1. Strategies to meet individual student needs across settings in residential schools Cindy Kelly Chris Rich Beth Shaw

2. Goals Demonstrate a model for addressing specialized student needs Identify key components to successful student intervention strategies Share ideas of how other schools are managing student needs

4. Confidentiality Protecting Student’s privacy Sharing important information with staff who need to know

5. Purpose Enhance inter-disciplinary collaboration and plan effectiveness Provide staff accountability to student plans  Provide structure for ongoing data review  Document response to an identified concern/need  Support parent/sponsor involvement in process

6. Overview -Intervention Team (IT) -Service Provider Team (SPT) use of technology Communication -Strength based -Follow-up -Yearly monitoring of progress -Types of needs identified through this process

7. IT Team Members Student need Assistant principal Assistant HL director Medical /building clinic nurse Lead Psychologist Coordinator of Health Services

8. Intervention Team Flow Chart generated- timeline for follow-up

9. How many referrals do we get? Approximately 2000 students Open cases for the year 2014-2015ITSPT Elementary13881 Middle154105 Senior127152 Total419338

10. Referral Process Types of referrals Who makes referrals Parent referrals Admissions role-referrals prior to enrollment Identifying and planning for student needs prior to their arrival

11. Accountability Concrete goals Follow-up Classroom/student home walk-throughs Review of student data

12. Case Study Kesha 9 th grader Areas of concern:  Fatigue  Vision  Motivation and behavior  Reading comprehension  Mathematics performance

13. Case study continued Intervention strategies: Medical concerns Emotional concerns Academic concerns Other interventions: –Tie weekly preference to home visits, for every missed assignment, Samantha loses an hour of her home visit –Tutoring with Mrs. Small on Mondays and Thursdays –Use of timer for opening activities –Supports from Mrs. Small in American Cultures –Reduced HW load in American Cultures

14. PAIS accreditation standards 18. The schools’ student support services, extracurricular programs and activities facilitate and enhance student learning and offer a broad range of educational experiences for students 19. The school provides evidence of procedures to evaluate, report and track individual and collective student progress; to assess the effectiveness of student learning through the use of data; and to use assembled data to make sustainable decisions 22. The school demonstrates its commitment to providing a safe and healthy environment for its community

15. How does your school manage individual student needs?

16. Where is my school in managing individual student needs? A.We have a well-run plan to address individual student needs B.We have a plan, but it is not implemented consistently C.We are building a plan to address individual student needs D.We do not have a plan to address individual student needs

17. What are the main struggles in your organization around meeting student needs? A.Consistency B.Communication C.Progress monitoring D.Providing individualized plans

18. A: Call his parents B: Refer to a team based intervention review C: Refer to a counselor D: Speak to his teachers A 10th grade student is in your school. He has been a good student for the past year and a half with only one prior discipline issue. He has been acting up lately, making passive suicidal statements "I wish I were dead", talking back to his teachers and disrupting the student home. He was in soccer, but recently quit the team. What would be your school's response to this scenario?

19. Cindy Kelly Kellyc@mhs-pa.org 717-520-2267 Chris Rich Richc@mhs-pa.org 717-520-3310 Beth Shaw Shawb@MHS-pa.org 717-520-2408 Milton Hershey School http://www.mhskids.org/Kellyc@mhs-pa.org Richc@mhs-pa.org Shawb@MHS-pa.org Contact:

20. Thank you and enjoy the rest of the conference! “America's future will be determined by the home and the school. The child becomes largely what he/she is taught; hence we must watch what we teach, and how we live.” -Jane Addams