Chapter 6: Student Services

Dr. Rob AndersonSpring 2011

Agenda• Leadership Book Presentations– Jessica H.

• Tallahassee update• Chapter 6: Student Services• Response to Intervention

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

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.

Student Services – Guidance Counselor

• A critical but often forgotten piece in schools• What does your school guidance counselor

do?

Role of the Counselor

Personal/Social

CareerEducational

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?

Urgent/Importance Matrix

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

Student Records• Cumulative files• Student Management Systems– Pinnacle

• Data Warehouse– Benchmark Results/Common assessments– FCAT 2.0/SAT/ACT– Attendance

Special Education and ELL• Before qualifying for services, the expectation

is to implement RTI• What is RTI?

“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 Paige2001-2005U.S. Secretary of Education

Quote

RtI Conceptual Framework

Tier 1Tier 2

Tier 3Students move between tiers based on need

Intensity of Student Need

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RtI Conceptual Framework

Tier 1Tier 2

Tier 3Students move between tiers based on need

Intensity of Student Need

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• 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.

RtI Conceptual Framework

Tier 1Tier 2

Tier 3Students move between tiers based on need

Intensity of Student Need

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PREVIOUS MODEL

• Shared concerns with notes home to parents.• Used informal accommodations.• Shared concerns at grade level meetings.

RtI Conceptual Framework

Tier 1Tier 2

Tier 3Students move between tiers based on need

Intensity of Student Need

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• 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.

RtI Conceptual Framework

Tier 1Tier 2

Tier 3Students move between tiers based on need

Intensity of Student Need

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PREVIOUS MODEL

• Referred to Child Study Team.• No qualification.• No service.

RtI Conceptual Framework

Tier 1Tier 2

Tier 3Students move between tiers based on need

Intensity of Student Need

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• 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.

RTI Conceptual Framework

Tier 1Tier 2

Tier 3Students move between tiers based on needs

Intensity of Student Need

Am

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Previous Model

• Students placed in Special Education.

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?

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

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