Ci3T models of prevention use an evidence-based training series to have school leadership teams build and monitor the integration of academic, behavioral, and social-emotional supports into one cohesive, data-driven system.  Learn more about Ci3T at www.ci3t.org 

As a Ci3T Trainer, I provide the training and coaching to build and implement your Ci3T Model of Prevention.

I help districts and schools design and refine MTSS frameworks that organize resources, align practices, and build a culture of prevention and responsiveness—so every student gets the right support at the right time.

If your state has a specific framework of key-components, we will work together to align your school or district's plan.

Utilizing the CASEL Framework, I help schools embed SEL into daily practices and instruction by aligning curriculum, teaching strategies, and data use—ensuring students build essential skills for emotional regulation, relationships, and resilience.  Many states also have identified SEL State Standards and I help integrate these into your MTSS system at all Tiers and within special education IEP practices.

I support teams in installing and sustaining implementation of PBIS with fidelity at Tiers 1, 2, and 3 by creating clear expectations, consistent routines, and data-informed decision making that promote a positive, inclusive school climate.

RTI lives within the MTSS umbrella.  I support schools in designing, implementing, and monitoring effective literacy and ELA instruction across Tiers 1, 2, and 3. This includes selecting and using high-quality screening, diagnostic, and progress monitoring tools to guide data-informed instruction and intervention in reading and written language—ensuring every student receives the support they need to grow.

As a school psychologist, I have lived through 2 states as they put timelines to “sunset” their discrepancy model and moved to using RTI for determining eligibility for special education.  I provide training and strategic support to help districts transition from the traditional IQ-achievement discrepancy model to an RTI-based approach for identifying specific learning disabilities—improving equity, accuracy, and early intervention.

I coach leadership and student support teams to operate with clarity, shared purpose, and data-informed decision-making—so collaboration is efficient, effective, and focused on meaningful outcomes.

I collaborate with school and district leadership teams to create practical systems that monitor, support, and strengthen the fidelity (integrity) of implementation across academic, behavior, and social-emotional initiatives. This includes developing tools, routines, and feedback cycles that promote consistency, ensure staff buy-in, and drive meaningful outcomes.