<![CDATA[School Services of Montana - Blog]]>Sat, 09 May 2026 03:25:54 -0600Weebly<![CDATA[Teacher Appreciation Month]]>Wed, 14 May 2025 18:29:22 GMThttps://www.mt-schools.org/blog1/teacher-appreciation-monthBy Genevieve Thomas

Dear Montana Educators - Don’t forget to appreciate you. 
​
Teacher Appreciation Week lands right in the thick of May—just when your energy (and your patience) might be running on fumes. Sure, there are potluck lunches, kind notes in the staff room, and if you're lucky, the coveted Starbucks gift card. But amid all the external gratitude, here’s a wild idea to consider: how can you show yourself a little love too? 

You give endlessly to your students, your colleagues, and your school. So let’s flip the script. What if the best appreciation came from you, and took less time than a coffee break to pull off?

Good news: self-care doesn’t have to be big or complicated. Sometimes, the smallest moments make the biggest difference. Below are a handful of tiny, clever acts of self-care that take just a minute or two, but might just shift your whole day.

1 . Add to Your “To-(not) Do List”
You have our permission to take something off your plate. If anyone asks, just tell them we said it was okay.

2. Practice Strategic Ignoring
Not every email needs a reply today. You’re not obligated to weigh in on every hallway conversation. It might sound crazy, but you don’t even have to take all those jackets down to lost-and-found right now. You are allowed to leave things... un-dealt with. It’s not avoidance, it’s prioritizing peace.

3. Recess Isn’t Just for Kids
Step outside for five minutes. No clipboard. No agenda. Just you, the sky, and maybe a snack or a friend. Vitamin D: nature’s original energy drink (and, knock on wood, Montana winter is finally over!) 

4. Light a Candle- Declare It a Mood
Research shows that grading by soft lighting feels 38% more elegant.

5. Say “No” With Flair
A simple “Not this week, but thanks for thinking of me” works wonders. Say it with a smile, and walk away like the boss you are.

6. Celebrate Something Small (Like, Really Small)
Finished your water bottle? Amazing. Didn’t hit reply-all by mistake? Iconic. Found a working dry-erase marker on the first try? You, my friend, are an icon. 

We here at School Services of Montana see you, value you, and appreciate the heck out of you—not just in May, but every day. We hope these little self-care ideas add a touch of calm or joy to your day, not because you need to keep being a superhero, but because you’re human. And that’s more than enough.

Happy Teacher Appreciation!

​]]><![CDATA[Reducing End of the Year Reporting Stress]]>Wed, 16 Apr 2025 22:29:54 GMThttps://www.mt-schools.org/blog1/reducing-end-of-the-year-reporting-stressBy Mary Anne Skinner

As we prepare for the end of the year, lots of chaos begins to creep into the school day. We graduate students who have filled our lives with joy; we celebrate kindergartners who made it through the year... even if just barely. These moments are the highlights we must remember as we enter into the end-of-the-year reporting season. Some might argue this is just a natural part of the job. Others might say there has to be an easier way. There are even some who might argue no one looks at this information; however, I can assure you there are people hidden in the halls, rooms, and nooks of the capital city who review and look at your data. 

Each year SSoMTech is asked hundreds of questions about the reporting process. Our answers usually stem from one or two areas that can be easily fixed before the state deadlines. There are so many resources available to run periodically or on a whim to troubleshoot, double-check, or just investigate potential areas of pain and stress. 

First, take a deep breath. You are not alone. Did you know in other states Districts are required to report and have literally NO resources or agencies to reach out to? Our state, albeit not perfect, is amazing (and gorgeous!). We have the AIM unit which has dedicated staff to assist and help. They have User Guides that don't read like car stereo instructions and have pictures to guide us along our journey. In addition to the AIM unit, you also have School Services of MT. We have painstakingly attempted to learn all we can to assist in all reporting endeavors. If we don't have an answer, believe me, we're not afraid to ask. 

Second, start today. Begin working through your Data Validation reports to look at errors. Ask questions. Hunt people down until you get the answer you deserve. It's a moment in time when you command the floor. Mention state reporting and people go wild - not with excitement, but with some variation of emotion. If you don't know where to start, ask. If you are retiring, be kind and help the newbie out. 

Third, frequency. The more frequently we put in our behavior data, the less stress we endure in June. Rolling our calendars as soon as the Board has approved them eliminates June hair loss. Don't stub your TOE. Keep your District Employments up to date- when someone leaves, end date them in Infinite Campus and your payroll system. CTE reporting - call Ghostbusters. End of the year attendance, run it after you have ended dated enrollments. Sync, light a match, throw it behind you, walk away... 

Lastly, don't wait until the week it's due. Start your reporting as soon as you possibly can. This gives you plenty of time to stretch, throw things, clean up messes, and ultimately ensure the data is accurate. Don't let your Administration leave for the summer until they have certified - while kidnapping and holding people hostage are generally frowned upon, don't let them leave. Make them certify your AMAZING work. 

As someone who has learned TOE doesn't mean an appendage on your foot and there truly is a CRAP report, you can do this. Even if you don't take all of these recommendations, try one. You have a support system and people who will ensure you are successful.
]]><![CDATA[Healthy Adults, Healthy Kids: Making SEL Part of Your Lifelong Learning]]>Wed, 19 Mar 2025 23:57:42 GMThttps://www.mt-schools.org/blog1/healthy-adults-healthy-kids-making-sel-part-of-your-lifelong-learningby Melissa Tovaas, M.A. Social Emotional Learning 
Executive Director, School Services of Montana

I’ve spent the last fifteen years deepening my understanding of and practice in social and emotional learning (SEL).  Adults in schools and communities around the world have also been developing their SEL.  There is now an annual international SEL Day celebrated worldwide.  We’ve made great strides; and there’s still work to do. SEL is part of life-long learning. 

Research shows that a focus on SEL (whole child skill development) in schools and communities, leads to:
  • Increased academic performance
  • Decrease in behavioral health concerns
  • Increase in teacher retention
  • Increase in workforce and college readiness
  • Increase in school attendance 
(Montana Office of Public Instruction, 2025)

In addition, when schools and communities focus on SEL, students report an increased sense of safety and support, better relationships with teachers, and stronger feelings of belonging and inclusiveness in schools (CASEL, 2024)

THE WHAT:

 As you read this definition, what is your reaction? What connections do you make? 

“SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions (CASEL, 2024).”

According to CASEL, SEL includes five key competencies that are interrelated: 
  • Self Awareness
  • Self Management 
  • Social Awareness 
  • Relationship Building 
  • Responsible Decision Making 

From my work learning and teaching about SEL in schools, I often hear the following reflections when reading the definition: 
  • I was never taught these skills explicitly when I was a child, but I learned some by default (modeling from a parent, learning from a mistake, etc.).  
  • I wish I had more strategies at a younger age to manage my emotions - it’s still difficult sometimes; especially when I’m stressed out.  
  • Learning to excel in all of these areas at a younger age would have helped me get through challenging events/times in more productive ways.  

THE WHY:

After learning the foundations of SEL, I developed my “why” for making SEL a part of my lifelong learning journey. In my simple view, 
  • It helps me take care of myself.
  • It helps me be a better Mom. 
  • It helps me be a better family member and friend.
  • It helps me be a better leader and colleague.

I remember having an aha moment about the skill of “Managing Emotions” when my now-teenage-son was a toddler.  I was taking him out of my minivan and ended up closing my finger in the door jam after he got out.  The tremendous pain instantly traveled from my finger to my brain.  But even in that moment, I remember wanting to show him my control and not wanting to scream or cry in front of him to protect him and not scare him.  I thought it could be a “teachable moment.”  He looked at me with concern and I just smiled and said, “My finger got stuck in the door and it hurt.” After getting him inside, I ran outside again and cried in pain.  I realized afterwards I was not teaching him to “manage his emotions.” In fact, I was teaching him that you should repress your emotions, that showing your emotions is a sign of weakness, and that you shouldn’t cry or scream when you’re hurt (a natural reaction and survival skill, really, to pain)! I also reflected on many other times that I tried to hide challenging emotions and conflict, rather than model for by using strategies to come back out of those challenging situations.   

What is or could be your “why” for SEL?  Share it in the comments! 

THE HOW: 

Concepts and Strategies for your Personal SEL Journey 

Learning and practicing SEL takes a multi-faceted approach. Here are some basic concepts and strategies I’ve found useful in my work: 

Head and Heart Concept 
Picture
One big idea that I learned from friends at the Collaborative Classroom, is that the head and the heart are in the same body, and they carry equal weight.  In our relationships, in our teaching and work with children or adult learners, we must always remember to keep the whole learner (head and heart) in mind. We must plan with the academic needs as well as the social, emotional, and cognitive needs of the learner.  ​
Oxygen Mask Concept
Picture
Just like an airline pilot directs passengers to put on their own oxygen mask before helping others, adults must prioritize their own well-being to support the well-being of others.  This is where building wellness practices (whatever that looks like for you) into your routine to make them habits becomes helpful.  There are many resources available.  I’ve found these two helpful:   ​
Understanding Emotions 
​
Get better at naming your emotions.  If you’re feeling anxious or sad, what other words might better describe what you’re experiencing?
Picture
For the more challenging times, this article explains how to take this practice further by not just naming your emotions, but rating them for intensity, and writing about them.  
3 Ways to Better Understand Your Emotions, Susan Davis, Harvard Business Review

Self-Awareness and Self-Management
​
When self-assessing SEL competencies, managing emotions is the SEL component that adults say they struggle with the most, personally.  Not surprisingly, it’s what educators and parents say is most disruptive and difficult to support children with.  
  • Recognize that emotions are E-energy in motion. Emotions are constantly flowing.  When you defend, repress, or avoid your emotions they cannot move through you and move on.  Instead they become blocked and can impact your physical, mental, and behavioral health.  ​
  • Create a Self-Regulation Dashboard: 
Picture

In the book, Self-Reg: How to Help Your Child (and You) Break the Stress Cycle and Successfully Engage with Life, Shanker explains that cars have dashboards and alert us when there is an issue (when the fuel is almost empty, when the car is about to overheat, etc.).  Wouldn’t it be nice if we had a dashboard to better understand what’s going for ourselves and our children or students?  If you were to come up with a Self-Regulation “Dashboard” what would you include on it? 
  • What happens when your fuel is low (or your energy is drained)? 
  • What causes wear and tear (what are your stressors)? 
  • What routine maintenance is needed to keep your car running smoothly (what routines help you energized and balanced)? 
  • What is the best oil and gas to “fill your tanks” and keep your engine and systems running smoothly (what is happening when you feel your best?)? ​

Active Listening

Listen with empathy and understanding by using these tips: 
  • Paraphrase.
  • Ask questions.
  • Express empathy.
  • Use engaged body language. 
  • Avoid judgement. 
  • Avoid giving advice. 

Read about each active listening component in this article to learn more and try it out: Active Listening for School Staff.

What are some resources or strategies you’ve found effective?  Share them in the comments! 

References: 
​
CASEL (2024). Definition of Social and Emotional Learning. Collaborative for Academic, Social, and Emotional Learning (CASEL). Retrieved from https://casel.org

Davis, S. (2016). 3 Ways to Better Understand Your Emotions. Harvard Business Review. Retrieved from https://hbr.org/2016/11/3-ways-to-better-understand-your-emotions. 

Montana Office of Public Instruction (2025). Whole Child Supports. Retrieved from https://opi.mt.gov/Educators/School-Climate-Student-Wellness/Safe-Supportive-Schools/Whole-Child-Supports.

Shanker, S. (2016). Self-Reg: How to Help Your Child (and You) Break the Stress Cycle and Successfully Engage with Life. Penguin Books.

Philibert, CT. (2019). Everyday Self-Care for Educators (Book). Routledge.

Greater Good in Education (2022). Active Listening for School Staff. UC Berkeley. Retrieved from https://ggie.berkeley.edu/practice/active-listening-for-school-staff/#tab__2. 

]]><![CDATA[IEP based Services and Medicaid Reimbursements]]>Wed, 19 Feb 2025 23:37:27 GMThttps://www.mt-schools.org/blog1/iep-based-services-and-medicaid-reimbursementsby Lisa Waterman

Most of us have heard about the Medicare and Medicaid programs.  Medicare is used by those over the age of 65 to help with healthcare related costs.  Medicaid provides free or low-cost health coverage to millions of Americans, including low-income people and families with children.    A simple search for Medicaid related bills being considered in Helena currently results in a long list including multiple revisions and changes to the current program.   The state is also looking at increasing funding for mental health services in schools which include Comprehensive School and Community Treatment or CSCT programs.
Not only does Medicaid help low-income families in Montana receive needed healthcare, school districts and special education cooperatives have the ability to also receive Medicaid dollars for eligible students and services.  The direct care services must be IEP driven and a guardian for the student must also sign a consent to bill Medicaid form before claims to DPHHS can be submitted.  Services available to schools for Medicaid reimbursement include speech therapy, occupational therapy, physical therapy, mental health, personal care services, nursing services, and select evaluations for these service types.  

We will continue to watch the Montana legislature for changes to the Medicaid program.  As of now, the legislative process is indicating that Medicaid expansion is likely to continue in the state.  Of course, things can change at the national level especially during these dynamic times, but the Medicaid program available for children from low-income families is expected to continue.  Visit DPHHS for more information about School Based Services and Medicaid.

If you are interested in learning more about how School Services of Montana's Medicaid Billing Program can support you in this process, contact Lisa Waterman, Medicaid Billing Program Manager.  ]]><![CDATA[CRDC-OCR Reporting: The Exposé  of Indigestion, Information, and the Institution]]>Wed, 11 Dec 2024 21:09:47 GMThttps://www.mt-schools.org/blog1/crdc-ocr-reporting-the-expose-of-indigestion-information-and-the-institutionBy Mary Anne Skinner

One of the boldest moves made is telling a room full of Administrators the Feds are re-opening the CRDC-OCR reporting for another round of data collection. Here begins the start of months long indigestion, anxiety, frustration, and stress. While for most of us, the reporting period passes by unnoticed and seamlessly. For some of us, a few of us, we get an adrenaline rush from sleuthing the data. 

For more than 5 decades, the U.S. Department of Education has made an attempt to collect and analyze data from all 50 states to evaluate educational opportunities and school's compliance with civil rights laws. The focus of this is to ensure all students regardless of race, color, ethnicity, sex, disability, or gender receive an equal opportunity at a chance to receive an education. This stemmed from the 1964 Civil Rights act also known as Title VI. While the first nationwide collection didn't happen until 1976 (Happy Birthday America!), the collection has diligently been held every 2 years except during the Covid-19 pandemic. Who knew a pandemic could cause so much chaos?

Most of the 2 year reporting periods were only from a sample of Districts across the United States, 2000 ushered in the second Nation-wide collection and began the age of technology. This process was conducted entirely on paper from the 1970's through the millennium. Thank goodness for technology because 2004 brought in the electronic process. About the time this blog writer was deciding to settle down and start a family, the OCR decided to make the nationwide solicitation of data permanent.   

Think about this:
-Over 17,000 educational agencies report data
-97,000 plus schools
-1000's of bottles of tums and aspirin are purchased  

The numbers don't lie. The OCR Reporting shows areas of improvement within our educational community; however, they also show the disparity between schools and states. Current questions ask about corporal punishment of PK students and how many instances of ISS or OSS a student with an IEP or 504 has received. The English Learning population also plays a huge role in this data as which courses and opportunities are available to them. This isn't just about the demographics and the numbers. It's about the opportunities offered to all students regardless of what they look like, how they speak, who their parents are. It's the one time a nationwide collection can be taken of whether or not minors are receiving essentially their constitutional right to an education. 

This may not be a popular opinion, but I love this time of collecting. The data is beautiful; the collection is arduous. As someone who facilitates this process, it's almost a calling. I see the data for what it is and can say, sometimes it's not pretty. Sometimes it tells a story that truly shows the disparity between communities. Sometimes, very rarely, it shows how great we are. Working with Administrators, front office staff, and technologists across the great state of Montana, we all have a moment of clarity. We aren't doing this just because it's required. We're hoping the data proves we are doing the right thing for every student. ]]><![CDATA[Native American and Alaska Native Heritage Month]]>Wed, 20 Nov 2024 20:49:24 GMThttps://www.mt-schools.org/blog1/native-american-and-alaska-native-heritage-month
Happy Native American and Alaska Native Heritage Month! To honor this month we’ve compiled a list of impactful resources educators can use to highlight Native American and Alaska Native culture, history, and perspectives in the classroom and foster an inclusive environment for all students. 
​
  1. PBS Native American Heritage Month Resources
    PBS offers a variety of documentaries to help educators and students celebrate Native American and Alaska Native heritage. These resources highlight the diverse cultures and contributions of Native American people across the United States, including a video about Lily Gladstone, an award winning actor from the Blackfeet Reservation here in Montana. 

  1. Office of Public Instruction (OPI) Resources
    The Indian Education for All Unit at OPI provides a list of essential resources for educators and administrators in Montana, including lesson plans ready made to incorporate IEFA into the classroom. They also share resources that highlight Native American veterans.

  1. Native Knowledge 360 by the Smithsonian
    This comprehensive resource offers videos, lesson plans, teacher guides and more to support educators in teaching about Native American history, culture, and perspectives. The innovative resources include content for a variety of grade levels.

  2. Montana Historical Society IEFA Lesson Plans
    The Montana Historical Society provides educational materials, including lesson plans, powerpoint presentations, and flexible, interactive learning activities to help teachers incorporate Native American history and culture into their curriculum. These resources specifically focus on Montana.

Have you used any of these resources in your classroom? Let us know what you think in the comments below! ]]><![CDATA[Dyslexia Awareness Month]]>Wed, 23 Oct 2024 06:00:00 GMThttps://www.mt-schools.org/blog1/october-2024-dyslexia-awareness-monthby Genevieve Thomas

October is Dyslexia Awareness Month, and as advocates for Montana students with diverse learning needs, School Services of Montana would like to share some of our favorite go-to resources for educators and families supporting students with dyslexia. 

Are you interested in customized in-person or virtual training on supporting students with Dyslexia for your school or district? Contact Genevieve Thomas, Director of Professional Learning, to learn more! 

International Dyslexia Association: The IDA is a nonprofit organization with a mission to create a future for all individuals with dyslexia so they may have richer, more robust lives. Their website has many research-based resources, and we love their “Fact Sheets” for easy-to-read summaries of research on various dyslexia-related topics. 

Tennessee Center for the Study and Treatment of Dyslexia: This center, based at Middle Tenessee University and directed by dyslexia researcher and expert Tim Odegard, has excellent resources for families and educators. See their website's “Instructional Materials” section for examples of teacher-friendly, research-based lesson plans aligned with a structured literacy approach. 

OPI Teacher Hub: Dyslexia Series: Speaking of the Tennessee Center for the Study and Treatment of Dyslexia, OPI now has a “Dyslexia Series” developed by the organization. The self-paced course consists of four individual sessions, and professional development hours are provided upon completion. 

Science of Reading: The Podcast by Amplify: Like many of you, we spend a lot of time in our cars driving to schools across Montana, and we’re big fans of Amplify’s Science of Reading: The Podcast. They have produced a few episodes on Dyslexia, and we recommend “Dyslexia and developmental trajectories with Dr. Nadine Gaab” and “The facts and myths of dyslexia with Emily Lutrick.” 

Dyslexia in the schools: Assessment and Identification (J. Lindstrom; Reading Rockets): Following the 2019 passage of the Montana Dyslexia Screening and Intervention Act, many Montana schools are learning more about school-based evaluations for dyslexia. This article, originally published in Teaching Exceptional Children is a practitioner-friendly framework for addressing dyslexia in school-based special education evaluations. 

Have you used any of these resources? Let us know what you think in the comments below! 
]]>