SACs play a vital leadership role in prevention and early identification, and RISAS partnered with EDC to offer a rich learning experience that would deepen their understanding of MTSS, strengthen their connection to statewide peers, and provide new tools and strategies to enhance their impact in schools.

This session served as an important entry point toward greater MTSS alignment, giving SACs shared language, clearer expectations, and a stronger sense of how their work fits within a coordinated system of supports.

The training, led by EDC’s Shai Fuxman and Chuck Klevgaard, was designed not as a lecture, but as a professional learning experience that combined MTSS foundations, prevention science, role clarity, and structured problem solving. The result was a highly engaging and empowering day—one that helped SACs better understand their place within the MTSS ecosystem and left them with actionable strategies to strengthen support in their schools.

By grounding the work in a statewide MTSS framework, the training helped participants see how their daily actions contribute to districtwide coherence and more consistent support for students. As Bianca Carreiro, Assistant Director of Student Assistance Services for RISAS, noted, “The training Shai and Chuck delivered highlighted the critical role prevention plays within MTSS and the importance of deeply integrating student support staff into these systems. It prompted meaningful dialogue about where alignment is strong and where continued work is needed to ensure prevention is truly centered in MTSS practice.”

Building a Shared Vision for SACs in MTSS

A central aim of the training was to help SACs see how their work fits into the broader system of supports within schools. EDC facilitators Shai Fuxman and Chuck Klevgaard grounded the conversation in both MTSS foundations and prevention science, creating a shared language for SACs across Rhode Island. Rather than presenting MTSS as a compliance framework, they helped counselors explore how coordinated systems, clear referral structures, and collaborative teaming can amplify their existing strengths in supporting students. 
This shared vision is a key step toward alignment, especially in districts where roles and processes can look different from school to school.

Participants appreciated the clarity this provided. As one SAC reflected, “The breakdown of MTSS—especially the visuals and examples—made the system much clearer. Learning how each school structures MTSS differently, and how we can support the process, was incredibly valuable.” These shared understandings set the stage for deeper exploration of how SACs contribute to early identification, targeted support, and the creation of positive, protective school environments.

Connecting Prevention Science to Daily SAC Practice

A distinguishing feature of the training was the integration of prevention science with school-based MTSS practices. SACs explored concepts such as risk and protective factors, the continuum of care, and trauma-informed approaches—all central to their daily work. By mapping these principles onto MTSS tiers, the facilitators helped counselors see how their prevention and early intervention responsibilities align with system expectations and contribute to schoolwide outcomes.

This clearer connection between SAC practice and MTSS structures strengthened participants’ sense of how their work supports a more aligned, districtwide approach to student wellbeing.

Participants noted that this connection strengthened their sense of purpose. Many described the prevention content as “foundational,” “helpful,” and “relevant,” reflecting how deeply prevention science resonates with their work.

Engaging SACs Through Collaborative, Real-World Problem Solving

The heart of the training was a structured consultancy model, where SACs met in groups to analyze authentic challenges from their school contexts. These ranged from navigating referral processes to supporting consistent communication with teachers to balancing crisis response with proactive prevention efforts. This activity was repeatedly identified as the most valuable element of the day. As one participant shared, “The most helpful part was hearing other SACs’ experiences and working together on real problems from our schools. The group discussions and consultancy activities helped me see new strategies I can bring back right away.”

The consultancy model allowed SACs to:

• Share insights across districts
• Validate one another’s experiences
• Generate workable solutions grounded in actual practice
• Strengthen their sense of professional community

These peer-learning routines also reinforced alignment by helping SACs see where processes diverge across schools—and where shared approaches can increase consistency.

Strengthening a Professional Community of Prevention and Support

By weaving together foundational learning, role clarity, interactive activities, and structured problem solving, the training created a statewide space for SACs to grow as prevention leaders within MTSS. Rather than receiving one-size-fits-all information, participants engaged in learning that was specific to their role, grounded in real work, and immediately actionable.

This kind of role-specific, practice-connected training is an essential ingredient in building MTSS systems that are coherent, coordinated, and aligned across schools.

SACs left the session with:

• A clearer understanding of the SAC role within MTSS
• Practical tools for improving referral, data use, and student support processes
• Stronger collaboration with peers across districts
• Deeper insight into how prevention and MTSS intersect
• Actionable strategies to strengthen Tier 1, Tier 2, and Tier 3 efforts

Above all, they left feeling seen, supported, and connected to a broader professional community working toward the same goals.

A Model for Role-Specific MTSS Professional Learning

The RISAS–EDC partnership demonstrates how powerful professional development can be when it is tailored, interactive, and grounded in the realities of a specific role. By engaging SACs as collaborators and problem-solvers, the training honored their expertise and strengthened their capacity to shape MTSS practices in their schools.

It also shows how targeted professional learning—whether a single training or an ongoing series—can be an effective entry point into broader MTSS alignment when it helps staff build shared language, clear processes, and consistent expectations.

As districts look to enhance student academic, social-emotional, and behavioral supports within MTSS, this approach offers a promising model—one that equips educators with the knowledge, tools, and community they need to make lasting impact and support a more aligned districtwide MTSS initiative.