Counseling and Wellness

Full-Time Employees (FTE)

There were four positions supported by ESSER funds. The four positions were: 1.0 Student Engagement and Attendance Specialist; 2.0 Engagement Specialists; 1.0 Restorative Practices Specialist.

The work that was accomplished:

 Student Engagement and Attendance Specialist (1.0 FTE):

  1. These positions led the operational implementation of the PowerSchool Attendance Intervention Suite (AIS) with 10 pilot schools in the 2023-2024 school year. As reported to CDE, there was an increase from 2022-2023's district-wide attendance rate of 88% to 91% in the 2023-2024 school year. The specialist trained and supported all schools on attendance best practices including developing new systems and forms aligning work across the district.
Student Engagement Specialist interactions by category, 2022–23: PD, coaching, meetings, support

Purpose of Contact/Interaction (0 Point)

 

Graph of Student Engagement Specialist support to schools in 2022–23: SEL, MTSS, data, and more

Category of Strategy or Support (0 Point)

 

Engagement Specialists (2.0 FTE):

  1. Developed online PD series with 125 completions
  2. Top Engagement Categories: Emotional Regulation, Trauma-Informed Classroom Strategies, Relationship Building Classroom Strategies, MTSS Support including implementation of behavior supports and new documentation of process. Over, 1,750 MTSS portfolio plans were created in the last two school years.

Restorative Practices Specialist (1.0 FTE):

  1. Implementation of Restorative Practices reduces exclusionary disciplinary practices, builds school and classroom communities, and supports best practices in conflict resolution. Schools were provided weekly coaching and monthly PLC by Restorative Practices Specialist.
  2. District-wide professional learning was offered 3-4 times per year by the RP Specialist and by the contracted professional service providers. The Restorative Practices implementation guide developed specifically for District 11 was contracted and used in PLCs with Deans, Assistant Principals, and RP teams at schools.

Professional Development

  • The Innovative Schools Summit brings together leaders, practitioners, researchers, family members, advocates, and other patterns to bring four conferences under one roof: Innovative Teaching Strategies, At-Risk Students Conference, Social Emotional Learning Forum and Innovative Counseling Strategies Conference. This conference supports the district focus on tier one social emotional and cognitive learning and reducing exclusionary discipline practices in innovative ways
  • Trauma-Sensitive Schools Conference brings together experienced educators and experts in childhood adversities to inform and support educators at all levels in developing trauma-informed school systems. This opportunity allowed D11 educators to connect with educators from across the country on effective practices for supporting students and families in forging their path to success.

Consultation

Impacts of the the pandemic:

  • Increase in student absenteeism and behavior incidents
    • These had increased to the degree that many student cases were being referred for truancy, suspension, and expulsion.
  • Staff turnover
    • Without the internal framework including staffing and legal expertise to effectively and legally respond and intervene with absenteeism and behavior, consulting services were needed by the district.

Strategies:

  • Legal consultation around truancy and discipline matters related to Colorado Statute. The legal firm provided proper representation in truancy court proceedings related to D11 students. The legal firm acted as the Independent Hearing Officer for expulsion hearings as Colorado Statute requires there to be and Independent Hearing Officer overseeing expulsion hearings. While these services have been utilized for over ten years, COVID had a greater impact on attendance and behavior needs requiring additional support and services from the legal firm.
  • The contracted services provide an essential intensive support response for the students who need the most help (Tier III). These services are a layer of support necessary for making attendance and behaviors a priority in D11 by ensuring students are in classes and classrooms that are a productive learning environment. Direct D11 employees have been able to prioritize universal support for all students, including high-quality instruction (Tier I).

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