Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Student Support Services topic
No spam. Unsubscribe anytime.
Gates Chili outlines expanded student support services and related staffing
Summary
District staff described roles and tiered services provided by counselors, social workers, psychologists, speech-language pathologists, occupational and physical therapists and new leadership positions to coordinate services across buildings.
The Gates Chili Central School District Board of Education heard an overview of the district’s student support services, including expanded leadership roles for related services and descriptions of tiered programs that serve students across grade levels.
District staff introduced the support-services team and said the department’s responsibilities include school counseling, social work, casework, school psychology, speech-language pathology, occupational therapy, and physical therapy. Staff described a tiered service model: universal (tier 1) supports for all students, targeted (tier 2) group and short-term interventions, and individualized (tier 3) direct services for students with higher needs.
Presenters named several specific practices and resources. School counselors deliver academic planning, college and career lessons and social-emotional classroom programming and have adopted a new platform, School Links, for middle and high school career and college guidance. Social workers conduct home visits to address attendance barriers, connect families with community partners and provide targeted counseling and case management. School psychologists provide assessment, consultation and counseling across tiers. The speech-language department leader said the district employs 18 speech-language pathologists who provide direct therapy, in-class supports and short-term interventions. Occupational and physical therapy leaders described universal supports such as alternative seating, sensory walks and movement programs, and individualized plans for students with mobility or fine-motor needs.
Staff framed the work as supporting student access to curriculum and improving attendance and graduation outcomes. Jason (district leader referenced in the presentation) noted that increases in graduation rates reported at the district’s prior meeting reflect both academic practices and the tailored supports provided by related services and special education teams.
Board members asked no substantive follow-up questions during the presentation. Staff asked board members to let them know if they wanted additional detail on staffing ratios or specific program budgets; several leaders present said they could provide follow-up data if requested.
