1. Student Support Update
Dr. Mona M. Johnson, CDP
Office of Superintendent of Public Instruction
Chris Reykdal, State Superintendent

2. Vision: Mission: Values:
All students prepared for post-secondary pathways, careers, and civic engagement.
Mission:
Transform K–12 education to a system that is centered on closing opportunity gaps and is characterized by high expectations for all students and educators. We achieve this by developing equity-based policies and supports that empower educators, families, and communities.
Values:
Ensuring Equity
Collaboration and Service
Achieving Excellence through Continuous Improvement
Focus on the Whole Child

3. Acknowledging Barriers That Contribute To Inequity https://www. rwjf
Poverty
Exclusionary Discipline Practices
Lack of Trauma Informed Practices
Implicit & Explicit
Educator Stress & Burnout

4. Additional Important Points of Contact at OSPI…

5. Student Support Office Mission
Support districts in preparing each student for post- secondary aspirations, careers, and life by embracing an whole child approach to education
Work to ensure every child is healthy, safe, engaged, supported and challenged

6. Student Support Office Mission (Continued)
Administer state and federal grants and programs designed to remove barriers to learning, including those targeted to vulnerable and historically underserved students;
Collaborate, coordinate & partner with other child and family serving entities at the local, regional, state, and federal levels.

7. Student Support Programs: Institutional Education Homeless Education Expanded Learning (21stCCLC) Fostercare Education School Safety Mental/Behavioral Health School Health & Wellness School Nursing & Immunizations Suicide Prevention Social Emotional Learning Compassionate Schools Safe Routes to School

8. Critical Foundations of Our Work…

9. https://csch.uconn.edu/
Through an informal partnership with the University of Connecticut’s Collaboratory on School and Child Health they shared this image they had created based on adaptations from others.
What we envision is illustrated very nicely in this graphic where we see various domains such as physical, academic, behavioral, social, and emotional woven together and are supported by both school and community in an integrated manner.
In this image you’ll notice three tiers of support. In a multi-tiered system of support there is an emphasis on prevention. It is necessary to have a strong foundation to reduce the # of students who appear to have Tier 2 and 3 needs. Universal supports allow us to build on strengths and ensure a heavy dose of prevention.
An image like this can also help schools and community organizations to better communicate the available supports and identify duplication or gaps.
Building on strengths and in partnership with families
Suggested Citation:
Chafouleas, S. M. (2017). A Multi-Tiered Service Delivery System Integrating the Whole School, Whole Community, and Whole Child. Storrs, CT: University of Connecticut. Available for download from csch.uconn.edu.
Created by Sandra M. Chafouleas for the Collaboratory on School and Child Health (csch.uconn.edu). Copyright © 2017 by the University of Connecticut. All rights reserved. Permission granted to photocopy for personal and educational use as long as the names of the creators and the full copyright notice are included in all copies.

10. Racing ACEs: Supporting Trauma-Informed Practice
Adverse Childhood Experiences*
Historical Trauma/Embodiment of Oppression
death
Early Death
Early Death/
Quality of Life Loss for POC
Disease, Disability, and Social Problems
Burden of Dis/ease for POC
Implicit bias, epigenetics
Adoption of Health-risk Behaviours
Coping (risk - embodiment
and exposure to structural racism and white supremacy)
Allostatic Load, Disrupted Neurological Development,
White Fragility, Grief & Rage of POC
Social, Emotional, & Cognitive Impairment
S ientific gaps
Social Identity Threat, Micro and Macro Aggressions, Complex Trauma, ACEs
Adverse Childhood Experiences
conception
Structural Racism, White Supremacy Social Devaluation of People of Color
Trauma and Social Location
Intergenerational Transmission of Trauma Historical Trauma
* Adapted by RYSE, 2016

11. Social, Emotional Development From: https://www. aspeninstitute
Skills that students and adults possess and deploy…
AND
Features of the educational setting itself, including culture and climate.

12. WA State SEL Standards & Benchmarks (2016)
Self-Awareness
Social Awareness
Self-Management
Social Management
Self-Efficacy
**Social Engagement

13. Fostering Resilience
The capacity to rise above adversity and to forge lasting strengths in the struggle. It is the means by which children/adults can rebound from hardship and emerge as strong, healthy individuals, able to lead gratifying lives, albeit with some scars to show for their experiences Stephen and Sybil Wolin

14. Equitable, Effective Programs & Practices From: https://assets
Build on strengths
Attend to root causes
Address stereotypes
Develop supportive learning environments
Learn about & respect all cultures
Foster healthy school climate
Seek to provide needed resources
Invest in youth/adult development & health
Engage families & communities

15. 2019 Student Support Conference
Wenatchee, WA
May 22-24, 2019

16. Closing Thoughts: Keep up the AMAZING work you are doing.
Take good care of yourselves.
Commit to continually growing your own skills.
Big THANKS for all that you do!

17. Director Student Support, OSPI
Thank You!
Contact Information:
Dr. Mona M. Johnson, CDP
Director Student Support, OSPI