Counselor's Corner
November 2015 Vol 3 No. 3
Social Emotional Supports at O'Keeffe
Early interventions are essential to reduce failure for our students. In addition to the need for academic interventions, some students may benefit from utilizing the behavioral supports that are available at O'Keeffe.
A review of those supports follows:
Tier I /Tier II originate from classroom teachers and parent/guardians. Start for anyone who comes back at risk or is not responding to Tier 1 interventions. For behavior concerns, begin keeping anecdotal records
Tier 1 Interventions
Classroom Behavior Matrix
How students respond to your expectations and routines that were developed within your classroom determines the need to provide additional interventions
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Second Step
As a Tier 1 support, The Second Step program teaches specific skills that strengthen students’ ability to learn, have empathy, manage emotions, and solve problems. With the ability to focus, listen, and stay calm and in control, students are better able to meet school-wide behavioral expectations and benefit from learning.
It is important for teachers to teach this program regularly and in sequence. A lesson completion checklist should be submitted after completion of a unit. These logs will be available in your mailboxes this week.
Tier 2 Interventions
Check in-Check out (K-8)
Continuously available
Rapid access to intervention (less than one week)
Low effort by teachers
Consistent with school-wide expectations
Function based or can be modified based on function
Continuous monitoring
Anger Coping (3rd-8th)
Program contains lessons designed to improve children’s perspective-taking skills, affect recognition, self-control (through inhibitory and coping self-statements), social problem solving, and social skills strategies for managing conflict situations. Sessions included role-plays and activities that generate affective arousal. Reinforcement and feedback are used to support skill acquisition.
Cognitive Behavior Intervention and Supports(CBITS) (5th-8th)
It is designed to reduce symptoms of post-traumatic stress disorder (PTSD), depression, and behavioral problems, and to improve functioning, grades and attendance, peer and parent support, and coping skills.
S.S. Grin (PreK-2)
Participants learn and practice social skills through dynamic instruction, group activities, role plays, and workbooks with rich graphical elements. S.S.GRIN versions are available for early childhood, K-2, 3-5, adolescents, and children with high-functioning autism.
Student Success Skills
5 week counselor-led classroom curriculum program – Student Success (3rd-8th)
Skills, strategies, and attitudes are organized around five areas: (a) goal setting, progress monitoring, and success sharing; (b) creating a caring, supportive, and encouraging class environment; (c) memory; (d) managing anxiety to perform at one’s peak, even under pressure; and (e) healthy optimism.
Referral for Services
Student should be referred for services using the Request for Assistance Form (RFA). This document can be completed on-line and is also available in hard copy form in the office. Depending on the suggested intervention, there may be additional documents that need to be completed. Unless it is a case of suicide or homicide ideation, the student may not be seen immediately.
Tier III . The letter to the parent is sent home and a date is established for a team meeting. At the tier III level, a variety of interventions have been established and there is no response to the established interventions.
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In this instance the following should occur:
The key person will conduct a teacher and parent/interview contact.
The key person will conduct a Behavioral Observation of Students in Schools (BOSS) if indicated..
Data should be gathered including attendance, behavior and academics
A meeting is scheduled with the, teachers and parent/guardians to share all data and develop an Intervention plan that will address the needs of the student based on the data collected.
If you currently have a student that you feel is not adequately adjusting this school year, please provide me with their names (through the RFA process) as soon as possible. It is our goal to reach these students and their parents before suspension needs to be considered.
Teacher Quarterly Meetings
I have been meeting with teachers on an individual basis to discuss concerns as well as provide information regarding the behavioral response to intervention process. Make sure to sign up for a date/time on the drive that was shared with all teachers. These meetings will take place each quarter.
Please feel free to contact me in room 201 or Ms. May in room 103 if you have specific questions or concerns.
Laura Rose, Professional School Counselor
Email: LTArrington-rose@cps.edu
Location: 6940 S Merrill Ave, Chicago, IL, United States
Phone: (773) 535-0600