National School Counseling Week, sponsored by the American School Counselor Association (ASCA), will be celebrated from Feb. 3–7, 2020, to focus public attention on the unique contribution of school counselors within U.S. school systems and how students are different as a result of what school counselors do. National School Counseling Week highlights the tremendous impact school counselors can have in helping students achieve school success and plan for a career.

The special week honoring school counselors provides recognition for school counselors who implement comprehensive school counseling programs, a vital part of the educational process for all students as they meet the challenges of the 21st century. School counselors are actively engaged in helping students examine their abilities, strengths, interests and talents; for working in a partnership with parents as they encounter the challenges of raising children in today’s world; for focusing on positive ways to enhance students’ academic, postsecondary and social/emotional development; and working with teachers and other educators to provide an educational system where students can realize their potential and set healthy, realistic and optimistic aspirations for themselves. School counselors are certified, experienced educators with a master’s degree in school counseling. The combination of their training and experience makes them an integral part of the total educational program.

Deep appreciation for WLHS's Michelle Olson, Greg Bean, Kim Gwin, Carly Halverson, Krystal Toderick; WVHS's Alyson Leatherman, Christine Moon, Andre Abraham, Lucia Meza; ATHS's Tammie Lewis, Cheryl Wilson; MCMS's Jennifer Jolly; ACMS's Toni Snapp; IWMS's Erin Block; RRMS's Amy Koslowski, Alison Gemperle; WLPS's Rita McClellan; TCPS's Catherine Ramos; SUPS's Mollie Hyman; STPS's Megan Prior; LOPS's Carmen Ryan; COPS's Deana Johnson; BFPS's Katie Flaker; BOPS's Tami Brester; and BCPS's Pamela Campbell. You are the best! Thanks for helping build better humans :)

There are some important updates! Josh has created an nice summary sheet that is attached in the WLWV State Assessment Accommodations Recording Sheet.

Excerpt from WLHS Amplifier, Student Newspaper, Reporter Lilian Gottschling:

The Suicide Prevention Resource Center found that the second leading cause of death for ages 10-34 was suicide, and the numbers are climbing with each year. As teenage suicide rates skyrocket, high schools around the country are attempting to find ways to lower these rates and provide resources for their students.

Sources of Strength, created in 1998, by Mark LoMurray, is a national student outreach program that works to educate students on how to assist their peers through difficult situations in their lives, and the program has made its way into the West Linn halls.

"It's primarily based on a proactive solution for suicide prevention," Gregory Neuman, principal, said. "But I've seen it grow into more than that...." The program was brought to West Linn High by Michelle Olson, school counselor, and Mike Miller, school psychologist. Sources of Strength is intended to run as a student leadership program. Olson explained that this was done intentionally, as a way to get the word out in a more powerful way, since students often have more influence on their peers than adults do.

Sources of Strength is open to students of all backgrounds and abilities. Eliza Porter explained why she was drawn to the club after being invited. "It all sounded pretty cool," Porter said. "It's about bringing positivity and inclusivity to West Linn, so I thought that it would be cool to be apart of something like that."...

Sources of Strength has been used in other schools around the United States and has proven successful. Olson hopes that Sources of Strength will have a massive impact on our school community, leaving a legacy of hope, help, and strength.

Co-teaching can come in several forms including station teaching, team teaching, one teach-one assist. Many of these models are being used throughout our district, with different teams of classroom teachers and specialists finding new ways to work together to deliver content in ways that are accessible to all students.

At Bolton, Kindergarten Teacher Janene Gould and Learning Specialist Priscilla Kelly are co-teaching their readers workshop using the parallel teaching model. After looking at student needs at the beginning of the year, they chose this model because they felt it would be best for all students to be learning in a smaller class size during literacy. Typically, Ms. Gould keeps half of the class in her room for a mini lesson and application, while Ms. Kelly takes the other half of the class next door to engage in small group instruction and individual conferring. They use similar structures, vocabulary, and visuals in both spaces, ensuring a coherent literacy workshop for all children. Because they both know the reading levels of all children, when they do have time to co-plan, Priscilla and Janene have a real depth to thinking about the learning targets and student access needs.

What are some ways to get real traction in co-planning? Check out the 8th grade Science team at RRMS. Science teachers Theresa Ellis and Jessamyn VanHook prioritize their regular planning time with Learning Specialist Alex Sederstrom. Alex is prepared for these meetings by being familiar with the standards and basic unit overviews, as well as knowing the strengths and needs of students with learning differences in 8th grade.

Together, they focus on the planning units and lessons with clear learning targets and multiple ways to engage students and multiples ways students can show their learning. Ideas like visual supports that are can help all students but be critical access points for students who are emerging bilinguals or who have learning disabilities, are planned for on the front end.

Two small examples of a recent planning session are shown in pictures below. Unit assessments are planned in a standard, accommodated, and modified version for each unit they plan. On the right, they create some quick vocabulary activities using some of the tools from Unique Learning System that can be ready to go, if a student is needing an alternate engagement strategy in class.

• Wednesday, February 5, QPR Question, Persuade, Refer Suicide Prevention Training 1:00 CREST
• Wednesday, February 5, ParaEducator Professional Learning for High School 1:30-3:00, District Office
• Wednesday, February 5, Community Immunization Clinic, 4:00-6:30 Boones Ferry Primary
• Thursday, February 13, School Counselors, 7:30-9:30 District Office
• Friday, February 14, Speech Language Pathologists PLC 7:30-9:30 District Office
• Wednesday, February 19, Nursing Team, 1:00 District Office
• Thursday, February 20, Motor Team, 2:00 District Office
• Friday, February 21, Learning Specialist Cycles of Inquiry, 7:30-9:00 District Office
• Friday, February 21, CORE & EVAL Team, 12:00 District Office
• Tuesday, February 25, Social Workers, 7:30 Art Tech
• Wednesday, February 26, Circles of Support Work Group, 1:00-3:00 District Office
• Friday, February 28, Inclusive Schools Leadership, 12:30 District Office
• Tuesday, March 3, Screening of Intelligent Lives, Lake Theater 6:00pm

Email: spencerj@wlwv.k12.or.us
Website: https://www.wlwv.k12.or.us/domain/43
Location: 22210 Southwest Stafford Road, Tualatin, OR, USA
Phone: (503)673-7026
Twitter: @jswsiiams