1. Multi-Tier Systems of Support (MTSS): The School Counselors Role in the Pyramid of Interventions
Amanda DeWulf

2. CCSD Demographics 4 Elementary Schools (4 counselors)
Jefferson Elementary
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
1 High School (4 counselors)
Approximately 1200 students
19% minority students
55% of students receive free or reduced lunch
20.5% of students have IEPs

3. Before MTSS Staff Efficacy Behaviors Failures Climate Graduation Rate
Everyone was working hard, everyone was tired, high effort-zero focus. Meanwhile, kids were still drowning. What were the things you were doing? Atteance, behaviors, contracts, calling parents, building relationships with kids, suspensions were increases.
Graduation Rate

4. Our Results… Overall Course Failures 58% Behavioral Referrals 30%
AP Enrollment %
3.0 Club Membership 10%
Graduation Rate 5%
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5. District Wide Initiatives
Response to Intervention (RTI)
Professional Learning Communities (PLC)
Positive Behavior Intervention and Supports (PBIS)

6. We Needed to be Focused on the Right Things…
Student Learning/Results
Teacher Collaboration
Administrative Focus
Where did we go next?

7. School Counseling Professional Learning Communities
Consists of all School Counselors at each level-Elementary, Middle, High
Meet weekly for 60 minutes
Identify Power Standards
Focus Lessons
Checking for Understanding
Analyzing Data

8. Response to Intervention
Academic Systems-
Data Teams
Behavioral Systems- PBIS
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
Bonnie
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
PBIS
80-90%
RESPONSE TO INTERVENTION
9/25/2012

9. RESPONSE TO INTERVENTION (RTI)
RTI is a systematic decision-making process designed to allow for early and effective responses to student’s learning and behavioral difficulties.

10. Key Elements of RTI 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.

11. The School Counselor’s Role
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

12. The following chart shows how a comprehensive school counseling program aligns with the 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
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
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)

13. Q: What do we do with the kids that aren’t. learning
Q: What do we do with the kids that aren’t learning? A: Develop an Intervention System.
School Wide Team Approach to allow for At-Risk, Special Education, General Education Teachers, Counselors and Administrators to facilitate interventions
Realign schedules to assist with interventions
Examine your data!
Start in a focused area of critical need-It has to be manageable to be successful
Don’t be afraid to think outside the box
Learn from your mistakes and know that it is okay to make changes

14. Consider… Student Needs Motivation of Staff Alignment of Curriculum
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

15. Tier One School Wide Building Supports and Interventions
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
Problem Solving with
Behavior Referrals
Individual Counseling
Parent/Staff
Consultation
& Meetings
RTI/PLC Team
PreACM/ACM Meetings
Parent/Teacher Conferences
Agency Referrals
Community Supports
Tier Three Supports and Interventions
Tier 3 Meetings
Attendance Mediation
Problem Solving
CICO
504 Meetings
Disability Suspect
Interagency supports
Crisis Response
Grade Level Data Teams
Grade level data teams will use information from several sources to determine interventions for students including progress monitoring, assessments, attendance, SWIS etc. The data teams will be the central hub for intervention implementation.

16. Elementary School Counseling Level 1 Interventions
K-5 School Counseling Core Curriculum: Empathy, Impulse Control & Problem Solving, Bully Prevention, Anger Management, Safety, and Careers
PBIS
Attendance Monitoring
Professional Learning Communities

17. Elementary School Counseling PLC Level 1 Data
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.

18. PROBLEM FEELINGS CALM DOWN STRATEGIES SOLUTION #1 SOLUTION #2
Is it Safe?
Could it Work?
Is it Safe?
Could it Work?

19. PROBLEM FEELINGS CALM DOWN STRATEGIES SOLUTIONS 1. 2. 3 4 SAFE FAIR
WORK
OTHERS
FEELINGS

20. Elementary Problem Solving 2nd & 5th Grade Data

21. Middle School Counseling Pyramid of Interventions
Change

22. Middle School Counseling RTI Level 1 Data
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.

23. High School Counseling Pyramid of Interventions
Change

24. HS School Counseling Level 1 Interventions
School Counseling Core Curriculum
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

25. Student Needs Survey- Our Universal Screener
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)

26. Other Areas to Consider
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)

27. The CCSD Data Teams are… … teams of individuals who determine appropriate interventions for individual students and ensure successful implementation within the school week.

28. Data Team Members At-Risk Teachers/Title Teachers
Special Education Teachers
Media Specialist
AEA Support Staff
Secretary
Counselors
Administration
© Clinton Community School District

29. Every Student Every Week By Grade Level
© Clinton Community School District

30. Change
Data Collection Sheet

31. Data Team Structure Common Time Power to Make a Decision
Accountability to Results
Efficient Agenda and Structure

32. Elementary School Counseling Level 2 Interventions
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

33. Middle School-Building an RTI Team
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

34. Middle School Counseling RTI Level 2 Interventions
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

35. High School RTI Level 2 Interventions
Lunch Study Table
Homeroom Pull-outs
6th Period
Lunch Detentions
Home Visits
Reading Lab
Check-In/Check-Out
Student Contracts
Academic Focus

36. HS School Counseling Level 2 Interventions
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

37. Elementary School Counseling Level 3 Interventions
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

38. Middle School RTI Level 3 Interventions
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

39. Middle School RTI Level 3 Interventions
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)

40. Middle School RTI Level 3 Intervention 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:
Quarter 1 Office Referrals: 153
Quarter 1 Office Referrals: 77

41. Middle School RTI Level 3 Intervention 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

42. Middle School Counseling RTI Level 3 Interventions
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

43. HS & School Counseling RTI Level 3 Interventions
CHAMP
Connections with outside agencies
Home Visits
Truancy
HS Success Class
Organization, study skills, time management, 7 Habits of Highly Effective Teens
Mentoring
9th Grade students each connected with an adult mentor in the building
Relationship Building, Goal Setting
Online Learning
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
Alternative Placement
Off-Site
Job Corp
Special Education
Flex Schedules
Teachers
Students (Step Up, Transition 2 & 3, Student Success, High School Success)

44. Going Forward… School Counseling More Seminars on additional topics
Stress Management, Test Anxiety
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

45. Contact Information
Julie Knutsen-Jefferson Elementary School
Suzanne Schrader-Clinton High School
ext. 1200
Lindsay Roisen-Clinton Middle School
ext. 2100