Student Support Services

The Department of Student Support Services is dedicated to promoting educational excellence by ensuring that every student has the opportunity to receive a high-quality education that meets their unique needs. We believe that with the right supports, all students can learn and grow academically, socially and emotionally. NCSD provides an equity of opportunity through a variety of intervention services for students. Each building has literacy intervention, math intervention and school social work services available to students who meet eligibility criteria.

Student Support Services

504 Plans

Student Support Services Department is responsible for compliance for Section 504.

Section 504 of the 1973 Rehabilitation Actis a broad civil rights law which protects the rights of individuals with disabilities in any agency, school or institution receiving federal funds to provide persons with disabilities to the greatest extent possible, an opportunity to fully participate with their peers.

For more information on Novi Community School District 504 plans, please view our District Section 504 Manual.

Section 504 Questions or Requests:

Jacqueline Boboige

248-449-1409

jacqueline.boboige@novik12.org

Multi-Tiered System of Supports (MTSS)

A Multi-Tiered System of Supports (MTSS) is a comprehensive framework comprised of a collection of research-based strategies designed to meet the individual needs and assets of the whole child. MTSS intentionally interconnects the education, health, and human service systems in support of successful learners, schools, centers, and community outcomes. The five essential components of MTSS are inter-related and complementary. The MTSS framework provides schools and districts with an efficient way to organize resources to support educators in the implementation of effective practices with fidelity so that all learners succeed.

Guiding Principles

MTSS is guided by the following principles:

A collective responsibility for ensuring growth and success for all learners is assumed by each person within the system (educators, learners, families, and community)
A proactive approach to ensuring that each and every learner experiences a quality education designed to expand learners' potential
A commitment to use a systematic problem-solving process to improve outcomes of all learners
A commitment to ongoing, effective support for educators and leaders including professional learning, feedback, and coaching
A commitment to use data as a basis for information gathering and to avoid making assumptions
Attention to fidelity of implementation, honoring both qualitative and quantitative measures
An investment in systems to promote durability and the scaling up of MTSS

Essential Components

Team-Based Leadership
Tiered Deliver System of Core Instruction, Interventions and Services
Selection and Implementation of Instruction, Interventions and Supports
Comprehensive Screening & Assessment System
Continuous Data-Based Decision Making

Source: Michigan Department of Education

Intervention Services

Novi Community School District has a full continuum of service providers who work within our system of supports. Each building has a Literacy and Math Specialist who provide intensive academic intervention for students identified as in need based on established criteria. Our intervention team monitors student progress to ensure learners are receiving the supports they need to make growth.

School-wide Positive Behavior Interventions & Supports (PBIS)

The Novi Community School District has adopted the key components of PBIS into practice to help maintain a safe and positive climate/culture in our buildings. PBIS is identified by the Michigan Department of Education as best practice and is defined by the department below.

School-wide Positive Behavioral Interventions & Supports (PBIS) is a proactive, team-based framework for creating and sustaining safe and effective schools. The focus of PBIS is to prevent problem behavior, develop pro-social skills, and use data-based problem solving for addressing existing behavior concerns. School-wide PBIS will help schools educate all students with the use of research-based, school-wide classroom, and individualized interventions. (MDE Guide, p. vii)

School-wide PBIS provides a comprehensive framework that can be used by any school to design their own system of behavioral supports for all students. It also provides informed decision making, based upon data analysis that guides the process of assessing student needs and providing additional levels of behavioral support to students in need. School-wide PBIS provides a positive focus to encouraging desirable student behaviors. A set of universal expectations for behavior, positively stated, are established for all students in all locations of the school. These expectations generally promote core values such as respect, responsibility, and safety. Interventions and strategies are implemented to teach and reinforce these expectations. (MDE Guide, p. 2)

Source: Michigan Department of Education

For more information, please visit the MDE Fact Sheet.

Social Emotional Learning (SEL)

Social Emotional Learning (SEL) is a universal approach for all students. The goal of SEL is to address the social and emotional needs individuals have to be successful in school and in life. Developing SEL skills improves student capacity to engage in academic learning and prepares students to meet college and career readiness standards. In order to participate in rigorous standards, students need to be able to regulate their emotions when they become frustrated, collaborate with their peers, communicate their ideas, and take the perspective of others. In addition, focusing on SEL skills decreased negative behaviors and student emotional distress.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) identifies five social and emotional competencies, which are composed of multiple skills and abilities:

Self-awareness is the ability to recognize one's own feelings, interests, strengths, and limitations
Self-management refers to when individuals regulate emotions and manage daily stressors
Social awareness refers to perspective taking and to appreciate similarities and differences
Relationship skills are when individuals exhibit prosocial behavior and demonstrate positive social skills in order to develop meaningful relationships
Responsible decision making refers to when individuals make ethical decisions, and strengthen the ability to develop appropriate solutions to identified problems

Source: Michigan Department of Education

Novi Community School District has School Social Workers and School Counselors who support the Social and Emotional needs of students. Novi utilizes Social Emotional Learning Curriculums to provide small and large group lessons.