SUPPORT

Methods

The PBIS Method:
PBIS is an acronym for Positive Behavior Intervention and Support. It is an evidence-based practice that provides an organizational approach for (1) improving the social and behavioral climate of school, (2) enhancing the impact of academic instruction on achievement, and (3) decreasing problem behaviors. The primary goal of PBIS is to support positive behaviors and appropriately address negative behaviors. Just as WIS has SRBI (Scientific Research-Based Intervention) to support student success in reading and math, WIS has PBIS to support student success in their social, emotional, and behavioral development.

The PBIS team at WIS is comprised of ten staff members, including the assistant principal, school psychologist, school counselor, teachers, and paraprofessionals. The PBIS team worked with students, staff, and parents to develop a school-wide behavioral expectation matrix based upon the acronym P.R.I.D.E.:

• Personal accountability
• Respect
• Integrity
• Discipline
• Effort

On this matrix, behavioral expectations are described for each of the major areas of the school, including the classrooms, hallways, cafetorium, playground, bathrooms, and bus. Students created posters that describe these positive behaviors, and staff members are using teacher-made PBIS lessons and Responsive Classroom materials to reinforce these expected behaviors. Finally, school-wide assemblies are held each month to reinforce the positive behavioral expectations in WIS P.R.I.D.E.

How it Works

Support Services at Weston Intermediate School is divided into five areas of focus including:

• Academic Support
• Guidance Counseling
• Health Services
• Talented & Gifted Programs
• Special Education

SUPPORT

Academic

At Weston Intermediate School certified and non-certified staff members provide academic support to students in the core academic areas of Language Arts and Mathematics using a Response to Intervention model.

RTI – Response to Intervention

Response to Intervention refers to the student’s growth in response to strategies (or interventions) implemented to help students who are not progressing at an adequate rate.

The RTI model is a system for precise, frequent monitoring of student growth towards academic proficiency. The model entails 1) frequent collection of data on the effectiveness of instruction for meeting clearly-defined standards, 2) the use of research-based instructional practices, 3) altering interventions when they are ineffective, and 4) the maintenance of complete written records of the process. RTI is a focused research-based model of support and intervention.

A model to assess, intervene and monitor student growth, such as RTI, is mandated by federal and state laws. This is the result of too many children qualifying for Special Education when what they needed were strategies to use in the classroom or alternative instruction methods- in regular education- in order to learn successfully.

How it Works

There are three levels, or tiers, of intervention in the RTI model. The students must begin with Tier I interventions and only move on to the next level if they are not making adequate progress after a designated amount of time.

• Tier I encompasses all strategies that may be applied in the classroom by the classroom teacher, enabling 80%-90% of the students to learn well. If a child is not learning adequately with Tier I interventions, he will move to Tier II.

• Tier II intervention is small group instruction (up to 8 students) by the classroom teacher or a specialist to address a targeted weakness. This intervention may take place in or out of the classroom, and is typically offered 2 times per week for 30 minutes each session. This intervention addresses the needs of 5%-10% of the students. For students not learning adequately on Tier II, they will receive Tier III interventions.

• Tier III intervention is intensive, individual instruction by a specialist for two 30-minute sessions daily for 9-12 weeks. This instruction takes place at a time other than when the class is doing reading or math, so that the student receives additional instructional time. This intervention addresses the needs of 1%-5% of the students.

GUIDANCE

Counseling

The School Counselors at Weston Intermediate School provide developmental guidance lessons in classrooms. They are also available to provide students and their families with support for the academic and social/emotional needs of our students.  

GUIDANCE STAFF

How it Works

The Role of the Professional School Counselor:

The Intermediate School years set the tone for developing the knowledge, attitudes and skill children need to become healthy, competent and confident learners. Counselors work as a team with the school and community to create a caring climate and atmosphere.

School counselors work with all students, including those who are considered at-risk and those with special needs. They are specialists in human behavior and relationships who provide assistance to students through four primary interventions: counseling (individual and group) large group guidance, consultation, and coordination.

School counselors are advocates who work cooperatively with other individuals and organizations to promote the academic, personal/social and career development of children. As members of the educational team, they consult and collaborate with teachers, administrators and families to assist all students in achieving success.

SERVICES

Health

Our nursing staff performs health screenings for students, and attends to the medical needs of our students as needed.

Health Screenings: Health personnel will screen the hearing of all students third and fifth grade students. Students failing the screening will be further tested by our Speech and Hearing Clinician. Vision screening for all students is conducted by school health personnel each fall.

 Visit Weston Schools Health & Medical Services page for more information and frequently requested forms. 

HEALTH STAFF

How it Works

Our school nurse has an office near the Main Office. If a child needs more than a Band-aid or simple medicine, she may call you. We will make every attempt to contact you in the case of an emergency. If you cannot be reached, your family physician, school physician, or emergency contact person will be called. It is very important that your child’s emergency information is current and accurate.  If, during the year, emergency information changes, please notify the Main Office, where all emergency information is kept on file.

Board of Education policy 5141.21 states that medications requiring distribution during school hours must be: 

•      Brought to the nurse by a parent.
•      Brought in the original pharmacist’s container.
•      Accompanied by an authorization signed by the child’s physician. 

Parents are requested to keep children with colds home for at least the first 48 hours.  Children complaining of sore throats, vomiting, skin eruptions or fever should remain home for 24 hours, are cleared by a doctor, or until the symptoms disappear.  Children with encrusted red lesions of the skin, especially around the nose, mouth and ear lobes, may be excluded from school by the school nurse.  Students can return after the lesions have cleared, or if they obtain a physician’s written statement (following  a personal diagnosis) that the condition is not contagious.

PARENTS ARE REQUIRED TO NOTIFY THE SCHOOL HEALTH OFFICE IF THEIR CHILD HAS A CONTAGIOUS DISEASE.

PROJECT CHALLENGE STAFF

PROJECT CHALLENGE

Talented & Gifted Program

Project Challenge at Weston Intermediate School is an exploratory program designed to meet the needs of students who have been identified as talented or gifted.  The program consists of teacher led study of a topic that changes annually, student research related to that topic, and student research on a topic agreed upon by the teacher, student and parent.  The Project Challenge teacher acts as a resource and facilitator for students as they do their research.  One of the culminating activities of the year is when  Project Challenge students present their work to their classmates and parents.

PROGRAM

Special Education

The Special Education Staff at Weston Intermediate School provides a range of services to students who need specialized instruction or related services. 

PROJECT CHALLENGE STAFF

How it Works

The Special Education Team offers primary instruction, and remediation of skill deficits through an integrated program in reading, writing, spelling, oral language and mathematics.  The particular structure of the program varies to accommodate the ages and specific needs of individual students. Generally, special education instruction features very small instructional groups, individualized instruction and the implementation of highly specialized methodologies.  Diagnostic services, consultation with classroom teachers, in-class support and direct instruction, are all components of the special education program. 

Students with speech, language and hearing needs are identified through the school referral process.  When a student qualifies, the school language/speech pathologists work with the identified child individually and in small groups in developmental language, auditory and speech articulation programs, and remediation of voice and fluency problems.