District 230 high schools give struggling students room to improve

Originally published November 17, 2016

Two years ago, Consolidated High School District 230 officials began exploring the option of providing Intervention Rooms at each of our three district schools — Victor J. Andrew, Carl Sandburg and Amos Alonzo Stagg — for students who may need extra help with coping with the rigors of a school schedule or who may need assistance with handling their academic workload or other issues.

A committee consisting of Kim Dryier, assistant superintendent for Instructional Services; Dana Bergthold, director of Student Services; guidance directors Meredith Sheriff, Brian Nolan and Katie Meader; head deans Andy DeCraene, Mike Murphy, Mary Pat Carr; and associate principals Brian Klene, Abir Othman, Ian MacLeod convened to make the necessary recommendations.

During the time they were considering this endeavor, Illinois Senate Bill 100 was passed, which provides for guidelines and reform for school suspensions and disciplinary action.

Combining these two efforts, District 230 personnel acted to create a space for students to gain skills, take control, and receive counseling and guidance to navigate the high school years.

I spoke with Sheriff, guidance director at Sandburg, who provided information on this program.

“Beginning this school year, students who may need transitional help acclimating to school, struggling to manage competing demands, or may need social/emotional support, may take advantage of the Intervention Room. It is available throughout the day, but must be prescribed — it’s not a drop in service.”

In addition, students who need credits to meet graduation requirements, need to repeat a class, or students who need additional credits in order to graduate on time may utilize an accredited online educational platform called Edgenuity in the Intervention Room.

The Intervention Room staff also works to assist students in transitioning into school after an extended absence, transferring in from a smaller school, or students that transfer in after a semester is in progress.

One support staffer and one certified teacher are available the entire school day. The target number of students that can participate in this program each class period is under 15.

Sheriff said personnel who staff the room have had training to handle a range of issues. A training manual was compiled by Denise Ledvina, department chair of Special Services at Stagg. It is a concise resource for teachers to be able to elicit a positive outcome and guide students to better decision making.

All District 230 schools utilize a Response to Intervention Model in order to meet the academic and social/emotional needs of all students. Tier 1 interventions are available to every student; Tier 2 and Tier 3 are prescribed interventions based on individual student need. The Intervention Room is utilized as either a Tier 2 or Tier 3 intervention based on the individual student.

This is a fluid program, in that changes can be made and adjustments can be accommodated. For example, if the student needs a few extra credits in order to graduate (either failed a class, or transferring in and not having the requisite credits) they may take a class in the Intervention Room to “catch up”. If they have a full day of classes and cannot fit another class in their schedule, the Intervention Room can accommodate a half class session during lunch.

This is not necessarily meant for serious disciplinary issues; however, the ESP and teachers are prepared to guide and counsel students who may have minor disciplinary issues. Instead of punishing students for acting out, the staff will provide behavioral guidance and discussion on how to handle issues that may arise. Instead of pulling a student out of school for a suspension for nuisance infractions, the Intervention Room provides counseling and allows the students to be able to keep up with their coursework.

While students may still be suspended out of school for serious disciplinary infractions, Illinois Senate Bill 100 mandates that schools provide additional, appropriate available interventions to assist students with making better choices. While students receiving services through the Intervention Room may generally be in the room for one class period during the day; some students may be in the room for the entire day.

How do students qualify for this service? Pupil Personnel Services teams consisting of guidance counselors, deans, social workers, a school psychologist, and a student assistance coordinator meet weekly and report on students that are at-risk academically and/or social-emotionally. At the end of the week, the head dean and associate principal meet with the PPS team to create a plan. Parental permission is then requested along with student acceptance for placement into the Intervention Room. To date, no student/parent has declined.

Exploring the Intervention Room, we met head dean Andy DeCraene who explained, “This room provides students a place to gain the skills necessary to head into a school of 3,000 students. This is a big school, and some students are overwhelmed.”

Sheriff said, “We can help a student who is struggling with their organizational skills, make the transition from a smaller or parochial school easier or provide an opportunity to catch up on credits to graduate — which is going to make our students more successful in the long run.”