Multi-Tier Systems of Support (MTSS): The School Counselors

Role in the Pyramid of Interventions

Amanda DeWulf

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

CCSD Demographics

Before MTSS

Climate Failures Behaviors

Graduation Rate

Staff Efficacy

Overall Course Failures 58%

Behavioral Referrals 30%

AP Enrollment 100%

3.0 Club Membership 10%

Graduation Rate 5%

Our Results…

Response to Intervention (RTI)

Professional Learning Communities (PLC)

Positive Behavior Intervention and Supports (PBIS)

District Wide Initiatives

Student Learning/Results Teacher CollaborationAdministrative Focus

Where did we go next?

We Needed to be Focused on the Right Things…

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

School Counseling Professional Learning Communities

RESPONSE TO INTERVENTION

8

1-5% 1-5%

5-10% 5-10%

80-90% 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

Response to Intervention

Academic Systems-Data Teams

Behavioral Systems- PBIS

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.

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

Key Elements of RTI

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.

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 School Counselor’s Role

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◦ 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 following chart shows how a comprehensive school counseling program aligns with the RTI process.

The Professional School Counselor and Response to Intervention, American School Counselor Association (Adopted 2008)

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

Q: What do we do with the kids that aren’t learning?A: Develop an Intervention System.

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.

Tier One School Wide Building Supports and InterventionsK-5 Classroom Guidance Lessons – Empathy, Impulse Control & Problem

Solving, Bully Prevention, Anger Management, Safety, CareersPositive 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 InterventionsIntentional Small GroupsCheck In Check OutProblem Solving with Behavior ReferralsIndividual CounselingParent/Staff Consultation & Meetings

RTI/PLC TeamPreACM/ACM MeetingsParent/Teacher ConferencesAgency ReferralsCommunity Supports

Tier Three Supports and InterventionsTier 3 MeetingsAttendance MediationProblem SolvingCICO504 MeetingsDisability SuspectInteragency supportsCrisis 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.

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 Level 1 Interventions

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.

Elementary School Counseling PLC Level 1 Data

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 OTHERSFEELINGS

Bluff

Eagl

e Hei

ghts

Jeffer

son

Whi

ttier

Tota

l CCSD

0

20

40

60

80

100

120

5th Grade 2012-20132nd Grade 2012-2013

Elementary Problem Solving2nd & 5th Grade Data

Clinton High School’s Pyramid of Interventions and Supports

Tier Two Interventions Special Ed. Team Mtgs. Parent Contacts/ Home Visits Individual Counseling Problem Solving/Reteach Parent/Student Mtgs.

Agency Referrals Check In/ Check Out 504 Plans IEP Team Mtgs. Small Groups

Tier Three Interventions

Data Teams- Use of Data to Determine Tier 2 and Tier 3 Interventions

Counselors

Lindsey Roisen-WMS

lroisen@clintonia.org

Chad Engler- WMS

cengler@clintonia.org

Carmen Loots- LMS

cloots@clintonia.org

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.

80%

15%

5%

Tier One- Effective Core Instruction

6-8 Classroom Guidance I Have A Plan Iowa 4-Year Plans

Career & Educational Portfolios Attendance Monitoring Counseling Services

Truancy Interagency

Supports Skillbuilding Special Education Advisor/Advisee WRAP Services Crisis Response

Medation TAT (Threat

Assessment Team)

Middle School Counseling Pyramid of Interventions

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.

Middle School Counseling RTI Level 1 Data

Clinton High School’s Pyramid of Interventions and Supports

Tier Two Interventions Special Ed. Team Mtgs. Parent Contacts/ Home Visits Individual Counseling Re-entry Mtgs. Parent/Student Mtgs.

Agency Referrals Check In/ Check Out 504 Plans IEP Team Mtgs. Small Groups

Tier Three Interventions

Data Teams- Use of Data to Determine Tier 2 and Tier 3 Interventions

Counselors (563) 243-7540 ext. 1200

Evans Bradley- Class of 2016

ebradley@clintonia.org

Amanda DeWulf- Class of 2017

adewulf@clintonia.org

Suzanne Schrader-Class of 2014

sschrader@clintonia.org

Amanda Steines-Class of 2015

asteines@clintonia.org

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.

80%

15%

5%

Tier One- Effective Core Instruction

9-12 Classroom Guidance I Have A Plan Iowa 4-Year Plans

Career & Educational Portfolios Attendance Monitoring Counseling Services

Truancy Interagency

Supports HS Success Class Special Education Online Learning Flex Schedules Alternative Setting Mentoring Off-Site

High School Counseling Pyramid of 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

HS School Counseling Level 1 Interventions

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)

Student Needs Survey- Our Universal Screener

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)

Other Areas to Consider

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

© Clinton Community School District

At-Risk Teachers/Title Teachers Special Education Teachers Media Specialist AEA Support Staff Secretary Counselors Administration

Data Team Members

© Clinton Community School District

Every Week

Every Student

By Grade Level

Data Collection Sheet

Data Team Structure

• Common Time

• Power to Make a Decision

• Accountability to Results

• Efficient Agenda and Structure

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

Elementary School Counseling Level 2 Interventions

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

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

Middle School Counseling 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

High School RTI 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

HS School Counseling Level 2 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

Elementary School Counseling 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 Interventions

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

Middle School RTI Level 3 Intervention Data

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

Middle School RTI Level 3 Intervention Data

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

Middle 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)

HS & School Counseling RTI Level 3 Interventions

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

Going Forward…

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

Contact Information