Pupil Services - Osceola School District

Osceola Elementary School
Pupil Services Presentation, 9/25/2012
WELCOME TO PUPIL SERVICES!
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Food Service
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Nursing Services
Kids Klub
Transportation Department
Title 1/Academic Support / Intervention Staff
School Counseling Services
School Psychologist Services
Special Education
Early Childhood Special Education
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Food Service
 5 Star Meal Plan- We offer 5 components of NSLP:
Protein
,Grain , Fruit , Vegetable
, Dairy .
 Students choose 3 of 5, one- either fruit and/or Vegetable.
Red or Green means go!
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Check out our posters and our Stars in the lunch line &
cafeteria! Teaching kids how to eat at variety!
 Breakfast is offered daily- NO cost to Free/Reduced meal
plans, $1.00 for paid meal plans- even getting off the bus.
Food Service
 Website offers links to informational websites, menus, meal
plan cost forecast, F/R applications, contact information,
other forms.
 Food account payments can be made through envelopes
available in office, or on-line through District website.
http://www.osceola.k12.wi.us/main/onlinepayments.htm
 Free/reduced meal applications can be filled out anytime
throughout the year. Available in office, online as well.
http://www.osceola.k12.wi.us/foodservice/foodserviceinde
x.htm
 Continuing to encourage students to try new foods and
taste experiences!
Nursing Services
Services provided by the school nurse include
preventive care, emergency services, and educational
resources for district employees, families and students
Nursing: Student Support
•Promotion of healthy lifestyles
•Healthcare counseling or guidance to students and their family
•Identify health concerns by observation and assessment of
needs and provide appropriate care
•Medication management
•Immunization verification, according to state guideline
requirements
•Emergency support
•Screening: Vision, Hearing and Scoliosis
Nursing: Staff services
•Yearly Staff In-service/Training
•Healthcare counseling
•Resource referral
Kids Klub
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Before & After School Care
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6:00 - 8:10 A.M. & 3:00 - 6:00 P.M.
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Free Play
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Outside Time
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Computer Choice
To Register:
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Information located in the hallway by the office
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or
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On-line Osceola School website Under
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Community Education
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Kids Klub Fun, Fun , Fun!!
Kids Klub Drawing & Crafts!!
Transportation Information
ELEMENTARY AND INTERMEDIATE STUDENTS
THE SCHOOL DISTRICT OSCEOLA
TRANSPORTATION DEPARTMENT
OSCEOLA, WI.
715-294-3456
Parent’s Responsibility
As a vital member of the “School Bus Safety Team”, the parent or guardian
can help provide a safe and pleasant school experience by doing the
following:
1. Provide the school office with proper student information including the
home address, the home telephone number, and the telephone number
at which the parent/guardian may be reached in the event of an
emergency.
2. Provide the school office and the transportation office with the address
from which your child will be coming to school or returning to after
school. Remember to immediately notify the school office of any
changes in address of your daycare.
3. Instruct your child to be at the school bus stop at least 5 minutes before
the scheduled pick- up time. Under no circumstances should students
arrive at a bus stop more than 10 minutes prior to the scheduled pick-up
time.
Parent’s Responsibility cont……
4. Remain alert to impending weather patterns and have your
child properly clothed for the current weather conditions.
5. Consider in advance how long your child should wait at the
bus stop during conditions of extreme cold or extreme windchill conditions.
6. Make sure your child knows the school bus number and the
name of their school.
7. Provide your child with a book bag or backpack for books and
loose papers, pencils, etc.
8. Parents are responsible for monitoring behavior at the bus
stop.
Title 1 and Intervention Programs
Title 1
part of the Elementary and
Secondary Education Policy for
improving academic
achievement
It provides funding to improve
the achievement of students not
reaching grade level proficiency
purpose
is to help
provide
high
quality
education
to all
students
Intervention
Part of Wisconsin’s Response to
Intervention (RtI) Program
Based on assessments, students
are identified for specific
academic programs to maintain
or improve their classroom
achievement
Why is my child in Title 1 or an Intervention?
 Students are identified for Title 1 and intervention
services by a variety of assessments in math and
reading
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Guided reading level
MAPS Score
Phonemic awareness
Writing
Number Sense
Problem Solving Skills
Students are prioritized and those with the greatest
need receive additional instruction first
What does my child do in Title 1 or the intervention?
 Work in a small group of 1-4 students
 Phonics and Word Work
 Write
 Read Instructional Level Books
 Math Games
 100’s chart activities
 Number/counting activities
 Take home books and activities to practice
How long will my child be in Title 1 or an Intervention?
 As students work in interventions, their progress is
monitored on a regular basis
 Students who are on track to meet their goal will
continue to work in their intervention
 When students are not on track to meet their goal,
teachers will collaborate to modify the intervention
for the student
 When students reach their goal and or grade level
expectations they will be dismissed from their
intervention
Osceola Elementary School
Pupil Services Presentation, 9/25/2012
OSCEOLA ELEMENTARY SCHOOL COUNSELING PROGRAM
Student support groups
Student Support groups provide an opportunity for additional personal and social skill building. They provide a chance for students to
share, be a part of, feel special, and increase their sense of belonging.
New Student, Friendship, Anger Management, Family Changes, and Self Esteem
Leadership group (KC Club)
Individual Counseling
As needed basis as problems or concerns come about.
Mental Health vs School Counseling
Family resources and support
Referrals for families (counseling, psychologist needs, etc)
School/Home Liaison consultation
Family Resource Center/Other resources for families
County Networking Groups/Mental Health Task Force
Character education
“Bee” Your Best (Respect, Thankfulness, Caring, Honesty, Responsibility, Cooperation, and Good Citizenship)
Rachel’s Challenge (Kindness and Compassion)
Auto Be Good
Connect with Kids
Osceola Elementary School
Pupil Services Presentation, 9/25/2012
OSCEOLA ELEMENTARY SCHOOL COUNSELING PROGRAM
Other Connections
Healthy School Committee
charter preschool
kindergarten round-up committee.
LEA for Special Education
Response to Intervention
PBIS
Universal Positive Behavioral Interventions and Supports (Matrix, Responsive Classroom)
Tier II interventions
SOC behavior meetings
Check In Check Out (CICO)
Problem Solving Team
Tier II/ Tier III students
Intervention plan, Progress Monitoring, Fidelity Checks
Decision making rules per individual student
School Psychologist’s RoleSupports RTI (Academic & Behavior)
 A School Psychologist’s Role in RTI
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Help to Increase student achievement by assessing barriers to
learning and determining the best instructional strategies to improve
learning within a multidisciplinary team.
Help choose interventions that are appropriate to individual children
in order to help increase student learning in areas in which they
struggle.
Help keep track of student data/progress in specific interventions to
assess if those interventions are working towards increasing student
performance
Help make decisions as to what the next steps should be for student
learning. Ie: has the child made adequate academic/behavioral
progress or does the student continue to need support.
School Psychologist’s RoleSpecial Education
 Special Education:
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Identify and address learning and behavior problems that interfere
with school success
Conduct ability and behavior assessments
Evaluate eligibility for special education services (within a
multidisciplinary team)
Make referrals and help coordinate support services
Attend special education evaluation meetings in which special
education qualification decisions are made
School Psychologist’s RoleWorking with PK Groups& Gifted and Talented Services
 PK Groups:
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Friendship Group
Family Change Group
Positive Choices Group
 Gifted/Talented:
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Conduct assessments and help make decisions on GT programming
Provide consultation to parents/teachers for GT programming
Speech-Language Pathology
WHAT DO WE DO?
ARTICULATION
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ARTICULATION REFERS TO HOW SOUNDS ARE
PRODUCED WITHIN WORDS, SENTENCES, AND IN
CONVERSATION.
SOME SOUNDS DEVELOP EARLY ON IN
CHILDREN WHILE OTHERS DEVELOP IN THE
LATER YEARS.
BY THE AGE OF 4, A CHILD’S SPEECH SHOULD BE
UNDERSTANDABLE 90% OF THE TIME.
HOWEVER, THERE STILL MAY BE SOME SOUNDS
THAT THEY HAVE NOT YET MASTERED.
Expressive Language vs. Receptive Language
 Expressive language
 Receptive language is
refers to how words are
used to communicate.
 Includes vocabulary size,
length of sentences,
grammar skills, using
concepts, answering
questions, and describing
among other things.
also called
comprehension and
refers to a person’s
understanding of
language.
 Includes following
directions,
understanding concepts,
and being able to process
spoken language.
What does delayed speech and language
look like?
 Not talking or limited vocabulary.
 Difficult to understand by familiar and/or unfamiliar listeners.
 Difficulty following directions.
 Doesn’t seem to understand basic concepts that other children their age
typically understand.
 Seems to have trouble processing information that is presented to them
even after repeated attempts at explaining to them or having
information presented in different ways.
 It should be noted that children develop at different rates and just
because a child is having difficulty in one or more of these areas does
not mean that they have a speech and/or language delay.
What can I do if I suspect my child
might have a speech and/or
language delay?
TALK TO YOUR CHILD’S TEACHER
Your child’s teacher may or may not have observed some of the
same things in the classroom.
Your child’s teacher can ask a speech-language pathologist to
complete an informal screening with your child.
Follow up with the speech-language pathologist after the screening
is completed to find out if further action is needed or if there are
suggestions for practice activities at home.
What will the speech-pathologist
do if there is a concern with my
child?
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THE SPEECH-LANGUAGE PATHOLOGIST WILL COMPLETE AN
INFORMAL SCREENING TO LOOK AT THE AREA OF CONCERN.
IF THERE IS NO FURTHER ACTION NEEDED, THE SPEECH LANGUAGE PATHOLOGIST WILL NOT GO ANY FURTHER THAN
THE SCREENING OR MAY SEND SOME SUGGESTIONS FOR
HOME ACTIVITIES. THE SPEECH PATHOLOGIST MAY ALSO
DECIDED TO RECHECK YOUR CHILD AT A LATER DATE OR
CHECK-IN WITH YOUR CHILD’S TEACHER.
IF FURTHER ACTION IS NEEDED, A FORMAL REFERRAL WILL
BE MADE TO THE SCHOOL PSYCHOLOGIST DESCRIBING THE
CHILD’S NEEDS.
FORMAL TESTING WILL BE COMPLETED TO SEE IF YOUR
CHILD SHOWS A NEED FOR SERVICES BASED ON THE
REQUIREMENTS SET BY THE STATE OF WISCONSIN.
TEAM MEMBERS WILL MEET TO DISCUSS YOUR CHILD’S NEED
AND A PLAN WILL BE PUT IN PLACE.
Special Education
Individualized Educational Plan
TEAMING UP WITH FAMILIES
WHOLE GROUP INSTRUCTION
TEAM TEACHING
Resource Room
SMALL GROUP INSTRUCTION
Special Education
Water Learning
Social Skills
Friendships
OES
Motor Skills
Early Childhood
Special Education
IS A PLACE WHERE CHILDREN
LEARN TO PLAY AND PLAY TO
LEARN .
Child Development Days
 Each year the Osceola School District hosts
Child
Development Days. All children between the ages
of 2 and 4 years old are invited to participate in
this screening event.
 This universal preschool screening event is held
to ensure that all children with disabilities who
are in need of special education are identified,
located and evaluated.
Early Childhood Special Education Program
 serves children between the ages of 3-6 years old
 serves children of all disabilities
 services may be provided in the school, daycare
or home setting
Questions regarding Early Childhood
services
Please contact: Rosemarie Spanel
ECSE/PreK Teacher