# data[].attributes.body
1) Counselors contact parents to gather information

2) Counselors fill out Building Referral paperwork

3) Inform Cynthia to get on the next building referral meeting

4) If denied- who calls parents?

5) If approved-schedule domain (SPED takes the lead)

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1. Discuss Referral at SST

2. Gather relevant information (medical, social emotional, academic, behavior)

3. Determine if additional testing is needed

4. Parent consent to evaluate

5. Schedule initial meeting

6. During meeting, student and family discuss impact

7. Accomodations determined

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1. Parent calls and asks for an IEP

# data[].attributes.body
1. Discuss referral at SST

2. Review information available

3. Determine what data needs to be collected

4. Collect data

5. Complete building referral form

6. Discuss findings at building referral meeting

7. Notify family/ parents of building referral outcome

# data[].attributes.body
Consult with Team and Cynthia (Talk to Page)

Cynthia call parent to clarify request

Building referral paperwork

Building referral meeting

Communicate with parent outcome

Complete IEP outcome of meeting form

# data[].attributes.body
1. Parent calls and asks for an IEP

2. We meet with SST team

3. Get student on Bldg Referral calendar

4. Teacher feedback forms, Referral form (data), we ask parent for any outside documentation

5. Reach out Page

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504: Depending on the situation, it goes faster if we have a medical diagnosis

Schedule meeting (Invite Kathy)

Parent request: We discuss as SST, collect data, teacher concern forms, consent for 504 eval process-screeners, seek ROIs

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10th and 12th grade students:

Counselors reach out to families regarding current 504 Plans

9th and 11th grade students:

Counselors reach out to families to schedule a meeting and review current 504 plans.

Meeting:

1. Introductions and paperwork completed

2. Feedback on current plan from student and parent

3. School nurse clarifies questions

4. Teacher feedback

5. review of accommodations

6. College board accommodations may be initiated

7. Final 504 plan activated and shared with parents and teachers

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1. Parent informs SFS staff that a student will be hospitalized

2. Counselor call family to check in

3. Counselor notify health office

4. Counselor reach out to teacher to gather work depending on predicted of stay.

5. Re-entry meeting with team including outside organization liaison. Casemanagers

6. Create plan with health office and teachers.

**WHY DOES THE COUNSELOR HAVE to Go??

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504 Annual Review:

1. 9th/11th- reach out to the guardian for an in-person meeting

2. Counselor note-taking

10th/12th:

1. Reach out to parents and if there are no changes needed then document the conversation. If struggling we have the meeting.

2. Email teachers the updated Summary of the 504 plan.

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1. Parent informs SFS staff that a student will be hospitalized

2. Counselors reach out to parent and ask permission for information to be shared with teachers

3. Notify attendance and health office

4. Complete google form (tracking hospitalizations)

5. Coordinate tutoring services for student (if necessary; depending on length of hospitalization)

6. Inform SST

7. Check in with student upon return to school

# data[].attributes.body
1. Parent informs SFS staff that a student will be hospitalized

2. Hospitalization: Counselors notify attendance, ask the parent for ROI, tell the nurse, email teachers,
Upon discharge: have a post hospitalization meeting, fill out the form and determine supports

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1) Counselors schedule 9th and 11th grade meet in person

2) Counselors call 10th and 12th phone check in with parent

3) Share updates on medical, social emotional, etc.

4) Edit accommodations

5) Apply for College Board testing accommodations if needed

6) Reshare 504 Plan with teachers

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1. Incident is brought to the attention of SFS

2. Two team members coordinate to conduct assessment

3. Next steps are determined from assessment outcomes

4. Parent is notified by a staff member (depending on results/ level of risk- consult with Cynthia or APSS)

5. Have parent sign an emergency stating that they understand the level of risk and will complete necessary follow-through steps

6. Follow-up upon student return. Review safety plan if necessary.

7. Plan a return meeting if necessary

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1. Parent informs SFS staff that a student will be hospitalized

2. Mental Health: Med cert form, Communicate with teachers, communicate for the school postion of the hospital plan,
Upon discharge: post hospitalization meeting, fill out the form, invite mental health staff from the team, nurse. ROI

# data[].attributes.body
1. Parent informs SFS staff that a student will be hospitalized

2. Counselors ask parent for permission to share information with teachers

3. Notify SST, attendance office, and school nurses

4. Reach out to communication liaison at hospital

5. Counselors ask teachers for assignments for student to complete

6. Post-hospitalization: meeting, complete paperwork, and notify teachers of student's return

Ask teachers for modify assignments for student

Coordinate tutoring services for student

# data[].attributes.body
1. Parent informs SFS staff that a student will be hospitalized

2. Counselor call family to check in

3. Counselor notify health office of predicted length of stay

4. Counselor reach out to teacher to gather work depending on predicted of stay.

5. Re-entry meeting with team including outside organization liaison, health office regarding medication. (Casemanagers)Note and discharge papers from organization.

6. Create plan with health office and teachers.

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Risk Assessment:

1. Led by psych or social worker and the Counselor is the 2nd person.

If counselor determines the need then pull a Psych or Social worker. Counselor can make a general call.
DCFS if needed. Communicate informally Counselor/APSS then bring up at SST

# data[].attributes.body
1) APSS/Counselor usually contacts mental health provider.

2) Mental health provider ask essential questions while completing the required forms.

# data[].attributes.body
1. Two team members coordinate to conduct assessment (fill out all forms neccesary)

2. Next steps are determined from assessment outcomes

3. Cynthia or Bender will notify parent of results/ level of risk

4. Referral to SRO or notify Cynthia of emergency (if necessary)

# data[].attributes.body
Threat Assessment: Initiated APSS, then mental health provider called in. Update at SST. Depending on the time of day, we ask Mental Health staff to join in as we can't require them to stay late. If not the end of they day we do investigation first then pull mental health staff

# data[].attributes.body
1) APSS/Counselor usually contacts mental health provider.

2) Mental health provider ask essential questions according to districts form.

**New this year if student is in the APSS office will mental health provider during interview.

# data[].attributes.body
Initially we went with 9th and 10th grade students (without an IEP) that were credit deficient, had excessive attendance concerns, and multiple F's.

Review of Early Warning System to determine criteria.

Meet with student and parent along with ALOP advocate to explain program and get permission for enrollment.

To expedite process - in person meetings were no longer required. In lieu of meeting, phone call to parent was handled by counselor, APSS, and ALOP advocate.

Add FLAG in IC.

Eventually, pivoted to 12th grade students that were severely credit deficient and on the verge of not graduating.

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ALOP:

1. SST attempts interventions (meetings, parent meetings, teach meetings/feedback)

2. Other interventions (guided study, INVEST, RENEW)

3. If there is still no success with interventions, reach out to Megan/IKE

4. Reach to parent for consent

5. Counselor sets up meeting with ALOP advocate to make the introduction.

6. Then ALOP does ALOP.

# data[].attributes.body
1) Last year we focused on 9th and 10th grade students (without an IEP) that were credit deficient, had excessive attendance concerns, and multiple F's.

2) Review of Early Warning System to determine criteria.

Meet with student and parent along with ALOP advocate to explain program and get permission for enrollment.

3) To expedite process - in person meetings were no longer required. In lieu of meeting, phone call to parent was handled by counselor, APSS, and ALOP advocate.

Add FLAG in IC.

4)Pivoted to 12th grade students that were severely credit deficient and on the verge of not graduating.

# data[].attributes.body
1. Academic

Advisory

Culturally Responsive Teaching

High impact instructional strategies (differentiated instruction)

Link crew

2. Social Emotional

Advisory

R-Code

# data[].attributes.body
Academic

1. Advisory

2. MRC

3. Office Hours

4. Teacher emails home

5. Contact counselor/APPS

6. Meet with all 9th and 12th graders.

Social Emotional

1. Advisory

2. SOS

3. PSC

4. Health Class

# data[].attributes.body
1. Academic

1. Resource rooms

2. Communialism

3. CRT

4. Contact logs

5. Office hours

6. Differentiation

2. Social Emotional

1. Advisory

2. 5 star pints

3. Rcode

4. Link crew

# data[].attributes.body
1. Academic - Guided Study, ALB, support classes, COACH. Guided Study, foundations of problem solving, office hours, literacy support, peer tutoring,

2. Social Emotional - Groups, executive functioning ,

# data[].attributes.body
Academic

1. Applied Lit

2. Foundations of Problem solving,

3. Assigned to MRC/Science

4. ALB

5. Guided study

6. Adjust schedule

7. EF intervention

8. Depending how far into tier 2, we will request to drop a class and add a Guided Study.

9. Continued parent meetings (weekly or every other week)

10. INVEST

11. Groups

12. Home visits

13. Continue to discuss in SST.

Social Emotional

1. Groups

2. Parent meetings

3. INVEST

4. Home Visits

5. Outside referrals

6. Third Millinium

# data[].attributes.body
1. Academic

Guided Study

Support Classes

Tutorial Support

Academic Interventions

2. Social Emotional

Groups

Individual

# data[].attributes.body
1. Academic - ALOP, Night School, Educere, Modified Schedule., reduced graduation credits, special education

2. Social Emotional - individual counseling, RENEW, referral to outside agencies, FBA/BIP

# data[].attributes.body
Academic

1. Credit recovery classes

2. Continued SST discussion

3. Continued parent meetings

4. Potential referral for initial evaluation

5. Continued ALOP support

6. Students needing ML support paired with TA 1:1

7. File truancy

Social-Emotional

1. Building referral

2. ALOP

3. FBA/BIP

# data[].attributes.body
1. Academic

1. ALOP

2. RENEW

3. Night school

4. Reduced grat

2. Social Emotional

1. ALOP

2. RENEW

3. FBA/BIP

4. Attendance Success Plans

5. Truancy Tuesdays

# data[].attributes.body
1. Parent calls and asks for an IEP

# data[].attributes.body
1. Parent informs SFS staff that a student will be hospitalized

# data[].attributes.body
1. Parent informs SFS staff that a student will be hospitalized