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School and Community ProfileJerry D. AbrahamSeattle UniversityTable of ContentsI.Demographic Informationp. 3II.Data Analysisp. 5III.School Counseling Programp. 6IV.Strategic Elementsp. 7V.Key Relationshipsp. 11VI.Being Visiblep. munity Mappingp. 15VIII.Conclusionp. 22School and Community ProfileDemographic Information Table 1. Student and Staff Race 2011-2012RaceStudentsPercentStaffPercentAsian15532.0%46.25%Black30.6%00.0%Hispanic306.2%11.6%Multiple193.9%00.0%Native American10.2%00.0%Pacific Islander61.2%11.6%White27155.9%5890.6%Table 1 shows student and staff demographic information for race (Data Dashboard, 2012). Table 2. Student Demographics 2011-2012Student DemographicsStudentsPercentFree or Reduced-Price Meals*255.0%Special Education*438.7%Transitional Bilingual*428.5%504 Plan91.8%Male27957.5%Female20642.5%Table 2 shows additional student demographic information (Data Dashboard, 2012; OSPI, 2012). Table 3. MSP Results 2011-2012Grade level3District/State4District/State5District/StateReading84.883.7/68.788.187.7/71.489.087.4/71.0Writingn/an/a82.181.2/61.3n/an/aMath86.181.8/65.383.583.6/59.380.783.9/63.7Sciencen/an/an/an/a87.885.4/66.1Table 3 shows Challenger Elementary MSP results 2011-2012 The federal “No Child Left Behind Act” requires yearly testing of students in grades 3–8 and 10 in reading and math, and in three grades in science (grades 5, 8 and 10 in Washington). Washington State also tests students in writing (grades 4, 7 and 10). Students for whom English is not their first language are tested annually in the spring using the WELPA from kindergarten through grade 12, until they no longer qualify for language support services.Data InterpretationData Interpretation & Disaggregated Data - The first piece of data I looked at was attendance. Challenger Elementary attendance policies are as follows, excessive excused absences: 10 days (letter is sent home….determined by principal if appropriate (if a student is on a prearranged trip to India, a letter would not be sent) 15 days. Late arrival – Letter sent for 3 day, 5 day, 7 day and 10 day (not for students with medical issues or a student has an early release for piano each Wednesdays but only misses recess). Truancy- Letter home if there is no contact with home for 2 days unexcused, 5, 7, and 10 (Challenger rarely has these because the school secretary/registrar calls parents to follow-up). I requested a current attendance report from the school secretary/registrar which was up to date as of 12/4/2012. I looked at all students that has 10 or more absences from School and discovered a total of 36 students and the demographics of these students are as followed, 1 American Indian or Alaskan Native, 1 African American, 13 Asian, 20 White, and 1 FERPA student. All of these absences were excused absences. To disaggregate this information further I would look at these student’s grades to see if they were below expectation and determine a pattern of these students earning lower grades than students that did not have 10 or more absences from school. Grades have yet to be posted so this will need to be followed up on to indicate if this is a population that is need of more support or not. During the beginning of the school year it was observed by the school counselor and school counseling intern that there seemed to be a high number of office referrals for new students to the school counselor, program assistant and principal. These office referrals are generated by teachers, educational assistants, interactions that occur between students and the principal, school counselor or the program assistant. Students may also generate a referral through self-reporting or peers reporting an incident that needs adult attention. The data gathered from these office referrals are not documented into the main school wide data collection system Skyward unless it reaches disciplinary actions such as suspension or expulsion which none of these referrals have reached that threshold. Challenger Elementary is currently working with a data collection system that will allow the principle, school counselor and program assistance to enter individual students’ description of a single or a series of incidents that can be tracked to use as a way to monitor patterns such as new students discipline referrals which has been a recent trend. This new data collection system is on a trial basis to see if it will meet the needs of the school. Currently data has been collected on 54 students and of these 54 students 16 are new students which 30% of all referrals and of these new students 50% have received multiple referrals. What is not available data is the amount of time that these new students are taking from academic teaching time which seems to be a high rate that has caught the attention of the school counselor, principal and program assistant. Concerns about these new students arose as more office referrals came in and as staff spent more time with these new students. After looking at current research it became clear that new students can be a population of higher needs as adjustments to the new school can be very challenging especially if there have been several school and family changes. Children who frequently change schools tend to share background characteristics that are known to be markers of disadvantage. Frequent school mobility is associated with low-income status, race/ethnicity, inner-city residence, single parent households, migrant status, speaking English as a second language, stressful life events, grade repetition, and behavioral difficulties in school. Mobility rates are related to family socioeconomic status: socially disadvantaged children change schools more frequently than their more advantaged peers, especially during their first two years in school. Disadvantaged children (i.e., lower SES and black racial group membership) are especially likely to be associated with school change for family reasons (Burkam, B. & Lee, V. & Dwyer, J. (2009). As the office referrals increased, so did the time that staff spent with these new students resolving discipline, peer conflict and noncompliance with expected behaviors throughout the school. Analyses indicate that the most mobile students tended to have poorer initial school behaviors ratings and school adjustment and to be from single-parent families (Nelson, P. S., & Simoni, J. M. (1996).The Issaquah School District does not have a youth survey for elementary school students as this survey is focused on students in the 6-12 grades. Attendance and discipline data did not yield any significance information and is not included in the above demographic information. Challenger Elementary is currently working with a data collection system that will allow the principle, school counselor and program assistance to enter individual students’ description of a single or a series of incident that can be tracked to use as a way to monitor patterns such as new students discipline referrals which has been a recent trend. According to the Annual School Performance Report for 2011-2012, Challenger met Annual Measurable Objectives for the “All Students \” group in reading and math. Interventions Needed- A new students program such as the Passport Program would be supportive for new students to become familiar with Challenger.School Counseling ProgramConclusions from SCPIS- Challenger Elementary School Counseling Program utilize computer software to access student data, analyze student data, and use data for school improvement. A mission statement has yet to be written as well as annual assessments have occurred once in the past seven years. Gaps- The school counseling program currently does not have a written mission statement. The school counseling program at Challenger Elementary is currently developing a program that will help close the achievement gap for minority and lower income students although the school counselor analyzes student data by ethnicity, gender, and socioeconomics level to identify interventions to close the achievement gaps. The school counseling program is currently developing a program to ensure all students have academic plans that include testing, individual assessment, long-term planning, and placement. An effective referral and follow-up system for handling student crisis program is currently being developed. Annual reviews and communication with parents are also currently being developed. Program strengths- The strength of the Challenger Elementary School Counselor Program is the school counselor uses computer software to analyze student data by ethnicity, gender, and socioeconomic level to identify interventions to close achievement gap. Another strength is all students receive classroom guidance lessons designed to promote academic, social/personal, and career development. Recommendations- Annual reviews of the school counseling program would help to get information for improving next year’s program. Investigating new student programs will help support a growing population of new students. Sharing results- The school counselor was very aware of the gaps in the school counseling program as well as the needs of the school. The school counselor has recognized the importance of student data analysis and has made it a top priority to incorporate computer software training for all Issaquah School District Elementary Counselors. IV Strategic ElementsWhat is the mission of the school? I found two mission statements for Challenger Elementary, one from the parent handbook which can be accessed from the Challenger Elementary website at issaquah.wednet.edu/documents/elementary/ElementaryHandbook.pdf “Our students will be prepared for and eager to accept the academic, occupational, personal and practical challenges of life in a dynamic global environment. The second mission statement was from the 2011-2012 Annual School Performance report and that can be accessed from “Challenger is a cooperative community dedicated to developing...C-creative O-observant M-motivated E-energetic T-thoughtful S-self-confident ... learners building a better world!”Core outcomes? Monthly Comet Celebrations—an assembly where the school and community come together to sing, share upcoming school events, celebrate student accomplishments, and to teach and practice our monthly Life Skills.Continued strong partnership with parents and the community. Middle and High School students assist teachers and mentor Challenger students as part of their high school course work or community service. Parents are actively involved in the life of the school as they volunteer to support student learning.Challenger celebrates a strong tradition of science. Each grade level emphasizes hands-on science labs. PTA sponsors additional lessons by guest scientists, after school science classes, and a community-wide science fair. Student-led Waste Watchers, sponsored by the Roots and Shoots Club, provide food and paper waste recycling at lunch.Challenger teachers and students are engaged in the integration of technology into all aspects of learning. Classrooms are equipped with a high ratio of computers, document cameras, digital cameras and ActivBoards.All grade levels perform curriculum-related concerts that incorporate music, dance, instruments, solos, and speaking parts. Fifth graders also have the opportunity to join orchestra at our neighboring middle school.Strategic initiatives or school improvement plan?Continuous Improvement Plan with a focus on writing is in its second year of development and implementation. Grade levels focused on and refined plans for all students to achieve grade level expectations.Students are engaged in daily writing instruction, practice, and celebration. Writing activities include journaling, poetry, publishing and sharing of personal writing. In order to determine specific areas of need and to measure student progress, writing samples are given periodically to students and are scored by grade level teacher teams.Challenger teachers focus on reading and have participated in professional development on how to create a balanced reading program in each classroom; assess each student at his/her individual reading level; provide appropriate leveled books for students; and instill the love of reading for everyone. In July 2012, Washington State received a federal waiver. It replaced Adequate Yearly Progress (AYP) with Annual Measurable Objectives (AMO). AMO requires that each school and district must reduce by half the number of students who are not proficient in reading and math by 2017.Are there any specific innovations under development?A monthly school-wide Life Skills Program teaches and celebrates concepts such as responsibility, goal setting, honesty, perseverance, positive attitude, and respect.Does the school have improvement days? What will occur during this year’s professional development days? During the summer, educators have been to week-long, immersive, hands-on workshops to learn to merge the latest in classroom technology with comprehensive lesson planning.Also during this summer educators are leading the state in piloting a new teacher/principal evaluation model, which was passed into law two years ago.Teachers have met district-wide as grade-level, subject-level, and school-level groups to collaborate and brainstorm. For instance, every elementary teacher came together to talk with a national literary expert about how to inspire young readers and writers through the power of explicit instruction, read aloud, modeling, and book selection.Secondary math teachers trained with two national experts to use some of the more technical tools of higher-level mathematics instruction.Throughout the school year, these types of professional growth opportunities continue with workshops in technology, cultural awareness, and differentiated instruction as well as support for National Board Certification.All certificated staff members have been training in researched-based powerful teaching strategies. This effort is being spearheaded by the administrative leadership team in partnership with the Baker Evaluation Research Consulting (BERC) Group. Based on more than 15,000 classroom observations across the country spanning more than a decade, BERC leaders have identified the basic elements of instructional practices that lead to deep student learning. They then developed a specific protocol to help teachers observe, reflect on, and incorporate these practices into their own classroom.Key RelationshipsSchool and parents. The Annual School Performance Report states “We are proud of our continued strong partnership with our parents and the community. Middle and High School students assist our teachers and mentor Challenger students as part of their high school course work or community service. Parents are actively involved in the life of the school as they volunteer countless hours to support student learning”. The Challenger PTA is a vital part of the support network that provides many programs such as Science Enrichment - 2experiences per grade level, could be “Science to Go” or other enrichment, Challenger Book Room donation, Eager Reader and Math Blaster - prizes for 500 students, Festival of Cultures and Science Fair, Physical Education and Music - Equipment for both, Comet Cash - Full time teachers and specialists are given a set amount to help purchase supplies for their classroom, grants - an opportunity for the staff to apply for funds to purchase items that will enhance student learning. These become property of Challenger Elementary. Examples include audio library, classroom sets of books, Active board, and musical instruments, and teacher appreciation. School and community. Challenger Elementary School was built to serve the Klahanie housing development in the Issaquah Plateau. As a result, it is almost exclusively a neighborhood “walking” school—meaning only kindergarten and special education students ride school buses each day. This neighborhood feel contributes to strong parent involvement and to the school’s importance as a community center. Challenger’s special emphasis on science programs has resulted in one of the District’s most successful science fairs each spring. Students at each grade level create projects that are judged by community volunteers and showcased in a special family evening event. An annual Cultural Festival celebrates the wonderful diversity in the school – over 35 countries are represented during this popular event. The Annual School Performance Report states “Challenger has a very warm and friendly community school atmosphere. Each month we to come together as a school community for a Comet Celebration—an assembly where we sing together, share upcoming school events, celebrate student accomplishments, and to teach and practice our monthly Life Skills”.Staff and administrators. Site councils are established by the District as a means of adding value to the leadership and management of schools. They are intended to increase understanding, trust and support throughout the school system, especially by generating ideas improving communications, and removing barriers to understanding among stakeholders. Currently our Challenger Site Council is working on improving the traffic flow at arrival and dismissal; reviewing and revising our Emergency Preparedness/Disaster Plan; examining student data; and reviewing the school’s Continuous Improvement Plan. Minutes from the monthly meetings will be posted on the school’s website. Staff and administration meet regularly to discuss school improvement plan as well as work on professional development. School principal communicated weekly about her schedule to the staff with current issues that need to be addressed as well as up-coming topics.School counselors and principal. The principal and school counselor meet weekly along with the program assistant to update each other on current school issues that include individual student consultation and planning for the up-coming week. As issues come up during the week the principal and school counselor are in constant communication via email and stopping by each other’s offices especially if it is an urgent matter. Diffusion is a kind of social change, defined as the process by whichalteration occurs in the structure and function of a social system. Whennew ideas are invented, diffused, and adopted or rejected, leading to certainconsequences, social change occurs (Rogers, E. (1995). The innovators are the school counselor, principal and some of the teaching staff who are constantly looking for programs and interventions that most effectively help students learn and grow. The early adopters are the staff who have built a relationship with the innovators and are able to have bye in due to the trust that has been established and the genuine respect the staff has for the innovators due to past work that has been proven. The early majority is the teaching staff that has seen some of the early adopters give their approval which gives them some confidence to go ahead and support the new ideas. The late majority are the teaching staff who are forced through administration mandating the new ideas to all staff that will go school wide. The laggards are the teaching staff who see these new ideas as more work to their already overloaded work load and see these new ideas as overwhelming although they may save staff time. The most frequently used agencies for supporting students at Challenger Elementary are Issaquah Schools Foundation and Challenger PTA which helps to fund a majority of programs at the school and supportive programs such as after school care. Being VisibleI attended the Issaquah School District 411 Board meeting on Wednesday, November 7, 2012 and the agenda can be accessed at . Due to this meeting starting at 7pm, I was only able to stay for about 1 hour which primarily consisted of Pledge of Allegiance and dialogue about the new schedule for Liberty High School. The board discussed best practices and looked at what other high school were doing that were different than the best practices such as Newport High School’s added period and extending the periods which would give students more exposure to the core subjects. This dialogue was occurring as a result of Liberty High School’s test scores progressively lowering each of the last two years. I was not able to attend any PTSA meetings.I attended a Mission Defined Staff Directed (MDSD) meeting on Wednesday November 14, 2012 1:15-2:15pm. Due to a conflict with training. I was only able to attend the first hour of this meeting. This meeting consisted of all of the Challenger Elementary School teachers as well as the principal and program assistant. This is a regular monthly meeting that is a professional development meeting. During this meeting we talked about Challenger Core Beliefs that focused on student’s reading level. Staff was asked if they shared with their students their individual reading levels and how the teacher announced what reading groups’ students were in. Most teachers agreed that sharing individual student reading level would be distracting to students so teachers agreed I was able to attend my son’s parent/teacher conference that was held on Friday November 2, 2012 in the Cle Elum/Roslyn School District. My son is in Kindergarten and currently has an IEP that is focused on his social/emotional as his sensory integration disorder. Currently the teacher does not report any concerns with my son’s behavior or interactions in class. I will have an opportunity to attend some of the Challenger Elementary parent/teacher conferences that are scheduled for 12/5/12 and 12/6/12.I have attended several district-wide counselor meetings on 8/29/12, 10/17/19, 11/14/12. These meetings involved all Issaquah School District elementary school counselors and at all three of these meetings there was data software training. Issaquah School District uses the Skyward data software program and recently started using Homeroom which is part of Skyward and helps with data mining. The elementary school counselors email each other to communicate throughout the week when they need to consult or to share resources. I have been in classrooms observing the school counselor present guidance lessons on a weekly basis that focused on academic and personal/social skills and was able to interact with the students assisting with the guidance lessons. I was able to observe a presentation from Junior Achievement which focused on careers that had students identify businesses within the neighborhood as well as specific jobs that are available for students to do when they get older. I observed and interacted with student at lunch and recess getting to know individual students as well as the lunch room and recess procedures. During this time I was able to be proactive with resolving conflicts between students and help facilitate student led problem solving and followed up with teachers about my interactions with their students. Teachers were also able to reach out to me and ask that I observe individual students during recess as many conflicts occurred during this unstructured time. This time observing and interacting with individual students allowed effective assessment time as the students were in several different environments that allowed me to see if students were able to use their skills in the different environments or not identify their strengths as well as skills that are needed. These assessments were communicated with teachers to collaborate with their assessments that helped identify students for groups such as impulse control, families with change and friendship. I was also able to coordinate with the school principal and program assistance to coordinate working with particular students who needed support at lunch and recess which was communicates back to them as well as the teacher via email so the group could see what was being done as to have continuity in services provided to the students. During recess I noticed that one of the basketball backboards was missing a hoop so I talked with the P.E. teacher about the missing hoop and helped research the type of hoop that is needed using several catalogues that a new hoop could be ordered. The P.E. teacher stated the old hoop was in a store room so we went to this store room and discover two hoops that might work for the backboard. The P.E. teacher was going to contact the maintance department and have them come out and see if either hoop would work so the students would have another basketball hoop they could play at during their recess time. I also discovered most of the basketball nets were deteriating and falling apart to the point basketballs would drop out the sides of the hoop and the nets would need to be replaced. I again talked with the P.E. teacher about the need for new nets and he stated he had the new nets and just did not put them up yet. I offered to help him put up these nets as a way to help support students during their recess time. I have contacted several parents regarding their child to get more information and update them as to what I have worked on with their child and seek out ideas as to what they felt would be helpful for the child and their family. This was helpful to build a relationship with the parent as well as gain a deeper assessment of the student that will be used to identify needed services and skills that the school counselor will work with the student on.VII. Community MappingStudents who are not at expected academic or personal/social (behavior) levels are first identified by their teacher as needing to be seen by a guidance team who will make recommendations to help support the student meet or exceed expectations. If community agencies are needed the school counselor will be to talk with the family about talking with their insurance company to see what is covered and what is not and seeking guidance from the family’s insurance provider to help determine a personal match for the family. The school counselor will also recommend consulting with the family’s pediatrician as they can make referrals. The school counselor does not provide recommendations as far as specific community agencies due to liability concerns and encourages the families to do their own research on community providers through the school website primarily using the 211 service and considering larger community agencies that offer an array of services such as Catholic Community Services, Friends of Youth, Hopelink, and Children’s Hospital. Once the family has determined the community agency that they would like to work with consent forms are completed and the school counselor will start coordinating care in coordination with the parents and the family identified community agency. This school and community profile has been shared with the school counselor who indicated that there were some inconsistencies with information that is being placed on the school website and more work was needed to ensure there was consistency with the information that is being provided to families match with what is on the school website. The school counselor and school counselor intern usually meet with the principal and program assistant every Friday to talk about how the week has gone and consult on individual students as well as plans for the nest steps forward. We have not met in the last few weeks so the principal has yet to see this school and community profile. The school intern will talk with the principal and school counselor specifically about this profile and receive more feedback from the principal. When I went to look at community agencies that work directly with the Issaquah School District I came across the Issaquah School District Disclaimer that states, “Lists of individual(s)/agencies are provided as informational resources for your convenience. The Issaquah School District does not recommend or endorse any of these individual(s)/agencies provided herein and will not be held liable or responsible for any services provided by them. As such, the Issaquah School District highly recommends that you conduct your own research and investigation and exercise due diligence before selecting any of these individuals/agencies for services.” Families are directed to webpage that is titled “how do I help my child with… which lists the below as resources for children and families. I have included this page as it is seen online as it has the website links built right in so all you need to do is click on the light blue words and that will direct you to that particular resource. a. How do I help my child with... HYPERLINK "" \l "one" Access to Community Resources and ProvidersAlcohol, Tobacco, Other Drug UseBehaviorBullying and Social SkillsGrief and ChildrenHealth Care ServicesInternet SafetyNutrition and FitnessPhysical Health and WellnessSexual HealthSocial/Emotional Health—Depression and AnxietyTalking with Your KidsAccess to Community Resources and ProvidersSwedish Hospital, the Issaquah Schools Foundation, and the Issaquah Community Network—working with District counseling staff—have developed resources for parents and students to use in seeking help and information. Call for Help A handy two-sided reference card with phone numbers and service information24-HOUR Crisis Line 206-761-3222, 866-4CRISIS (866-427-4747)Community Information Line 206-461-3200, 800-621-4636, or 877-211-WASH (9274)TEENLINK 866-TEENLINK, 866-833-6546, 206-461-4922Guide to Providers When to get help; whom to contact—agency or individual provider; what to ask; booking appointments; paying for services; selecting the right provider; patient's rightsCommunity Resource linksCommunity Resources Online. The most up-to-date and comprehensive database of non-profit and government health and human services in King County.Extended features Overview and help; searching for resources; using keywords search; using topic search; location; results; saved searches; saved plans; user accountsFull packet All materials in one packet-Call for Help, Guide to Providers, and Extended Features.Crisis Clinic. Information and contacts for those with immediate needs.Friends of Youth. Friends of Youth provides a wide range of services for youth and young adults ages 6-24 and their families. Parents and Teens Survival Guide (formerly Parents, Teens, and the Law). A convenient and useful reference tool for parents and their teenagers. Where to Turn For Teens (WTTFT). A resource guide that was created specifically for youth who are seeking personal empowerment with the support of others. The agencies listed in the WTTFT can link youth to organizations that provide a wide variety of services. The goal of WTTFT is to make sure teens are aware of the many youth-friendly resources that exist to serve individual needs. Alcohol, Tobacco, Other Drug Use HYPERLINK "" \t "blank" Focus Adolescent Services. A clearinghouse of information, resources and support for parents to help teens and heal families.Friends of Youth. Friends of Youth provides a wide range of services for youth and young adults ages 6-24 and their families. Parents and Teens Survival Guide. (formerly Parents, Teens, and the Law). A convenient and useful reference tool for parents and their teenagers. Parents. The Anti-Drug. Information about various drugs; what parents can do to reduce the risk that their children will use drugs; and info on how to talk to your children about drugs. In addition to English, they also offer info in Spanish, Cambodian, Chinese, Korean, and Vietnamese! Parenting is Prevention. A site for parents to help them keep their children drug free. Great source for parent articles for school newsletters. Also has an e-mail tip service you can sign up for.Smoking. The Department of Health's website to help you quit smoking including support ideas, resources and a chat line. Substance abuse. National Institute of Health's drug information for kids ages 5-9 addresses the brain's responses to different drugs. WA State Coalition to Reduce Underage Drinking (RUaD). Quick tips on how to talk with young people, what the laws are, how to get involved in the local community, and other resources. Behavior HYPERLINK "" \t "blank" ADD/ADHD. National Resource Center for ADD with links to local support groups and information about ADD.Bullying and Social SkillsResources coming soonGrief and Children HYPERLINK "" \t "blank" Grief and Children. Children's Grief Education Association serves the needs of grieving children and families and provides education and support to those who care for them. Health Care Services HYPERLINK "" \t "blank" Accessing Health Services. Washington Health Foundation helps find affordable medical and dental insurance for low income families. You may also call 1-800-756-5437 or 206-285-6355. Dental Health. King County Health Department's oral health website. Health insurance for Children. Free or low cost health insurance for children under 19 Mary Bridge Children's Hospital in Tacoma. Mary Bridge Children's Hospital information and resources website. Public Health Services. Public Health Department services for residents of King County Seattle Children's Hospital. Seattle Children's Hospital information and resources website. Internet Safety HYPERLINK "" Cyber Safety. Family safety guide for the internet (OSPI).Internet Safety tips for elementary families. U.S. Dept of Justice Internet Safety parent letter and safety tips for elementary familiesNutrition and Fitness HYPERLINK "" \t "blank" National Eating Disorders Association. Dedicated to providing education, resources and support to those affected by eating disorders. Prevention Institute. Putting prevention at the center of community well-being. Physical Health and Wellness HYPERLINK "" \t "blank" ADD/ADHD. National Resource Center for ADD with links to local support groups and information about ADD.Asthma and AllergyAmerican Academy of Allergy, Asthma & Immunology's online magazine with articles related to asthma and allergies.Asthma and Allergy Association's webpage for school age children with asthma and allergies. Provides tools and information. The Allergy Internet Resource (AIR) website —a collection of Internet resources on asthma and allergies. Bedwetting. Bedwetters Anonymous on why bedwetting happens and chat rooms for students of different ages. DiabetesCenter for Disease Control Diabetes information site.National Institute of Health Diabetes information page. American Diabetes Association. This website covers the basics of diabetes treatment, as well as issues parents of children with diabetes may experience.Food Allergies. The Food Allergy & Anaphylaxis Network. Information, newsletters, articles, etc. on food allergies. Health shows on TV Discovery Channel's guide to upcoming shows on health issues.Hepatitis Center for Disease Control Identifies the different types of hepatitis and gives descriptions of each.Herpes Virus. GlazoSmithKline's website on oral and genital herpes.ImmunizationsKing County Health Department. Gives general immunization information including school requirements and travel information.Adolescents, grades 6—12. Recommended vaccines for adolescents and the diseases they prevent. K—12 2012-2013 (English). 2012-2013 immunization requirements for kindergarten—12th grade students. K—12 2012-2013 (Spanish). 2012-2013 immunization requirements for kindergarten—12th grade students. Preschool 2012-2013 (English). 2012-2013 immunization requirements for child care or pre-school students. Preschool 2012-2013 (Spanish). 2012-2013 immunization requirements for child care or pre-school students. Sexual Health HYPERLINK "" \t "blank" FLASH (Family Life and Sexual Health). Curriculum adopted by the Issaquah School District for grades 5-12. Social/Emotional Health—Depression and Anxiety HYPERLINK "" \t "blank" Community Resources Online. The most up-to-date and comprehensive database of non-profit and government health and human services in King County.Crisis Clinic. Information and contacts for those with immediate needs.Depression and Anxiety. This link accesses the Children’s Hospital Center for Children with Special Needs Childhood and Adolescent Depression and Anxiety Tool Kit. It includes online health information resources focused on anxiety and depression in children and adolescents. Friends of Youth. Friends of Youth provides a wide range of services for youth and young adults ages 6-24 and their families. Parent and Teen Survival Guide (formerly Parents, Teens, and the Law). Resource booklet for parents and teenagers to use in addressing very important and difficult topics including understanding the law in a practical format. Youth Suicide Prevention Program. A private, not-for-profit organization supported by the Department of Health, as well as funding from contributions, corporate gifts, fundraising and training fees. The focus is on public awareness, training and communities in action. Where to Turn For Teens (WTTFT). A resource guide that was created specifically for youth who are seeking personal empowerment with the support of others. The agencies listed in the WTTFT can link youth to organizations that provide a wide variety of services. The goal of WTTFT is to make sure teens are aware of the many youth-friendly resources that exist to serve individual needs. Talking with Your Kids HYPERLINK "" \t "blank" Kid's Health. Kid's health organization on how to talk with kids about many topics including health and war. Web page is divided into articles for parents, kids, and teens with appropriate topics for each. Book: Staying Connected to Your Teenager; How to keep Them Talking To You and How to Hear What They're Really Saying, by Michael Riera, PH.D. Talking With Kids About Tough Issues. A site to encourage parents to talk with their children earlier and more often about tough issues like ATOD (alcohol, tobacco and other drugs) use and prevention, violence, sex, and HIV/AIDS. How to Talk to your Kids About Anything. These practical tips and techniques can help you talk easily and openly with young children ages 8 to 12 about some very tough topics. Talk With your Child. Establish and maintain good communication with your child. The Issaquah School District includes residents of seven municipalities: Bellevue, Issaquah, Newcastle, Preston, Renton, Sammamish, and unincorporated King County. They pursue opportunities to partner with local city and government leaders and work together in ways that best serve the community. Another community support is The Issaquah Schools Foundation (ISF) was founded in 1987 to provide materials and program support to the Issaquah schools.It is an independent, non-profit, 501 C (3) organization dedicated to providing for unmet program needs in the Issaquah School District and helping young people successfully learn, stay in school, maximize their potential and prepare for life. To accomplish this goal, ISF raises dollars from public and corporate supporters and awards those dollars to worthy student and school programs. The Foundation channels resources directly to neighborhood schools, and ideas for changes in education and funds necessary to make it happen come directly from you - the community. b. Issaquah schools provide comprehensive guidance and counseling services in each school K-12. All students shall have access to and the right to participate in the school guidance and counseling program. The counseling program is based on specified goals and developmental student competencies for all students in support of student achievement. It is planned and coordinated by school counseling teams with consideration of other school, parent or guardian, and community representatives. They utilize the many combined resources of the community to deliver programs. The ultimate goal is to help students obtain the knowledge, skills and attitudes that lead to academic, career, and personal success.Programs and services include: Child Abuse Reporting—requirements; timelines; how to report suspected abuseCrisis Intervention Resources—who to call for help Homelessness (McKinney-Vento Act)—school support, resources, services for homeless students.How do I help my child with . . .Safe and Healthy SchoolsSection 504 Coordination—students who may need special accommodation at school due to disability. VIII. Conclusion School Strengths- Challenger Elementary is strongly supported by parents and the community as this school sits in the Klahanie development and the majority of students are close enough to the school to walk. Challenger has a large number of parents and volunteers who give their time to support students and teachers as needed. Gaps- The current school counselor is a .5 at Challenger Elementary and is .5 at an administration position in a different location. This half time counselor position is challenging for the school counselor who is also administering the guidance team program and the voice mentoring program which takes time away from the school counselor primary duties. This may be a systemic issue that needs advocacy from the parents and community. Issues Needing Further Advocacy/Exploration. New students have been identified as a population that needs more support at Challenger Elementary primarily due to a high number of office referrals and staff time being spent to work with these students. As new students arrive at Challenger Elementary they will need supports to help them learn the school expectations, geography of school as well as school staff. New student programs need to be explored as Challenger currently does not have a comprehensive new student program although they have made many efforts to welcome new students such as a popcorn party. ReferencesBurkam, B. & Lee, V. & Dwyer, J. (2009). School Mobility in the Early Elementary Grades: Frequency and Impact from Nationally-Representative Data. University of Michigan.2011-2012 Annual School Performance Report (S. McPeak, Comp.) [Leaflet]. (2012). Retrieved from Schools Parent Handbook 2012-2013 [Pamphlet]. (2012). Retrieved From , D. (2012). Issaquah School District Community Polling Study Results (Report). Retrieved from How do I help my child with... (n.d.). Retrieved November 18, 2012, from Issaquah Schhol Dostrict 411 website: Issaquah School Board Meeting Agenda. (2012, November 7). Retrieved November 18, 2012, from Issaquah School Districrt 411 website: Issaquah Schools Foundation. (n.d.). Retrieved November 18, 2012, from Issaquah School District 411 website: Partners. (n.d.). Retrieved November 18, 2012, from Issaquah School District 411 website: , P. S., & Simoni, J. M. (1996). Mobility and school functioning in the early grades. Journal Of Educational Research, 89(6), 365.Programs and Services. (n.d.). Retrieved November 18, 2012, from Issaquah Scool District 411 website: , E. M. (1995). Diffusion of Innovations (Fourth ed.). New York, NY: Free Press.Washington State Report Card - Challenger Elementary. (n.d.). RetrievedNovember 18, 2012, from Office of Superintendent of Public Instruction Washington State Report Card website: summary.aspx?schoolId=1455&OrgType=4&reportLevel=School&year=2011-12 ................
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