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

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Presentation on theme: "Multi-Tier Systems of Support (MTSS): The School Counselors Role in the Pyramid of Interventions  Amanda DeWulf."— Presentation transcript:

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

2  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 Climate Failures Behaviors Graduation Rate Staff Efficacy

4  Overall Course Failures58%  Behavioral Referrals30%  AP Enrollment100%  3.0 Club Membership10%  Graduation Rate5% Our Results…

5  Response to Intervention (RTI)  Professional Learning Communities (PLC)  Positive Behavior Intervention and Supports (PBIS)

6 Student Learning/Results Teacher Collaboration Administrative Focus  Where did we go next?

7  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 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 PBIS Academic Systems- Data Teams Behavioral Systems- PBIS 9/25/2012 RESPONSE TO INTERVENTION8

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

10  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

11  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 3 rd Edition pg

12 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)

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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.

15 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 Elementary Counseling 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  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  2 nd Grade: 98% of all 2 nd Grade students achieved mastery level (75%) with regard to problem solving – goal was 90%  5 th Grade: 89% 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 in all environments: school, home, community activities, etc. with staff, family, and friends.

18 PROBLEMFEELINGS CALM DOWN STRATEGIES SOLUTION #1SOLUTION #2 Is it Safe?Could it Work? Is it Safe?Could it Work?

19 PROBLEMFEELINGS CALM DOWN STRATEGIES SOLUTIONS SAFEFAIRWORK OTHERS FEELINGS

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21 Middle School Counseling Pyramid of Interventions

22  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

24  School Counseling Core Curriculum ◦ 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

25  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  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  At-Risk Teachers/Title Teachers  Special Education Teachers  Media Specialist  AEA Support Staff  Secretary  Counselors  Administration © Clinton Community School District

29 Every Week Every Student By Grade Level

30 Data Collection Sheet

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

32  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  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  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  Lunch Study Table  Homeroom Pull-outs  6 th Period  Lunch Detentions  Home Visits  Reading Lab  Check-In/Check-Out  Student Contracts  Academic Focus

36  Transition Group-9 th 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  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  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  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  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  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  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  CHAMP ◦ Connections with outside agencies ◦ Home Visits ◦ Truancy  HS Success Class ◦ Organization, study skills, time management, 7 Habits of Highly Effective Teens  Mentoring ◦ 9 th 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, 6 th 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  School Counseling ◦ More Seminars on additional topics  Stress Management, Test Anxiety ◦ More Small Groups ◦ Individual Transition Plans (From 8 th to 9 th Grade) ◦ 9 th Grade Mentoring Program ◦ PLC Goals-Building relationships  Individual student meetings focusing on our 5 power standards  Weekly Interventions

45  Julie Knutsen-Jefferson Elementary School ◦ ◦  Suzanne Schrader-Clinton High School ◦ ext ◦  Lindsay Roisen-Clinton Middle School ◦ ext ◦


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