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Student Support Services

Student Support Services

 

The USD 383 Student Support Services aims to enhance educational equity and support for all students. With a focus on maximizing student success, student support services oversees testing, MTSS, Student Intervention Teams, Bullying Prevention, and the Native American Education Program. Student Support Services also manages Department of Defense Education Activity (DODEA) grants and facilitates Kansas Education Systems Accreditation (KESA) compliance

Shannon Molt, Director of Student Support Services

 

 

  • Bullying Information

    For decades, USD 383 has promoted curriculum and instruction in prosocial, bullying prevention behaviors connected to the Kansas Social, Emotional, Character Development (SECD) standards, adopted in April 2012. These objectives are designed to help keep children safe and successful while developing their academic and life skills. Kansas was the first state to develop such standards.

    As we continue to work together to meet the comprehensive needs of our students, USD 383 utilizes the Second Step and Character Strong programs. Students participate in these programs during class meetings, crew time or advisory times. Our goals include building prosocial behaviors, emotional intelligence and preventing bullying behaviors.  

    Bullying is aggressive behavior that is intentional and that involves an imbalance of power or strength. Often, it is repeated over time. Bullying behaviors can take many forms; such as hitting or shoving (physical bullying), teasing or name-calling (verbal bullying), intimidation through gestures or social exclusion (nonverbal bullying), or sending insulting social media messages (cyberbullying).

    If you hear from your student about bullying, please contact your building principal, teacher or another adult in the building.

    Resources

    Stomp Out Bullying

    Character Strong

    Pacer Bullying Resources

    Social Emotional Learning

    Stop Bullying

    Board of Education policy KGC – Bullying By Parents

  • Understanding Risk Factors for Youth Suicide
    A Guide for Families and Caregivers

    At USD 383, we care deeply about the safety and emotional well-being of every student. While it can be difficult to talk about, it's important to understand the signs that a young person might be struggling with thoughts of self-harm or suicide. Knowing the risk factors can help families stay informed, connected, and proactive in supporting their children. Talking about suicide can feel scary, but it’s an act of love and care. By learning the warning signs and being present in your child’s life, you’re taking powerful steps to help them feel seen, heard, and supported.

    If you ever have questions or need help, please reach out to your child’s school.

    What Are Risk Factors?

    Risk factors are things in a child or teen’s life that may increase the chances of them feeling overwhelmed or hopeless. Having one or more of these does not mean a young person will think about suicide, but they may need extra support and care.

    Mental and Emotional Health

    • Struggling with depression, anxiety, or other mental health challenges
    • Having strong mood swings or feeling hopeless
    • Talking or thinking about death or suicide
    Life at Home
    • Recent family changes, such as divorce or separation
    • Experiencing abuse, neglect, or violence at home
    • Loss of a family member, friend, or loved one
    School and Social Life
    • Being bullied, excluded, or experiencing conflict with friends or classmates
    • Feeling pressure from school, sports, or activities
    • Trouble at school, including failing grades or frequent discipline
    Identity and Belonging
    • Struggles related to gender identity or sexual orientation, especially if not accepted by others
    • Feeling like they don’t belong or are not supported
    • Facing discrimination or being treated unfairly
    Other Concerns
    • Having access to things that can be used for self-harm (like firearms or medications)
    • Using drugs, alcohol, or other substances
    • A history of past suicide attempts or self-harming behavior
    • Knowing someone who has died by suicide
    What Families Can Do
    • Listen without judgment — let your child know it’s safe to talk to you
    • Notice changes in mood, behavior, or sleep
    • Ask directly if they’re feeling overwhelmed or unsafe
    • Stay connected — keep the lines of communication open
    • Seek help from your school counselor, doctor, or mental health professional
    Get Help Right Away If Needed

    If you or your child is in crisis or needs immediate help, you are not alone.

    USD 383 Mental Health Team Employee Resources

  • USD 383 MTSS Fact Sheet

    MTSS Interventions

    Intervention Flowcharts

    Family Guide

    For questions or concerns, please reach out to your school and ask to speak to the MTSS Coordinator. 

  • USD 383 Parent Letter

    Title VI Certification Form

    KSDE Fact Sheet

    KSDE General Information About Indian Education Formula Grants

    Parent Committee Bylaws

    Title VI, Part A: Educational Program for Students of American Indian or Alaska Native Heritage

    The Every Student Succeeds Act (page 246) amends the Indian education programs as Title VI, Part A of the Elementary and Secondary Education Act. The Every Student Succeeds Act (ESSA) was signed on December 10, 2015. The new law builds on key areas of progress in recent years, made possible by the efforts of educators, communities, parents, and students across the country.

    In accordance with ESSA, the mission of the USD383 Title VI Program is to support the efforts of parents, teachers, and administration in meeting the unique cultural, language, and educational needs of American Indian and Alaska Native students.

    Funding for the Title VI Indian Education Formula Grant is provided by the U.S. Department of Education. Allocations are based on a yearly count of certified students with a direct American Indian or Alaska Native heritage.

    The goals of the USD 383 program are:

    1. Increase knowledge of cultural identity and awareness and,
    2. Increase academic achievement through cultural enrichment, culturally responsive academic support, culturally responsive academic enrichment, college preparation, and parent involvment.

    Shannon Molt, Director of Student Support Services

    Resources

    National Parent Resources

    Post-Secondary Scholarships

    University Indigenous Studies Programs

    Universities and Other Post-Secondary Programs

    Federal Resources

     

  • A 504 plan is designed to provide supports and remove barriers for a student with a disability, so the student has equal access to the general education curriculum. 504 plans are different than an Individual Education Plan (IEP) but is developed to help students be successful in school. 

    Section 504 Fact Sheet

  • The district, in accordance with state and federal law and the Kansas state plan, will ensure that homeless children in the school district have access to free and appropriate public education. Homeless students are individuals who lack a fixed, regular, and adequate nighttime residence.

    If your family lives in any of the following situations:

    • In a shelter

    • In a motel or campground, due to the lack of an alternative adequate accommodation

    • In a car, park, abandoned building, or bus or train station

    • Doubled up with other people due to loss of housing or economic hardship

    Your school-aged children may qualify for certain rights and protections under the federal McKinney-Vento Act.

     

    Your eligible children have the right to:

    • Receive a free, appropriate public education.

    • Enroll in school immediately, even if lacking documents normally required for enrollment.

    • Enroll in school and attend classes while the school gathers needed documents.

    • Enroll in the local school or continue attending their school of origin ( the school enrolled) if that is your preference and is feasible.

      • If the school district believes that the school you select is not in the best interest of your children, then the district must provide you with a written explanation of its position and inform you of your right to appeal its decision.

    • Receive transportation to and from the school of origin if you request this.

    • Receive educational services comparable to those provided to other students, according to your children's needs.

    If you believe your child might qualify for homeless services, please contact your school's principal or the local coordinator, Cheryl McCormick

    If you need further assistance with your children's educational needs, contact the National Center for Homeless Education at 1-800-308-2145, or contact the State Coordinator, Maureen Tabasko (mtabasko@ksde.org)

     

  • What is SIT?

    • SIT stands for the Student Intervention Team. This is a part of the general education process, not special education. 

    • Each building in the district has a SIT Team of educators including teachers, administrators, school psychologists, social workers or counselors. 

    • This team meets on a regular basis to collaborate, brainstorm ideas, find strategies to fit student needs and develop an individualized plan or goal for each student who are struggling with academics, as well as behavior social emotional learning (BSEL). SIT also supports students who may need more challenge or enrichment. 

    What do I do if I have concerns about my student?

    1.   Contact your student’s teacher. Express your concerns and ask about interventions and strategies that may support or help your student.

    2.   Keep lines of communication open between yourself and your student’s teacher and support staff at the school. If you have concerns about your student’s progress, ask your student’s teacher if they can schedule a formal meeting with the SIT team.  

    3. Educators may initiate this process as well and invite you to be a part of the SIT meeting. If additional information is needed, you’ll be contacted by someone from the school to seek additional input.