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Positive Behavioral Interventions and Supports (PBIS)

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Positive Behavioral Interventions and Supports (PBIS)

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Community Outreach, Engagement, and Advocacy is Goal 4 of our Strategic Plan. The New Haven Unified School District wishes to ensure that families and community members are engaged and informed partners in our students' educational experiences and outcomes. Community engagement and participation in decision-making is critical to ensuring that we are meeting the needs of our students and families. To that end, New Haven has a number of district-wide parent groups that provide input on issues and initiatives that impact our students. In addition, school sites offer numerous avenues for participation and input.

Information on district-wide parent groups can be found below. Please contact your school site for information on site-level parent groups.

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New Haven Unified Parent Groups - New Haven Unified School District

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Universal Design for Learning (UDL) Padlet

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Universal Design for Learning (UDL) Padlet

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https://drive.google.com/file/d/19KI9pkxqZKtxnN7q0jaSIycyX01OEPZy/view?usp=drive_link

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It is important to note that tier 3 is not synonymous with special education. Students with disabilities may not need tier 3 support and students not identified with a disability may in fact need tier 3 supports.

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Positive Behavioral Interventions and Supports (PBIS) - See "PBIS" Section for More Information

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Positive Behavioral Interventions and Supports (PBIS) - See "PBIS" Section for More Information

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MTSS - BRIEF OVERVIEW (Under The Umbrella)

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MTSS - BRIEF OVERVIEW (Under The Umbrella)

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I. Response to Interviention (RTI)
TIER 1: Core Instruction & Systems of Support - Great Teaching for All
TIER 2: Supplemental Support for Some
TIER 3: Intensive Intervention for A Few

II. Universal Design for Learning (UDL)
~Academic Engagement Time
~Curriculum Design
~Culturally Relevant Teaching
~Belonging & Dignity

III. Positive Behavioral Interventions and Supports (PBIS)
~Belonging & Dignity
~Social Emotional Learning (SEL): (Kimochi, Character Strong, Wayfinder, Restorative Practices, Mindfulness)
~Trauma Informed Practices

IV. School & Community Collaboration
~Teamwork
~COST/SST Decision Making Process
~Professional Learning
~Parental Action
~Site and District Roles & Responsibilities
~Union City Family Center (UCFC)

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MTSS - In Greater Detail NHUSD Guidance Document

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MTSS - In Greater Detail NHUSD Guidance Document

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Purpose: This resource was designed to help educators identify areas of strength and improvement with regard to practices that support students’ behavioral success and engagement in school. This tool includes Relational Practices that aim to promote belonging and connection, Proactive Practices that aim to promote a supportive and predictable environment, and Responsive Practices that aim to respond progressively, with empathy, and effectively to student behavior.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Increasing Success with Tier 2 Intervention

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Increasing Success with Tier 2 Intervention

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The assessment map includes universal screeners, diagnostic assessments, and progress monitoring tools focused on academic skill development as well as social emotional and behavioral development. This helps to clearly define benchmarks that allow movement between tiers.

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RSP, School Psych, Speech, Social Worker

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Psychologists, counselors, TOSA, admin etc.

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Referrals for individual mental health support

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https://www.doe.mass.edu/sfss/mtss/blueprint.pdf

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Academic Support

SEL Lessons

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individual or family specific supports.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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friendship groups, targeted behavior groups

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Goal setting & action planning --> Implement & monitor --> Formative assessment
(Monitor the plan

Analyze data collected

Compare to benchmarks

Assess progress on goals

Make adjustments to plan

Make adjustments to goals)

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homogeneous or heterogeneous groups

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Kimochis (TK - 2)

Character Strong (3 - 5)

Waypoints / Wayfinder (6 - 12)

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Google Slides from the Better Together PD presentation from Wayfinder.

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Wonders curriculum