/PBIS: Montana Behavior Initiative/Positive Behavior Intervention and Support • RTI/MTSS: Response to Intervention/Multi-Tiered Systems of Support • Wrap-Around Teams for Family Systems Support

8. What is Comprehensive Guidance and Counseling? • Comprehensive guidance and counseling programs (CGCPs) are vital in providing services and support to assist all students be successful academically, socially, and with critical career development outcomes, including transitions to postsecondary education and career training. • A CGCP framework makes use of the three-tiered Response to Intervention (RTI) model that frames resources and tools for guidance and counseling programs.

9. Visual Example of Comprehensive Guidance and Counseling:

10. Position Statement Resource Pages: A Sampling Position Statements ASCA has position statements on the following topics. Download a PDF containing the text of all ASCA position statements. (Please note, the listings in the table of contents link to the individual position statements.)Comprehensive School Counseling ProgramsConfidentialityCrisis/Critical Incident Response in the SchoolsPrevention and Intervention of Behaviors That Place Students At RiskResponse to InterventionSchool-Family-Community PartnershipsStudent Mental HealthStudents with Special NeedsStudent Assistance Programs ASCA Position Statement link: http://www.schoolcounselor.org/content.asp?contentid=178

11. What is Response to Intervention?Core RTI Principles • We can effectively teach all children • Intervene early • Use a problem-solving method to make decisions within a multi-tier model • Use research-based, scientifically validated interventions/instruction to the extent available • Monitor student progress to inform instruction • Use data to make decisions • Use assessment for 3 different purposes • Screening, diagnostic, progress monitoring

12. RTI: Full Continuum of Support Title Reading & Reading Support, Gifted Ed. General Education Special Education, Gifted Ed. I I I I I I I I Interventions all along the continuum! = I Heartland Educational Agency

13. Why a three tier model? • The term three tier pyramid of intervention is based upon the public health model that focuses on levels of treatment based on identified need.

14. Setting up a Student Support System: Where do we start? Identify your potential stakeholders/team members: Collaboration is the key: Membership might include… • Principal • Classroom Teachers • Specialists • School Counselor • School Psychologist • School Nurse • Mental Health Professionals • Adult and Family Services • Juvenile Justice • Family Support Advocates • Others as identified

15. Develop a Draft Manual and Set up Initial Meeting • Hand-out examples • Email Draft Manual before the meeting for review. • Simulation of sample initial meeting: • Start with Appreciation: Treats are Good! • You are a treasure! Hugs to you! • Mingle and Participant Overview • Sheets of white paper around the room • Planning and Process • Next planning meeting set and agenda • Referral Process and identification of family team • Roles and Responsibility

16. Tier I: Universal Screening and Appropriate Core Instruction with Universal Interventions • Examples of universal screening areas include: • Academics • Health/Vision/Hearing • Language Proficiency • Social and Behavior • Socioeconomic status needs • Appropriate Core Instructions with Universal Interventions include: • All students receive core curriculum and social skills training in the regular education setting using resources such as: • Differentiated Instruction • Positive Behavior Support Lessons

17. Tier 2: Targeted, Supplemental, and Individualized Support • Focus of Tier 2 is to provide supplemental and individualized support for students at risk for whom Tier 1 instruction and universal interventions are not sufficient. • This could include both students who are performing below or above expectations. • New Mexico Public Schools describes Tier 2 as the “support group” to assist regular education teachers in supplementing instruction for students within their classrooms who are demonstrating a lack of success with the core program and differentiated instruction delivered with fidelity. • The Tier 2 or Student Support Team may also serve as the Section 504 team as needed. • Pages 49-85 of the New Mexico RTI manual provides extensive resources to guide a new RTI Facilitator and team in implementation and resource development.

18. Tier 3: Additional Intensive Support Resources: such as Special Education and Gifted Consideration • NM Manual describes Tier 3 determination as occurring when: • “after carefully implementing designed intervention within regular education with progress monitoring data, the team determines that a student has not demonstrated significant and positive response to intervention, or if their needs fall outside of the range of regular education, the team has several options for further referral including: • Title I • Indian Education Resources • English Language Learner supports • Special Education Consideration • Section 504

19. Resources List • Montana OPI RTI/MBI Link • http://www.opi.mt.gov/Resources/RTI/Index.html • New Mexico Public Education Department • A Guidance and Resource Manual for New Mexico’s RTI Framework • www.ped.state.nm.us/sat3tier/sat3tierModelComplete.pdf • Oregon RTI Project • http://oregonrti.org/

20. Community Wrap-Around for Family Systems Support • Wrap-around is a process used to implement interagency systems of care in order to deliver better support for youth and their families. • Wrap-around develops family-centered teams. • Process is much the same as Multi-tiered system with additional support by community agency supports, as identified as needed for individual students and their families. • See Sample Youth Service Team Manual • http://ssc.salkeiz.k12.or.us/Prevent/YST.htm

21. Brilliance: When a collection of brilliant minds, hearts, and talents come together . . . expect a masterpiece.