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Evidence Based Solutions for Overcoming Barriers in Education

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Evidence Based Solutions for Overcoming Barriers in Education

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A description of this program and how it responds to the student-centered challenge:

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A description of this program and how it responds to the student-centered challenge:

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This program responds to our school wide student centered absenteeism, behavioral issues and overall lack of interventions. The Intervention team consists of the high school counselor who is the shepherd and gate keepers of the meetings and the person who collects data, general, SpEd or alternative education teachers, administration and if necessary the students parole officer, therapist or any other external stake holder. The purpose is to catch students who are falling between the cracks in any area.

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(American School Counselor Association, 2019)
B-PE 2. Identify gaps in achievement, attendance, discipline, opportunity and resources

collect and analyze data from teachers to identify the problem area

review, disaggregate and interpret student performance, behavior, discipline data etc.

create goals and a plan to close the achievement or opportunity gap based on collected data

B-PE 3. Develop annual student outcome goals based on student data

use achievement, attendance and/or discipline data to create annual student outcome goals

write goals in SMART format to

communicate student outcome to stakeholders

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High School Principal: responsible for policy and procedure
Dean of Students: provides attendance and behavior data
Special Education Coordinator (if needed): IEP data, SpEd data, diagnosis etc.
High School Counselor: Graduation requirement, transcript audit, diploma type, referral to external psychological, inpatient services, addiction treatment facility, outplacement etc.
Teachers: academic data, behavior data, social interaction data, peer conflict resolution information, academic growth etc.
Alternative Education Coordinator (if needed): information on alt. ed. program, support, integration to alternative program
Student and guardians: family history, behavior, home responsibilities, guidance on behaviors/attendance issue
Peers (if necessary): student social and emotional support (mainly for cases with homeless or underrepresented students)

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Intervention Team program objective:
By June 15, 2021, high school students who had 9-15 absences during their previous school year, 2019-2020 school year will reduce the number of unexcused absences by 25%. from 200 total to 150 absences in the current school year (2020-2021).

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(Deloitto, 2017)

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(AIR, 2019)

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American Institute for Research.  (2019). Four Factors in a School's Environment that Affect Students.  https://www.air.org/resource/chronic-absence-busting-myths-and-helping-      educators-develop-more-effective-responses

American School Counselor Association. (2019a). ASCA national model: A framework for school counseling programs (4th ed.). Alexandria, VA: Author.

Deloitte. (2017). Coordinated intervention planning for student support.  https://www2.deloitte.com/us/en/insights/industry/public-sector/improving-student-success-in-higher-education.html

SlideShare. (n.d.) What to expect at your child's student success team meeting. https://www.slideshare.net/Reedheiress/sst-parent-good-copy-27580433

Snell-Johns, J., Mendez, J. L., & Smith, B. H. (2004). Evidence-Based Solutions for Overcoming Access Barriers, Decreasing Attrition, and Promoting Change With Underserved Families. Journal of Family Psychology, 18(1), 19–35. https://doi.org/10.1037/0893-3200.18.1.19

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(SlideShare, nd.d)

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Meeting Agenda:

1. Hand out data sheets to all members.

2. Do a quick review of student data and highlight what the problem(s) the team is focusing on. There may be multiple concerns and the team may try to address all of them or start on one or two. Keep in mind that this is a process to help change behavior, which can take time.

3. Create manageable interventions to try with the student. Keep notes on what the interventions are and who is responsible for implementing. This should be spread out amongst the team.

4. Depending on what the team has decided, a second meeting including student and parent may be scheduled.

5. Schedule a follow up SST meeting to check on intervention progress.

6. If interventions are successful, then other concerns can be addressed. If there are no other concerns, then the SST was successful.

7. The counselor create a follow up email in one month to make sure that the student is maintaining and making progress.

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SST Intervention Process
Step 1:  From the compiled list the counselor will then choose students to start focusing on and work through the list based on their discretion (this does not mean the other students on the list are ignored, but they are not priority for an SST intervention meeting).
Step 2: High school counselor will create an SST data sheet (see data sheet example) and determine who should be on the SST panel.
Step 3: High school Counselor will set up an SST meeting (see meeting set up example)
Step 4: High school Counselor will be the shepherd of the meeting. It is important to keep in mind these meetings should be student focused, have time awareness, and be data driven. It is important that the meetings stay positive and solution oriented in the best interest of the student.

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Step 1: Teacher/Counselor Collaboration 

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Step 1: Teacher/Counselor Collaboration 

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Student Selection:  SST students are our top tier students who are struggling for one reason or another, including behavior, academic, or social emotional.  The high school counselor will create a google doc that teachers will enter the name of the student they are concerned about and give a brief description of why they are concerned (see student concern sheet) . Next to the students name there will be a place for other teachers to enter their name. This allows us to see in which classes the student has struggles in and behavior patterns. This list is a working document.