The mission of the Student Services Department is to remove barriers to student learning and to help students succeed both academically and socially.
The department has a major role in providing students with necessary supports in all core academic areas as well as in behavior through the district-wide implementation of a comprehensive system of student supports known as Multi-Tiered Intervention System of Supports (MTSS). Besides the academic areas, the department supports implementation of PBIS or Positive Behavior Intervention Support at all schools. PBIS focuses on the development of a safe and caring learning environment that fosters student engagement and academic success.
Student Services also includes state and federal programs, state and local assessment, counseling and guidance, school nursing, health and prevention education, and parent education programs.
The department coordinates professional development for all teachers and school staff. This includes a teacher mentor program to support teachers new to the profession.
Meet the Team
Teaching and Learning, Curriculum and Instruction
Teaching and Learning
This school year the administrators and teachers will be participating in a professional development plan that focuses on “The Instructional Framework”. This series will support the achievement of the district’s instructional goal #3.
Curriculum and Instruction
The Tenino School District is beginning a formal process to adopt a viable k-12 curriculum in the area of Reading. Using an independent tool called the Instructional Materials Evaluation Tool (IMET), we will analyze curricula through a series of decision-making steps to find materials that will increase student learning and engagement. This process will take approximately one and a half years to complete with full implementation of the new curriculum materials September of 2017.
PBISS, CHAMPS, Behavior Support
All schools in the Tenino School District are structured around Positive Behavior and Instructional Support System (PBISS) teams.
What is PBISS?
PBISS is a school-wide positive behavioral support system that includes proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Instead of using a piecemeal approach of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in areas including the classroom and non-classroom settings (such as hallways, buses, and restrooms).
In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important step of a student's educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBIS is to establish a climate in which appropriate behavior is the norm.
Classroom Positive Behavior Support
All teachers want their students to be orderly, responsive, engaged, and motivated. According to the most current research on teacher effectiveness, putting a successful behavior management system in place is a sure way of achieving these goals. Tenino School District is implementing CHAMPS to get us there!
Over the course of the 2016-17 school year we will be providing professional development in the CHAMPS program to all of Tenino school staff. Implementation of a new program takes time and effort. Our Tenino staff is excited to work hard to accomplish the following:
- Improve classroom behavior (on-task, work completion, cooperation).
- Establish clear classroom behavior expectations with logical and fair responses to misbehavior.
- Motivate students to put forth their best efforts (perseverance, pride in work).
- Reduce misbehavior (disruptions, disrespect, non-compliance).
- Increase academic engagement, resulting in improved test scores.
- Spend less time disciplining students and more time teaching them.
- Teach students to behave respectfully and to value diversity, thereby reducing cultural differences that may manifest as misbehavior.
- Feel empowered and happy to be in the classroom.
- Develop a common language about behaviors among all staff.
- Create a plan for orienting and supporting new staff.
- Reduce staff burnout.
Research shows that CHAMPS in the classroom makes a difference for all students.
Three levels of intervention:
- Building capacity for teachers and admin by teaching skills and knowledge (mental health, social skills, Tier 2/3 interventions).
- Provide immediate student and/or family intervention.
- Building capacity for teachers and admin by modeling skills and interventions that would be useful/helpful.
- Participate on the building care team for higher level interventions for individual students.
- Provide FBA coordination/oversight.
- Assist in writing the behavior support plan and develop, train and model the data tracking tool.
- Provide student intervention/teacher-staff coaching.
- Analyze progress and determine results for further monitoring and planning.
Washington State Fellows' Network
Fellows are teacher leaders who wish to work in partnership with ESD content coordinators, OSPI teaching and learning leaders, and district/building and program leaders to support professional learning within their school or district, or early learning program.
Tenino School District has identified three teachers from each school to be fellows for the 2016-17 school year. Three content areas will be represented: ELA, math, and science. These teachers showed a strong interest in becoming teacher leaders in the district. They each applied for this unique opportunity and were selected by the district, OSPI, and ESD113. The following criterion was met by the 11 TSD teachers:
- Geographical distribution across region
- Grade band representation
- Evidence of district CCSS/NGSS implementation plans
- Strong district support
- Teacher leaders with access to the classroom
- Active in professional learning
- Deep understanding of the CCSS/NGSS
- Previous leadership with the ESD or district
Tenino School District works hard to support and retain new teachers to the profession and to the district. Two different models are currently used to create a system of support for these teachers:
BEST Grant Model
Tenino School District is partnering with ESD113 and other school districts with the purpose of providing effective, comprehensive mentor training for experienced teachers. The Purpose is to build expertise in experienced teachers to be successful mentors by:
- Learning to observe, gather data, and give feedback four times per year.
- Completion of three day OSPI mentor academy.
- Continued professional development to build mentoring skills.
- Participate in local mentor roundtables.
Instructional mentors coach in thinking and practice, observe and provide feedback, assist with classroom management, equity, maintain confidentiality, support new teachers with the evaluation process, and use the instructional frameworks to talk about teaching.
New teachers to the district or teachers with new assignments in the district will be eligible to participate in the mentor teacher program. Release time for the mentor and mentee will be provided at the request of the pair. This release time is to:
- Collaborate on effective instructional strategies to reinforce district professional development.
- Provide direction about district building policies, procedures and programs.
- Support the mentee in developing a high level of professional development/commitment.
- Model for the mentee good communication and interpersonal skills with the students and staff.
- Model for the mentee enthusiasm and a high level of professional creativity.
Washington’s state tests fulfill the requirements of the Elementary and Secondary Educational Act and state law (RCW 28A.230.095). They are used for school, district, and student accountability. Our assessment system was implemented in response to the state’s Education Reform Law of 1993 which requires the assessment system to:
- Test all public school students, including students with disabilities and students with limited English proficiency.
- Be administered annually in selected grades.
- Measure performance, based on the state’s learning standards.
- Report on the performance of individual students, schools, and districts.
- Serve as one basis of accountability for students, schools, and districts.
State test results are also used to make improvements in teaching and learning. Parents, students, and educators use the results to:
- Follow student progress.
- Identify strengths, weaknesses, and gaps in curriculum and instruction.
- Fine tune curriculum alignment with the statewide standards.
- Identify students who may need additional help.
Testing Requirements for High School Graduation
To earn a high school diploma in Washington, students must demonstrate proficiency in English language arts, mathematics, and science on standardized tests. The goal is for all students to have college and career ready skills upon leaving high school to be better prepared to meet 21st century demands in their working and personal lives.
Students who pass the smarter balanced assessments at a level 3 or 4 of proficiency will be considered college and career ready. Public universities, colleges, community colleges, and some technical colleges in Washington will recognize this proficiency score and not require incoming students to take college placement exams but allow them to move directly to undergraduate level courses.
Highly Capable Program, Title One, Learning Assistance Program, MTSS
Highly Capable Program
Tenino School District defines highly capable students as students who perform or show potential for performing at significantly advanced academic levels when compared with others of their age, experiences, or environments. Outstanding abilities are seen within student’s general intellectual aptitudes, specific academic abilities, and/or creative productivities within a specific domain. WAC 392-170-035
Program Design and Description
Elementary Student Options:
- Pull Out/Enrichment/Clustering
Middle School Student Options:
- Pull Out/Enrichment/Clustering
- Acceleration - Single subject, whole grade, or advanced section of course
High School Student Options:
- Acceleration - Advanced section of course
- Early access to college
- Advanced Placement
- Dual credit
- Online coursework
Title I, Part A is a federally-funded program designed to provide supplemental educational services for children who are most at risk of failing to meet the state's student academic achievement standards in English Language Arts (ELA) and mathematics. The program focuses on promoting reform in high-poverty schools and ensuring student access to scientifically-based instructional strategies and challenging academic content. Title I, Part A distributes funds to schools based on the number of low-income families rather than achievement.
Students in kindergarten through 5th-grade at both Parkside Primary and Tenino Elementary School benefit from the supplemental education services (SES) provided by Title I funds in Tenino School District. These opportunities allow schools to provide needed interventions to ensure students meet academic standards. Program support is given in a variety of ways such as kindergarten readiness, differentiated instruction, small group interventions, and tutoring.
Assessments are used to qualify students for Title I are Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Measures of Academic Progress (MAP), as well as teacher and parent/guardian input.
Parents can influence the success of their child more than any teacher or federal program. Parents of students that are Title I qualified enter into a school-parent compact. This compact includes the school, parent and student role in regards to student success, communication about student progress and how families and schools can develop a partnership to assist in student growth.
Learning Assistance Program
Learning Assistance Program or “LAP” is a state–funded program allocated to support schools in serving students with the greatest deficits in academic basic skills as identified by statewide assessments. Basic skills are defined as reading, math, writing, and readiness. LAP is intended to be supplemental. This is to be in additional to basic education support, not in place of.
Eligible students are those achieving below grade level on the MAP assessment in middle school, and 11th-and 12th-grade students at risk of not graduating. Achievements on the district assessments of basic skills are also considered.
The assessments used in Tenino School District to qualify students for LAP include Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Measures of Academic Progress (MAP).
Once it is determined that a student is LAP qualified, a designated teacher or para-educator works with the students in small groups or individually. Parents and teachers work closely together to monitor the student’s progress throughout the year. A summer academy is offered to support students in maintaining their skills over the long break.
Program support for students is given in a variety of ways. These supports include:
- In-class support through differentiated instruction in Reading/ELA English and Math
- Small group instruction
- Online credit retrieval for high school juniors and seniors
Multi-Tiered System of Support
Multi-Tiered System of Support, or MTSS, is based on the concept of providing evidence-based instructional strategies by highly qualified staff that is matched to student needs and monitored on a frequent basis. The information gathered by this approach is used to make decisions regarding the student’s educational program. All students are monitored to make sure that they are learning in the instructional environment. If not, they are provided the support needed to learn. Progress is continually monitored and students flow in and out of support based on their needs. The idea is to intervene early with evidenced based strategies before a child fails and becomes so far behind that they require special education. It is easy to confuse MTSS and Response to Intervention or RTI. RTI tends to only address students who are at risk of not meeting grade level benchmarks, while MTSS creates an educational system that focuses on success for all learners. With MTSS, teachers also accelerate students at benchmark and above who are ready to advance their knowledge.
The key to MTSS is simple: Quality, appropriate, targeted literacy instruction for all students. Multi-Tiered Instruction is divided into three tiers of intervention and is not implemented the same way in all our school. Tier I is the general classroom with differentiated instruction provided by the classroom teacher. All students receive Tier I support. In Tenino School District, this means that all students receive core reading instruction every day. Research shows that 80% of students are successful in the core curriculum when it is implemented properly.
Parents can be involved in Tier I in the following ways:
- Communicate frequently with the classroom teacher
- Ask to see your child’s assessment results
- Attend school functions, such as back-to-school night and parent teacher conferences
- Ask your child about their school day, “what was your favorite thing you did today?”
- Monitor and assist with homework
- Support and reinforce the classroom teacher
- Meet with the teacher if your child starts to experience difficulties
- Praise your child for good work and discuss issues that are problems
- Read to or with your child for a minimum of 20 minutes each night
English Language Development
English Language Development
As part of our registration process for new students, parents must respond to questions regarding the student’s first language. If the first language is anything other than English, the student is referred to the English Language Development program staff for testing. Access to the English Language (EL) program is determined by a student’s score on the Washington State English Language Proficiency Assessment (WELPA -Placement). Students who score as beginner, intermediate, or advanced qualify for English Language services.
The primary purpose of the English Language program is to provide students with an educational environment that gives them the best opportunity for success. The district’s k-12 English Language coursework is closely coordinated with classroom teachers and taught one-on-one or in small groups to address individual student needs. Our goal is to develop competency in English as rapidly as possible in order to provide a language base for the regular curriculum. We focus on developing oral proficiency with the integration of reading and writing as the student progresses through the various stages involved in learning a new language.
In accordance with state law, students exit from EL when they score as transitional on the ELPA21.
Career Technical Education (CTE)
Career Technical Education (CTE)
College, career, and technical education is a high school program of courses that provides rigorous academic engagement, exploration of career pathways, and development of 21st century skills. These rich learning experiences include laboratory activities, work site experiences, simulations, competitive events, and career planning.
College, career, and technical education provides opportunities for students to have authentic experiences while planning and preparing for their post-secondary choices in college, vocational-technical school, apprenticeships, the military, or the workforce.
Areas of Study offered at Tenino High School:
Agriculture and Natural Resources
In agriculture and natural resources classes, students will have an opportunity to participate in hands-on activities in a variety of ways. They will learn about different ecosystems and environmental issues, propagate and grow plants in a greenhouse environment and learn landscape design. Students will create floral arrangements, learn about animals in vet-science courses, learn welding techniques, or create woodworking projects.
Classes in the Marketing Department offer comprehensive education and training opportunities for all students that will prepare them with the skills and knowledge to work in a 21st century global economy, particularly as entrepreneurs or in other business settings. Students have the opportunity to participate in activities such as operating the school store.
Classes in the Business Department offer comprehensive education and training opportunities for all students that will prepare them with the skills and knowledge to work in a 21st Century global economy, particularly as entrepreneurs or in other business settings. Students are able to participate in classes such as game design, leadership, and do office internships on campus.
Early Intervention, Special Education, Section 504
The Tenino School district offers special education programs for students from birth to age twenty-one. Student eligibility for special education is determined by a group of qualified people who review medical and educational evaluation results. Students must qualify based upon eligibility criteria established by the State of Washington. The student’s parent/guardian is involved throughout the process including in the referral, evaluation, decision about eligibility, and program design.
The district believes that early intervention in critical to addressing a child’s developmental and educational delays. The parents and educational staff work collaboratively to design the educational program for eligible students between the ages of birth to three. The services are typically provided in the child’s home. An occupational therapist, speech therapist, special education teacher, or educational consultant will work collaboratively with the child’s family to address educational and developmental delays.
At the age of three, the district will reevaluate the child and if he/she is eligible, the student will be served in either a center based program or will receive direct therapy from a speech therapist. The district and the families will collectively design the child’s educational program. Areas of service may include independent living skills, cognitive skills (pre-academic), motor skills, communication skills, or social-emotional skills. Goals will be established in for each area of eligibility and will be reviewed with the parents on at least an annual basis. The student’s progress in each goal area will be continuously monitored by the educational staff.
The Tenino School district provides a free, appropriate public education for eligible special education students between the ages of birth through twenty-one. A full continuum of placement options are available, based on the child’s educational needs. Parents, students, and educators work collaboratively as members of a team to determine eligibility and the appropriateness of educational interventions.
Each building has a student referral system. The building team reviews a child’s academic and behavior progress and gives the child appropriate interventions as a part of the general education program. If the interventions are unsuccessful and the child is not showing progress, the team or any other involved individual may submit a referral to special education.
An evaluation is then completed and the parents and educational team determines if a child is eligible for special education services. If eligible the district works with the parents to identify an appropriate educational program and classroom accommodations and completes a document called an Individualized Educational Program (IEP). This program is designed to ensure the student receives an appropriate educational program designed specifically to meet his/her educational needs in the least restrictive program possible.
Programs for kindergarten through 12th grade or age 21
Each student who qualifies for special education services has an IEP created for that specific student to meet his/her education need. A student may be served in a variety of settings which include, but are not limited to, the following:
- Services in the general education classroom: A student may be served in the general education classroom. This would include specially designed instruction in each area of eligibility which is designed and monitored by the special education teacher but delivered by the classroom teacher.
- Targeted Learning Center: A student may be “pulled out” of their general education environment to receive specially designed instruction in his/her area(s) of eligibility in an alternative environment. The materials used for instruction may vary from the general education materials. The amount of time a student is served in a Targeted Learning Center is based on the student needs.
- Intensive Learning Center: A student may require an alternative placement program for the majority of the day. The student may be eligible to receive services in reading, math, written language, independent living skills, vocational training, recreational training, and behavior in this alternative setting. Students participate with peers as appropriate to meet their individual needs.
- Itinerant Services: A student may require targeted services in speech, language, and motor skills. Services are provided to these students in a “pull out” model or through consultation with instructional staff. These services are designed and monitored by a certified speech therapist or occupational therapist.
Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law that prohibits discrimination against individuals with disabilities. Section 504 regulations require school districts to provide appropriate education to students with disabilities under Section 504.
The Tenino School District has a 504 manual and a 504 guide for parents and teachers online. The second section explains the procedures for identifying students with disabilities under Section 504, and the procedures for developing a 504 plan to provide students with disabilities access to public education. The last sections include a Q & A about Section 504 and the current forms to use.
The information in this manual includes the changes resulting from the Americans with Disabilities Act Amendments of 2008, and reflects the Tenino School Districts’ ongoing commitment to educating all children with rigorous program choices, high expectations, mutual respect, and excellence in all endeavors, as we strive to be the premier school district in Washington, in accordance with our Mission and Vision.
Student and Family Support Service Program, McKinney-Vento and Foster Care Services, Community Truancy Board
Student and Family Support Service Program
The Student and Family Support Service Program is a program that may assist families with the identification and navigation of community resources that can help your family with crisis, short term, or long term supports. The Student and Family Support Service Program at the Tenino School District employs one full time Liaison to work with you and/or your student.
The liaison can:
- Function as a link between the home, school, and community by bringing people together to promote the educational success of students.
- Intervene when there is a social, familial, or economic challenge that impacts the learning process of students.
- Strengthen students' learning opportunities, achievements, and socio-emotional functioning by providing the following services:
- Assisting families in identifying community services and resources
- Providing casework services to students who have problems adjusting to school
- Facilitating individual and group support sessions
- Consulting with teachers, administrators, and parents regarding classroom behavior, school policies, and procedures affecting student performance
- Acting as mandated reporters of suspected child abuse
- Participating in a team response to suicidal statements made by students
- Participating in crisis intervention teams
McKinney-Vento and Foster Care Services
The McKinney Vento Homeless Program assists student and parents who are:
- Student and family or student independently living with friends or family (doubled up) due to loss of housing and/or economic hardship
- Residing in a shelter, transitional housing, motel, car, campground, trailer park, on the streets, substandard or housing not meant for human habitation; other inadequate housing.
- Unaccompanied youth - generally these students are middle school or high school students who are “couch surfing.” Students who “couch surf” are staying with a friend or family member moving from one nightly residence to another and are not in the physical custody of a parent or guardian.
Students who are eligible for McKinney-Vento funds are entitled to receive a variety of services. The primary responsibility of the district liaison is to eliminate any barriers to the McKinney-Vento student’s right to education and school participation comparable of that of a student who is not homeless. The following are a list of services, which the liaison will address and may be available to the student:
- Immediate school enrollment despite missing documentation or records.
- Immediate free lunch.
- Transportation to district school or school of origin.
- The right to attend the school attended prior to being displaced despite “residing” out of the district.
- Schools supplies and tutoring referrals.
- Specific school fees waived.
- Counseling and social services referrals.
- Community referrals/assistance with: addressing medical issues, applying for DSHS benefits, vocational, technical, after-school programs, or any other identified need considered to be a barrier to the student’s education.
- Other services may be available on a case-by-case basis.
Beginning on December 10, 2016, foster children awaiting placement are no longer eligible for McKinney Vento.
Community Truancy Board
The Tenino Community Truancy Board or CTB was established in January of 2016.
Duties of a community truancy board shall include, but not be limited to:
- Identifying barriers to school attendance, recommending methods for improving attendance such as connecting students and their families with community services, culturally appropriate promising practices, and evidence-based services such as functional family therapy, multi-systemic therapy, and aggression replacement training, suggesting to the school district that the child enroll in another school, an alternative education program, an education center, a skill center, a dropout prevention program, or another public or private educational program, or recommending to the juvenile court that a juvenile be referred to a HOPE center or crisis residential center.” RCW 28A.225.025
The Tenino CTB meets monthly and has representatives from the Tenino community, Thurston County Juvenile Court, community non-profit organization(s), and Tenino School District staff members. The CTB is facilitated by the student and family support liaison for the Tenino School District.
RCW 28A.225.026 states that by the beginning of the 2017-18 school year juvenile courts and school districts must enter into a Memorandum of Understanding to establish Community Truancy Boards as a coordinated and collaborative approach to address truancy.