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

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

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

Our Results… Overall Course Failures 58% Behavioral Referrals 30% AP Enrollment 100% 3.0 Club Membership 10% Graduation Rate 5% john

District Wide Initiatives Response to Intervention (RTI) Professional Learning Communities (PLC) Positive Behavior Intervention and Supports (PBIS)

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

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

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

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.

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 © 2009. Free Spirit Publishing Inc., Minneapolis, MN: 800-735-7323; www.freespirit.com. All rights reserved.

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. 73-74

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)

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

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

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.

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

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.

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

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

Elementary Problem Solving 2nd & 5th Grade Data

Middle School Counseling Pyramid of Interventions Change

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.

High School Counseling Pyramid of Interventions Change

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

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)

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)

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

Data Team Members 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

Change Data Collection Sheet

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

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

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

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

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

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

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

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

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)

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: 2011-2012 Quarter 1 Office Referrals: 153 2012-2013 Quarter 1 Office Referrals: 77

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

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

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)

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

Contact Information Julie Knutsen-Jefferson Elementary School 563-243-0479 jknutsen@clintonia.org Suzanne Schrader-Clinton High School 563-243-7540 ext. 1200 sschrader@clintonia.org Lindsay Roisen-Clinton Middle School 563-243-0466 ext. 2100 lroisen@clintonia.org