Seen Supported Sustained
School Counselor and Support Staff Data · Board Report July 2026 · Jerome Joint School District
Threat Assessments
Completed per school year, district-wide (CSTAG)
227
assessments in 2025–26 — the highest on record
+49%
over 2024–25 (152), after three years of steady growth
2019–20 and 2020–21 reflect COVID-shortened and remote instruction year.
Threat Assessments by Building
All 227 assessments completed in 2025–26
.
Why the Spike: Elementary Led This Year's Growth
Breaking down all 227 threat assessments completed in 2025–26
62%
of all assessments this year — 140 of 227 — were at our four elementary buildings (Horizon, Frontier, Jefferson, Summit)
74%
Gesture-based threats are K–3 behavior
Of all “implied threat” entries (finger guns, throat-slitting gestures), nearly three-quarters came from kindergarten through 3rd grade.
67%
Most resolve at the screening level
94 of 140 elementary assessments closed as Screener / Not a Threat — no sustained intent to harm, often an apology or quick conflict-resolution talk.
9% vs 20%
Severity is lower at elementary
Only 9% of elementary assessments reached Level 2/3 (substantive), compared with 20% at the secondary level. Volume is up; danger is not.
Finger guns, throat-slitting gestures, and “I'm going to kill you” said in anger are common, age-typical behaviors when young children are upset — not predatory threats.
Suicide Risk Assessments
Self-injury and suicidality screenings per school year (C-SSRS)
91
students assessed in 2025–26
49 Screener Only
127
peak in 2024–25 — volume remains well above the pre-pandemic baseline
Each screening includes same-day parent notification, means-restriction materials, and may include safety planning, referral, and/or immediate medial attention
Child Protection Contacts
Mandated reports and Idaho Health & Welfare / CPS coordination per school year
82
contacts in 2025–26
the pre-pandemic level (43 in 2018–19) — and it's held there for four straight years
Unlike threat assessments, this trend plateaued rather than climbed — a sustained higher baseline of need since 2021–22, not a continuing year-over-year increase.
What This Means for 2026–27
Two different goals — and why we shouldn't confuse them
Screening is prevention working as designed.
More screeners is a sign the safety net is catching things early — it is not, by itself, evidence of more dangerous students. The goal for next year is not fewer assessments; it's fewer underlying incidents that trigger them.
Keep screening vigilant
Maintain CSTAG fidelity and low reporting threshold district-wide. This isn't the lever to pull back — it's the system doing its job.
Target the root cause: aggressive/imitative play
Tier 1 SEL instruction on emotional regulation and conflict resolution, focused on K–3 where gesture-based threats concentrate, aimed at reducing the behavior itself.
Measure the right thing
Track the Level substantive rate and repeat-screener students.
Elementary PACK Rooms — Two-Year Outcomes
Horizon & Frontier PACK rooms · 2024–25 and 2025–26 · individual student data de-identified using “sheets” progressing monitoring.
Source: weekly PACK point logs & NWEA/MAP
Points % = points earned ÷ points possible (absences accounted for)
20
Unique students served across two years
2
PACK rooms (Horizon & Frontier)
78% · 82%
Points earned — '25-26 · '24-25 cohort avg
+14 RIT
Reading growth, Fall→Spring (n=9)
+17 RIT
Math growth, Fall→Spring (n=12)*
3 · 3
Graduated to gen-ed · stepped up to more support
HOW THE ROOM WORKS
2025-26 cohort of 16 — movement in both directions, not a fixed placement
16
entered
PACK
3
Graduated back to general education
after ~22 weeks in PACK, on avg
10
Continued building skills in PACK
3
Stepped up to a higher-support placement @ Jerome Academy
The room serves every grade and behavior level. Students enter at full support, build regulation and academic stamina, and either earn their way back to the general-education classroom or move to more intensive support when that is the right fit — both are intended outcomes, not program shortfalls.
ACADEMIC GROWTH · 2025-26
Each bar = one (de-identified) student's Fall→Spring math RIT gain · NWEA/MAP
12 of 12 students gained in math · RIT points
8 of 9
students gained in reading (+14 RIT avg)
+17 RIT
avg math gain *excl. one mid-year low-baseline outlier (+21 incl.)
BOTTOM LINE Students earn 78–82% of weekly points — right around the 80% bar that advances them a level — alongside measurable academic growth. The points system is the engine: each level returns more general-education time, and sustained success earns a return to the homeroom.
PACK rooms are Tier 3 behavior-intervention spaces. Students enter at full-time support and earn graduated re-integration to general education by sustaining 80% of weekly points through the leveled system shown on the next slide.
JSD ELEMENTARY RESET ROOM DATA
Monthly Student Reset Room Entries by School | August–May
KEY METRICS
9,849
Total Reset Room Entries
Horizon in April (531)
Highest School Month
April (1,404)
Peak District Month
4
Schools Included
SCHOOL TOTALS & PEAK MONTHS
Horizon
3,461
April (531)
Frontier
1,555
April (327)
Summit
2,710
October (484)
Jefferson
2,123
April (374)
WHAT THE DATA SHOWS
Reset room use occurred consistently across all 4 elementary schools throughout the year.
Entries rose in the fall and stayed elevated through winter and spring.
April was the highest districtwide month, with 1,404 student visits.
Horizon and Summit accounted for the largest share of entries.
Patterns suggest reset rooms function as ongoing regulation supports, not just short-term intervention.
Our Reset Rooms provide students with safe, supportive spaces to regulate, reflect, and return ready to learn. Funded by TISS Grant
Clinical Counselors • Supported in Part by TISS Grant Funding
School-based clinical counseling and play therapy support across 7 schools — no student names included; counts reflect service, referral, and closure tracking records.
165
Tracked counseling records
47
Active students served
84
Waitlist / referrals
34
Completed / closed
4
Provider partners
7
Schools supported
Active students by provider
St. Luke’s clinician
26
Serenidad Psychology
9
Hutchinson Counseling
7
Mrs. Camille — Play Therapy
5
St. Luke’s carries the largest active service load, while Hutchinson and play therapy add targeted capacity for secondary and high-need students.
Service pipeline
Active services
47
Waitlist / referrals
84
Completed / closed
34
Referral volume exceeds current active capacity, showing sustained demand for school-based clinical mental health access.
Schools supported
Summit • Frontier • Horizon • Jefferson
JMS • Falls City Academy • JHS
Provider network — 47 active students
26
St. Luke’s
9
Serenidad
7
Hutchinson
5
Play therapy
Takeaway: TISS Grant support expands clinical counseling access across the district, connecting students to school-based counseling, telehealth, Spanish-language/community counseling options, and specialized play therapy. Current data shows 47 active students with an additional 84 referrals or waitlist records still being tracked.
Source: Provider tracking lists for Hutchinson Counseling, St. Luke’s, Serenidad Psychology, and Mrs. Camille Play Therapy. Counts exclude student names.
Jerome High School (JHS)
Counselor Conference and Log Entries — 2025–26 School Year (Green, Marlor, Notarianni, Conrad)
3,047
Total Documented
Contacts
Counselor + Conference logs
1,158
Counselor Logs
38.0% of total
1,889
Conference Logs
62.0% of total
405
Heaviest Overall
Month: Aug 2025
contacts, all 4 counselors — see slide 2
CONFERENCE ENTRIES — top 5 categories (of 1,158)
Student Contact
164
14.10
Parent Contact
65
5.6%
21C
64
5.5%
504 Meeting *
35
3.0%
All other categories
830
71.7%
.
COUNSELOR LOG ENTRIES — top 5 categories (of 1,889)
Information
571
30.2%
Student Support
302
16.0%
Securly Alert
131
6.9%
Parent Contact
100
5.3%
CICO
80
4.2%
All other categories
705
37.3%
Documented contacts by staff — Conference + Counselor logs, with each staff member's heaviest month
Kim Green
1022 (33.5%) — peak Jan 2026: 142
Landon Marlor
811 (26.6%) — peak Sep 2025: 145
Dale Conrad
801 (26.3%) — peak Aug 2025: 152
Jennifer Notarianni
413 (13.6%) — peak Apr 2026: 93
Counselor Log
Conference Log
Takeaway: Two source systems — Counselor Logs (individual/parent contacts, 504 meetings, 21C) and Conference Logs (scheduling, Student Support, CICO, Securly-flagged reviews) — together document 3,047 contacts across four counselors. No Acuity field existed in either export; entry-type labels are used as the category/acuity proxy throughout. Threat and suicide assessment detail is on the next slide.
Jerome High School (JHS)
Threat & Suicide Assessments | Monthly Contact Volume — 2025–26 School Year
10
Threat Assessments
(TA)
TA, TA Screener, TA NOT A THREAT, M-TA
13
Suicide Assessments
(SA)
SA, CCRS, M -SA — counted together per protocol
23
Combined TA/SA
Contacts
2 in Counselor logs / 21 in Conference logs
405
Heaviest Overall
Month: Aug 2025
173 counselor + 232 conference contacts
Monthly contact volume — all four counselors combined
405
Aug
2025
307
Sep
2025
383
Oct
2025
258
Nov
2025
333
Dec
2025
374
Jan
2026
351
Feb
2026
292
Mar
2026
242
Apr
2026
100
May
2026
2
Jun
2026
Peak month (Aug 2025) shown in brick red — Dale Conrad was the heaviest-logging staff member that month.
Threat / suicide assessment contacts by staff
Staff
TA
SA
Combined
Kim Green
0
0
0
Landon Marlor
3
7
10
Jennifer Notarianni
2
3
5
Dale Conrad
5
3
8
Total
10
13
23
Safety response: 23 combined threat and suicide assessment contacts (10 TA / 13 SA) across four counselors this year, drawn almost entirely from Conference logs (21 of 23) with 2 additional TA contacts in Counselor logs. Landon Marlor (10) and Dale Conrad (8) account for the majority. Consistent with the district-wide framing: elevated screening/assessment volume reflects stronger identification and consistent protocol use — not increased danger. One TA record is explicitly documented as “TA NOT A THREAT,” underscoring that screening leads to review, not automatic escalation.
Takeaway: August 2025 (start of year) and the Sep–Jan stretch carry the heaviest documented volume, led by registration/scheduling activity (Conference logs) rather than by safety incidents. Combined TA/SA contacts (23) are a small share of total documented activity — evidence of consistent screening protocol, not elevated risk.
Jerome Middle School
Counselor Documented Touch Points · Grades 6–8 · 2025–26 · Counselors: Ivy Sackett & Madison Hinojos (+ admin / social-work support)
1,236
Documented entries
378
Students served
169
Days w/ activity
7.3
Entries / logged day
60
Threat assessments
34
Risk / suicide screeners
Documented touch points by month
29
Aug
213
Sep
179
Oct
129
Nov
96
Dec
150
Jan
109
Feb
86
Mar
121
Apr
124
May
Peak months in red: September, October, January
Student reach & intensity
Seen once
169
Seen 2+ times
209
Seen 3+ times
144
Seen 5+ times
80
Seen 10+ times
23
Where the work goes
Entries overlap (one log can carry two functions). Bars = entries; students = unduplicated. Safety contacts in red.
Direct student support
337 students
830
Parent / family communication
174 students
361
504 / eligibility
51 students
131
CICO behavior check-ins
32 students
91
Threat assessment
48 students
60
Risk / suicide screener (CCRS/SA)
24 students
34
CPS report
20 students
24
Safety response outcomes
Threat assessments (60): 5 not a threat · 10 transient · 5 serious / very-serious substantive · 40 screener / witness / in-progress.
Risk / suicide screeners (34): C-SSRS / CCRS screeners; the large majority screener-level, with high-risk cases escalated to safety planning, parent contact & outside referral.
The district's largest and deepest caseload — most students are seen repeatedly (209 two-plus times, 23 ten-plus), reflecting sustained intervention rather than one-off contact. JMS also carries the highest-acuity safety profile (5 substantive threat assessments, 34 risk screeners), where volume reflects strong identification and consistent CSTAG / C-SSRS protocol use, not increased danger.
Falls City Academy
Counselor Documented Touch Points · Grades 8–12 · 2025–26 · Counselor: Ana Vasquez (+ admin / social-work support)
2,477
Documented contacts
139
Students served
177
Days with activity
14.0
Contacts / active day
22
Threat assessments
10
Suicide screeners (C-SSRS)
Documented contacts by month
39
Aug
266
Sep
402
Oct
237
Nov
210
Dec
275
Jan
305
Feb
272
Mar
314
Apr
153
May
4
Jun
Peak months in red: October, April, February.
Student reach & intensity
Seen once
14
Seen 2–9 times
43
Seen 10+ times
82
125 of 139 students (90%) seen more than once; 82 carried sustained casework (10+).
Where the work goes
Bars = documented entries (one log can carry two functions). Safety contacts in red.
Student support / routine / CICO
1,157
Parent / collateral contact
466
504 / plan support
237
Threat assessment
22
Suicide screener (C-SSRS)
10
CPS / welfare
6
Safety response — 38 high-need contacts (2% of total)
Threat assessments (22): documented under CSTAG protocol; outcome-severity split held in the assessment records.
Suicide screeners (10): C-SSRS screener-level; parents notified and connected to resources.
CPS / welfare (6): coordinated with Idaho Health & Welfare.
A small-school, high-touch model: contact volume is anchored in student support, family communication, and 504/plan work, with deep casework — 90% of students seen more than once and 82 carrying 10+ contacts. 38 high-need safety responses documented under protocol.
Horizon Elementary
Counselor Documented Touch Points · K–5 · 2025–26 · Counselor: Emily Voorhees
547
Documented entries
135
Students served
135
Days w/ activity
4.1
Entries / logged day
41
Threat assessments
8
Suicide / self-harm logs
Documented touch points by month
29
Aug
55
Sep
61
Oct
57
Nov
52
Dec
89
Jan
59
Feb
53
Mar
71
Apr
21
May
Peak months in red: January, April, October.
Student reach & intensity
Seen once
52
Seen 2+ times
83
Seen 3+ times
55
Seen 5+ times
28
Seen 10+ times
14
Where the work goes
Entries overlap (one log can carry two functions). Bars = entries; students = unduplicated. Safety contacts in red.
Check-ins / CICO / regulation
75 students
300
Parent / family communication
67 students
92
Student support / conflict
40 students
62
Threat assessment
26 students
41
504 / eligibility
20 students
29
CPS report
8 students
10
Risk / suicide screener (SA)
7 students
8
Follow-up / outside referral
4 students
5
Safety response outcomes
Threat assessments (41): 19 screeners · 2 transient · 3 not-a-threat · 4 follow-up / witness · 13 assessments initiated. No serious-substantive tag in the logs — final levels confirmed in CSTAG records.
Suicide / self-harm (8): all SA/CCRS screener-level logs documented under C-SSRS protocol; parents notified and connected to resources.
A high-touch caseload anchored in regulation check-ins and family communication, with real casework depth — 83 of 135 students seen 2+ times and 14 carrying 10+ contacts. Safety volume reflects consistent screening under protocol, not rising danger.
Frontier Elementary
Counselor Documented Touch Points · K–5 · Aug 20, 2025 – May 19, 2026 · Counselor: Hannah Leavitt
409
Documented entries
171
Students served
131
Days w/ activity
3.1
Entries / logged day
20
Threat assessments
21
Suicide / self-harm logs
Documented touch points by month
7
Aug
71
Sep
62
Oct
23
Nov
28
Dec
44
Jan
59
Feb
46
Mar
44
Apr
25
May
Peak months in red: September, October, February
Student reach & intensity
Seen once
86
Seen 2+ times
85
Seen 3+ times
47
Seen 5+ times
25
Seen 10+ times
4
Where the work goes
Entries overlap (one log can carry two functions). Bars = entries; students = unduplicated. Safety contacts in red.
Parent / family / home communication
158 students
301
Direct student support / regulation / check-ins
122 students
182
504 / IEP / eligibility / safety-plan support
30 students
59
Peer conflict / bullying / restorative work
46 students
53
CPS / Health & Welfare / DHW-related
32 students
50
Outside provider / referral / community resource
32 students
42
Threat assessment / weapon / Securly logs
16 students
20
Suicide / CCRS / self-harm logs
13 students
21
Safety response outcomes
Threat assessments (20): 3 not a threat · 7 transient · 1 serious substantive · 9 screener / witness / in-progress.
Suicide / self-harm (21): 15 formal screeners; mostly low-risk / screener-only. 1 high-risk case escalated to parent meeting, clinical referral & means-restriction.
The quiet infrastructure that keeps an elementary building running: family communication and early intervention anchor the role, the great majority of threats resolve low-level, and the few high-acuity cases are identified and escalated appropriately — volume reflects consistent protocol use and strong identification, not increased danger.
Summit Elementary
Counselor Documented Touch Points · K–5 · 2025–26 · Counselor: Lizzet Corona Leon (+ social worker, counselor and administrative coverage during leave)
352
Documented entries
191
Students served
100
Days w/ activity
3.5
Entries / logged day
81
Threat assessments
8
Suicide / self-harm logs
Documented touch points by month
19
Aug
47
Sep
64
Oct
24
Nov
22
Dec
35
Jan
21
Feb
19
Mar
55
Apr
46
May
Peak months in red: October, April, September
Student reach & intensity
Seen once
126
Seen 2+ times
65
Seen 3+ times
30
Seen 5+ times
13
Seen 10+ times
4
Where the work goes
Entries overlap (one log can carry two functions). Bars = entries; students = unduplicated. Safety contacts in red.
CICO behavior check-ins
50 students
104
Parent / family communication
67 students
83
Threat assessment
63 students
81
Direct student support
56 students
69
504 / eligibility
20 students
23
Risk / suicide screener (SA/CCRS)
7 students
8
CPS / Health & Welfare
6 students
6
Wellness check
3 students
6
Safety response outcomes
Threat assessments (81): 9 not a threat · 10 transient · 3 serious substantive · 59 screener / witness / in-progress.
Suicide / self-harm (8): all screener-level; several SI disclosures; 1 student hospitalized via St. Luke's and safety-planned.
Daily CICO behavior support is the core of a high-volume load, alongside the district's highest elementary threat-assessment count — which reflects consistent protocol use and strong identification, not increased danger. The Jan–Mar dip tracks counselor leave coverage, not reduced need.
Jefferson Elementary
Counselor Documented Touch Points · K–5 · 2025–26 · Counselor: Johana Garcia (+ admin / social-work support)
153
Documented entries
109
Students served
75
Days w/ activity
2.0
Entries / logged day
19
Threat assessments
4
Suicide / self-harm logs
Documented touch points by month
0
Aug
29
Sep
33
Oct
28
Nov
7
Dec
11
Jan
13
Feb
17
Mar
11
Apr
4
May
Peak months in red: October, September, November · No August data (counselor began September)
Student reach & intensity
Seen once
87
Seen 2+ times
22
Seen 3+ times
8
Seen 5+ times
4
Seen 10+ times
0
Where the work goes
Entries overlap (one log can carry two functions). Bars = entries; students = unduplicated. Safety contacts in red.
Parent / family communication
49 students
61
CICO behavior check-ins
24 students
36
Threat assessment
18 students
19
Social skills group
6 students
7
504 / eligibility
6 students
6
Follow-up
5 students
5
Risk / suicide screener (SA)
3 students
4
CPS report
2 students
3
Safety response outcomes
Threat assessments (19): 8 not a threat · 1 transient · 10 screener / witness; none reached serious substantive.
Suicide / self-harm (4): all formal screeners with screener-level outcomes; parents notified and connected to resources.
A leaner caseload anchored in family communication and behavior check-ins, with broad light-touch reach — 87 of 109 students seen once. Threats resolved low-level (none serious substantive), and every screener was followed by parent contact and resourcing.
What Teachers Told Us
From the district staff survey — the clearest, most repeated theme was communication
“
More follow-up after an incident would help me feel more collaboration between the counselor, admin, and the classroom teacher.
“
It's hard to reach a student when, as a teacher, we have no idea what is going on with them.
“
Everyone involved should be in the circle — clear, consistent steps for any behavior, minor or major.
The ask, in plain terms
Close the loop. When the team responds to a student, circle back to the teacher so everyone stays on the same page — within the limits of confidentiality.
Our Response: 2026–27
What it takes to protect the work our counselors are already doing
Close the loop with teachers
A simple, consistent follow-up after incidents and referrals — confidential where it must be, but never leaving the classroom teacher in the dark.
Tier 1 prevention at the elementary level
SEL and emotional-regulation instruction targeted at K–3, where gesture-based threats concentrate, aimed at reducing the behavior driving screening volume.
Consistent protocol & documentation
Same steps for every building: CSTAG and C-SSRS standardized in PowerSchool, aligned to JSD Policy 3530 and Idaho Code.
Protecting what's at risk
Reset rooms, PACK rooms, behavior paraprofessionals, and clinical referrals for uninsured students are currently funded through the TISS grant, which sunsets in one year — the infrastructure behind our counselors' day-to-day work, and the safety net for students who'd otherwise have no path to outside care.
Bottom line: Every number in this presentation is a student who was seen, a family who wasn't left to face something alone, and a staff member who chose to step in early. Next year, we're taking that commitment further — rolling out PBIS Tier 1 and a district-wide MTSS protocol to support our teachers, and training teachers directly on risk assessment so concerns get caught and handled at the classroom level sooner. 227 threat assessments, 91 suicide-risk screenings, and 82 child-welfare contacts are the visible proof of a promise we keep every day: that no student in this district falls through the cracks quietly.
Questions & Discussion
Rachel Del Valle · District Social Worker · Jerome Joint School District