Professional school counselors everywhere proudly share the same simple vision — to prepare today’s students to become tomorrow’s adults. School counselors are committed to helping students understand that the choices they make now will affect their educational and career options in the future. We are sincerely invested in helping all students reach their academic, college and career, and social and emotional potential.
School Social Worker
The Guidance Office also includes our School Social Worker. Ms. Warren is a Licensed Clinical Social Worker who comes from a trauma-focused cognitive-behavioral background. Much of her 10+ years of clinical experience stems from treating individuals utilizing an eclectic approach with a strengths-based, solution-focused perspective.
Ms. Warren embraces the concept of mindfulness and being present in the “now.” She thrives on teaching students what they have control over and ways in which to regulate their emotions appropriately. Ms. Warren recognizes that change takes time and that it is a process. She utilizes her training in CBT, motivational interviewing, solution-focused therapy, mindfulness-based stress reduction, crisis intervention, individual and family therapy to help meet the needs of our students and families. She advocates for meeting the student where they are at and moving forward from there.
Schenevus Central School’s Family Connection site is designed to assist our students with college and career planning. Utilizing the tools in Naviance helps students to set goals, develop an academic plan, identify careers of interest, search for colleges and universities, and build a professional resume.
Naviance is a place for students to organize personal data, lay out a game plan for success, and maintain a list of prospective colleges.
The staff at Schenevus Central is here to help and support all students as they progress through the educational process.
If your child experiences difficulties please do not hesitate to talk to the classroom teacher about it. Sometimes additional support through RTI is enough to help a student get back on track and continue to make gains. There are times though that a child/student needs more, this becomes a referral to special education. Please contact me if you need information on this process. It can seem a little overwhelming but together we can make it make sense.
For children that are classified as a student with a disability you should have already received their IEP and know what the plan is for this year. If you have questions, didn’t receive the paperwork, or just want to talk through things please feel free to call or e-mail.
What does that mean?
Have you been in a meeting and heard initials that you don’t understand? Here are a few defined…
- CSE – Committee on Special Education
- CPSE – Committee on Preschool Special Education
- IEP– Individualized Education Program (not “plan”) – An IEP is an important legal document. It spells out your child’s learning needs, the services the school will provide and how progress will be measured. Several people, including parents, are involved in creating the document.
- CT – Consultant Teacher – This is a service where a Special Education teacher goes to the class with your child and assists them. It may be with notes, it may be focusing, it may be modifying the work or some other area. If it is Consultant Teacher – Direct the teacher will be in the class with your child. If it is Consultant Teacher – Indirect the teacher will work with the classroom teacher to help them with things for your child.
- RTI – Response to Intervention – Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom.
AIS, or Academic Intervention Services, is a State-mandated program designed to help students achieve proficiency on the New York State assessments in English language arts and math in grades 4-12, science in grades 5-12, and social studies in grades 11-12. Districts are required to provide AIS to students who have failed, or are at risk of failing the State assessments.
Response to Intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement. With RtI, schools can use data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those intervention depending on a student’s responsiveness, and identify students with learning disabilities. (NCRTI, 2010).
RtI serves as a multi tiered prevention framework/model with levels or tiers of increasing instructional support. Within the Schenevus School District a 3-tiered model is used.
- Tier One
- Tier One is considered the primary level of intervention and always takes place in the general education classroom. Tier 1 involves appropriate instruction delivered to all students in the general education class which is provided by qualified personnel.
- Tier Two
- Within Tier Two is typically small group, supplemental instruction. Supplemental instruction is provided in addition to, and not in place of core instruction students receive in Tier 1. Instruction/interventions provided at this level/tier are designed to address the needs or weaknesses of the student relative to academic success. Tier Two instruction is provided by the general education classroom teacher, support staff and the RTI teacher. Interventions are implemented and data is collected for 6-8 weeks generally.
- Tier Three
- Tier Three is designed for those students who have been unresponsive to Tier 2 intervention or who demonstrate such significant needs that warrant intensive instruction or intervention. Often this is where a referral to Special Education will occur due the student being unresponsive to interventions or not making appropriate gains.
Parents are notified when their child requires an intervention beyond that provided to all students in the general education classroom. Notification is provided to parents via letter that indicates:
- The nature of the intervention their child will be receiving
- The amount and nature of student performance data that will be collected
- Strategies for improving the student’s rate of learning
- Their right to request an evaluation for special education programs and/or services
Parents shall receive written notification when a student no longer needs RTI. The notice will include the criteria for ending the service and performance levels obtained.Parental consent is highly encouraged, but is not mandatory if services are provided during the school day.