The Role of Comprehensive School Counseling Program
SpeakersLori LeBrun, Grade 7 School Counselor, Alan Shawn Feinstein Middle School, Coventry, RI2012 RI School Counselor of the Year.
Background: 25 years in education, 20 years as classroom teacher, 5 years as school counselor , Coventry School District
Email: [email protected]: @lorilebrun
Nicole Bucka, Northern RI Collaborative
Educational ConsultantRI Systems of Support,
Secondary RTI
Background: English, ELD, and Special Education teacher, as well as Special Education, ELD coordinator and teacher leader in Southern California
Email: [email protected]: @nbucka
Objectives
Answer the questions: What is Response to Intervention? What does it “look like” in secondary
settings (middle and high school)?“What is an Early Warning System (EWS)?”“What does this mean for the role of a
School Counselor?”
Resource= The Sophia Tutorial (Question and Answer Series), RTI Action Network, National Center on RTI
RtI is NOT Only a “student by student” process
TST…with a new name
FORMS
A verb- you don’t “RTI a kid”
A way to delay Special Education Services
Something that ONLY interventionists, RTI
Coordinators, or Special Educators do
Definition
Response to Intervention (RTI) is:
1) Providing high quality core instruction and intervention matched to students’ needs
2) Using data over time (rate of learning, level of performance, fidelity of implementation)
3) To make important educational decisions.(Basche et al., 2005)
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Essential Components of RTI
From the National Center on RTI
Understanding Secondary Implementation in K-12 ContinuumElementary Secondary
3-5 years for full implementation
Universal Screening tools are required
Students move from tier to tier sequentially
6-9 years for full implementation
Existing data and /or surveys may be effective screening
Students may need to jump more quickly or skip Tiers
(Fuchs, Fuchs, & Compton, 2010)
Understanding Secondary Implementation in K-12 Continuum
Elementary Secondary
Interventions, programs, screeners, etc. that are effective will be effective at secondary level
Move students towards more intensive inter-ventions
Not true. Needs to be more intensive with motivational aspect and peer involvement
Take most discrepant, try to move them towards the norm
(Fuchs, Fuchs, & Compton, 2010)
Contextual Factors Unique to High Schools
Focus Culture Instructional Organization Staff Roles Student Involvement
(from NCRTI “Secondary RTI”, LA 2011)
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Contextual Factors Unique to High Schools
Graduation Requirements Stakeholder Engagement Implementation and Alignment Instruction and Assessment Resources
(from NCRTI “Secondary RTI”, LA 2011)
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What is an Early Warning System?www.betterhighschools.com (National High School Center)
Implementation-Shared Responsibility
Interventions Led by School-wide Teams
Tiers 1 & 2•Students w/motivational issues•Students w/behavioral issues•Students w/attendance issues
Tier 3•Students in need of intensive remedial support in universal skills: reading, writing, number sense, English Language, attendance, and behavior
Interventions Led by Collaborative Teacher Teams
Tiers 1 & 2•Students in need of supplemental support in learning essential core standards and English LanguageTier 3
Intensive InterventionsIndividualized
Tier 2Supplemental
Interventions for Some Identified Students
Tier 1Effective Core Instruction for
ALL Students
From “Simplifying Response to Intervention: Four Essential Guiding Principles” by Buffum, Mattos, and Weber
Targeted Prob. Solving
Data Use PD, RIDE
RI Framework for Comprehensive K-12 School Counseling Programs“Counselors design and deliver
comprehensive school counseling programs that promote student achievement…preventative in design…an integral component of a school’s academic mission. [It] is driven by student data and based on standards in academic, career and personal/social development, [to] promote and enhance the learning process for ALL students” (ASCA, 2005)
RI Framework for Comprehensive K-12 School Counseling ProgramsRole Responsibilities
School Counselors
Provide proactive leadership to ensure that EVERY student can succeed. They manage the comprehensive program and coordinate strategies and activities with others (teachers, support staff, parents, community members, etc) to meet the stated goals, standards, and competencies
Based on your professional standards.
Question #1: How is our core? Typically we want Tier 1/Core ALONE to
meet the needs of 80% of our students without any ADDITIONAL intervention needed.
SAMPLE DISTRICT• GRADE for Reading screening• Benchmark Exams for Math (no screening or
progress monitoring)• Course Failures and Attendance Data for Early
Warning
Create Norms and Protocols: first Predict
A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin
Press. All rights reserved. Adapted from Wellman, B., & Lipton, L., 2004. Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry. Sherman, CT: MiraVia, LLC. Used with permission.
Do 80% exceed the Benchmark? If so, do any of these receive interventions to meet this?
~92% meet or exceed
Is that validated by other sources?
~89% meet or exceed
How about for Math (no screen/PM)?
A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin
Press. All rights reserved. Adapted from Wellman, B., & Lipton, L., 2004. Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry. Sherman, CT: MiraVia, LLC. Used with permission.
Do 80% exceed cut scores? (70%)If so, do any of these receive interventions to meet this?
~25% meet or exceed
Any other sources of data?
~ 68% meet or exceed
What Inferences/Questions? IS CA based on end of the year (9th) grade
expectations? Some 8th graders –not all had alg CA not easy or actionable data (see
strengths/needs) CA too cumbersome of a process (need to emp
trends/patterns); for SLO; “just tell me” What is lacking in our lowest group of math
NECAP (who are they? What do they need?) (tool issue)
What is happening between 7th/8th-11th (gr 8-10) Scheduling for cpt or coordination between
middle and high as well as across content areas
NECAP Proficiency (School Report Card-not just 9th grade)
There are other important indicators that show us the “health” of our core and offer us data about whether ALL students are learning.
Are 80% of our students meeting expectations?
20%
What inferences/questions did the EWS data generate? Are kids ready for HS? Transitions Support and Prep? Can we identify the individual kids-yes; what are we
systemically doing for those kids (core issue)? What courses are student failing? Do grading practices contribute to these issue? How much of not doing hw factoring into these grades? Do kids check out b/c they don’t feel they can pass or that
the hole is too deep? Do students know/understand the long term
consequences? Are any of these the same kids (# failing 1vs 2, 3, etc)? Are there trends in the group of kids> Is it a parent/home issue (treat like adults in resp) Is it due to lack of math skills (like in previous data)
What inferences did 9th grade teachers generate from Early Warning data?
Data Use PD, RIDE
Survey Works:
-different cohort (2011-2012), but stable population to look at trends
-70% student response rate (9th largest rep at 32.9% of responses)
Survey Works Data *2011-2012*Parent Engagement
Home/Family (student expectations after HS)
Student/Teacher Expectations & Classroom Relevancy
Motivation-Why skip class?
Students’ Perceptions of Teachers with regards to Motivation
Are there clear consequences?
Went to the Sources… Teachers felt root causes of
academic issues = motivation & home/parent Attendance issues = lack of consequences & home/parent
Survey Works data demonstrated (data had limitations) Home/Parent is there and strong They DO have post secondary goals (may not see
connection) Kids report they know the consequences, mostly fair and
consistent Kids report the ‘skip’ because bored or for ‘other’ (what is
other?) Many teachers do not keep them interested or inspire
them
“Other” Things to Consider
“Other” Things to Consider
What inferences/questions did the survey data generate? Maybe kids don’t know what it takes to go to college/why do they
not do it Do they ALL have regular career counseling/contact w
advisor/counselor Is there a process/trigger to identify kids who need support
proactively Do all stakeholders understand the impact of course failures Do kids have the skills (studying, planning, indep learning, self
monitoring, etc) Are we teaching these skills (as part of the K-12 pipeline) Teachers see Failures/Attdn as lack of motivation, kids say bored
(not challenging, too challenging, not relevant, still using old tech)
Why are kids bored? Why are kids not getting enough sleep? Our PD? Recent years not about teaching/instructional
practices-only about curriculum
What courses are student failing? Is it the same students?
A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin
Press. All rights reserved.Adapted from Wellman, B., & Lipton, L., 2004. Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry. Sherman, CT: MiraVia, LLC. Used with permission.
Inferences? Questions? 5 Whys What do our repeaters look like? Did they repeat in lower grades/middle/elem?
What impact does the alignment in math to CC have on students? (students in math didn’t have CC in 7th, but transitioned to CC in 8th/9th)
What impact (in Eng) is vertical articulation having, if any? Grading practices-Do teachers have any consistency with grading? How
different is it? For both the same subject and greater? What inherent grading policies and how
variable can they be? 9th grade required to do Alg, not ready? How do we know who is “ready’ vs ‘not’
and how could address this? How many algebra failures are in math lab and passing? What is the goal of math lab? How do we identify kids for math lab? What data indicates the areas of need? Eng-if kids CAN read and they are proficient? What are the students then
lacking (writing? Listening? Speaking? Or is it about a type of text?) Is this different from previous 9th grade years? The issue of the zero? The classes with less failures-more hands on, more sophomore classes, most
electives with student choice involved or is it more effort/behaviorally graded with less rigor/skills (rdg,writing, critical thinking, etc)
Phys Ed is an issue (with anxiety) even for 10th grade repeaters-have alternative phys ed placement; What data is there that this is the issue? Want to see if this year is any better now that they have created Adapted and Walking Club
Reflections
What role do you think a Guidance Counselor could play in the process and the related systems change/supports for students?
Questions
How do we make such a systemic change?
Aligning resources, structures, and supports
From “Alignment Nashville” from NHSC June 26, 2012: Aligning Resources, Structures and Supports for Actualizing College and Career Readiness
Stages of Implementation (Goodman—Adapted from FIXSEN)
FocusFocus StageStage DescriptionDescription
Exploration/Adoption Decision regarding commitment to adopting the program/practices and supporting successful implementation.
Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.
Initial Implementation Try out the practices, work out details, learn and improve before expanding to other contexts.
Elaboration Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.
Continuous Improvement/ Regeneration
Make it easier, more efficient. Embed within current practices.
Resources Referred To Tutorials-Question
and Answer Series (more to come)
RTI Action Network (have middle/high)
National Center on RTI (tool reviews, etc)
National High School Center (inc. middle)
Implementation Science
http://www.sophia.org/users/nicole-bucka/library/tutorials
www.rti4success.org http://www.rti4success
.org/ www.betterhighschool
s.org http://nirn.fpg.unc.edu/
learn-implementation