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Get MINDFUL: Developing an online wellness and support group for parents and individuals

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Get MINDFUL: Developing an online wellness and support group for parents and individuals

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Get MINDFUL: Developing an online wellness and support group for parents and individuals

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Support Groups

The parent support group, the African American Developmental Disability Parent Alliance is now named Sankofa Parent Support Group. The word Sankofa comes from an African language which means "go back and fetch it" which is significant to the mission and purpose of the group which is to take information and resources we learn back to people in the community. Sankofa was founded in 2015 in order to meet the unique needs of parents of Black children with autism and other developmental disabilities. Since our inception, Sankofa has supported the needs of the parents by providing advocacy and resources that have increased awareness of developmental disabilities at the community level.

For any questions about this program, please contact emorgan@ucdavis.edu or 916-703-0403. These meetings are co-sponsored by the UC Davis Center for Excellence in Developmental Disabilities (CEDD) and Warmline Family Resource and Parent Training & Information Center.

Vamos a platicar (Let's Talk)

UC Davis MIND Institute, Centro de Recursos
2825 50th Street, Sacramento CA

Venta a compartir sus experiencias y a apreder sobre el diagnóstico, necesidades y servicios de su hijo, además de conocer a otros padres. Para registro y estacionamiento gratuitito, por favor comuníquese al 916-703-0439.

Vamos a platicar (Let's Talk) is a six-week series that will be conducted entirely in Spanish. It is for parents of children with disabilities to share their experiences and to learn about their child's diagnosis and needs and how to help them achieve their full potential. For registration, please call 916-704-0439. Sponsored by the Center for Excellence in Developmental Disabilities and the Warmline Family Resource Center.

Centro Para la Excelencia en Discapacidades del Desarrolo
El primer Martes del mes de 6-8pm
UC Davis MIND Institute
2825 50th Street, Sacramento

Padres para Padres es un grupo de apoyo continuo que es realizado completamente en español. Esta es una oportunidad para los padres de niños con necesidades especiales para compartir sus ideas y sentimientos en un ambiente de apoyo y confidencial. Para más información, entre al enlace (en el titulo). Para registrarse, por favor llame al 916-703-0439. Patrocinado por el Centro de Recursos para la Familia ~ WarmLine y el CEDD Centro para la Excelencia en Discapacidades del Desarrollo.

Apoyo de Padres para Padres (Parents Supporting Parents) is an ongoing parent support group that is conducted entirely in Spanish. It is an opportunity for parents of children with disabilities to share their thoughts and feelings in a supportive and confidential environment. Meetings are the first Tuesday of each month from 6-8pm at the UC Davis MIND Institute. For more information, click on the link (in the title); page 1 is in Spanish, and page 2 is in English. To register, please call 916-703-0439. Sponsored by the Warmline Family Resource Center and the Center for Excellence in Developmental Disabilities.

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Support Groups The parent support group, the African American Developmental Disability Parent Alliance is now named Sankofa Parent Support Group. The word Sankofa comes from an African language which means "go back and fetch it" which is significant to the mission and purpose of the group which is to take information and resources we learn back to people in the community.

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This project was completed for and funded by the North Carolina Division of Mental Health, Developmental Disabilities, and Substance Abuse Services.

The contents of this website are intended to provide information and resources to the intended parties but all decisions regarding healthcare, medication, treatment, school, etc. are best made between the family/legal guardian and the appropriate professionals involved in the care and treatment of the individual.

Always seek the advice of your physician or other qualified health provider with any questions you may have regarding a medical or behavioral health condition. The content on this resource webpage is not intended to be a substitute for professional medical advice.

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This project was completed for and funded by the North Carolina Division of Mental Health, Developmental Disabilities, and Substance Abuse Services. The contents of this website are intended to provide information and resources to the intended parties but all decisions regarding healthcare, medication, treatment, school, etc.

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Anxiety and Autism: Family-based strategies for returning to school after shelter in place

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Anxiety and Autism: Family-based strategies for returning to school after shelter in place

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Anxiety and Autism: Family-based strategies for returning to school after shelter in place

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Cognitive Behavioral Therapy (CBT) in Youth with Autism Spectrum Disorder (ASD)

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Cognitive Behavioral Therapy (CBT) in Youth with Autism Spectrum Disorder (ASD)

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Cognitive Behavioral Therapy (CBT) in Youth with Autism Spectrum Disorder (ASD)

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The foundation of WRAP's six parts is the wellness toolbox. Using the tools in our wellness toolbox, we build our WRAP.

Wellness Toolbox. A list of skills and strategies for keeping ourselves well and for feeling better if we don't feel well. Wellness tools are simple, safe, accessible, and often free things we can do to recover or maintain our wellness. They give us hope and help us feel connected to others and to ourselves.

Part 1: Daily Plan. The daily plan is a simple structure for putting wellness tools into action for daily living. This includes a description of how we look and feel when we're well, things we need to do every day to stay well, and things we may want to do on a particular day to maintain wellness and make our life how we want it to be.

Part 2: Stressors. These are events, circumstances, or situations that may lead to uncomfortable feelings or behaviors. Some people prefer the words "triggers" or "red flags." Whatever you call these occurrences, when they happen they cause a normal reaction to the events in our lives-but if we don't respond to them and deal with them, they can make us feel worse and disrupt our wellness. In this part of WRAP, we identify our stressors and the wellness tools we will use to respond if they occur.

Part 3: Early Warning Signs. These are subtle signs of change that indicate we may need to take some action to keep our situation from worsening. Whereas stressors are things that happen around us, early warning signs are things we notice about ourselves or our environment that tell us we need to be proactive to protect or restore wellness. In this section, we identify our early warning signs and the wellness tools we will use to respond if we notice them.

Part 4: Signs That Things Are Breaking Down or Getting Much Worse. When things are breaking down, we're feeling worse and worse despite our best efforts. This is the time to take immediate action to prevent a crisis. In this section, we make a list of our signs that things are breaking down and the specific, concrete plan we will follow to use our wellness tools to help prevent a crisis.

Part 5: Crisis Plan. If a crisis happens, it's not your fault. The crisis plan helps you stay in control even when things feel out of control by making advance plans for yourself and for your supporters for what you need during this time. In this section, we define what a crisis looks like for our personal situation, who supports us, what supports we want and do not want, and how we want to be supported by others, including medical professionals if appropriate.

Part 6: Post-Crisis Plan. The post-crisis plan helps us navigate the period after a crisis so we can return to our daily plan on the timetable and in the way that makes sense for us. It also helps us evaluate our WRAP to identify new tools or strategies we want to use based on what we learned about ourselves through the crisis we experienced.

Each part of WRAP listed above links to blog articles on this site that touch on that element of WRAP in some way.

Our Sample WRAPs & Tools can help you see WRAP in action and give you ideas for tools and strategies you want to include in your own WRAP.

Want to learn more? Check out the WRAP materials in our bookstore and learn how to find a certified WRAP Facilitator near you.

Want to share your WRAP story or a sample WRAP? Read our Writers' Guidelines to learn how to submit an article or plan for our blog.

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What Is WRAP? - Wellness Recovery Action Plan

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The foundation of WRAP's six parts is the wellness toolbox. Using the tools in our wellness toolbox, we build our WRAP. Wellness Toolbox. A list of skills and strategies for keeping ourselves well and for feeling better if we don't feel well.

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Regulate emotions. Maximize potential. The Skills System is a user-friendly set of emotion regulation skills, designed to help people of various ages and abilities, manage emotions. It helps us be aware of our current moment, think through the situation, and take goal-directed actions that align with our values. Learn More

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NAMI, the National Alliance on Mental Illness, is the nation's largest grassroots mental health organization dedicated to building better lives for the millions of Americans affected by mental illness.

Skip to content

NAMI Social Media

Follow NAMI on social media! Get the latest updates and information and become part of the online NAMI community.

Important Mental Health Issues

Advocacy makes a difference in the lives of people with mental health conditions and their loved ones.

Together for Mental Health

NAMI is here to help. With your support, we can continue fighting for higher-quality, culturally competent care for people living with mental health conditions.

Help In The Fight

From Next Door To Across The Nation

Find Support

If you or someone you know is struggling, you are not alone. There are many support services and treatment options that may help.

Get Involved

Get involved and make a difference in the lives of Americans living with mental health conditions.

Advocate for Change

Policy change is one major way we can make a difference in the lives of people living with mental health conditions and their families. Limits the...

Helping Those In Need

NAMI started as a small group of families gathered around a kitchen table in 1979 and has blossomed into the nation's leading voice on mental health. Today, we are an alliance of more than 600 local Affiliates and 49 State Organizations who work in your community to raise awareness and provide support and education that was not previously available to those in need.

gathered around a kitchen table

NAMI State Organizations and NAMI Affiliates across the country

NAMI HelpLine transitions to

NAMI HelpLine is available M-F 10 am - 10 pm, ET. Connect by phone 800-950-6264 or text "Helpline" to 62640, or chat.

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Home | NAMI: National Alliance on Mental Illness

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NAMI, the National Alliance on Mental Illness, is the nation's largest grassroots mental health organization dedicated to building better lives for the millions of Americans affected by mental illness.

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The Self-Determination Program & the Traditional System: Part 1

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California's Self-Determination Program (SDP), which is currently in its pilot phase, will be available to all regional center clients this coming June. Given that many individuals and families have struggled with understanding the workings of the traditional service provision itself, confusion abounds on what this new system will offer.

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State of California & Department of Developmental Services

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Self-Determination Program (SDP) - CA Department of Developmental Services

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Agency through which the State of California provides services and supports to individuals with developmental disabilities.

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Pacer's National Bullying Prevention Center

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Pacer's National Bullying Prevention Center

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The kit ($30, with resources for up to 30 individuals) is designed to encourage coming together for a common goal: to make stronger connections among community members to help create a healthier environment for all and prevent bullying.
Request a Kit
Beyond Sticks & Stones: How to Help Your Child Address Bullying

This 70-page comprehensive guide ($10) offers prevention strategies for children, and the information and practical tools parents and other adults need to take action to address and prevent bullying.
Order a Copy
Take the Pledge

Take the Pledge

Pledge to treat others with kindness and be more accepting and inclusive.

Kids Against Bullying website

Kids Against Bullying
website

Innovative, educational website for elementary school students to learn, engage in activities, and be inspired to advocate for self and others.

Teens Against Bullying website

Teens Against Bullying
website

A website created by and for middle and high school students, with ideas to address bullying, be heard, and lead change in an important social cause.

Questions Answered

Questions Answered

You asked, we answered! Response options include images, 60-second snapshot, longer articles, video and poll.

Students With Disabilities

Students With Disabilities

A comprehensive overview of addressing and preventing bullying and harassment of students with disabilities.

ALL IN

Free online, year round toolkit with a new classroom lesson each week! Create environments in which each student is INcluded, INvested and INvolved.

i was bullied in 8th grade and now i have a lot of kids sticking up for me. especially my friends i never told anybody but my friends did and i went to the police.
i will recomend you going to a teacher or councler or teacher.

david scot, 16, new york groton

I care because if others are getting bullied you can feel if you were how hard it would be. I've never bullied but I know how it feels if it was me and I have met people who bullied and it is just so wrong

allya, 12, newcastle

Hey! I'm from Spain and i was bullied when i was seven in school and at this sumer since one month ago...
Two of this persons was my ''best friends'' and hurted so much, maybe still hurting me even i know that i have to be strong.
indirects on twitter, leaving me alone, talking wrong to other abot me, callings...
Until  i say STOP, now i know i'm strong even i have to be alone, i know i can't, even hurts me. And i hope that the people who had or have bullying try to be strong :)

ivanelly, 16, Spain/Europe

I am So proud to have been apart of this entire project. Bringing people together for a greater cause is just something you can't forget. After seeing this website get so big,so fast. I can finally say that I was apart of something wayyy bigger than myself. I am just greatful it's reached this many people and become a tool for people.

Chelese, 16, MN

I've been bullied for several years. Infact I still am, and it's just not verbally, but also on the internet. Words DO hurt. I've been bullied for my size, they way I look, and just being diffrent. Pledgeing can make a diffrence even though it may not seem like it, but it does. Stand up for yourself. Understand that everyone is not gonna be your friend, so you don't need everyone to make your life happy.  Smile, cause your diffrent. and being diffrent is what makes a person a better person!

Katie, 13, Ky

I care about this because!
I have been through alot on my life , and I have being call weird , crazy , stupid .

And you need to be free , dont let no one , to destroy your self -esteem
you are gorgeous , free the way you are.

It's not your fault , But if you have being bullied
PLEASE FIND HELP.

we need to be against bullying
-x

v

Veronica Michelle, 17, Puerto Rico

Carmen's Corner

A series of six educational videos designed for young audiences. It features characters from PACER's Kids Against Bullying puppet program, highlights key concepts of bullying prevention, and promotes social-emotional learning. Educator guide and student worksheets accompany each video.
View the Latest Video
Become a Champion Against Bullying

Join the hundreds of nonprofits, schools, and community groups that collaborate directly with PACER's National Bullying Prevention Center by using and sharing our bullying prevention resources in their communities.
Submit your organization
Survey Monkey Contributes to NBPC

Sign up and you will receive surveys by e-mail from SurveyMonkey customers who need your opinion. For every survey you take, SurveyMonkey will donate 50 cents to PACER's National Bullying Prevention Center, plus you'll get a chance to win $100 in an instant win game.
Join Survey Monkey in supporting PACER's NBPC

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PACER's National Bullying Prevention Center

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unites, engages, and educates kids, teens, parents and communities nationwide to address bullying through creative, relevant, and interactive resources.

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Bull Free World, Tool Kit for Parents and Educators

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Bull Free World, Tool Kit for Parents and Educators

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Special Needs Anti-Bullying Toolkit

Welcome to our specially designed tool kit for parents, teachers and students dealing with bullying and children with special needs.

This toolkit is a set of resources for people to confront bullying of children with special needs from all angles - from talking to your children to knowing your rights to teaching tolerance in schools. Start by reading the Top Ten Facts to know about bullying and children with special needs, and then learn about the unique challenges children with special needs face when encountering bullying.

Now you have the facts, but want to DO something to help create a bully free world? Getting started is as easy as writing a letter to your child's teacher, or asking your Principal to post your school's anti-bullying policy in public places around the school building. It could mean talking to your child about how he or she has experienced bullying, or reading about the roles of bullying and identifying your personal place in the cycle of bullying.

David and Tina Long shared their own personal, painful experience with bullying in the BULLY film. They took some time recently to record this message about why they're excited about the resources available in the toolkit. Check it out -

Every step towards a bully free world will help a child with special needs live free from fear and torment. Take your first action today, and tell us how you're working to create a bully free world for children with special needs in your home, school, and community.

Enter the toolkit below to access unique resources for

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Welcome to our specially designed tool kit for parents, teachers and students dealing with bullying and children with special needs. This toolkit is a set of resources for people to confront bullying of children with special needs from all angles - from talking to your children to knowing your rights to teaching tolerance in schools.

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Judy Reaven, Ph.D., Associate Professor, Department of Psychiatry and Pediatrics, JFK Partners, University of Colorado, Anschutz Medical Campus, School of Medicine, 13121 East 17th Avenue, C-234, Aurora, Colorado 80045

Dr. Reaven is a licensed clinical psychologist and has been the director of the Autism and Developmental Disabilities Clinic of JFK Partners since 2001. She has worked in the field of developmental disabilities as a clinician, researcher, and educator since 1985. Clinical and research interests include the co-occurrence of mental health symptoms in children and adolescents with autism spectrum disorders (ASDs), as well as the development of the Facing Your Fears program for anxiety symptoms in youth with anxiety and ASDs. She has authored a number of peer-reviewed research articles and has presented nationally and internationally on her clinical research.

Dr. Reaven has been Principal Investigator on several research projects funded by private foundations dedicated to autism research (Autism Speaks, Cure Autism Now, The Organization for Autism Research). She is currently the principal investigator on a federally funded project (National Institute of Mental Health), training outpatient clinicians to deliver the Facing Your Fears program to youth with anxiety and ASDs.

Audrey Blakeley-Smith, Ph.D., Assistant Professor, Department of Psychiatry and Pediatrics, JFK Partners, University of Colorado, Anschutz Medical Campus, School of Medicine, 13121 East 17th Avenue, C-234, Aurora, Colorado 80045

Dr. Blakeley-Smith is a licensed clinical psychologist and has worked in the field of developmental disabilities since 1996. Current research interests include the assessment and treatment of comorbid mental health issues in children with autism spectrum disorders (ASDs) and the development of peer-mediated interventions in school settings. She is a co-investigator on a National Institute of Mental Health study to train outpatient clinicians in the delivery of the Facing Your Fears program. She is also a clinician on a Health Resources and Services Administration-funded study using telemedicine as a medium to treat anxiety in children with ASDs in underserved communities in Colorado. Dr. Blakeley-Smith is currently the principal investigator on a school-based study exploring the use of peer-mediated interventions to reduce rejection and increase inclusion of children with ASDs, funded by The Organization for Autism Research.

Shana Nichols, Ph.D., Founder and Director, ASPIRE Center for Learning and Development, 63 Old East Neck Road, Melville, New York 11747

Dr. Nichols is a licensed clinical psychologist and researcher and has worked in the field of autism spectrum disorders (ASDs) and child development since the mid-1990s. She has received research and service grant support for work in sexuality, puberty, healthy lifestyles, and ASDs, and is the author of several peer-reviewed research articles and invited papers.

Dr. Nichols currently specializes in adolescence and growing up, dual diagnosis and mental health, assessment and evaluation, and the experiences of females with ASDs. She is lead author of the book Girls Growing Up on the Autism Spectrum: What Parents Should Know About the Pre-teen and Teenage Years (Jessica Kingsley, 2008), with Gina Marie Moravcik and Samara Pulver Tetenbaum. Dr. Nichols has worked as a clinician, researcher, administrator, graduate training supervisor, advisory board member, trainer, and consultant in a wide variety of settings including outpatient clinics, residential programs, schools, and the community.

Susan Hepburn, Ph.D., Associate Professor, Department of Psychiatry and Pediatrics, JFK Partners, University of Colorado, Anschutz Medical Campus, School of Medicine, 13121 East 17th Avenue, C-234, Aurora, Colorado 80045

In addition to her work at the University of Colorado, Anschutz Medical Campus, School of Medicine, Dr. Hepburn is the director of research for JFK Partners, which is the University Center for Excellence in Developmental Disabilities at University of Colorado. Dr. Hepburn is actively involved in intervention and developmental research and has published more than 40 articles in peer-reviewed journals. As a clinical psychologist, she has worked with many children with autism spectrum disorders (ASDs), their families, and school teams, particularly in the development of coping as well as other adaptive behavior skills. Dr. Hepburn is currently the principal investigator of a Health Resources and Services Administration-funded study to explore the use of telemedicine to treat anxiety in children with ASDs in underserved communities in Colorado.

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facing your fears facilitator's set: facilitator's set

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education: care & counselling of students

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family & relationships / children with special needs

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family & relationships/children with special needs

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psychology / psychopathology / anxieties & phobias

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psychology / psychopathology / autism spectrum disorders

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psychology/psychopathology - anxieties & phobias

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family & relationships / children with special needs

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family & relationships/children with special needs

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psychology / psychopathology / anxieties & phobias

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psychology / psychopathology / autism spectrum disorders

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psychology/psychopathology - anxieties & phobias

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education: care & counselling of students

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Facing Your Fears Facilitator's Set: Facilitator's Set

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Facing Your Fears Facilitator's Set: Facilitator's Set: 9781598571783: Medicine & Health Science Books @ Amazon.com

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PARENTS Co-Occurring MH and Autism Infographic

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_Co-Occurring MH and Autism Infographic - Provider version final

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Group cognitive behavior therapy for childrenwith high-functioning autism spectrum disorders and anxiety: a randomized trial

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Group cognitive behavior therapy for childrenwith high-functioning autism spectrum disorders and anxiety: a randomized trial

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A Systematic Review of Mental Health Interventions for ASD:Characterizing Interventions, Intervention Adaptations,and Implementation Outcomes

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A Systematic Review of Mental Health Interventions for ASD:Characterizing Interventions, Intervention Adaptations,and Implementation Outcomes

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Group cognitive behavioural treatment for anxiety in autistic adolescents with intellectual disability: A pilot and feasibility study

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Group cognitive behavioural treatment for anxiety in autistic adolescents with intellectual disability: A pilot and feasibility study

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Educational Interventions for Children and Youth with Autism: A 40‑Year Perspective

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Educational Interventions for Children and Youth with Autism: A 40‑Year Perspective

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Addressing the Needs of Diverse Youth with ASD and Anxiety in Public Schools: Stakeholder Input on Adaptations of Clinic‑Based Facing Your Fears

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Addressing the Needs of Diverse Youth with ASD and Anxiety in Public Schools: Stakeholder Input on Adaptations of Clinic‑Based Facing Your Fears

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School-Based Mental Health: School and Community Partnerships

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School-Based Mental Health: School and Community Partnerships

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School Counselor Role in Student Mental Health

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School Counselor Role in Student Mental Health

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MTSS is a framework many schools use to provide targeted support to struggling students.

The goal of MTSS is to intervene early so students can catch up with their peers.

It screens all students and aims to address academic and behavior challenges.

MTSS stands for multi-tiered system of supports. It's a framework many schools use to give targeted support to struggling students. You may also hear it called the MTSS framework, the MTSS process, or the MTSS model.

MTSS is designed to help schools identify struggling students early and intervene quickly. It focuses on the "whole child." That means it supports academic growth, but many other areas, too. These include behavior, social and emotional needs, and absenteeism (not attending school).

The tiers of support are a huge part of MTSS. They get more intense from one level to the next. For example, a child getting small group interventions may need to "move up" to one-on-one help.

MTSS supports the adults at the school, too. The Every Student Succeeds Act (ESSA) - the main education law for public schools - cites MTSS as a way to increase teacher effectiveness. ESSA gives states funding that can be used for professional development to help teachers use MTSS.

MTSS isn't the same thing as response to intervention (RTI). MTSS is more comprehensive. But it may include the three tiers of RTI.

Dive deeper

MTSS isn't a specific curriculum. It's a proactive approach that has key elements:

Universal screening for all students early in each school year

Increasing levels of targeted support for those who are struggling

Integrated plans that address students' academic, behavioral, social, and emotional needs

A schoolwide approach to student support, with teachers, counselors, psychologists, and other specialists working as a team to assess students and plan interventions.

Professional development so staff can provide interventions and monitor progress effectively

Family involvement so parents and caregivers can understand the interventions and give support at home

Frequent monitoring of students' progress to help decide if they need more interventions

The use of evidence-based strategies at every tier of support

Learn more about:

Some school districts use a system with four tiers of support. But it's more common for districts to use three tiers. Here's a basic outline of how a three-tiered system works.

Tier 1: The whole class. All students in the general education classroom are in this tier. Teachers use instruction that's proven to work. Students may work in small groups based on their strengths and areas of need. The school monitors all kids' progress. A student who is struggling may move to Tier 2.

Tier 2: Small group interventions. Students in Tier 2 still attend Tier 1 lessons with the rest of the class. But they get more targeted support through small group lessons. It can also mean special teaching, called interventions . A student who isn't making progress may stay in Tier 2 or move to Tier 3.

Tier 3: Intensive individualized support. This tier can mean small group work or individual lessons. Most kids in Tier 3 still spend a lot of the day in the general education classroom. But they may spend more time in a resource room than before.

If your school uses RTI, learn about the three tiers of RTI support .

MTSS is an "umbrella" term. It includes some multi-tiered systems of support you may know already:

Response to intervention (RTI) helps students who are struggling with academics. It provides increasing levels of support to help them catch up. Learn more about RTI .

Positive behavioral interventions and supports (PBIS) is an approach schools use to promote school safety and good behavior. All students are taught how they're expected to behave. These expectations are described in a positive way. ("Be respectful" instead of "Don't talk back.") Learn more about PBIS .

The goal of MTSS is to screen early and to give support quickly. It can also help schools tell the difference between kids who haven't had good instruction in the past and those who truly need special education .

A special education evaluation is usually the next step if students don't make enough progress in Tier 3. Students reach this point with lots of documentation. This data can be helpful when developing an IEP .

Parents and caregivers don't have to wait for kids to go through all phases of MTSS before requesting an evaluation, though. They can ask for an evaluation at any point.

Parents and caregivers: Learn how to request an evaluation and your legal rights during the evaluation process .

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MTSS is a framework many schools use to provide targeted support to struggling students. The goal of MTSS is to intervene early so students can catch up with their peers. It screens all students and aims to address academic and behavior challenges. MTSS stands for multi-tiered system of supports.

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How to request Mental Health Services without an IEP through MTSS or 504 Process

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How to request Mental Health Services without an IEP through MTSS or 504 Process

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The California Department of Education's (CDE) definition of Multi-Tiered System of Support (MTSS) provides a basis for understanding how California educators can work together to ensure equitable access and opportunity for all students to achieve the Common Core State Standards (CCSS). MTSS includes Response to Instruction and Intervention (RtI ²) as well as additional, distinct philosophies and concepts.

CDE's Definition of MTSS

In California, MTSS is an integrated, comprehensive framework that focuses on CCSS, core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students' academic, behavioral, and social success. California has a long history of providing numerous systems of support. These include the interventions within the RtI ² processes, supports for Special Education, Title I, Title III, support services for English Learners, American-Indian students, and those in gifted and talented programs. MTSS offers the potential to create needed systematic change through intentional design and redesign of services and supports that quickly identify and match the needs of all students.

California's Multi-Tiered System of Support

Comparing MTSS to RtI²

CDE's RtI ² processes focus on students who are struggling and provide a vehicle for teamwork and data-based decision making to strengthen their performances before and after educational and behavioral problems increase in intensity. Please visit the CDE Web site on RtI² for further information.

MTSS Differences with RtI²

MTSS has a broader scope than does RtI ². MTSS also includes:

Focusing on aligning the entire system of initiatives, supports, and resources.

Promoting district participation in identifying and supporting systems for alignment of resources, as well as site and grade level.

Systematically addressing support for all students, including gifted and high achievers.

Enabling a paradigm shift for providing support and setting higher expectations for all students through intentional design and redesign of integrated services and supports, rather than selection of a few components of RtI and intensive interventions.

Endorsing Universal Design for Learning instructional strategies so all students have opportunities for learning through differentiated content, processes, and product.

Integrating instructional and intervention support so that systemic changes are sustainable and based on CCSS-aligned classroom instruction.

Challenging all school staff to change the way in which they have traditionally worked across all school settings.

MTSS is not designed for consideration in special education placement decisions, such as specific learning disabilities. MTSS focuses on all students in education contexts.

MTSS Similarities to RtI²

MTSS incorporates many of the same components of RtI ², such as

Supporting high-quality standards and research-based, culturally and linguistically relevant instruction with the belief that every student can learn including students of poverty, students with disabilities, English learners, and students from all ethnicities evident in the school and district cultures.

Integrating a data collection and assessment system, including universal screening, diagnostics and progress monitoring, to inform decisions appropriate for each tier of service delivery.

Relying on a problem-solving systems process and method to identify problems, develop interventions and, evaluate the effectiveness of the intervention in a multi-tiered system of service delivery.

Seeking and implementing appropriate research-based interventions for improving student learning.

Using school-wide and classroom research-based positive behavioral supports for achieving important social and learning outcomes.

Implementing a collaborative approach to analyze student data and working together in the intervention process.

Venn Diagram of MTSS and RtI²

The following figure displays similarities and differences between California's MTSS and RtI ² processes. Both rely on RtI ² 's data gathering through universal screening, data-driven decision making, problem-solving teams, and are focused on the CCSS. However, the MTSS process has a broader approach, addressing the needs of all students by aligning the entire system of initiatives, supports, and resources, and by implementing continuous improvement processes at all levels of the system.
Return to Multi-Tiered System of Support (MTSS) home page
Last Reviewed: Friday, September 18, 2020

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The California Department of Education's (CDE) definition of Multi-Tiered System of Support (MTSS) provides a basis for understanding how California educators can work together to ensure equitable access and opportunity for all students to achieve the Common Core State Standards (CCSS). MTSS includes Response to Instruction and Intervention (RtI 2) as well as additional, distinct philosophies and concepts.

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How to request an Educationally Related Mental (ERMHS) Assessment 

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How to request an Educationally Related Mental (ERMHS) Assessment 

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Disability Rights Education & Defense Fund

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ERMHS - Disability Rights Education & Defense Fund

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How to request Mental Health Services with an IEP

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How to request Mental Health Services with an IEP

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Related services help kids meet educational goals, but these services aren't necessarily specialized instruction.

Related services are typically part of a child's Individualized Education Program (IEP).

Some kids receive related services through a 504 plan.

Learn more about these types of services and how kids who learn and think differently get them.

What are related services?

Related services are most often part of an IEP . Kids usually get them along with some sort of specialized instruction, as part of special education. But in some schools, they are the special instruction. That may happen when a child doesn't get any other services.

The main goal of these services isn't to offer special education. It's to help kids benefit from general education. They help make it easier for kids to participate in class and in afterschool activities.

For some kids, that might mean transportation services. For others, it's the help the classroom teacher gets from a professional to create and use a behavior plan .

How students qualify for related services

Often, related services go hand in hand with special education . But some kids might only need the related service.

Different states and school districts deal with this in different ways. The federal law says states can decide to allow related services to be the only form of special education a child gets. In that case, the related service is a child's specialized instruction.

There may be other cases where kids don't qualify for special education. But they can still get related services under Section 504 . This might happen when a child's challenges don't have an effect on learning.

Here's an example. A child with dyspraxia may need occupational therapy to help with motor planning. But this child doesn't need academic help. So occupational therapy may be provided under a 504 plan instead of an IEP.

What related services can include

Related services are as varied and individual as the kids who use them. The federal special education law, IDEA , lists the following as possible related services:

Speech-language and audiology services

Interpreting services

Psychological services

Occupational and physical therapy

Recreation, including therapeutic recreation

Early identification and evaluation of disabilities in children

Counseling services, including rehabilitation counseling

Orientation and mobility

Medical services (but only for diagnostic or evaluation purposes, not for ongoing treatment)

School health and/or school nurse services

Social work services

Parent counseling and training

It's important to know that if there's a service your child needs and it's not on the list, such as assistive technology , IDEA says the team should consider it.

Speech-language, occupational, and physical therapy are all examples of related services.

IDEA names many types of related services, but a child's team decides which services are necessary.

In some cases, related services are the only special education services a child might need.

About the Author

About the Author

worked as a classroom teacher and as an early intervention specialist for 10 years. She is the author of Amanda Morin The Everything Parent's Guide to Special Education. Two of her children have learning differences.

Reviewed by

Reviewed by

Andrea M. Spencer, PhD has extensive leadership experience in programs serving student with disabilities and at risk of failure.

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Related services for kids who learn and think differently

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Related services help kids meet educational goals, but these services aren't necessarily specialized instruction. Related services are typically part of a child's Individualized Education Program (IEP). Some kids receive related services through a 504 plan. Learn more about these types of services and how kids who learn and think differently get them.

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The Effects of Trauma on Individuals with Intellectual Disabilities

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The Effects of Trauma on Individuals with Intellectual Disabilities

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The National Child Traumatic Stress Network

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The National Child Traumatic Stress Network

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Trauma Informed Care and IDD

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The National Child Traumatic Stress Network

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Research indicates that youth living with IDD experience exposure to trauma at a higher rate than their non-disabled peers.

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Clinician Factors in Psychotherapy Disparities for People With Intellectual Disabilities and Co-Occurring Mental Illness

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Clinician Factors in Psychotherapy Disparities for People With Intellectual Disabilities and Co-Occurring Mental Illness

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The treatment of anxiety symptoms in youth withhigh-functioning autism spectrum disorders: Developmental considerations for parents

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The treatment of anxiety symptoms in youth withhigh-functioning autism spectrum disorders: Developmental considerations for parents

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Clinical Considerations in Behavior Support Planning by Tim Barksdale

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Clinical Considerations in Behavior Support Planning by Tim Barksdale

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The Boggs Center on Developmental Disabilities

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Clinical Considerations in Behavior Support Planning by Tim Barksdale

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Email: lindentart@gmail.com / CC: sessarego1@gmail.com

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Email: harisri@berkeley.edu

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Email: jr5416@sbcglobal.net

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Email: fefeford@gmail.com

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Email: debrapotts05@gmail.com

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Email: peter.mendoza@scdd.ca.gov

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Helping your therapist understand your Autism

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Helping your therapist understand your Autism

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A toolkit to explain your autism to your therapist

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Email: dchristy@inclusivelyminded.com

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Email: seabindie@me.com

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Email: sajacobs@advancekids.com

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Panelist: Tim Barksdale, PsyD, LMSW, NADD-CC

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Panelist: Tim Barksdale, PsyD, LMSW, NADD-CC

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Email: tim.barksdale@merakey.org

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Motivation Interviewing Tips for Providers

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Motivation Interviewing Tips for Providers

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Provided by Sean Inderbitzen

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MI QARSI Tips for Cognitive Difficulties (1)

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autsim adhd mind "uc davis" "uc davis health" "uc davis mind institute" autism resources sacramento "fragile x" "down syndrome" "22q11.2 deletion syndrome" neurodevelopmental disorders

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The UC Davis MIND Institute is a collaborative international research center, committed to the awareness, understanding, prevention, and care of people with ...

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Review the video and instructions for help with accessing closed captioning

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Review the video and instructions for help with Zoom.

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Centro para la Excelencia en Discapacidades del Desarrollo

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Centro para la Excelencia en Discapacidades del Desarrollo

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El Centro para la Excelencia en Discapacidades del Desarrollo (CEDD), establecido en el 2006, es uno de 67 centros universitarios federalmente designados (UCEDDs) en todo el país. Estos centros están autorizados por la Ley de Derechos y Asistencia a las Discapacidades del Desarrollo y financiados por la Administración en Discapacidades Intelectuales y del Desarrollo (AIDD por sus siglas en inglés), parte de la Administración en Vida en la Comunidad dentro de la Secretaria de Salud y Servicios Humanos de los Estados Unidos. CEDD aumenta los recursos para ampliar las actividades y el impacto del MIND Institute, sirviendo como un recurso en las áreas de educación, investigación y servicio; y proporcionan la unión entre la Universidad y la comunidad para mejorar la calidad de vida de las personas con discapacidades del desarrollo.

La misión del Centro para la Excelencia en Discapacidades del Desarrollo (CEDD), es colaborar con personas con discapacidades del desarrollo y sus familias para mejorar la calidad de vida y la inclusión a la comunidad. El Centro cumple esta misión a través de abogacía, colaboración en la comunidad, entrenamiento interdisciplinario y la conversión de investigaciones en aplicaciones prácticas.

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El Centro para la Excelencia en Discapacidades del Desarrollo (CEDD), establecido en el 2006, es uno de 67 centros universitarios federalmente designados (UCEDDs) en todo el país.

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Center for Excellence in Developmental Disabilities

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Center for Excellence in Developmental Disabilities

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The Center for Excellence in Developmental Disabilities (CEDD), established in 2006, is one of 67 federally designated university centers (UCEDDs) across the country. These centers are authorized by the Developmental Disabilities Assistance and Bill of Rights Act and funded by the Administration on Intellectual and Developmental Disabilities (AIDD), part of the Administration on Community Living within the U.S. Department of Health and Human Services. CEDD brings added resources to expand the activities and impact of the MIND Institute, serving as a resource in the areas of education, research and service, and providing a link between the university and the community to improve the quality of life for individuals with developmental disabilities.

The mission of the Center for Excellence in Developmental Disabilities is to collaborate with individuals with developmental disabilities and their families to improve quality of life and community inclusion. The Center accomplishes this mission through advocacy, community partnerships, interdisciplinary training, and the translation of research into practical applications. We make the personal perspective of disability and cultural/linguistic diversity prominent in all our program activities and strive for an organizational culture that values diversity and inclusion.

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Center for Excellence in Developmental Disabilities (CEDD)

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The Center for Excellence in Developmental Disabilities (CEDD), established in 2006, is one of 67 federally designated university centers (UCEDDs) across the country. These centers are authorized by the Developmental Disabilities Assistance and Bill of Rights Act and funded by the Administration on Intellectual and Developmental Disabilities (AIDD), part of the Administration on Community Living within the U.S.

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Los videos y el audio de UC Davis MIND Institute ahora están disponibles exclusivamente en YouTube. Puede ir directamente a nuestro canal de YouTube " o hacer clic en la imagen de presentadores a continuación para vincular el video de YouTube de la presentación.
Estos webcasts son destinados a uso personal y no comercial. Por favor, no re-transmitida, re-codificar, o de otra manera distribuir estos webcasts sin el permiso previo por escrito de la UC Davis MIND Institute.

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Los videos y el audio de UC Davis MIND Institute ahora están disponibles exclusivamente en YouTube. Puede ir directamente a nuestro canal de YouTube " o hacer clic en la imagen de presentadores a continuación para vincular el video de YouTube de la presentación. Estos webcasts son destinados a uso personal y no comercial.

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Past Summer Institute presentations are available for viewing.

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UC Davis MIND Institute videos and audio are now exclusively available on YouTube. You can go directly to our YouTube Channel " or click on the presenters picture below to link to the YouTube video of the presentation.

These webcasts are intended for personal, non-commercial, educational use. Please do not re-broadcast, re-encode, or otherwise distribute these webcasts without prior written permission from the UC Davis MIND Institute.

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UC Davis MIND Institute videos and audio are now exclusively available on YouTube. You can go directly to our YouTube Channel " or click on the presenters picture below to link to the YouTube video of the presentation. These webcasts are intended for personal, non-commercial, educational use.