WSCA 2011 Presentation - School District of Rhinelander

Data Driven Elementary Counseling
g
Initiatives for Positive
Program
Behavior Intervention and Supports
WSCA 2011
School District of Rhinelander
George Risberg, HODAGS Grant Coordinator
Kristi Pitlik, School Counselor
Tara Holm, School Counselor
2007--08 The Disconnect:
2007
• Staff were overwhelmed trying
y g to
address many of the social and emotional
needs of children within the existing
g
system.
• Counselors and other pupil service staff
were overwhelmed with addressing the
needs of many students.
The Elementaryy School
Challenges Included:
• Truancy by 7.1% of students
• 25% of students atat-risk
• Significant performance gaps for children
from families q
qualified for free and
reduced lunch (40+% of children receive
free or reduced lunch)
• Performance gaps of 30% (WKCE) for
students receiving special education
services
The Elementaryy School
Challenges Included:
• Office Discipline Referrals were well
above the national average.
• Bullying, fighting and aggression: In
2007-08 almost 70% of elementary
2007students reported being hit or pushed by
other students at their schools.
The Elementaryy School
Challenges Included:
• 15% of Students receiving Special
Education Services.
• Counselor FTE’s were less than one per
413 students.
• No social worker at the elementary level.
• Reported child abuse and neglect at
nearly 20% above the state average.
• Substantiated abuse and neglect at more
than double the state average.
HODAGS Counseling
g Grant Applied
pp
for in Spring of 2008
• Helping Others Develop Assets to Grow
and Succeed
• USDE Office of Safe and Drug Free
Schools
Sc
oo s
• Elementary and Secondary Counseling
Demonstration Program
• $1.1 million over a threethree-year period
Grant Objectives are Targeted at:
• #1 Increasing Students’ School
Engagement and Commitment to
Learning
• #2, 3 & 4 Improving Performance
and Closing
g Performance Gaps
p
• #5 Reduce SchoolSchool-Related Problem
Behaviors
• # 6 Increasing Parents’ Engagement
in their Children’s Education
Grant Objectives are Targeted
at:
• #7 Increasingg Student WellWell-being
g
through Expanded Community—
Community—
School Collaboration
• #8 Systemic Improvement in the
C
Counseling
li Program
P
HODAGS Counseling Grant
Hire:
• 2 fte elementary counselors
• 1 fte elementary social worker
• 1 fte
ft grantt project
j t coordinator
di t
Provide for:
• Ongoing
O
i
staff
ff training
i i
in
i evidence
id
based
b
d
programs targeted at grant objectives
• Program
P
materials
t i l
• Counseling Resources
• Implementation
l
i
off DistrictDistrict
i i -wide
id WCSCM
A Continuum of School Wide Positive Behavior
Interventions and Supports
TERTIARY PREVENTION
Truancy
Taskforce ~5%
FRC
Family
Visiting
~15%
•Individual Counseling
•FBA/BIP
•Wrap Around Services
•Collaborative Problem Solving
•LEAPS-Counseling
SECONDARY PREVENTION
MOCK
Mentoring
•Small
S ll Group
G
Counseling
C
li
•Individual Counseling
•Check and Connect
•Peer Mediation
•Collaborative Problem Solving
Champs
After
School
Program
~80% of Students
•LEAPS Counseling
PRIMARY PREVENTION
•Caring School Community
•School Wide Behavior
Expectations
•Classroom
Cl
G
Guidance
id
•Integrated SEL
•Collaborative Problem Solving
What’ss Needed?
What
Moving from here:
Categorical
fragmentation in
addressing piecemeal
problems
bl
& llearning
i
barriers…
SEL as a Coordinating Framework
To here:
A coordinated,
strengths-based
approach to
promoting students’
capabilities for
capabilities,
academic and life
success
The Caring School Community
Imagine
g
a School Where...
• "Students solve their own conflicts on the
playground, feel safe enough to discuss
concerns and problems with teachers and
classmates, share ideas for school
improvement with their principal, and are
never afraid to ride on the bus or where
adults are not present.“-DSC
• www.devstu.org/
www
www.devstu.org/caring
devstu org/caring
org/caring
caring--school
school--community
The Caring School Community
http://www.rhinelander.k12.wi.us/faculty/H
ODAGS/index cfm
ODAGS/index.cfm
Louisville, Kentucky Elementary
Schools use:
The Caring School Community, Responsive
Cl
Classroom
and
d imbedded
i b dd d SEL throughout
th
h t
the school, all day, every day.
• http://www.edutopia.org/louisville
http://www edutopia org/louisvilleorg/louisville-sel
sel--care
care--for
for--kids
kids--video
School--wide Positive Behavior Expectations:
School
p
Essential for SEL and PBIS
• Be Responsible,
bl Be Respectful,
f l Be Safe
S f in a
Caring Way.
• Developed by representative CSC steering committees
with input
p from staff and students.
• Taught, practiced, discussed, monitored and applied
more broadly over time throughout the school,
everyday.
everyday
• Class meetings and checkcheck-ins are used to discuss and
solve problems related to the “3 Bs”.
Lunchroom Positive Behavior Expectations
WE ARE RESPONSIBLE WHEN
WE:
WE ARE RESPECTFUL WHEN
WE:
wash our hands before eating.
remove our outside clothing before
eating.
use our best manners.
stand in line in an orderly fashion.
stay seated until we are finished.
say, "please", "thank you" and
walk in the lunchroom.
clean up our spills.
"excuse me".
keep our hands, feet and objects to
ourselves.
put our trash in the trash cans.
use our inside voices and respectful
language.
WE ARE SAFE WHEN WE:
sit
it while
hil we are eating.
ti
keep our mouths closed when
chewing.
eat only our own food and drink, not
any other person's.
talk only when our mouths are
empty.
use napkins to wipe our hands
and mouths.
keep our hands away from other
other's
s
food.
properly use our utensils to eat.
The Matrix Walk
• The positive behaviors are taught and then
revisited through the year with the “matrix
matrix walk
walk”
for all areas of the school outside of the
classrooms, including the buses.
Peaceful Bus
• “The
“ h Peaceful
f l School
S h l Bus Program is
i a whole
h l school
h l program
designed to decrease inappropriate behavior on school buses
while creating a climate of respect and cooperation. The
adults in the school take the primary responsibility of
educating and training students in the program so students
can, in turn, act responsibly on school buses when staff
members are not present.”
• Additional
Additi
l Goals:
G l
– Decrease the amount of time spent disciplining students for
inappropriate behaviors
– Decrease the amount of bullying on the bus
– Identify the bus route group
– Improve communication and create greater trust among all
stakeholders in the school bus
Counselor “To Do” List for
Peaceful Bus
• Coordinate date and time for class meeting.
• Organize students in bus groups.
• Layout plan of teamteam-teachers and locations of
class meetings.
• Create color coded name tag for each student
and sign for each room.
• Have meeting with teachers and handout and
discuss agenda, locations, and list.
Thank You for Comingg to Our
Peaceful Bus Class Meeting!
We really appreciate all that you do!
From Pelican Staff and Students!
Small Signs
g of Progress
g
“S h l id SEL implementation
“Schoolwide
i l
t ti is,
i att a
minimum, a three
three--to
to--five year process—
process—this
takes time!”
time!
-CASEL from Sustainable Schoolwide Social Emotional Learning
HODAGS Grant Objective #1.
Increase School Engagement
and Commitment to Learning
Data: Student Perceptions of Safety and Security
Social Emotional
Emotional---Well
Well--Being
g Surveyy 2008
2008--2010
I feel safe at m y school. Gr 3, 4 & 5
450
400
350
300
250
200
150
100
50
0
383
378
172
40%
89%
89%
3,4 &5
3,4 & 5
3,4 & 5
2008
2009
2010
Som etim es I do not w ant to go to school
because I am w orried about being teased.
teased
Grades 3, 4 & 5
200
175
117
110
150
100
50
41%
25%
27%
0
3,4 & 5
3,4 & 5
3,4 & 5
2007-08
2008-09
2009-10
I get hit and/or pushed by other students at school.
Grades 3, 4 & 5
300
256
250
149
135
200
150
100
50
60%
31%
35%
0
3,4
, &5
3,4
, &5
3,4
, &5
2007-08
2008-09
2009-10
Caring
g School Communityy
Staff Survey
• The CSC Staff Survey has been
administered the past two years in May.
• The survey is helpful in looking at teacher
and
a
d support
suppo t staff’s
sta s perceptions
pe cept o s o
of tthe
e
school climate and SEL initiatives.
• The graph shows the areas that have
changed the most from May 2009 to
May 2010
2010.
K-5 Staff Survey Comparison of Safety & Security
g
or Strongly
g y Agree
g
Statements: Agree
2009 and 2010
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
78%
65%
35%
62%
21%
83%
68%
68%
74%
84%
51%
36%
When
Students feel
Students treat
students see
safe on the
each other
p
another
playground.
p
yg
w ith respect.
student being
picked on,
they try to
stop it.
Students feel
safe on the
buses.
Students feel Students feel
safe in other
com fortable
unstructured
talking
g to
settings in the
teachers
school:
about
bathroom ,
problem s they
hallw ays,
are having.
cafeteria.
f t i
2009
2010
IMPROVING ATTENDANCE
THROUGH CHECK AND CONNECT
• Students who had attendance issues were being
progress monitored in reading receiving selective
or intensive reading assistance.
• They
ey were
eea
also
so p
provided
o ded with
t aC
Check
ec aand
d
Connect attendance monitor/mentor this year at
Central, Crescent and Pelican.
• http://checkandconnect.org/model/default.html
h
// h k d
/ d l/d f l h l
From the University of Minnesota
Check and Connect
• Is based on building a relationship with each student. Trust
and familiarity are developed over time through ongoing
efforts like checking
g on students’ attendance and grades,
g
,
providing regular feedback to students, communicating with
families and schools, and initiating efforts to keep the student
engaged
g g in school.
• Research shows that attendance is the single most important
factor in school success.
• As a mentor a typical day looks like: Greeting students,
students
checking attendance, meeting with students and parents,
talking to other staff members about your students, updating
progress sheets,
h t and
d attending
tt di any meetings
ti
pertaining
t i i to
t
students.
Crescent Elementaryy
2008--09 to 2009
2008
2009--10
• Of the 17 students receiving Check and
Connect assistance, 8 reduced their
absences from 149 to 101, a drop of 32%
• Of these 17 students, 9 reduced their
tardy record from 66 to 39,
39 a drop of 41%
Pelican Elementary
• 12 Pelican Students with a Check and Connect
Monitor:
Year
Absent
08-09
08223
09--10
09
178
Reduced 45
Med
Exc.
43
31
12
Non Med
Exc.
180
147
33
Tardies
74
32
42
Central Intermediate School
27 Central Students with
Monitor:
Year
Absent Med
Exc.
2008--09 453
2008
67
2009--10 416
2009
116
Reduced: 37
Increased:
+49
a Check and Connect
Non Med
Exc.
386
300
86
Tardies
106
51
55
Objectives
j
#2,, 3 & 4
Improving Performance and
Cl i Performance
Closing
P f
Gaps
G
Closing 4th Grade WKCE Reading Gaps
2008--09 Comparison 2009
2008
2009--10
F&R to Non F&R*
F&R
• 2008
2008--09 Proficient
Proficient--Adv. = 21% Gap
Between F&R and Non F&R
• 2009
2009--10 Proficient
Proficient--Adv. = 12% Gap
Between F&R and Non F&R
• 2008
2008--09 Total 80.2% Prof.Prof.-Adv.
• 2009
2009--10 Total 82.1% Prof.Prof.-Adv.
• * Elementaryy students are pprogress
g
monitored and
provided significant reading instruction at the universal,
selected and intensive levels.
Closing 4th Grade WKCE Math Gaps
2008--09 Comparison 2009
2008
2009--10
F&R to Non F&R
• 2008
2008--09 Proficient
Proficient--Adv. = 26% Gap
Between 56 F&R and 65 Non F&R
• 2009
2009--10 ProficientProficient-Adv.
Adv = 15% Gap
Between 54 F&R and 69 Non F&R
• 2008
2008--09 Total ProficientProficient-Adv. = 73%
• 2009
2009--10 Total ProficientProficient-Adv. = 72%
Where Do We Fit In??
• Student Service Team Plan (SST)
• Monthly Collaboration Meetings
• Guidance Curriculum
– Academic Units
• Toby the Terrific Test Taking Toucan (Darlene
Pulliam))
• Clover
Clover--A School of Champions (Rosanne Sheritz
Sartori)
#5 Reduce School
School--Related
Problem Behaviors
Office Discipline Referrals
K-5 Office Discipline
p
Referrals
2009--10
2009
• There were a total of 757 office discipline
referrals in the four elementary schools in
2009--10,
2009
10 received by 296 students.
students
• 369 or 49%,
49%
9%, off the
h O
ODR’s
’ were for
f
misbehavior on the buses.
ODR Findings
We Found:
• Inconsistencies in data recording.
eco ding
• We were not getting all of our students with
multiple
u t p e (3 or
o more)
o e) ODR’s
O
s into
to individual
d dua or
o group
g oup
counseling.
• Our behavior data system was incapable of
providing upup-to
to--date,
date usable data for regular
regular,
school--wide action planning and intervention.
school
• Due to the system
y
issues,, we were not effectivelyy
delivering positive behavior supports to many of
those in need of selective or intensive services.
• Interventions by teachers
teachers, secretaries
secretaries, counselors
counselors,
and principalsprincipals-Discipline was inconsistently handled.
PBIS/School Wide Information
System (SWIS)
• The School
School--Wide Information System (SWIS) is a
•
•
•
•
web-based information system designed to help school
webpersonnel to use office referral data to design
g schoolschoolwide and individual student interventions. The three
primary elements of SWIS are:
An efficient system for gathering information
A webweb-based computer application for data entry and
report generation
A practical
ti l process for
f using
i information
i f
ti for
f decision
d i i
making
www.swis.org
# 6 Increase Parents’ Engagement
in their Children’s Education
Parent Survey of School Climate and Access
Parent Survey of School Climate and Access
The surveyy supports
pp
other data,, showing
g
areas needing improvement in one or more
schools,, including:
g
•Bus behavior (peaceful school bus program)
y g prevention
p
(stop
( p walk talk))
•Bullying
•Parent involvement in school advisory
committees ((CSC steering
g committees))
•Providing parents information on how they
can help
p their children (family
(
y nights
g
&
jumpstart)
#7 & 8 Improvements in:
•Student wellwell-being
g through
g
expanded collaboration among
school based and community based
service providers
•Systemic Counseling Processes
Wisconsin Comprehensive School
C
Counseling
li Model
M d l Implementation
I l
i
• Curriculum Established within 3 Domains and 7
Content Areas
• SEL Conducted by Teachers Provides More time
for Selective and Intensive Group and Individual
Counseling as well as more time to focus on 5
othe content a
other
areas.
eas
• Curriculum Resources Identified, Purchased and
Utilized
• Counselors starting to take on a greater role in
school--wide,, data driven decisions and
school
programs.
Counselors’ Time Prioritized to Maximize
Expertise and Improve The Fit
for Students’ PBIS Needs
April 2009 to April 2010 Comparison:
• Increased individual counseling from
30% to 38% of their time
• Increased group counseling from 14% to
25% of their time
• Decreased classroom guidance from 43%
to 25% of their time during the same
period.
Groups at Pelican and Crescent!
• 1st Semester totals
• #’s
#’
• Titles of Groups
–
–
–
–
–
–
–
–
–
–
Family Change
Missing a Parent
Controlling Your Anger
F i d hi
Friendship
Peace
Concerned Person
School Success
Girls
Social Skills
Grief
A Continuum of School Wide Positive Behavior
Interventions and Supports
TERTIARY PREVENTION
Truancy
Taskforce ~5%
FRC
Family
Visiting
~15%
•Individual Counseling
•FBA/BIP
•Wrap Around Services
•Collaborative Problem Solving
•LEAPS-Counseling
SECONDARY PREVENTION
MOCK
Mentoring
•Small
S ll Group
G
Counseling
C
li
•Individual Counseling
•Check and Connect
•Peer Mediation
•Collaborative Problem Solving
Champs
After
School
Program
~80% of Students
•LEAPS Counseling
PRIMARY PREVENTION
•Caring School Community
•School Wide Positive Behavior
Expectations
•Classroom
Cl
G
Guidance
id
•Integrated SEL
•Collaborative Problem Solving