Transcript CLINTON HIGH SCHOOL OUR STORY…

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Amanda DeWulf
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4 Elementary Schools (4 counselors)
◦ Jefferson Elementary
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Approximately 410 students
34% Minority students
82% of students receive free or reduced lunch
22% of students have IEPs
25% Mobility
2 Middle Schools (3 counselors)
◦ Washington Middle School
 Approximately 463 students
 72.35% of students receive free or reduced lunch
 20% of students have IEPs
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1 High School (4 counselors)
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Approximately 1200 students
19% minority students
55% of students receive free or reduced lunch
20.5% of students have IEPs
Staff Efficacy
Failures
Graduation Rate
Behaviors
Climate
Our Results…
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Overall Course Failures
58%
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Behavioral Referrals
30%
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AP Enrollment
100%
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3.0 Club Membership
10%
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Graduation Rate
5%
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Response to Intervention (RTI)
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Professional Learning Communities (PLC)
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Positive Behavior Intervention and Supports
(PBIS)
Student Learning/Results
Teacher Collaboration
Administrative Focus
 Where
did we go next?
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Consists of all School Counselors at each
level-Elementary, Middle, High
Meet weekly for 60 minutes
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Identify Power Standards
Focus Lessons
Checking for Understanding
Analyzing Data
Academic SystemsData Teams
Behavioral Systems- PBIS
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
1-5%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
RESPONSE TO INTERVENTION
Universal Interventions
•All settings, all students
•Preventive, proactive
•PBIS
9/25/2012
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RTI is a systematic decision-making
process designed to allow for early
and effective responses to student’s
learning and behavioral difficulties.
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Research-based interventions
Regular screening for academic difficulties
Academic interventions for struggling
students
Differentiated instruction that accounts for
learning strengths and interest areas
Progress monitoring to gauge achievement
and responsiveness to interventions
More intensive interventions for students who
continue to struggle
From RTI Success: Proven Tools and Strategies for Schools and Classrooms
by Elizabeth Whitten, PH.D., Kelli J. Esteves, Ed.D., and Alice Woodrow,
Ed.D., copyright © 2009. Free Spirit Publishing Inc., Minneapolis, MN:
800-735-7323; www.freespirit.com. All rights reserved.
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Professional school counselors assist in the academic and behavioral
development of students through the implementation of a
comprehensive developmental school counseling program based on
the ASCA National Model by:
◦ Providing all students with a standards-based guidance
curriculum to address universal academic, career and
personal/social development
◦ Analyzing academic and behavioral data to identify struggling
students
◦ Identifying and collaborating on research-based intervention
strategies that are implemented by school staff
◦ Evaluating academic and behavioral progress after interventions
◦ Revising interventions as appropriate
◦ Referring to school and community services as appropriate
◦ Collaborating with administrators about RTI design and
implementation
◦ Advocating for equitable education for all students and working
to remove systemic barriers
The Professional School Counselor and Response to Intervention, American School
Counselor Association (Adopted 2008); ASCA National Model 3rd Edition pg. 73-74
RTI Process
 Tier 1: Universal Core Instructional Interventions: All Students, Preventative and Proactive
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Standards and Competencies (Foundation)
Guidance Curriculum (Delivery System)
Individual Student Planning (Delivery)
Curriculum Action Plan (Management)
Curriculum Results Report (Accountability)
Tier 2: Supplemental/Strategic Interventions: Students at Some Risk
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1. Standards and Competencies (Foundation)
2. Individual Student Planning (Delivery)
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a. Small-group appraisal and b. Small-group advisement
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a. Consultation and b. Individual counseling and c. Small group counseling
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3. Responsive Services (Delivery)
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4. Closing the Gap Action Plan (Management)
5. Closing the Gap Results Report (Accountability)
Tier 3: Intensive, Individual Interventions: Students at High Risk
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1. Standards and Competencies (Foundation)
2. Responsive Services (Delivery)
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a. Consultation and b. Individual counseling and c. Small group counseling and d. Referral to school or
community services
3. Closing the Gap Action Plan (Management)
4. Closing the Gap Results Report (Accountability)
The Professional School Counselor and Response to Intervention, American School
Counselor Association (Adopted 2008)
Q: Where do you start with an intervention?
A: Where you think you can be successful.
Consider…
◦ Student Needs
◦ Motivation of Staff
◦ Alignment of Curriculum
Elementary Counseling
Tier One School Wide Building Supports and Interventions
K-5 Classroom Guidance Lessons – Empathy, Impulse Control & Problem
Solving, Bully Prevention, Anger Management, Safety, Careers
Positive Behavior Supports and Interventions
Attendance Monitoring
Professional Learning Communities
Data Teams – Use data to determine
Tier 2 and Tier 3 Interventions.
Tier Two Supports and Interventions
Intentional Small Groups
Check In Check Out
RTI/PLC Team
Problem Solving with PreACM/ACM Meetings
Behavior Referrals
Parent/Teacher
Individual Counseling Conferences
Parent/Staff
Agency Referrals
Consultation
Community Supports
& Meetings
Tier Three Supports and
Interventions
Tier 3 Meetings
Attendance Mediation
Problem Solving
CICO
Grade Level Data Teams
504 Meetings
Disability Suspect
Grade level data teams will use
Interagency supports
information from several sources to
Crisis Response
determine interventions for students
including progress monitoring,
assessments, attendance, SWIS etc.
The data teams will be the central hub
for intervention implementation.
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K-5 School Counseling Core Curriculum:
Empathy, Impulse Control & Problem Solving,
Bully Prevention, Anger Management, Safety,
and Careers
PBIS
Attendance Monitoring
Professional Learning Communities
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2nd Grade: 98% of all 2nd Grade students
achieved mastery level (75%) with regard to
problem solving – goal was 90%
5th Grade: 89% of all 5th Grade students achieved
mastery level (78%) with regard to problem
solving – goal was 90%
Common language is important throughout the
grade levels and the district
Students can utilize the problem solving model in
all environments: school, home, community
activities, etc. with staff, family, and friends.
PROBLEM
FEELINGS
CALM DOWN STRATEGIES
SOLUTION #1
Is it Safe?
SOLUTION #2
Could it Work?
Is it Safe?
Could it Work?
PROBLEM
FEELINGS
CALM DOWN STRATEGIES
SOLUTIONS
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2.
3
4
SAFE
FAIR
WORK
OTHERS
FEELINGS
120
100
80
60
5th Grade 2012-
40
2013
20
2nd Grade 2012-
0
2013
School Counseling
Pyramid
of Interventions
Clinton Middle
High School’s
Pyramid of
Interventions
and Supports
80%
Tier One- Effective Core Instruction
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6-8 Classroom Guidance
I Have A Plan Iowa
4-Year Plans
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Career & Educational Portfolios
Attendance Monitoring
Counseling Services
Data Teams- Use of Data to Determine Tier 2 and Tier 3
Interventions
15%
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Tier Two Interventions
 Agency Referrals
Special Ed. Team Mtgs.
Parent Contacts/ Home Visits  Check In/ Check Out
 504 Plans
Individual Counseling
 IEP Team Mtgs.
Problem Solving/Reteach
 Small Groups
Parent/Student Mtgs.
5%
CHS Tier Definitions
Tier 1- Effective Core Instruction for all students.
Tier 2- Supplemental interventions for small groups of
students.
Tier 3- Intensive interventions for individual students.
Tier Three Interventions
 Truancy
 Interagency
Supports
 Skillbuilding
 Special Education
 Advisor/Advisee
 WRAP Services
 Crisis Response
Medation
 TAT (Threat
Assessment
Team)
Counselors
Lindsey Roisen-WMS
[email protected]
Chad Engler- WMS
[email protected]
Carmen Loots- LMS
[email protected]
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Counselors developed SMART goal setting lesson
through PLC collaboration time and created a
formative assessment.
Lesson was delivered to 425 students.
Before delivering the lesson, 0% of students could
write a SMART goal.
After delivering the lesson, 364 students (85.6%)
could identify the five components of a SMART
goal.
After delivering the lesson, 319 students (75%) of
students total composed a SMART goal regarding
their upcoming Iowa Assessments.
High School’s
School Counseling
of Interventions
Clinton High
Pyramid Pyramid
of Interventions
and Supports
80%
Tier One- Effective Core Instruction
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9-12 Classroom Guidance
I Have A Plan Iowa
4-Year Plans
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Career & Educational Portfolios
Attendance Monitoring
Counseling Services
Data Teams- Use of Data to Determine Tier 2 and Tier 3
Interventions
15%
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Tier Two Interventions
 Agency Referrals
Special Ed. Team Mtgs.
Parent Contacts/ Home Visits  Check In/ Check Out
 504 Plans
Individual Counseling
 IEP Team Mtgs.
Re-entry Mtgs.
 Small Groups
Parent/Student Mtgs.
5%
CHS Tier Definitions
Tier 1- Effective Core Instruction for all students.
Tier Three Interventions
 Truancy
 Interagency
Supports
 HS Success Class
 Special Education
 Online Learning
 Flex Schedules
 Alternative Setting
 Mentoring
 Off-Site
Counselors
(563) 243-7540 ext. 1200
Evans Bradley- Class of 2016
[email protected]
Amanda DeWulf- Class of 2017
[email protected]
Suzanne Schrader-Class of 2014
Tier 2- Supplemental interventions for small groups of
students.
[email protected]
Tier 3- Intensive interventions for individual students.
[email protected]
Amanda Steines-Class of 2015
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School Counseling Core Curriculum
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9th Grade: Freshman Success Skills
10th Grade: Career Exploration
11th Grade: Post-Secondary Options
12th Grade: Senior Survey, College/Career Seminars
Individual Registration Meetings
IHAPI
Homeroom Lessons/Activities
Career and Educational Portfolios
Job Shadows
College Visits
Career Seminars
Student Needs Assessment
Professional Learning Communities
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Selecting and Getting in to College (338)
Selecting a Career (284)
Study Skills (259)
Time Management (221)
Being More Organized (220)
Information about options after HS (217)
Anxiety/Test Anxiety (211)
Test Taking Skills (209)
Stress Management (190)
High School Course Selection (188)
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Selecting and Carrying Out Goals (158)
Understanding My Learning Style (153)
Understanding Test Scores (150)
Communication Skills (140)
Self-Esteem (124)
Getting Along Better With Family Members (123)
Anger Management (119)
Dating and Relationship Issues (118)
Depression (110)
Fitting In at School (103)
The CCSD Data Teams are…
… teams of individuals who determine
appropriate interventions for individual
students and ensure successful
implementation within the school week.
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At-Risk Teachers/Title Teachers
Special Education Teachers
Media Specialist
AEA Support Staff
Secretary
Counselors
Administration
© Clinton Community School
District
Every Student
Every Week
By Grade Level
© Clinton Community School District
• Common Time
• Power to Make a Decision
• Accountability to Results
• Efficient Agenda and Structure
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Intentional Small Groups
Check In Check Out
Problem Solving with students with behavior
referrals
Individual Counseling
Parent/Staff Consultation & meetings
RTI/PLC Teams
Pre ACM/Attendance meetings
Parent/Teacher Conferences
Agency Referrals
Community Supports
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Representative of administrators, nurse, SRO,
counselors, AEA staff, and one special
education teacher who meet weekly
Identify students needing level 2 and 3
support, determine goal, gather baseline
data, identify interventions, and monitor
Case facilitators meet with team of teachers
to gather information and monitor progress
Attendance, grades, behavior referrals, and
parent information is discussed to determine
students who need level 2 or level 3 support
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Individual Counseling and small group
counseling based on needs assessment
PBIS structure of interventions such as check
–in and check-out, PAWS card, skill building
Agency referrals for family services or
individualized mental health needs
Mentoring program beyond school hours
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Lunch Study Table
Homeroom Pull-outs
6th Period
Lunch Detentions
Home Visits
Reading Lab
Check-In/Check-Out
Student Contracts
Academic Focus
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Transition Group-9th Graders
Anxiety Group
Social Skills Group
Girls Leadership Group
CHARGE Group – 9/10 & 11/12
Test-Taking/Study Skills Group
Scholarship Club
Individual Student Meetings
PBIS Individual Connections
504 Plans
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Tier 3 Academic and Behavior Meetings
Attendance Mediation
Problem Solving with students who have
behavior referrals
Check In Check Out
504 Plans & meetings
Disability Suspect
Interagency Supports
Crisis Response
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WRAP services for individual students and
families
Referral to Bethany, Lutheran Social Services,
outside counseling
Collaboration with Juvenile court officers or
DHS case managers
Collaboration to determine if medical or
psychological evaluations, treatment, or
placement need to take place
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Advisor/Advisee program involves adults
advising identified students who have most
behavior office referrals from previous school
year.
◦ Students identified prior to school year starting
◦ Meeting scheduled with parent, student, teacher from
grade level team, counselor and associate principal.
◦ Review individual data and developed goals for each
student.
◦ Students are assigned to adult advisor (administrators,
counselors, SRO, custodian, AEA staff)
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2012-2013 Data
◦ 13 students identified (SWIS Data)
◦ Every student has shown significant decrease in
behavior office referrals from previous school year
◦ Overall school behavior referrals have decreased as
follows:
 2011-2012 Quarter 1 Office Referrals: 153
 2012-2013 Quarter 1 Office Referrals: 77
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2013-2014 Data
◦ 9 students identified (SWIS Data)
◦ Advisor meets with their student one time per week
◦ All 9 students have decreased their number of
office referrals from last year to this year
◦ 6 of the 9 students have received 0 behavior
referrals for the first trimester of this school year
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Meet with students with 10 unexcused
absences and notify parents of policy
Meet with students who have 4 or more
tardies and notify parents of policy
Facilitate Advisor/Advisee
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CHAMP
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HS Success Class
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Mentoring
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Online Learning
◦ Connections with outside agencies
◦ Home Visits
◦ Truancy
◦ Organization, study skills, time management, 7 Habits of Highly Effective Teens
◦ 9th Grade students each connected with an adult mentor in the building
◦ Relationship Building, Goal Setting
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Ran through Iowa Learning Online
Can be completed during the school day, 6th period, or before/after school
For students behind on credits
Maximum of 4 credits during their high school career
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Alternative Placement
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Flex Schedules
◦ Off-Site
◦ Job Corp
◦ Special Education
◦ Teachers
◦ Students (Step Up, Transition 2 & 3, Student Success, High School Success)
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School Counseling
◦ More Seminars on additional topics
 Stress Management, Test Anxiety
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More Small Groups
Individual Transition Plans (From 8th to 9th Grade)
9th Grade Mentoring Program
PLC Goals-Building relationships
 Individual student meetings focusing on our 5 power
standards
 Weekly Interventions
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Julie Knutsen-Jefferson Elementary School
◦ 563-243-0479
◦ [email protected]
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Suzanne Schrader-Clinton High School
◦ 563-243-7540 ext. 1200
◦ [email protected]
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Lindsay Roisen-Clinton Middle School
◦ 563-243-0466 ext. 2100
◦ [email protected]