12
approximately 30 boys, and, to date, 60% of the
boys improved their grades in one or more core
subject areas (25% in two areas; 20% in three or
more). MAP scores indicated that 95% of the boys
improved their scores in at least two of the three
areas tested and 55% improved in all three areas.
Of the students involved in these two groups, 34
had discipline referrals in FY2011. To date, 50% of
those students have had fewer referrals this year
than last. One student in the Mind Over Muscle
group has reduced his referrals from 26 to seven!
Tier III intervention for up to 5 percent
The Tier III level of intervention was reserved for
up to 5 percent of the students who had persistent
behavior and academic challenges. These
interventions were highly individualized and usually
required functional behavioral analysis and inter-
agency collaborations (e.g. children's home, police
department, Hospitals, DCFS). A full-time academic
interventionist worked regularly with Tier III identified
students to assist with class work in order to
improve academic progress and grades.
Social workers and/or school psychologist met
with students as part of individualized behavioral
health treatment plans, which might include
counseling, mentoring, obtaining community
resources for individual families, home visits. School
personnel (social workers, principal, teachers, etc.)
worked collaboratively with outside community or
private agencies to ensure coordination of care of
students and their families.
A Check-n-Connect Mentoring Program was in
place where identified Tier III students were paired
with a staff mentor (teacher, secretary, principal,
etc.) The student met with the mentor in the
morning to review expectations for the day and to
verify that they were safe physically and emotionally.
At the end of the day, students’ progress for the day
was reviewed and their safety verified.
This care team included: a licensed clinical
social worker, a special education social worker, the
school psychologist, the principal, the RtI
interventionist, The Center's interventionists, a lead
teacher and the superintendent. The social worker
served as team leader. The system of care was
supported by assessments, monitoring, a one-to-
one net book community and embedding instruction
on test-taking and performance. Our fifth year, both
schools and the district met AYP.
A special note of thanks to former Champaign
Superintendent Arthur Culver and Deputy
Superintendent of Curriculum and Administration
Dorland Norris for their instructional strategies, to
Martha Herm of the Center of Prevention of Abuse,
the McPheeter's grant for the Interventionists, to
Katie Jones and the Mindock Association for their
counseling strategies, and to Jeanne Williamson,
retired Dunlap superintendent, for the testing and
performance strategies
.
(Continued from page 11)
Poverty in the public education classroom
