The classroom is the best opportunity to support student’s emotional needs and develop new skills. Alex supports districts to around the following areas:

-SEL Delivery Models

-Consistent and Predictable Classroom Routines

-Proactive Behavior Response

Tier 2 supports are a secondary prevention exercise. The goal is to catch issues early before problematic behavior patterns become entrenched. Alex helps districts utilize data to effectively identify at-risk students so they can get additional support

-Universal Screening

-Attendance Tracking

-Counselor and Nurse Visit Data

-Academic Monitoring

Tiered services must evolve to meet student needs. School counselors need to be equipped to provide research-based skills instruction to students to help them make effective social, emotional, and behavioral progress. Alex helps school counselors build their ability to implement

-Cognitive Behavior Therapy (CBT)

-Dialectical Behavior Therapy (DBT)

-Motivational interviewing (MI)

-Executive Function Coaching

The MTSS team must be able to understand whether a student responded to tiered supports that were provided. Alex helps districts develop a data-based decision-making approach to identify clear behavioral objectives that will indicate progress.

Student mental health challenges may rise to concerns with safety to themselves or others. Schools must have strong processes to assess and communicate these threats to ensure that the student and school community are safe. Alex supports districts in developing a comprehensive crisis management procedure:

-Building Staff Mental Health Awareness

-Clear procedures for suicide assessment and response

-Threat assessment teams and procedures

School counselor resources are often used inefficiently through a reactive behavior response. The considerable time necessary for student de-escalation impacts availability for more effective proactive supports. Alex works with school stakeholders to develop more effective strategies to support student behavioral needs:

-Hot spot mapping to identify environments where problem behaviors happen

-Push-in behavior response that empowers teachers to support students in need

-In class self-regulation spaces to support behavioral coping

-Functionally informed intervention to help students get their needs met in more appropriate ways