The following services are tailored to meet specific student,  campus and district-wide needs. 

Consultation 3

Student Observation-Individual students needs are assessed and analyzed for programmatic Consultationrecommendations.  Key areas included are the student strengths, interests, peer interaction and instructional/behavioral challenges.  In addition to the collection of objective data, teachers, paraeducators, parents and administrators may be interviewed as part of the assessment process.  A summary of the findings and recommendations is provided to further inform plans for instructional and behavioral progress.

Consultation 2Classroom Observation-The classroom observation leads to the comprehensive analysis of the learning environment, student and teacher interaction, student engagement and instructional/behavioral supports.  Reflection on these key areas is intended to lead to professional growth and student success.

Follow-up Support-Educators attend staff development for the purpose of improving their own abilities as they work toward student success.  The implementation of the learned ideas or strategies requires thought, planning and support.  This follow-up support can take the form of classroom observation and feedback, trouble-shooting sessions, videotape reflection and study groups. 

Program Evaluation-Existing data is compiled into user-friendly formats while additional data is gathered through classroom observations and teacher/student interviews.  The information is synthesized into a composite that focuses on areas of critical need.  The outcomes of a comprehensive program evaluation are to:

  • Conduct strategic planning effectively 
  • Address the specific needs of students 
  • Support the learning needs of staff
  •  Facilitate collaboration with parents
  •  Maximize available resources 
  • Increase student achievement


  • Functional Behavioral Assessment

A functional behavioral assessment can be a pivotal moment for students, families and educators seeking to better understand the causes of or function of specific behaviors. In the first phase, comprehensive data is collected through classroom observation, teacher, parent and student interviews and all relevant previous information. Then, current and past data is analyzes to hypothesize the primary function of the behavior. The process culminates in a thorough report that  includes a summary of the data, the findings and specific recommendations and resources for prevention and intervention.