Student Support Lead Introduction

Meet the Leads

Devon Curry - Bertha Godfrey/Bryant

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Brooke Kramer - Lucia Wallace

PURPOSE

Keep students learning

as much as possible.

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Keep teachers teaching

as much as possible

Original Ideas we had when we shared in Sept.

• Build positive relationships with students

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• Bus/breakfast/lunch/recess duty

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• Daily check-ins and check-outs with identified students

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• Frequent check-ins with students at all times during the day

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• Provide scheduled, earned, and calming breaks/resets

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• Work with students/staff on goals, plans, contracts

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• Be on call for “major” situations

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• Lead restorative conversations

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• Collect data

Bertha Godfrey & Bryant

• Meet with 27 students consistently between the two buildings, from 3 year old preschool through 2nd grade
• Worked with teachers to help collect data, provide resources and accommodations, and give students breaks.
• Collaborated with the guidance counselor to consistently work on a specific skill with a student.
• Collaborated with the AEA and classroom teachers to help identify goals for IEPs.
• Interactions with students included everything from a “Hello” in the hallway to short meetings to work on skills.
• Main goal was to build positive relationships.

Bertha Godfrey & Bryant

• When meeting with students the things worked on are:

• Regulating emotions
• Making safe choices
• Controlling our bodies
• Not blurting
• Following classroom expectations

• Recess Rules
• Breaks - scheduled & earned
• Feelings about school
• Holding focus
• Attendance

Feedback from Bertha Godfrey and Bryant Staff

• The Student Support Lead has played a vital role in supporting students across multiple areas, including achievement, social-emotional well-being, and overcoming barriers to success. This position has ensured that my students’ needs were effectively addressed while allowing me to maintain the focus on instruction in my classroom. Additionally, the opportunity to collaborate with the Student Support Lead has provided valuable insight and alternative perspectives, enabling me to better meet the diverse needs of all students.
• The student support lead was such a nice addition to our staff this year. They allowed me to be able to focus more on my lessons and teaching for the whole class when a student was having a tough time. It also allowed for that student to get some one on one help more in the moment.
• The student support lead helped me so much this year. I had a child with some behavior needs. They supported me and would also give me different ideas to try when one idea wasn’t working. They would also make sure they stopped in and checked how my student was doing when they had time.

Data from Lucia Wallace

After 1st semester, we identified our most needy students (15 students) based on the students who were most frequently being referred to Mrs. Kramer or who were using the sensory room most frequently

Worked with classroom teacher to determine skill focus areas

Created plans to improve the deficit areas

• Plans included check-ins, scheduled breaks, behavior charts, work completion plans, points systems

Worked with guidance counselor to ensure those students had time with the counselor too

Data from Lucia Wallace

Of the 15 students who worked on plans after 1st semester

• 2 of the 15 had behavior goals in their IEPS
• 2 moved to a different school (plans were shared)
• 1 went to special education evaluation (using the plan data)
• 10 showed improvement and the plan was stopped

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Data from Lucia Wallace

Over 1000 interactions with the lead or another adult recorded this year

790 were 5 minute reset times

Over 50 students needed to reset for various reasons throughout the year

Reasons for resets = calm down, scheduled, some students ask to take a break, some students chose to take a break

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Feedback from LW teachers

Brooke has been an invaluable member of our team for me this year. I have a few students who have gaps in SEL skills. She has been able to teach social skills and strategies, allow students to take a break and reset, and be another trusted adult for students to count on which allows me to continue teaching with minor disruptions. Before this implementation, I would spend a lot more time with behavior situations. Brooke is also a terrific resource for brainstorming ideas and putting interventions in place. We work together to do what is best for students. She also helps collect data for evaluating interventions or moving towards and IEP if needed.

This position was a great addition to our school year. Brooke was able to support me and give useful feedback with challenging behaviors and situations. She was present in my room almost daily to check in and offer help if needed.

Brooke has been an incredible support for my students this year. When my students were overwhelmed, struggling to focus, or having conflict, she was there to guide them, talk with them, or do structured recess with them. She took breaks with my students when they needed to reset and helped them return to class feeling calmer and more in control. My students would seek her out if they needed a listening ear. Brooke guided some of my students through peer conflict. Her guided recess helped them to work together. She is a steady, empathetic but firm presence, and I thoroughly appreciated her this year.