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School Resources




Overview:
Student learning and well-being are dependent upon adequate and appropriate support. The school is responsible for providing an effective range of coordinated programs and services. These resources enhance and improve student learning and well-being and support the school's core values and beliefs. Student support services enable each student to achieve the school's 21st century learning expectations.

Indicators:

Indicator 1:  The school has timely, coordinated, and directive intervention strategies for all students, including identified and at-risk students, that support each student’s achievement of the school’s 21st century learning expectations.

What to Look for:

§         all support services personnel engage in practices consistent with the school's core, values, and beliefs about its 21st  century skills

§         educational practices like inclusion allow all students to be placed in mainstream classes to ensure equal access to the curriculum

§         the course catalog indicates that coursework involves inquiry, higher level thinking, and problem solving and is available to all students

§         Students develop graduation plans that ensure they achieve the expectations; counselors encourage students to participate in activities related to social and civic expectations, such as community service)

§         classroom teachers view support services personnel as integral to the success of students in meeting learning expectations and regularly seek out their support and advice 


Indicator 2:  The school provides information to families, especially to those most in need, about available student support services. 

What to Look for:

  • there is a clear system in place to communicate the various types of available student support services to parents/guardians, such as through monthly newsletters, open houses, and evening presentations
  • regular forums for parents and staff are held to provide information about social/emotional issues facing their children/students and strategies that are effective in addressing these issues
  • efforts are made jointly between the school and community agencies to publicize and make accessible such services as suicide hotlines, birth control and pregnancy support, drug and alcohol prevention, eating disorder support, etc. 

Indicator 3:  Support services staff use technology to deliver an effective range of coordinated services for each student. 

What to Look for:

  • technology resources, particularly computer hardware/software, and other electronic media are widely available and used by student support services professional staff in providing comprehensive guidance, health, special education, and health services
  • technology resources particularly computer hardware/software and other electronic resources are used for developing and maintaining grade reports, transcripts, special education and 504 plans, and student health records 

Indicator 4:  School counseling services have an adequate number of certified/licensed personnel and support staff who:
  • deliver a written, developmental program
  • meet regularly with students to provide personal, academic, career, and college counseling
  • engage in individual and group meetings with all students
  • deliver collaborative outreach and referral to community and area mental health agencies and social service providers
  • use ongoing, relevant assessment data, including feedback from the school community, to improve services and ensure each student achieves the school’s 21st century learning expectations.

What to Look for:

  • deliver a written, developmental program
  • §         the guidance curriculum supports the school’s core values, beliefs, and expectations about learning

    • meet regularly with students to provide personal, academic, career, and college counseling

    §         all students have access to comprehensive counseling services which include personal, academic, career, and college counseling

    §         all guidance counselors meet at least once a year individually with their assigned students

    • engage in individual and group meetings with all students

    §         the school provides both individual counseling as well as group counseling to support students in dealing with such issues as divorce, pregnancy, family alcoholism, sexual or physical abuse, death of family members

    §         special programs are brought into the school to promote student well-being such as health fairs, speakers on eating disorders, a play on date rape

    §         counselors run group meetings to discuss specific academic, social or emotional issues.  Discussions include topics such as: future college or career choices, issues related to having a deceased parent, difficulty relating and communicating with peers

    • deliver collaborative outreach and referral to community and mental health agencies and social service providers

    §         school personnel have established a collaborative outreach with appropriate mental health agencies, social service providers and other community agencies

    §         community agencies collaboratively engage in supporting the school's efforts to address the social, emotional, and physical needs of students (e.g., drug and alcohol counseling programs establish partnerships with the school for both prevention and intervention efforts; the police department provides a youth officer to work directly with the school; a student assistance counselor, funded jointly by the school and local agencies, works within the school)   

    • use ongoing, relevant assessment data, including feedback from the school improve community, to improve services and ensure each student’s achievement of the schools’ 21st learning expectations

    §         regular feedback from students, parents, and teachers is collected as one basis for evaluating and improving the various student support services

    §         support services personnel continually make improvements to their programs and services throughout the year based on feedback and self-assessments

    §         counselors and the supervisors/administrators of the counseling program meet on at least a yearly basis to review the services provided and to make needed program revisions

    §         the school has established clear evaluation standards for the counseling services and programs that are related to the school’s 21 st learning expectations, and the school assesses the success of these programs in promoting student learning

     

Indicator 5:  The school's health services have an adequate number of certified/licensed personnel and support staff who:
  • provide preventative health services and direct intervention services
  • use an appropriate referral process
  • conduct ongoing student health assessments
  • use ongoing, relevant assessment data, including feedback from the school community, to improve services and ensure each student achieves the school’s 21st century learning expectations.
What to Look for:

  • provide preventative health services and direct intervention services  

§         preventative and intervention services are available throughout the school day

·         use an appropriate referral process

§         a process is in place for teachers, staff members, and administrators to make appropriate referrals

·         conduct ongoing student health assessments 

§         regular student health assessments are performed at school and all important medical information is maintained

       ·         use ongoing, relevant assessment data, including feedback from the school community, to improve services and ensure each student achieves the school’s 21st century learning expectations

§         regular feedback from students, parents, and teachers is collected as one basis for evaluating and improving the delivery of health services

§         health services personnel continually make improvements to their programs and services throughout the year based on feedback and self-assessments

§         health services personnel and the supervisors/administrators of the program meet on at least a yearly basis to review the services provided and to make needed program revisions

§         the school has established clear evaluation standards for each of the health services and programs that are related to the school-wide expectations, and the school assesses the success of these programs in promoting student learning

Indicator 6:  Library/media services are integrated into curriculum and instructional practices and have an adequate number of certified/licensed personnel and support staff who:
  • are actively engaged in the implementation of the school's curriculum
  • provide a wide range of materials, technologies, and other information services in support of the school's curriculum
  • ensure that the facility is available and staffed for students and teachers before, during, and after school
  • are responsive to students' interests and needs in order to support independent learning
  • conduct ongoing assessment using relevant data, including feedback from the school community, to improve services and ensure each student achieves the school’s 21st century learning expectations.

What to Look for:

  • are actively engaged in the implementation of the school's curriculum

§         library programs and materials are aligned with the curriculum

§         teachers are involved in making decisions about the selection of materials for the library/media center so that the resources available best meet their curricular and instructional needs

§         teachers regularly use library/media services and the media center to support instruction

§         library/media services personnel are knowledgeable about and provide support in meeting the school's core values and beliefs for student learning

§         the core values and beliefs, about 21 st century learning expectations document is used to inform decisions about library programs and materials

§         library/media services personnel are instructors of the library information literacy curriculum

§         library/media services personnel are regularly involved in team meetings, department meetings, etc. where they become informed about curriculum and participate in evaluating and revising the curriculum based upon the feedback they hear and the experiences they share with students

§         library/media services personnel work with classroom teachers to ensure students have access to resources which support the curriculum

§         teachers regularly bring their students to the library/information center or enable student access to information resources by other means (e.g., Internet) in support of the curriculum

·         provide a wide range of materials, technologies, and other information services in support of the school's curriculum

§         the print collection supports all areas of the curriculum

§         technology resources (particularly computer hardware/software) and other electronic media are widely available and integral to teaching in all classrooms

§         non-print resources (e.g., CD ROM’s, DVD’s, ) are available and are regularly integrated into the curriculum

§         materials selected reflect the racial, ethnic, and cultural diversity of the student body and are of interest to students

§         resources are available to meet all students’ learning needs (e.g., books at various reading levels, books on tape, etc.)

  • ensure that the facility is available and staffed for students and teachers before, during, and after school

§         sufficient staffing is provided to allow the library/media center to be open before, during, and after school; information about such access is prominently and clearly publicized to members of the school community

§         there is sufficient space and technology available to accommodate simultaneous use of the library/media center by groups and by individuals

  • are responsive to students' interests and needs in order to support independent learning

§         students are welcomed in the library/information center at any time during the day when they are not scheduled to be in a particular classroom or when they have been sent to the center by a faculty member

§         library/media services personnel encourage students to participate in independent inquiry by assisting them in utilizing resources and technology housed in the library/media center

·         conduct ongoing assessment, using relevant data including feedback from the school community to improve services and ensure each student achieves the school’s 21st century learning expectations

§         regular feedback from students, parents, and teachers is collected as one basis for evaluating and improving library/media services

§         library/media services personnel continually make improvements to their programs and services throughout the year based on feedback and self-assessments

§         library/media personnel and the supervisors/administrators of these programs meet on at least a yearly basis to review the services provided and to make needed program revisions

§         the school has established clear evaluation standards for the library/media services and programs that are related to the school’s 21 st century learning expectations, and the school assesses the success of these programs in promoting student learning


Indicator 7:  Support services for identified students, including special education, Section 504 of the ADA, and English language learners, have an adequate number of certified/licensed personnel and support staff who:
  • collaborate with all teachers, counselors, targeted services, and other support staff in order to achieve the school's 21st century learning expectations
  • provide inclusive learning opportunities for all students
  • perform ongoing assessment using relevant data, including feedback from the school community, to improve services and ensure each student achieves the school’s 21st century learning expectations.

What to Look for:

§         collaborate with all teachers, counselors, targeted services, and other support staff in order to achieve the school's 21st century learning expectations

§         provide inclusive learning opportunities for all students

§         perform ongoing assessment, using relevant data including feedback from the school community to improve services and ensure each student achieves the school’s 21st century learning expectations

  •          special education teachers provide support to mainstream teachers by meeting with them on a regular basis  teachers are provided with training on how to utilize support services to benefit students (e.g., how to refer a student for testing, counseling, etc.)
 

R AT I N G   G U I D E

School Resources for Learning

A rating of DEFICIENT is appropriate if any of the following exist: 

  • The school lacks timely, coordinated, and directive intervention strategies for all students, including identified and at-risk students, that support each student’s achievement of the school’s 21st century learning expectations
  • School counseling personnel (student to counselor ratio should not exceed 300:1), health/nursing personnel, library/media personnel (school should have a minimum of one full-time certified library media specialist for a school over 400 enrollment), or special services personnel are insufficient to enhance and support the school’s core values and beliefs and to enable each student to achieve the school’s 21st century learning expectations  

A rating of LIMITED is appropriate if the school has timely, coordinated, and directive intervention strategies for all students, provides sufficient counseling, health, and information services personnel, but:

  • fails to fully inform families, especially those most in need, about available student support services 
  • fails to provide a comprehensive range of counseling services to students
  • fails to provide a full range of comprehensive health services to students
  • fails to provide a wide range of materials, technologies, and other information services in support of the school's curriculum 

A rating of ACCEPTABLE is appropriate if the school has timely, coordinated, and directive intervention strategies for all students; provides sufficient counseling, health, and information services personnel; fully informs families, especially those most in need, about available student support services; provides a comprehensive range of counseling services to students; provides a full range of comprehensive health services to students; provides a wide range of materials, technologies, and other information services in support of the school's curriculum;  and provides all of the following without exception:

  • Counseling personnel deliver a written, developmental program; meet regularly with students to provide personal, academic, career, and college counseling; engage in individual and group meetings with all students; deliver collaborative outreach and referral to community and mental health agencies and social service providers
  • Health personnel provide preventative health services and direct intervention services, use an appropriate referral process, and conduct ongoing student health assessments
  • Library/media services are integrated into the curriculum and library/media personnel are actively engaged in the implementation of the school's curriculum, and are responsive to students' interests and needs in order to support independent learning

A rating of EXEMPLARY is appropriate if all the descriptors in the ACCEPTABLE rating are met and:

  • Support services staff use technology to deliver an effective range of coordinated services for each student
  • Counseling services, health services, and library/media services use ongoing, relevant assessment data, including feedback from the school community, to improve services and ensure each student achieves the school’s 21st century learning expectations
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