department of pupil services. multi-tiered system of supports (mtss) building social emotional &...
TRANSCRIPT
Supporting The Whole Child: Services to Address
the Social- Emotional Needs of All Students
Department of Pupil Services
Multi-Tiered System of Supports (MTSS)B
uildin
g S
oci
al E
moti
onal
& R
esilie
ncy
Skills Intensive Intervention (FEW)
Individual Counseling, Student Development Groups, Insight,
Individualized Behavioral Interventions, Crisis Intervention, Wrap Around,
Referrals for Mental Health, Restorative Conferences
Early Intervention (SOME)
Counseling Groups, Social Skills Groups, Check In Check Out, Suicide Screening &
Intervention, Threat Assessment, Restorative Practice Circles, PEER,
School AmbassadorsPrevention (ALL)Classroom Counseling Lessons,
Character Education, Bullying Prevention (Stop-Walk-Talk & Expect Respect), Developmental Assets, Depression
Awareness Suicide Prevention, Substance Abuse Education, Explicit
instruction of PBIS expectations
PUPIL SERVICESSTUDENTSUPPORT
TEAM
SocialWorker
Attendance Officer
Nurse/Clinic
Specialist
Special Education Superviso
r
Counselor
Student Assistance Specialist
Psychologist
Educational
Diagnostician
Behavior Support
Coordinator
Early Intervenin
g Coordinato
r
Eligibility Coordinato
r
Positive Behavioral Interventions & Supports
PBIS is a research-based, school-wide systems approach to improve school climate and to teach students prosocial behaviors.
• PBIS school team and faculty commitment • 3-5 positively stated behavioral expectations/routines are
defined• Lesson plans for teaching expectations and routines are
implemented• Reinforcement feedback is provided for appropriate
behaviors • Procedures for handling discipline are outlined• Data is recorded and analyzed to make decisions• Action plan is developed, implemented, and evaluated
Depression Awareness/Suicide Prevention
Depression Awareness Suicide Prevention program – Tier 1 • Ninth Grade – Health and Physical Education class presentations.
• Booster program for upper grades (Tier 2) for targeted schools Teaches students a simple steps to take using the easy-to-remember
acronym, ACT® (Acknowledge, Care, Tell), if students encounter a situation that requires help from a trusted adult.
• Based on the Signs of Suicide® program, the only evidence-based program demonstrating a reduction (40%) in suicide attempts
• Delivered through a planned lesson, educational video, and guided classroom discussion
Suicide Screening and Intervention – Tier 2/3 • Goals are to:
• Ensure student safety Refer to school staff with training and job responsibility to professionally
assess suicide risk• Communicate with parents to find appropriate care• Provide follow up support
Resilience Building in Our SchoolsDevelopmental Assets: Tier 1
Framework for instruction and support. Builds on the principles that positive characteristics form the
foundation of the healthy development of children and adolescents
Developmental Assets External: Supported through LCPS partnerships with
Loudoun County agencies and work groups as well as collaboration between student/family and schools.
Internal: Developed through school counseling activities, classroom instruction, small group and individual groups and reinforced through existing programs (PEER, PBIS, Ambassadors)
The 4th “R”: ResilienceResilience helps students: deal with stress and adversity, overcome disadvantage, be open to new opportunities.more successful in school and jobshappier in relationshipsless susceptible to anxiety and depression
Restorative PracticesPurpose: To provide a positive approach to resolving conflict, reducing suspension, improving behavior and developing emotional literacy, empathy, truth telling and responsibility.Whole School – Tier One
This would include the use of restorative language in addressing each other, deliberate use of behaviors that are considerate of others.
Classroom/Small Group – Tier Two Restorative circles can be used for prevention and create a restorative
classroom environment that builds relationships and teaches basic conflict resolution
Incident specific - Tier Three Restorative Conference–is used as a positive discipline alternative.
PEER/Student Ambassadors- Tier Two PEER is typically delivered during
the school as a non-graded elective co-facilitated by a teacher, school counselor and school social worker.
The PEER curriculum focuses on teaching students skills to be a peer resource and support for students who would benefit from a friendly and empathetic peer.
Student Ambassadors are identified by teachers and school staff as leaders within the school community who can be effective in helping to reinforce school norms of positive and supportive peer culture.
Substance Abuse Prevention Services
Tier one Substance Abuse Education Classroom Presentations: provided to 8th and 10th
graders on the risks of substance use and positive alternatives to drugs and alcohol.
Tier two Drug and alcohol assessmentsSubstance Abuse Prevention and Education Support groups
Tier three Insight –3 Day Intensive Education/Prevention Program that is required of
students who have violated LCPS’ drug/alcohol policy. Individual Substance Abuse Counseling- for students requiring individual
support
How can we help?
The central and most consistent
individual is the school counselor
both as a provider and referral source to other professionals on the team since they are on site
in the school every day.
The School Counselor as a member of the Pupil Services Student Support Team, can help students and families access numerous services.
Elementary – School Counselor
Middle – Each student has an assigned counselor and each counselor group has an assigned “lead” counselor
High – The Director of School Counseling serves as the administrator for the department in each school. Each student has an assigned counselor.
A sample of School Counseling support and resources…
Classroom – Tier One Includes weekly lessons in elementary schools; classroom visits and regular
interaction in secondary schools, Bullying Prevention, Depression/Suicide Awareness
Teacher consultation/collaborationContributions to student assistance teams or child study
Small Group – Tier Two Small groups for social skills, life situations (changing families, transitions)Criteria based groups for healthy relationships, identified issues (stress, anxiety)
Individual – Tier Three Support for school issues – may result in referral for other school or outside
resourcesProvides in-school individual counseling, support and skill building; does not
replace outside treatment
Classroom – Tier One Example-Teacher informs the counselors that many of the 6th grade students in her English class are struggling with
the academic and social/personal transition to middle school.
School counselors are available to provide… Weekly lessons during classroom visit to teach study and test taking skills, time
management, academic goal setting, bullying prevention, depression awareness. A needs assessment to learn what students feel is their biggest stressor in
transitioning.Follow up with teacher and parents to check on individual student progress.With parental permission, a referral to student assistance teams or child study
teams for those students who continue to struggle academically.
Small Group – Tier Two
Example-A 4th grader is anxious and angry because his parents have recently divorced. He throws his books in the trash and says that school is stupid. Teacher approaches the counselor with her concerns. With parental permission, school counselors are able to provide…
• Small or criteria based groups co-facilitated with the school social worker for social skills, life situations (changing families, transitions), healthy relationships, identity issues (stress, anxiety, anger management)
• Weekly progress reports to monitor academic and personal/social wellness.
• Follow up with teacher and parents to report on progress.
Tier Three-IndividualExample-A student informs the counselor that her friend not eating or sleeping because she failed her Chemistry test. In addition, her boyfriend just broke up with her and the prom is in 2 weeks. Student reports that her friend seems very withdrawn.
With parental permission, school counselors can provide…
• Individual counseling to support school based issues and skill building – may result in referral to other schools or outside community resources if needed. This support does not replace outside treatment.
• A mental health referral to LCPS Mental Health or other outside providers. Parents are provided with a list of practitioners that includes area of counseling expertise.
• A release to collaborate with a mental health provider to stay current with student progress
Bullying Prevention-School Wide
Explicit Teaching of Expected Behaviors – Tier One Stop, Walk and Talk – ElementaryExpect Respect – Secondary
Purpose: Teach students the skills to demonstrate appropriate pro-social behaviors that will establish and maintain a positive culture built on the expectation of respectful behavior and the expectation that everyone will intervene positively when the expectation is not met.
Contact InformationJohn Lody, Director, Prevention and Intervention
[email protected] 571-252-1013
Dr. Suzanne Jimenez, Director, Student Services [email protected] 571-252-1012
Jeannine Cummings, Supervisor, School Counseling [email protected] 571-252-1017
Questions