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Clinton Community School District Julie Knutsen-Jefferson Elementary School Counselor Amanda DeWulf-Clinton High School Counselor.

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Presentation on theme: "Clinton Community School District Julie Knutsen-Jefferson Elementary School Counselor Amanda DeWulf-Clinton High School Counselor."— Presentation transcript:

1 Clinton Community School District Julie Knutsen-Jefferson Elementary School Counselor Amanda DeWulf-Clinton High School Counselor

2  4 Elementary Schools (5 counselors) ◦ Jefferson Elementary  Approximately 410 students  30% Minority students  81% of students receive free or reduced lunch  27% of students have IEPs  26% 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  1 High School (4 counselors) ◦ Approximately 1200 students ◦ 17.2% minority students ◦ 50% of students receive free or reduced lunch ◦ 20.5% of students have IEPs

3  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 © Free Spirit Publishing Inc., Minneapolis, MN: ; All rights reserved.www.freespirit.com

4 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Academic SystemsBehavioral Systems 9/25/2012 RESPONSE TO INTERVENTION4

5  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)

6 RTI Process  Tier 1: Universal Core Instructional Interventions: All Students, Preventative and Proactive ◦ 1. Standards and Competencies (Foundation) ◦ 2. Guidance Curriculum (Delivery System) ◦ 3. Individual Student Planning (Delivery) ◦ 4. Curriculum Action Plan (Management) ◦ 5. Curriculum Results Report (Accountability)  Tier 2: Supplemental/Strategic Interventions: Students at Some Risk ◦ 1. Standards and Competencies (Foundation) ◦ 2. Individual Student Planning (Delivery)  a. Small-group appraisal and b. Small-group advisement ◦ 3. Responsive Services (Delivery)  a. Consultation and b. Individual counseling and c. Small group counseling ◦ 4. Closing the Gap Action Plan (Management) ◦ 5. Closing the Gap Results Report (Accountability)  Tier 3: Intensive, Individual Interventions: Students at High Risk ◦ 1. Standards and Competencies (Foundation) ◦ 2. Responsive Services (Delivery)  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)

7 Tier 4 Crisis Response Mediation; 504 meetings; Disability Suspected Tier 3 Tier 3 Meetings; Attendance Cooperation Meetings; Check In Check Out Tier 2 Intentional Small Groups; Individual Counseling; Check In Check Out; Problem Solving/Reteaching; Parent/Staff Consultation & Meetings; RTI/PLC Teams; Attendance Monitoring/Pre Attendance Cooperation Meetings; Parent/Teacher conferences; Agency Referrals: Mental Health & Basic Needs Tier 1 K-5 Classroom Guidance Lessons: Empathy, Impulse Control & Problem Solving, Bully Prevention, Anger Management, Safety, Careers; PBIS, Attendance Monitoring, Professional Learning Communities

8  Iowa Core Curriculum – 60 min reading block and 60 min math block; essential skills by grade level; Co teaching; all students are screened; PLCs discuss data and progress of students  PBIS; classroom management system; visible expectations; Love & Logic; Direct Instruction of Social Skills; Behavior accommodations  Teacher attendance letters after 5 absences or tardies, Good attendance certificates

9  K-5 Classroom Guidance Lessons: Empathy, Impulse Control & Problem Solving, Bully Prevention, Anger Management, Safety, and Careers  PBIS  Attendance Monitoring  Professional Learning Communities

10  2 nd Grade: 95% of all 2 nd Grade students achieved mastery level (75%) with regard to problem solving – goal was 90%  5 th Grade: 93% of all 5 th 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 when conferencing with teachers, para educators, counselor, and administrators

11  Grade Level Support Teams Meet 6 times/year – Identify students with skill deficits  Interventions: ◦ Title 1 small groups; America Reads or Mentors 4 times/week 25 minutes 1:6 ratio ◦ Math small groups 4 times/week 25 minutes 1:6 ratio ◦ Progress is Monitored Weekly ◦ Social Skills, Counseling, PTR (Prevent-Teach- Reteach) ◦ Attendance Letter 10 absences or tardies, Attendance meetings

12  Intentional Small Groups  Problem Solving/Re-teaching Skills  Check In Check Out  Individual Counseling  Parent/Staff Consultation  RTI/PLC Teams  Attendance Monitoring/Pre ACM meetings  Parent/Teacher Conferences  Agency Referrals: Mental Health & Basic Needs

13  Tier 3 Individual Student/School Team and Parent Meetings  Interventions: ◦ Additional Reading and Math Skills small group 5 times/week 25 minutes 1:3 ratio ◦ ABC 10 day data keeping, Aimsweb personal learning style and behavior assessment ◦ Attendance letters; ACM and Attendance Mediations

14  Tier 3 Academic and Behavior Meetings  Attendance Cooperation Meetings and Attendance Mediation  Check In Check Out  Crisis Response  504 plans  Disability Suspect

15 Tier 4 Crisis Response Mediation; 504 meetings; TAT (Threat Assessment Team); Disability Suspected Tier 3 Attendance/Truancy meetings; Skillbuilding, WRAP services, Re-entry meetings; Advisor and Advisee meetings, Adopt a Student Check In Check Out Tier 2 Intentional Small Groups; Individual Counseling; Check In Check Out; Problem Solving/Reteaching; Parent/Staff Consultation & Meetings; RTI/PLC Teams; Attendance Monitoring; Parent/Teacher conferences; Agency Referrals: Mental Health & Basic Needs Tier 1 Classroom Guidance Lessons: Goal Setting, Emotion Management, Technology Safety, Careers; PBIS, Attendance Monitoring, Professional Learning Communities

16  Iowa Core Curriculum – essential skills by grade level; Co teaching; academic & behavior screening for targeted interventions; school counseling PLCs discuss data and progress of students  PBIS; classroom management system; visible expectations; Direct Instruction of Social Skills; Behavior accommodations  Attendance monitoring

17  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 not 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.

18  RTI Implementation  Identified building members to be on committee  Focused on 7 th grade reading fluency and accuracy  Used AIMS web probes to identify 7 th graders non- proficient  Two staff members created schedule and groups of non-proficient students and gathered resources  Groups of students given direct instruction and corrective teaching in areas of fluency and accuracy to build skill deficit.

19  7 th grade students assessed in area of reading accuracy and fluency  Groups of non-proficient students identified to work with two certified teachers  13 of 15 students improved reading accuracy  13 of 15 students improved reading fluency  Progress will be continued to be monitored

20  Individual Counseling and small group counseling by need  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

21  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)

22  Advisor/Advisee program involves adults advising identified students who have most behavior office referrals from previous school year.  13 students identified  Every student has shown significant decrease in behavior office referrals from previous school year  Overall school behavior referrals have decreased as follows:  Quarter 1 Office Referrals: 153  Quarter 1 Office Referrals: 77

23  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  Develop WRAP services for individual students and families  Facilitate Advisor/Advisee

24 Tier 4 Online Learning, Alternative Placement, Lincoln Program Disability Suspected, 504 Mtg. Tier 3 CHAMP, Truancy Mediations, Online Learning, Check In/ Check Out, Mentoring Program, Interagency Supports, PSR Tier 2 Sp. Ed. Team Mtgs., Parent Contact/Home Visits, Individual Counseling, Check In Check Out, Re-entry mtgs., RTI/PLC Teams, Attendance Monitoring, Parent/Teacher conferences, Agency Referrals, Credit Recovery, Summer School, IEP Team Mtgs., 504 Plans, Intentional Small Groups: Anxiety, Anger Management, CHARGE, Girls Leadership, Test-Taking/Study Skills, Transition, Individual Counseling Tier Classroom Guidance Lessons, IHAPI, Homeroom Lessons, 4-Year Plans, Career & Education Portfolios, Transcripts, PBIS, Attendance Monitoring, Professional Learning Communities, Orientation, Parent/Student Conferences, Student Ambassadors, After School Tutoring, College/Career Visits, Iowa Core Curriculum, Counseling Services

25  CHS Data Team ◦ Weekly meetings on Wednesdays ◦ 30 minutes per grade level ◦ Administrators, Counselors, At-Risk Staff, Media Specialist, AEA Special Education Consultant, Special Education Staff, SRO ◦ Students with multiple failures are discussed for possible level 1 and 2 interventions

26  Study Tables ◦ Held during lunch ◦ English 9, English 10, Algebra 1, Geometry ◦ Junior/Senior classes by trends in failures ◦ Monitored by At-Risk Staff  AP/Honors Study Table ◦ Students with a C or below attend study tables during their lunch ◦ Monitored by AP Teachers  Contact Log on Infinite Campus

27  August-October Data ◦ 9 th -12 th grade Study Tables and 6 th period  2989 referrals made  1523 referrals present  627 skipped  317 were excused due to turning in work  585 were absent  81% attendance for students that were here

28 as of 10/31 Students Failures% 0f Classes Class of Class of Class of Class of Students Failures% Of Classes Class of Class of Class of Class of

29  Classroom Guidance ◦ 9 th Grade: Freshman Success Skills ◦ 10 th Grade: Career Exploration ◦ 11 th Grade: Post-Secondary Options ◦ 12 th 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

30  Consists of all High School Counselors and one At-Risk Coordinator ◦ Meet weekly for 60 minutes and two times per month for early dismissal ◦ Identify Power Standards, Focus Lessons, Checking for Understanding, Analyzing Data ◦ Develop Data Boards 3 times per year  Ideas for this year  I Have A Plan Iowa  Classroom Guidance  CHARGE Group

31 Assessment-Share the assessment that you used to measure student learning. How did you insure the group measured the data in the same way? Peer Evaluating? Group Evaluation? Discussion? Rubric? (Date Board updated) Team Name Norms Smart Goal Results (Graphs, list, displayed data etc.) Instructional Strategies Next Steps: (Reflect or summarize on what you plan to do next, where will your PLC go from here?

32  Homeroom study table ◦ When there is a failure trend in a certain area ◦ Content area teachers have coverage for homerooms so they can monitor the study table  Check In/Check Out ◦ Students report to library or counseling office before and after school ◦ Can be used for behaviors, academics, attendance, and/or organization ◦ Monitored by At-Risk Staff, Media Specialist, Counselors  6 th Period ◦ Held from 3:00-4:00 ◦ Individual student contracts with students that are failing 2 or more classes, struggling with attendance, and those that are too far behind for study table ◦ Monitored by At-Risk Staff

33  Academic Focus ◦ Assigned to students by administration ◦ Students are dropped from a class they are unable to earn a credit in ◦ Monitored by Para educators and At-Risk staff  Home Visits ◦ Done by At-Risk staff, administrators, counselors, SRO, AEA staff ◦ Primarily done for students with attendance concerns

34  Transition Group-9 th Graders  Anxiety Group  Girls Leadership Group  CHARGE Group – 9/10 & 11/12  Test-Taking/Study Skills Group  Individual Student Meetings  PBIS Individual Connections  504 Plans

35  CHAMP ◦ Connections with outside agencies ◦ Home Visits ◦ Truancy  Online Learning ◦ Ran through Iowa Learning Online ◦ Can be completed during the school day, 6 th period, or before/after school ◦ For students behind on credits ◦ Maximum of 4 credits during their high school career  Alternative Placement ◦ Lincoln Campus ◦ Job Corp ◦ Special Education  Flex Schedules

36  Julie Knutsen-Jefferson Elementary School ◦ ◦  Amanda DeWulf-Clinton High School ◦ ext ◦


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