1 Osceola Elementary School Pupil Services Presentation, 9/25/2012 W E L C O M E T O P U P I L S E R V I C E S! Food Service Nursing Services Kids Klub Transportation Department Title 1/Academic Support / Intervention Staff School Counseling Services School Psychologist Services Special Education Early Childhood Special Education
2 Food Service 5 Star Meal Plan- We offer 5 components of NSLP: Protein,Grain, Fruit, Vegetable, Dairy. Students choose 3 of 5, one- either fruit and/or Vegetable. Red or Green means go! Check out our posters and our Stars in the lunch line & cafeteria! Teaching kids how to eat at variety! Breakfast is offered daily- NO cost to Free/Reduced meal plans, $1.00 for paid meal plans- even getting off the bus.
3 Food Service Website offers links to informational websites, menus, meal plan cost forecast, F/R applications, contact information, other forms. Food account payments can be made through envelopes available in office, or on-line through District website. Free/reduced meal applications can be filled out anytime throughout the year. Available in office, online as well. x.htm Continuing to encourage students to try new foods and taste experiences!
4 Nursing Services Services provided by the school nurse include preventive care, emergency services, and educational resources for district employees, families and students
5 Nursing: Student Support Promotion of healthy lifestyles Healthcare counseling or guidance to students and their family Identify health concerns by observation and assessment of needs and provide appropriate care Medication management Immunization verification, according to state guideline requirements Emergency support Screening: Vision, Hearing and Scoliosis
7 Kids Klub Before & After School Care 6:00-8:10 A.M. & 3:00-6:00 P.M. Free Play Outside Time Computer Choice To Register: Information located in the hallway by the office or On-line Osceola School website Under Community Education
8 Kids Klub Fun, Fun, Fun!!
9 Kids Klub Drawing & Crafts!!
10 Transportation Information E L E M E N T A R Y A N D I N T E R M E D I A T E S T U D E N T S T H E S C H O O L D I S T R I C T O S C E O L A T R A N S P O R T A T I O N D E P A R T M E N T O S C E O L A, W I
11 Parent s Responsibility As a vital member of the School Bus Safety Team, the parent or guardian can help provide a safe and pleasant school experience by doing the following: 1. Provide the school office with proper student information including the home address, the home telephone number, and the telephone number at which the parent/guardian may be reached in the event of an emergency. 2. Provide the school office and the transportation office with the address from which your child will be coming to school or returning to after school. Remember to immediately notify the school office of any changes in address of your daycare. 3. Instruct your child to be at the school bus stop at least 5 minutes before the scheduled pick- up time. Under no circumstances should students arrive at a bus stop more than 10 minutes prior to the scheduled pick-up time.
12 Parent s Responsibility cont 4. Remain alert to impending weather patterns and have your child properly clothed for the current weather conditions. 5. Consider in advance how long your child should wait at the bus stop during conditions of extreme cold or extreme windchill conditions. 6. Make sure your child knows the school bus number and the name of their school. 7. Provide your child with a book bag or backpack for books and loose papers, pencils, etc. 8. Parents are responsible for monitoring behavior at the bus stop.
14 Title 1 and Intervention Programs Title 1 part of the Elementary and Secondary Education Policy for improving academic achievement It provides funding to improve the achievement of students not reaching grade level proficiency purpose is to help provide high quality education to all students Intervention Part of Wisconsin s Response to Intervention (RtI) Program Based on assessments, students are identified for specific academic programs to maintain or improve their classroom achievement
15 Why is my child in Title 1 or an Intervention? Students are identified for Title 1 and intervention services by a variety of assessments in math and reading Guided reading level MAPS Score Phonemic awareness Writing Number Sense Problem Solving Skills Students are prioritized and those with the greatest need receive additional instruction first
16 What does my child do in Title 1 or the intervention? Work in a small group of 1-4 students Phonics and Word Work Write Read Instructional Level Books Math Games 100 s chart activities Number/counting activities Take home books and activities to practice
17 How long will my child be in Title 1 or an Intervention? As students work in interventions, their progress is monitored on a regular basis Students who are on track to meet their goal will continue to work in their intervention When students are not on track to meet their goal, teachers will collaborate to modify the intervention for the student When students reach their goal and or grade level expectations they will be dismissed from their intervention
18 Osceola Elementary School Pupil Services Presentation, 9/25/2012 Student support groups OSCEOLA ELEMENTARY SCHOOL COUNSELING PROGRAM Student Support groups provide an opportunity for additional personal and social skill building. They provide a chance for students to share, be a part of, feel special, and increase their sense of belonging. New Student, Friendship, Anger Management, Family Changes, and Self Esteem Leadership group (KC Club) Individual Counseling As needed basis as problems or concerns come about. Mental Health vs School Counseling Family resources and support Referrals for families (counseling, psychologist needs, etc) School/Home Liaison consultation Family Resource Center/Other resources for families County Networking Groups/Mental Health Task Force Character education Bee Your Best (Respect, Thankfulness, Caring, Honesty, Responsibility, Cooperation, and Good Citizenship) Rachel s Challenge (Kindness and Compassion) Auto Be Good Connect with Kids
19 Osceola Elementary School Pupil Services Presentation, 9/25/2012 Other Connections Healthy School Committee charter preschool kindergarten round-up committee. LEA for Special Education OSCEOLA ELEMENTARY SCHOOL COUNSELING PROGRAM Response to Intervention PBIS Universal Positive Behavioral Interventions and Supports (Matrix, Responsive Classroom) Tier II interventions SOC behavior meetings Check In Check Out (CICO) Problem Solving Team Tier II/ Tier III students Intervention plan, Progress Monitoring, Fidelity Checks Decision making rules per individual student
20 School Psychologist s Role- Supports RTI (Academic & Behavior) A School Psychologist s Role in RTI Help to Increase student achievement by assessing barriers to learning and determining the best instructional strategies to improve learning within a multidisciplinary team. Help choose interventions that are appropriate to individual children in order to help increase student learning in areas in which they struggle. Help keep track of student data/progress in specific interventions to assess if those interventions are working towards increasing student performance Help make decisions as to what the next steps should be for student learning. Ie: has the child made adequate academic/behavioral progress or does the student continue to need support.
21 School Psychologist s Role- Special Education Special Education: Identify and address learning and behavior problems that interfere with school success Conduct ability and behavior assessments Evaluate eligibility for special education services (within a multidisciplinary team) Make referrals and help coordinate support services Attend special education evaluation meetings in which special education qualification decisions are made
22 School Psychologist s Role- Working with PK Groups& Gifted and Talented Services PK Groups: Friendship Group Family Change Group Positive Choices Group Gifted/Talented: Conduct assessments and help make decisions on GT programming Provide consultation to parents/teachers for GT programming
23 Speech-Language Pathology WHAT DO WE DO? A RTICULATION A RTICULATION REFERS TO HOW SOUNDS A RE PRODUCED WITHIN WORDS, SENTENCES, A ND IN CONVERSATION. SOME SOUNDS DEVELOP EARLY ON IN CHILDREN WHILE OTHERS DEVELOP IN THE LATER YEARS. BY THE AGE OF 4, A CHILD S SPEECH SHOULD BE UNDERSTANDABLE 90% OF THE TIME. HOWEVER, THERE STILL MAY BE SOME SOUNDS THAT THEY HAVE NOT YET MASTERED.
24 Expressive Language vs. Receptive Language Expressive language refers to how words are used to communicate. Includes vocabulary size, length of sentences, grammar skills, using concepts, answering questions, and describing among other things. Receptive language is also called comprehension and refers to a person s understanding of language. Includes following directions, understanding concepts, and being able to process spoken language.
25 What does delayed speech and language look like? Not talking or limited vocabulary. Difficult to understand by familiar and/or unfamiliar listeners. Difficulty following directions. Doesn t seem to understand basic concepts that other children their age typically understand. Seems to have trouble processing information that is presented to them even after repeated attempts at explaining to them or having information presented in different ways. It should be noted that children develop at different rates and just because a child is having difficulty in one or more of these areas does not mean that they have a speech and/or language delay.
26 What can I do if I suspect my child might have a speech and/or language delay? TALK TO YOUR CHILD S TEACHER Your child s teacher may or may not have observed some of the same things in the classroom. Your child s teacher can ask a speech-language pathologist to complete an informal screening with your child. Follow up with the speech-language pathologist after the screening is completed to find out if further action is needed or if there are suggestions for practice activities at home.
27 What will the speech-pathologist do if there is a concern with my child? 1. T H E S P E E C H - L A N G U A G E P A T H O L O G I S T W I L L C O M P L E T E A N I N F O R M A L S C R E E N I N G T O L O O K A T T H E A R E A O F C O N C E R N. 2. I F T H E R E I S N O F U R T H E R A C T I O N N E E D E D, T H E S P E E C H - L A N G U A G E P A T H O L O G I S T W I L L N O T G O A N Y F U R T H E R T H A N T H E S C R E E N I N G O R M A Y S E N D S O M E S U G G E S T I O N S F O R H O M E A C T I V I T I E S. T H E S P E E C H P A T H O L O G I S T M A Y A L S O D E C I D E D T O R E C H E C K Y O U R C H I L D A T A L A T E R D A T E O R C H E C K - I N W I T H Y O U R C H I L D S T E A C H E R. 3. I F F U R T H E R A C T I O N I S N E E D E D, A F O R M A L R E F E R R A L W I L L B E M A D E T O T H E S C H O O L P S Y C H O L O G I S T D E S C R I B I N G T H E C H I L D S N E E D S. 4. F O R M A L T E S T I N G W I L L B E C O M P L E T E D T O S E E I F Y O U R C H I L D S H O W S A N E E D F O R S E R V I C E S B A S E D O N T H E R E Q U I R E M E N T S S E T B Y T H E S T A T E O F W I S C O N S I N. 5. T E A M M E M B E R S W I L L M E E T T O D I S C U S S Y O U R C H I L D S N E E D A N D A P L A N W I L L B E P U T I N P L A C E.
28 Special Education Individualized Educational Plan TEAMING UP WITH FAMILIES Resource Room W H O L E G R O U P I N S T R U C T I O N T E A M T E A C H I N G SMALL GROUP INSTRUCTION
29 Special Education Water Learning Social Skills Friendships OES Motor Skills
30 Early Childhood Special Education IS A PLACE WHERE CHILDREN LEARN TO PLAY AND PLAY TO LEARN.
31 Child Development Days Each year the Osceola School District hosts Child Development Days. All children between the ages of 2 and 4 years old are invited to participate in this screening event. This universal preschool screening event is held to ensure that all children with disabilities who are in need of special education are identified, located and evaluated.
32 Early Childhood Special Education Program serves children between the ages of 3-6 years old serves children of all disabilities services may be provided in the school, daycare or home setting
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