Ashwaubenon High School Procedure

Ashwaubenon High School Procedure: Monthly, we meet as a pupil services team (school counselors, the school psychologist, school nurse, program support teacher for special education, and administration). We discuss students of concern including teacher referrals. The next step is to schedule a Student Assistance Team meeting (SAT) including the student, parent/guardian(s), and members of the pupil services team. It is at this meeting that we discuss a plan to ensure student success. Examples of types of interventions include: Guided Studies (a class that serves as assistance w/study skills and daily monitoring by a mentor/teacher), more contact with a counselor, a regular education accommodation plan (background information and suggestions of accommodations for teachers-this is not a legal binding document), or possibly a special education referral.

Bay Port High School Offers: · Fresh Start for all Freshman ( a small study hall type class with a teacher/counselor/administrator who can help mentor them during their freshman year and help with any difficulties they may be having adjusting to High School) · Getting Ready for Bay Port class offered in August · Reading Extension (additional reading class for intervention) for targeted students having difficulty in Reading · Math Extension (additional math class for intervention) for targeted students having difficulty in Math · Student Mentors from upper level classes · At-risk programming for credit recovery during Jr. and Sr. years · Accommodations based on individual needs on students

De Pere High School: We have a full range of services. Special Education Services. At-Risk programs. Student Resource Center staffed by a general education teacher and a special education teacher every hour. Math Resource Room staffed by Math teachers. Four School Counselors. ELL teacher support. G/T teacher support. A literacy coach. Pupil Services Staff (School Psychologist, School Social Worker, School Nurse). A health support staff position in the high school office. Classes from AP to remedial. Parents may wish to check our district web site for additional resources.

Green Bay East High School: There are different approaches to addressing students’ needs depending upon the severity of their struggles. For example, for students who just need a little extra help; we have a centralized room staffed each hour by teachers from each core area where students can get help throughout the day, make up missing work, etc. Our S.O.S. (student opportunity for success) room is also staffed by UW-Green Bay and NWTC tutors, as well as peer tutor such as National Honors Society members. I would recommend that students who struggle in school take a study hall, so they have the opportunity to attend S.O.S to get this help. For students who need more targeted interventions, but are not receiving special education services, we have an established procedure. A parent, teacher or counselor can request a consultation, we hold consultations every Wednesday. Our consultation team consists of the student’s counselor, administrator, social worker, school psychologist, a teacher, the parent and the student. At consultation, the student’s needs are addressed and strategies/procedures to address those needs are developed - many times through an adaptation plan that is distributed to all his/her teachers each semester and revised yearly. I would also suggest that incoming 9th grader sign up for our summer transition class, Freshman Forward. This is a very nice way to get acquainted with East and learn some good study skills that are applicable to high school. This class is usually run by one of our counselors and one of our freshman teachers.

Green Bay Preble High School: This is a list of possible adaptations that we use when we meet with students and parents. We always try to encourage the student to be responsible for his/her education by initiating the conversation with a teacher regarding changes in assignments/testing. Please notice the wording of the statements

ADAPTATION PLANS Checklist of Student Adaptations Please check those items you feel would be appropriate adaptations for the student listed below. These are suggestions. Teachers will decide what is possible for each class. STUDENT NAME: ______DATE:______

A. SIZE: adapt the number of items that a student is expected to learn or complete  Student will work with a partner or in a small group when possible.  Student will make suggestions for alternative assignments that better meet his/her learning style

B. COMPLEXITY: adapt the skill level or problem-type according to what the student is ready to learn  Student will ask teachers to rewrite questions or directions in simpler form  Student will ask teachers in advance for lecture outlines and copies of notes, as available. Student will also go onto the Preble website to look at class notes posted on teachers’ Moodles.  Student will ask teachers to help them break large projects and assignment into smaller parts and set intermediate deadlines

C. INPUT: adapt the way the teacher will deliver instruction to the student  Student will ask teachers to provide study guides prior to quizzes, tests and final exams. Student will also go onto the Preble website to look at study guides posted on teachers’ Moodles.  Student will look in the LMC, public library, or will ask teachers for any available DVDs, CD’s, audio or video tapes of instruction or supportive materials

D. OUTPUT: adapt the information you will accept from the student as proof a standard and/or benchmark has been met  Student will be allowed to use a computer and print out assignments instead of hand writing them  Student will arrange a time to explain answers/concepts orally to teachers before (or instead of) putting information on paper  Student will work with teachers to come up with alternative means for student to demonstrate what she/he has learned, if possible

E. SUPPORT: adapt the amount and type of assistance to the student  Parent and student will use Student Portal and will email teachers weekly/regularly to stay abreast of student progress  Student will meet with teachers for additional help  Student will write assignments in a planner  Student will ask teacher & parent to initial planner  Student will ask teachers to post assignments on the board or some place in the class room, and/or on the Preble website F. TIME: adapt the minutes, hours or days allotted for task completion or testing  Student will discuss with teachers how much time the student will have to complete assignments/tests if extra time is needed.  Student will ask teachers to allow extended time to complete tests/quizzes in a quiet environment, away from distractions, if possible  Student will ask in advance to have tests read to them. The teacher needs to arrange this with Ms. Petitjean in the main office.  Student will stand up and move at least every 20 minutes to help promote brain engagement

G. ENVIRONMENT: adapt the classroom or other space to better accommodate the student’s needs  Student will ask for preferential seating close to instruction and away from distractions.  Student will be allowed to go to the LMC, Visions of Success, or another quiet work area during independent work time, if available  Student will be allowed to squeeze a foam ball during class time.

H. OTHER: what other program(s) and/or service(s) offered by the district or other agencies might benefit the student?  Student will meet with counselor and/or school social worker to work on study & test-taking skills, organization and time management  Student will use Math Lab, Science Lab, Literacy Lab, Visions of Success tutoring, UWGB Phuture Phoenix tutors

Green Bay Southwest High School Supports: · Learning Team – identified student are assigned to this team. The student is assigned to one teacher from each core area. These teachers meet on a regular basis to monitor progress growth. · Tutoring – we have a structured tutoring program that is facilitated by an AmeriCorp rep. · Peer Tutoring – students provide other students with additional learning support. · Visions of Success – NWTC reps support students throughout the day. · Teachers – to the fullest extent possible, teachers open their classroom before and after school. · Learning Resource Labs – core teachers are assigned to learning labs for the purpose of providing additional instructional support.

Green Bay West High School Supports For Freshmen: In Green Bay Area Public Schools as part of our Wisconsin Comprehensive School Counseling Model, counselors have an individual planning conference with each student in grade 9 and their parent/ guardian. The conference is a tool to discuss the student’s academic, career and personal goals. As a part of this conference, we will create a 4 year academic plan that supports the student’s career goals. If a student is in need of an adaptation plan or M7, this is a time that we can review this plan and discuss what accommodations will meet the student’s needs. I do not have a “list” of accommodations per say, really the accommodation is specific to what the student’s needs are. Often, accommodation plans will request additional time for test taking. We have great opportunities for support with our students at West, especially freshman. Please see below for a listing and description. As counselors we are happy to meet with any families coming into our school to discuss their student’s specific learning needs. Study Hall-For students who will utilize the independent work time, study hall is a great resource. At West, the students who most often manage their time and assignments well typically want to take electives instead of a study hall. Counselors as well as administrators at West support this, main reason being our students have so many opportunities to seek support outside of the study hall hour. After School Tutoring-We offer tutoring with West faculty and Phuture Phoenix after school Monday - Thursday from 3-4.30 in the library. Students can come in for the time they need to complete assignments or ask for further clarification on subject matter. Freshman Academic Support-All of our freshman are assigned to an academic support classroom to begin the year. This group meets for the first half of their lunch hour. A small group of students are assigned to a teacher and work on assignment completion and check IC for missing work. At grading periods, currently students can be dismissed from academic support based on their grades. Phuture Phoenix-Students are recommended and assigned to a UWGB Phuture Phoenix tutor to work together during class time or during study hall or more commonly, lunch time. Americorp Tutoring-Students are recommended and assigned to work with an Americorp tutor during study hall and more commonly lunch hours. Math Lab/ Writing Lab-The math lab is open MWF and the Writing Lab is open TRF all hours of the day for students to seek additional assistance. Some students will utilize the labs during study hall; many come to make up tests during lunches. The lab is staffed by teachers. IB Resource- Our IB and AP students use this lab during their common lunch hour to seek out their IB teachers (who also have a common lunch), eat together and study in small groups. This is staffed by IB teachers. Visions of Success-Targeting minority students who have a GPA between 2.0-3.0. These students are seeking assistance in math and science. Link Crew Sponsored events-Such as cocoa and cram for semester exam time. Special Education Resource-Resource/ study time for our IEP students who have this needed resource written in the IEP.

Notre Dame Academy: When working with students who do not have an identified disability, but struggle in school we generally utilize the RTI (Response To Intervention) plan laid out by the DPI (Department of Public Education)dpi.wi.gov/rti/index.html . This is an efficient and effective approach that moves the student from the most basic level of intervention to the more complex level depending upon need. The first step is for the student to work directly with is/her teacher and following a natural progression until the issue is resolved (see DPI website). As is sometimes the case the student may reach a level wherein it becomes necessary to test/identify a possible learning disability. This is usually more prevalent for students coming from a private school or home school setting. There are a number of reasons that students might reach the high school level without having a disability detected. 1. There may not have been staff trained to recognize a learning disability, 2. The classroom setting may have included a low student teacher ratio and/or teacher assistants that allowed the student to get extra help that they may not otherwise get in a high school setting. 3. The curriculum might have been less strenuous than at the high school level. 4. Parents who have been more involved in helping with homework and studies are no longer able to help as the work gets more complex. If a student is in the process of being tested or a learning disability is suspected we allow the student special accommodations based on what we know at that time. If the student does not test positive for a learning disability we discontinue the special accommodations and revert to a traditional RTI approach. If a student without an IEP or an Adaptation Plan struggles in school academically, behaviorally, socially or due to lack of organization the teacher may refer the student to our guidance counselors to guide the student through their academic, behavior, social or organizational issues. If this does not work or there is clear evidence of a possible learning disability I may be called in as the Learning Resource Specialist testing or referral to outside specialists. Please note: If a student prefers not to see a private professional they are always encouraged to seek a diagnosis through their local public school. Because they pay property taxes these services are available to them through the public school they would be attending. However, the public schools do not generally test for AD/HD. Academic Assistance When a student is having academic difficulty the student, parents/guardians should talk to the teachers first. The teacher has the best understanding of the student’s performance. Also, parents may give the use teacher information that would be helpful in meeting the student’s needs. Steps taken may include:

 Help provided by the teacher

 The use of regular progress reports

 Finding a peer tutor (through Student Services)

 Use of the math resource rooms

Depending on the outcome of the steps taken by the family and teacher, the Learning Resource Coordinator or counselor may also provide assistance. This assistance may include:

 A meeting with the student, teachers and parent/guardian

 Consulting with other teachers to determine if there is a pattern.

 Conferring with the Learning Resource Specialist to determine whether special accommodations or further testing might be needed.

 Follow-up communication with all parties involved.

Always feel free to ask questions, give constructive comments or make suggestions as to how I can better support the students and staff here at Notre Dame Academy.

Intervention Options Prior to Evaluation

Student Personnel Team discussions: This procedure should be used so that several staff members are able to view the symptoms and provide a variety of preventive suggestion prior to evaluation. Team meeting with teachers: At times a group meeting with the student’s teachers can prevent need for further involvement. Once a pattern is identified, it may be handled in a variety of ways without the need of serious intervention. Parent interviews: Meeting with the parent(s) or guardian(s) is always recommended when a child is the having some difficulty in school. This initial meeting can be informal and may be just for the purpose of clarifying certain issues and gathering pertinent information that may help in the classroom. Math Resource Rooms: Students will be given a complete schedule of the math resource rooms to get extra help from math teachers. Peer Tutors: When available students may be matched with a peer (fellow student) tutor. This is usually for a specific subject and takes place during the student’s study hall or after of before school. Speech and language services: There are times when students who have not been classified as disabled encounter mild developmental speech or language difficulties that can be remediated by with this type of intervention. Recommendation for in-school counseling: When a pattern occurs that temporarily interferes with a child’s ability to concentrate, remember, or attend to tasks, the teacher may want to institute in-school counseling with the parent’s involvement and permission. This recommendation should be instituted only with issues that can be resolved in a relatively short time. More serious issues may have to be referred to outside agencies or professionals for longer treatment. Weekly progress reports: The use of weekly progress sheets for a week or two at first then monthly reports until desired results are achieved—may provide the student with the kinds of immediate gratification needed to get back on track. Disciplinary action: This recommendation is usually made when the student in question needs a structured boundary set because of inappropriate behavior. It is usually used in conjunction with other recommendations if a pattern exists, since paternal behavior may be symptomatic of a more serious problem. Change of program: This recommendation occurs when a student is placed in a course that is not suited to his/her abilities or needs. Consolidation of program: If a student’s energy level is extremely low, a temporary consolidation or condensing of the program allows for the possibility of salvaging some course, requiring that his/her energy does not have to be spread so thin. Medical Exam: To rule out any possibility of a medical condition’s causing or contributing to the existing problems. If the Learning Resource Coordinator sees a possibility of such involvement, a recommendation should be made to the parents and concerns discussed with the student’s doctor.

West De Pere High School: As students enter the High School the staff will have the opportunity to assess how they are functioning. If they have issues that parents are concerned about then I would suggest contacting one of their core area teachers in an academic area to talk about the student and to decide what kind of assistance might be needed. You will have access to a guidance counselor who can also be contacted personally to inquire about student needs. If the child's reading scores indicate that they would be best served in a Wilson Reading or Wilson Just Words class they will be assigned to a section of that intervention. If a child has had accommodations or specific intervention in past years it would be a good idea to inform the child's counselor of those needs prior to the beginning of the year. We would not have a specific program that I would point them toward rather I would encourage communication with the High School Staff regarding how they are doing and I would give it some transition time to gauge how things are going.