Chapter 6: Student Services

1. Chapter 6: Student Services Dr. Rob Anderson Spring 2011

2. Agenda • Leadership Book Presentations • Jessica H. • Tallahassee update • Chapter 6: Student Services • Response to Intervention

3. Major Themes: Chapter 6 • Role of Counselor • Types/Methods of Counseling Services • Assessment and Grading • Special Education Services • Bilingual/ESL Services

4. Florida Principal Leadership Standards Standard 5: Learning Environment.  Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida’s diverse student population.  The leader: • Maintains a safe, respectful and inclusive student-centered learning environment that is focused on equitable opportunities for learning and building a foundation for a fulfilling life in a democratic society and global economy; • Recognizes and uses diversity as an asset in the development and implementation of procedures and practices that motivate all students and improve student learning; • Promotes school and classroom practices that validate and value similarities and differences among students; • Provides recurring monitoring and feedback on the quality of the learning environment; • Initiates and supports continuous improvement processes focused on the students’ opportunities for success and well-being. • Engages faculty in recognizing and understanding cultural and developmental issues related to student learning by identifying and addressing strategies to minimize and/or eliminate achievement gaps.

5. Student Services – Guidance Counselor • A critical but often forgotten piece in schools • What does your school guidance counselor do?

6. Role of the Counselor

7. Administration’s Role • The ability for a guidance counselor to be able to properly serve students is directly correlated to the expectations that a principal establishes • Critical to college/career readiness • Where is their time spent?

8. Urgent/Importance Matrix

9. Counselors Role • The ability of a principal to focus counselors on work that would be considered “critical activities” will define their impact on students • Move away from being consumed “putting out fires” to a system that focuses on the important role a counselor needs to play in a school

10. Student Records • Cumulative files • Student Management Systems • Pinnacle • Data Warehouse • Benchmark Results/Common assessments • FCAT 2.0/SAT/ACT • Attendance

11. Special Education and ELL • Before qualifying for services, the expectation is to implement RTI • What is RTI?

12. Quote “Of the 51% of pupils in IDEA who are learning disabled, we believe that as many as 80% are actually there because they never learned to read properly.” Rod Paige 2001-2005 U.S. Secretary of Education

13. RtI Conceptual Framework Students move between tiers based on need Tier 3 Tier 2 Amount of Resources Tier 1 Intensity of Student Need

14. RtI Conceptual Framework Students move between tiers based on need Tier 3 Tier 2 Amount of Resources Tier 1 Intensity of Student Need • Teach with fidelity to the core program. • Differentiate the instruction to meet student • Needs. • Allow parents/teachers to collaborate on the plan • Define a specific strategic plan. • Share strategies with PLC Team. • Use universal screeners to monitor progress.

15. RtI Conceptual Framework Students move between tiers based on need Tier 3 Tier2 Amount of Resources Tier 1 Intensity of Student Need • PREVIOUS MODEL • Shared concerns with notes home to parents. • Used informal accommodations. • Shared concerns at grade level meetings.

16. RtI Conceptual Framework Students move between tiers based on need Tier 3 Tier 2 Amount of Resources Tier 1 Intensity of Student Need • Engage problem solving teams. • Use data to define a strategic intervention plan. • Remain focused on student success in the general education classroom. • Implement SRB Interventions that align to the core curriculum.

17. RtI Conceptual Framework Students move between tiers based on need Tier 3 Tier 2 Amount of Resources Tier 1 Intensity of Student Need • PREVIOUS MODEL • Referred to Child Study Team. • No qualification. • No service.

18. RtI Conceptual Framework Students move between tiers based on need Tier 3 Tier 2 Amount of Resources Tier1 Intensity of Student Need • Problem Solving Team evaluate effectiveness of strategic interventions. • PST develop an intensive intervention plan based on data. • PST monitors response to intensive intervention plan. • Potential to refer to CST.

19. RTI Conceptual Framework Students move between tiers based on needs Tier 3 Tier 2 Amount of Resources Tier 1 Intensity of Student Need • Previous Model • Students placed in Special Education.

20. When RTI doesn’t work • RTI works if your class is a representation of the entire population, and 80% of students’ needs are met with research based differentiated instruction. • What does your class look like?

21. What a principal can do • Ensure that when scheduling to level classes so that each teacher has a similar population of Tier II/Tier III students • Allocate resources to teachers who have larger amounts • Support training efforts that increase capacity for differentiating instruction

22. For Next Week • Read Chapters Seven and Ten • Presentations • Jessica H.