Elementary Counselors and Elementary Counselors and Principals Working TogetherPrincipals Working Together

North Carolina School Counseling Conference

Greensboro, NC

November 8, 2012

Michael Miller, Assistant Principal, Charles T. Koontz Intermediate School

Jayme Benfield, Program Specialist, Student Services

In this session you will…In this session you will…

Understand your roles in the PBIS modelUnderstand your roles in the PBIS model

Understand the importance of the Understand the importance of the counselor/administrator teamcounselor/administrator team

Refocus on the whole child staying connected Refocus on the whole child staying connected as a teamas a team

Develop strategies to coordinate with your Develop strategies to coordinate with your counselorcounselor

PBIS/RtI FrameworkPBIS/RtI Framework

Staying Connected to Serve All Students

SYSTE

MS

SYSTE

MS

SupportingSupportingStaff BehaviorStaff Behavior

DATA

DATA

SupportingSupportingDecisionDecisionMakingMaking

PRACTICESPRACTICES

SupportingSupportingStudent BehaviorStudent Behavior

PositivePositiveBehavior Behavior Intervention Intervention &&SupportSupport

OUTCOMESOUTCOMES

Social Competence &Social Competence &Academic AchievementAcademic Achievement

4

How do you support one another?How do you support one another?

Building capacity for aBuilding capacity for a Shared visionShared vision for for decision makingdecision making

ProblemProblem

Problem IdentificationProblem Identification

Problem SolvingProblem Solving

Hula DirectionsHula Directions Get in a hula hoop together (once you get into Get in a hula hoop together (once you get into

the hula hoop you are to be silent until you the hula hoop you are to be silent until you return to your seat)return to your seat)

Move to the Problem area to pick up a scenarioMove to the Problem area to pick up a scenario Move to Problem Identification area to pick up Move to Problem Identification area to pick up

your first instinct of the problemyour first instinct of the problem Move to Resources area to pick up possible Move to Resources area to pick up possible

resources to help with your hypothesisresources to help with your hypothesis Move to the Problem Solving area to pick up a Move to the Problem Solving area to pick up a

problem solving sheetproblem solving sheet Finally, return to your seat (you may get out of Finally, return to your seat (you may get out of

your hula hoop) to talk together and problem your hula hoop) to talk together and problem solve your scenariosolve your scenario

Share OutShare Out

1.1. Student who has a special education Student who has a special education diagnosis who has had 5 days of OSS diagnosis who has had 5 days of OSS has been sent to the office for has been sent to the office for ““anotheranother”” referral for disruption.referral for disruption.

2.2. Student has been sent to the office to Student has been sent to the office to finish her work because she has been off finish her work because she has been off task and falling asleep in class for a task and falling asleep in class for a couple of weeks now.couple of weeks now.

Share OutShare Out3. 3. Student is sent to the office for silent lunch after Student is sent to the office for silent lunch after

having a melt down in the bathroom and having a melt down in the bathroom and yelling at several students who were in there. yelling at several students who were in there.

4. 4. Student has been sent to the office for bullying Student has been sent to the office for bullying another student during the after school another student during the after school program.program.

5. Student who is frequently arguing with other 5. Student who is frequently arguing with other students escalates to a physical fight and is students escalates to a physical fight and is sent to see the principal. Student often comes sent to see the principal. Student often comes to school dirty wearing the same clothes to school dirty wearing the same clothes several days in a row. Student often several days in a row. Student often comments that he is hungry and asking for comments that he is hungry and asking for peerspeers’’ food in the cafeteria. food in the cafeteria.

Core

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GOAL: 100% of students achieve

at high levelsTier I: Begins with clear goals:

1.What do we expect all students to know, understand and do as a result of our instruction?

2.How will we know if these goals are met?

3.How will we respond when students do not meet the goals with initial instruction?

4.How will we respond when some students have already met the goals?

(Batsche, 2010)

Our Guiding Question?Our Guiding Question?

What do students need to know, understand and be able to do, to ensure their

success in the future, whether it is to continue with current study from grade-to-grade level or

post-secondary college or career?

Classroom GuidanceClassroom Guidance

Have schedule postedHave schedule posted Have monthly topics posted on website as Have monthly topics posted on website as

well as bulletin boards or hallwayswell as bulletin boards or hallways Classroom guidance allows us to get to Classroom guidance allows us to get to

know ALL studentsknow ALL students Helps us work with teachers to implement Helps us work with teachers to implement

Guidance Essential StandardsGuidance Essential Standards Allows whole group discussion regarding Allows whole group discussion regarding

socio-emotional, cognitive and career socio-emotional, cognitive and career developmentdevelopment

Team Connection:Team Connection:

•Principal as instructional leader should be aware of the connection between the socio-emotional well-being and academic outcomes.

•Principal can help make connections with academic standards and guidance essential standards

•Principal should know topic to help with student needs

•Principal is knowledgeable when talking with parents and students

School-wide AssembliesSchool-wide Assemblies

Possible awards for noticing students with great Possible awards for noticing students with great character or leadership skillscharacter or leadership skills

Working with music teacher to come up with a themed Working with music teacher to come up with a themed song (character, 7 Habits, expectations, etc)song (character, 7 Habits, expectations, etc)

PresencePresence

“The New Open House”

•Booth – explaining what the counselor does – brochures

•Serving food to families

•Open clothes closet and/or food pantry

Presence

Students see you as being invested in their Students see you as being invested in their total school experiencetotal school experience

CommitteesCommittees

PBIS/RtI (Positive Behavior Interventions and PBIS/RtI (Positive Behavior Interventions and Supports/Response to Instruction)Supports/Response to Instruction)

SIT (School Improvement Team)SIT (School Improvement Team) Hospitality Hospitality SafetySafety

Parent EducationParent Education

Monthly sessionsMonthly sessions

Parent survey for topicsParent survey for topics

Follow-up sessions if neededFollow-up sessions if needed

Webpage on school site Webpage on school site

Supplemental

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Tier II < 20% of students

Core

+ Supplemental

To Achieve Benchmarks

1.Where are the students performing now?2.Where do we want them to be?3.How long do we have to get them there?4.How much do they have to grow per year/month to get there?5.What resources will move them at that rate?6.How will we monitor the growth of students receiving supplemental instruction?

(Batsche, 2010)

What are some ways you think counselors can help support students in Tier 2?

Supplemental SupportsSupplemental Supports

Small groups counseling sessionsSmall groups counseling sessions Check-in Check-Out (CICO)Check-in Check-Out (CICO) MentoringMentoring School-based mental health School-based mental health Outside referrals (mental health, Eblen, MANNA, Outside referrals (mental health, Eblen, MANNA,

Salvation Army, YMCA, etc.)Salvation Army, YMCA, etc.) CHAPS (Child Help and Parent Support)CHAPS (Child Help and Parent Support) DSSDSS Consulting – problem solvingConsulting – problem solving

Individualized

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…to achieve benchmarks

1. Where is the student performing now?

2. Where do we want him/her to be?

3. How long do we have to get him/her there?

4. What supports has he/she received?

5. What resources will move him/her at that rate?

6. How will we monitor and evaluate the student’s growth?

(Batsche, 2010)

Tier III < 5% of Students

Core

+Supplemental

+Intensive Individual Instruction

Individualized InterventionsIndividualized Interventions

Individual counseling sessionsIndividual counseling sessions Student planningStudent planning Facilitate an FBA (Functional Behavior Facilitate an FBA (Functional Behavior

Assessment)Assessment) ObservationsObservations Parent-Teacher ConferenceParent-Teacher Conference Home visits/HospitalHome visits/Hospital Mental Health referralsMental Health referrals Other outside referralsOther outside referrals Consulting – problem solvingConsulting – problem solving

DirectionsDirections

1.1. Review each of the four profiles, and Review each of the four profiles, and identify the one which most closely identify the one which most closely describes your style.describes your style.

2.2. Stand under the direction for that profile. Stand under the direction for that profile. East (eagle), North (buffalo), South East (eagle), North (buffalo), South (mouse), or West (bear)(mouse), or West (bear)

3.3. Consider which direction is your Consider which direction is your secondary tendency. Your third? Last?secondary tendency. Your third? Last?

Points to PonderPoints to Ponder

1.1. What about your first inclination drew you to What about your first inclination drew you to that sign?that sign?

2.2. How do you react under pressure?How do you react under pressure?3.3. What kind of feedback have you received from What kind of feedback have you received from

others about yourself?others about yourself?4.4. What seems most comfortable about that What seems most comfortable about that

sign?sign?5.5. How does this tendency work for or against How does this tendency work for or against

you when working with others?you when working with others?6.6. What do you think the implications are for you What do you think the implications are for you

and your counselor/administrator relationship?and your counselor/administrator relationship?

What about those What about those ““otherother”” people? people?

Look on the card and consider how best to Look on the card and consider how best to work with individuals from other directions.work with individuals from other directions.

Where is your counselor/administrator Where is your counselor/administrator coming from? coming from?

How does this knowledge impact what you How does this knowledge impact what you know about your working relationship with know about your working relationship with him/her?him/her?

How do you stay connected?How do you stay connected? Scheduled weekly meetings Scheduled weekly meetings Email or brief conversations about immediate Email or brief conversations about immediate

needsneeds Discipline – check in with counselorDiscipline – check in with counselor Flexible – available when neededFlexible – available when needed Counselor/Administrator representation on specific Counselor/Administrator representation on specific

committees and parent meetingscommittees and parent meetings

Thanks for coming!!Thanks for coming!!

Jayme BenfieldJayme Benfield

jayme.benfield@bcsemail.orgjayme.benfield@bcsemail.org

Mike MillerMike Miller

michael.miller@bcsemail.orgmichael.miller@bcsemail.org