K-12 Teachers:
• "I have students falling through the cracks - they don't get the General Ed work done and they don't fit in Special Ed."
• "I have students with ADHD and others, who just can't seem to focus, follow directions or produce complete work."
• "We have good students and bad students. The bad students would do much better if they only tried."
• "We have students who seem to have a lot of health and learning problems which get in their way of success."
• "I have students who perform inconsistently - get everything from A's to E's on assignments and tests in the same marking period."
• I see a lot of students with behavior issues, anger or depression."
• "Some of my students who are not successful in school seem to have the potential to do well."
• "We don't have the time to address the needs of all of these kids."

K-12 Administrators
• "Our school doesn't individualize learning for students unless they are in Special Education."
• "We don't have any real coordinated system of student support. Even those kids with IEPs or 504 plans still struggle."

College Educators and Disability Offices
• "We have a high dropout rate and the percentage of students who actually graduate in four years is only 20 percent."
• "We can't help students with ADHD or other performance problems in college. If they can't do the work, they shouldn't be here."
• "We have students with disabilities who never use the Disability Office or tell their professors about their disability plans and receive their services."
• "As a school administrator, there is not much I can do to get professors to help their students or give them the accommodations they need."
• "We can't coddle students who are having problems; they won't learn a lesson."

Schools

• School Success Navigator
Help school staff navigate resources and cost-effective 21st century innovations and services to reach students, who are being left behind in general education or Special Education:
• Perform Student Support Gap Analysis.
• Build and coordinate student support networks in every school.
• Serve as communications liaison and best-practice resource for learning community.

• Student Learning Behaviors Assessment
Assess learning behaviors of selected students and determine how their learning profile will impact success:
• Assess learning strengths and weaknesses across neurodevelopmental systems of learning (attention, executive functions, organization, work output, memory, language, neuromotor systems, higher-level thinking, spatial/sequential ordering, social cognition, etc.).
• Provide learning profiles.

• Personalized Learning Management Plans
Identify individual, classroom and school-wide interventions for selected students which will help them succeed:
• Use student learning behaviors assessment to develop personalized learning plans.
• Recommend strategies and best practices that can be used as part of general education interventions, 504 plans or IEPs.

• Student Coaching
Provide individual coaching for struggling students to help them:
• "Use Your Brain" - Implement personalized learning plan.
• Manage ADHD learning behaviors - attention, mental energy, work output and homework issues, organization/paperwork, etc..
• Advocate for their learning needs.

• Staff Development and Coaching
Build a professional learning community to address gaps in student success and apply 21st century learning solutions. Presentations and staff coaching to help staff/community learn and apply innovations in:
• Nurturing neurodevelopmental systems of the brain and brain-targeted teaching
• Attention training
• Student assessment and personalized learning plans
• Technology
• Student support
• Other: See Presentations (hyperlink)

• Coordination and Monitoring
• Coordinate student support teams.
• Monitor implementation of personalized learning plans.
• Monitoring and improvement of student support network.

• School Health Consultation
Create a healthy school and caring community:
• Organize student focus groups and advisory committees.
• Build parent/community partnerships.
• Integrate school health and school mental health programs.
• Integrate instruction on 21st century learning skills.

Colleges

• Student Support Coordination
Help Student Services Office, Disability Office and Student Retention Office work together to assess, update and improve:
• Student support system
• Tutoring and coaching
• Disability plan development and implementation

• Referral Resource for Students
Help students who need consultation or coaching:
• Learning behaviors assessment and learning profiles
• Personalized learning plans
• College success coaching
• Coaching for students with ADHD

• Staff Development and Coaching
• Other: See Presentations (hyperlink)

Our mission is to help schools and colleges address the gaps in our educational institutions, and school funding which threaten our country's future in the global economy. We want to help school and college staff reach students who are being left behind in general education or special education/disability services. To help schools and colleges meet the diverse learning needs of all students, provide coordinated and effective student support, produce healthy school environments for student success, and retain students who can learn to succeed in learning and be productive in our community we provide:

• Assessment tools for navigating your student support system
• New brain-targeted learning behavior assessments and teaching methods
• 21st century personalized learning solutions and tools
• Professional development and coaching
• New sources for student referral to retain students and promote their success

Gaps in Current Practice:

• Schools and colleges are faced with budget cuts at the same time that there are increased needs to help and retain struggling students who are being left behind.

• Parents see their children receive fragmented and marginalized student support or disability services. They want schools and colleges to provide more effective services for their tax dollar or tuition.

• Brain research tells us that there are many brain systems linked to learning and each student has unique learning strengths and weaknesses. Educators need more professional development on "learning and the brain" and how students can improve learning behavior and be successful.

• Many students experience some level of health and learning barriers to academic success, but are not eligible for services because they do not fit the parameters of a "diagnosis of a disability." As a result, many students and college learners with learning problems fall through the gaps, including:
o Students who have unaddressed weaknesses in their brain systems linked to learning and who attend schools that do not develop personalized learning plans in general education.
o Students in schools that provide only the legal minimum of services, which does not necessarily constitute best-practice strategies.
o Students with average-to-high cognitive ability, who have disabilities in performance.
o Students whom teachers consider lazy or disorganized because they don't complete homework or "don't care."
o Students who are disengaged, lonely or feel bullied at school by other students or school staff
o Students who lack social skills for success.

• In-school assessments and outside assessments by reputable professionals can be helpful, but many are incomplete as they focus on cognitive assessments and a diagnosis of disability. Health professionals are not "education experts," so their educational recommendations often are incomplete.

• To impact student success, schools and colleges have to navigate a confusing maze of education and health system resources both within their school and outside. They need to know how to utilize new cost-effective innovations to promote a more effective learning community and be more proactive in supporting student success.