School and Community Profile Assignment Zoe Romero Ohs

Running Head: SCHOOL AND COMMUNITY PROFILE 1
School and Community Profile:

Olympia High School
Zoe Romero
Seattle University
December 2, 2013

Table of Contents

1. Demographic Information...Page 3
2. Data Interpretation..Page 9
3. School Counseling Program..Page 11
4. Strategic Elements.Page 14
5. Key Relationships.Page 16
6. Being Visible.Page 17
7. Community Mapping ...Page 18
8. Conclusion.Page 21
9. References.Page 23


Student and Teacher Demographic Information

The following graphs illustrate demographic information about the student and
staff at Olympia High School, located in Olympia, Washington. The graphs cover
gender, race, free and reduced-priced lunch, discipline, special populations, and tier 2 and
3 data.
Student Data

(OSPI Olympia High School Demographic Data, 2013)

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(Olympia High School Profile Data, 2013)

OSPI Dropout Rate Data, 2013
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Tier 2

(Olympia High School Tier 2 Data, 2013)

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Olympia High School Tier 3 Data, 2013

Teacher Data

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(OSPI School Profile Data, 2013)

Data Interpretation

Olympia High Schools student population is predominantly white. The school
appears to be equal female and male enrollment. The minority populations at Olympia
High School include Hispanic/Latino, Asian, and Hawaiian/Pacific Islander,
Black/African American and American Indian/Alaska Native. The largest minority
population is the Native Hawaiian/Pacific Islander population. Suspensions documented
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during the 2012-13 school year were primarily due to the possession of illicit drugs.
Dropout data for the high school shows the 11
th
as a high risk for dropout than other
grades. When the data is disaggregated for dropout rates by race, the American
Indian/Alaska Native population has the highest rate, followed by Hispanic/Latino and
Asian student population. Tier 2 and 3 students have been disaggregated for the purpose
of the school improvement plan. This data shows tier 2 students are mostly white males
in 10
th
grade. Tier 3 students are also mostly white male, but show a larger population of
11
th
graders. The tier 3 students who identified as more than one race were mostly white,
and American Indian/Alaska Native.
The teacher data indicates the school has an entire white staff of teachers. This
data does not include school administration and non-classified employees. This does not
reflect the 28% of the student population that identifies with a minority race. The
Olympia School District data shows 98% of all Olympia School District classroom
teachers are white, leaving 2% of classroom teachers identifying with a minority race.
The classroom teacher data however, does reflect the gender breakdown of the school.
There are almost equal numbers of male and female teachers in the classroom.
Based on the data provided, Olympia High Schools student population reflects
the white, middle class community it serves. It can also be concluded that the school may
benefit from a more diverse staff. The data provided is from last year, which does not
reflect the new staff that was hired for the 2013-14 school year. This year the school has
switched the focus from academic achievement to the social and emotional needs of at-
risk students. The school counselors and Care Team (counselors, administrators, nurse,
school psychologist, etc.) have been given the task of creating standards for risk. They
also have developed methods to assess students in need of additional interventions.
School Counselors have also been asked to help teachers identify and sponsor a tier 2
and 3 student in their classes. Counselors hope to help teachers use existing or new
interventions to increase interaction with their tier 2 and 3 students. Based on the data,
additional interventions are needed for males at the 10
th
and 11
th
grade levels. There also
should be more resources for American Indian/Alaska Native students.

School Counseling Program

The School Counseling Program Implementation Survey (SCPIS) was given to
each of the six counselors at Olympia High School. After the data was collected, there
was an expressed need to close the achievement gap for minority and low-income
students. Counselors also indicated a need to connect with parents.
Gaps in the program were concerning areas of data gathering and time management.
The need for a consistent needs assessment to guide program planning was shown in
survey results. The data also showed a need to analyze student data by ethnicity, gender,
and socioeconomic levels. Finally, the data revealed a need for counselors to see how
their time is spent. Question five addressed the regularity of a needs assessment. There
was a split between the counseling team as to the implementation of a regularly
completed needs assessment. This year, the team has created new assessments they hope
to continue using in order to obtain a baseline and measure progress.


(SCPIS data, 2013)

Question 10 focused on the school counselors ability to analyze student data by
ethnicity, gender, and socioeconomic levels. According to the SCPIS, counselors
disagreed on the level of intervention strategies. This year, the counseling team is
aligning with the school improvement plan to specifically identify interventions catered
to specific populations.

(SCPIS data, 2013)

An additional gap found in the SCPIS results was the amount of time counselors
spend on activities that directly benefit students. The majority felt 80% of their time was
spent on students. There were two outliers who felt the amount of time was below 80%
of their time. This disagreement might be due to individual counseling styles or a lack of
knowledge of the impact (or lack thereof) of the activities on students.
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(SCPIS data, 2013)

According to the survey, counselors felt the department was lacking an annual
review process. None felt there was a process implemented. This is evident in the push
for a review process this year. The counseling team is still exploring options to assess the
effectiveness of interventions.

(SCPIS data, 2013)

The counseling departments strengths include a clear mission statement, ability
to deliver relevant guidance lessons and the strong drive to use data to drive decisions.
The counselors are knowledgeable around using data for school improvement. Another
strength shown in the survey is the departments dedication to improvement. The results
showed gaps in the department that are being addressed this year. In the past years, the
counselors relied heavily on Healthy Youth Survey results. This year they are in the
initial steps to gathering additional information in order to highlight different populations.
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Strategic Elements

The mission statement for Olympia High School states, We, the Olympia High
School Community, are dedicated to personal excellence and responsible citizenship.
This mission statement translates into the following core outcomes:

Graduating students will be responsible, competent, and contributing members of
society who are prepared to lead successful lives.

The primary role of teachers will be to facilitate and inspire student growth.
Teachers will be competent, valuable professionals who work collaboratively to
provide supportive, student-centered instruction.

The curricula will be intentional, diverse relevant, and dynamic.

The administration will consist of supportive, consistent, strong leaders focused
on student learning.

Discipline issues will be handled respectfully, swiftly, consistently, and fairly.

The most important criterion for measuring our success will be the achievement
of our students and graduates.

Our school will be recognized in the community as a provider of quality
instruction based upon respect, achievement and integrity.

(http://olympia.osd.wednet.edu, 2013)

The mission statement of the counseling team is to, provide counseling services
which will foster personal and social growth, assist in educational and career planning,
and promote healthy decision making in order for students to reach their full potential in
the future (http://olympia.osd.wednet.edu/ccenter/counseling, 2013). Olympia High
School is using the RTI framework to guide and organize students into three tiers.
Strategic school improvement plans this year are to define indicators and thresholds to
identify tier 2 and 3 students. These indicators include attendance, credits earned, GPA,
discipline, and current grades. The data will be disaggregated further based on
demographic data. The purpose is to create a standard method for identifying tier 2 and 3
students. Counselors still have the ability to place known students in tier 2 and 3
categories, but the majority of students are identified by certain criteria. Olympia High
School counselors worked with district staff to create easily accessible reports. These
reports will be run every six weeks to assess progress.
Tier 2 reports are generated using the following indicators:
Grades: 1-3 Fs
GPA: 1.1-1.9
Earned Credits: (10
th
) 3.5-5, (11
th
) 8.5-11, (12
th
) 13.5-15
Attendance: 5-9 absences within first six weeks
Discipline: 1-2 suspensions

Tier 3 reports are generated using the following indicators:
Grades: 4-6 Fs
GPA: 0.0-1.0
Earned Credits: (10
th
) 0-3, (11
th
) 0-8), (12
th
) 0-13
Attendance: 10 or more absences within first six weeks
Discipline: 3 or more suspensions
(Olympia High School RTI Data, 2013)

To help teachers locate these students, counselors have worked with the district to
create indicators in the schools SIS system Skyward. Teachers now have the ability to
see in their online grade book which students are tier 2 and 3. The RTI model was
presented to the school faculty at the summer in-service. The goal was to educate
teachers on the model and how school counselors will help integrate the model in the
school. Counselors used professional development days to develop a collective strategy.
This strategy aims to include all school staff to provide services for tier 2 and 3 students.
Counselors were careful to not require, but ask help from the teachers. The SMART goal
for the counseling team is to seek a 5% reduction of students from both tier 2 and 3.

Key Relationships

The relationship between Olympia High School and the parents is always striving
to be better. The school attempts to provide equal and equitable access for all students
and parents. Many of the printed resources are available in Spanish, but lack availability
in other language. Also, there appears to be a little attempt to provide parent workshops
in languages other than English. Parents appear to be involved regarding academic and
teacher issues. The school has been accommodating for all families to have a case
conference with the student and teachers.
Olympia High School works with a variety of community organizations in order
to provide additional resources for students and parents. Currently, OHS is in their 3
rd

year of a pilot program with GRuB (Garden Raised Bounty). The organization works
with students on teaching them entrepreneurship, horticulture, and the power of
community change. The program aims at decreasing hunger within the surrounding
community. Olympia High School also houses Oly Bear Pre-School which offers low-
cost childcare for the community. Other community organizations that Olympia High
School has a partnership with include the New Market Skills Center, the Online Regional
Learning Academy, and Community Youth Services.
The staff and administrators appear to have a positive relationship. The
administration is supportive to staff needs and concerns. The building principal and vice
principals are available for problem solving and consultation. This year the school
received funding for an additional vice principal, which has been a large asset to the
school. There appears to be a mutual level of trust and respect between counselors and
the administrators. However, at times, the administration often introduces changes
without seeking the input of the staff.
The relationship between the school counselors and teachers has appeared
supportive. The norm within the counseling center is to keep teachers as allies.
Counselors always seek information from teachers when there is an issue with a student
or parent. When conflict arises, the majority of teachers are willing to meet with the
student and parent to work out a reasonable solution for both parties. The school
counselors also understand the amount of work teachers are already responsible for and
are careful when suggesting interventions.

Being Visible

I have had the opportunity to attend Olympia School District counselor meetings,
an ESD 113 counselor meeting, school faculty meetings, case conferences, and
counseling faculty meetings.
The district meetings met with other high school counselors within the district.
The topics discussed included GRuB attendance at each location and New Market
Vocational Skills Center enrollment. There was concern about the low enrollment for
each alternative education program. In the last meeting, the district shared their suicide
assessment protocol with counselors. During the review concerns of confidentiality and
consistency were brought up. Other topics covered during the meetings were PSAT
costs, new health care application, and social service updates.
The ESD 113 meeting consisted of multiple districts in the area. Topics covered
were, common core standards, Navigation 101, YSPP suicide prevention training,
legislative updates, and a presentation by Olympia High School on the RTI framework.
Parent conferences included issues of anxiety, depression, academic planning,
teacher conflicts, current schedule, Community College planning, and college advising.
The conferences were available at the school and over the phone.
School Counseling meetings covered SMART goal review and career guidance
curriculum review. Meetings also covered climate survey results and the implementation
of the RTI framework. There have been long discussions on tracking time with students
with Time Tracker. The counselors have also been exploring ways to track positive
interactions between teachers and their tier 2 and 3 students.
In addition to meetings, I was able to observe classroom guidance lessons each
week. The counseling center utilizes Social Study and English classes to deliver
guidance lessons to all students. Students are required to complete their Career Cruising
profile throughout their four years at OHS. Once completed, it fulfills the High School
and Beyond Plan required for graduation. I was able to observe and facilitate lessons for
each grade level.

Community Mapping

Community organizations that serve the students at Olympia High School:

1. Community Youth Services
Derek Harris, Director of Program Services
360-918-7870
711 State Ave, NE
Olympia, WA 98506

Description of Services: Community Youth Services (CYS) is the largest welfare
agency that serves the Southwest region of Washington. There are 17 programs
housed within CYS. These programs and interventions serve foster children,
homeless, at-risk, abuse, poverty, crime and family issues. The agency also
provides apprenticeship opportunities for high school students seeking a
vocational career.

Referral Procedure: The majority of services are available through self-referral.
However, some of the programs have restrictions that limit those available to
apply. The referral process also depends on the particular program. For example,
Haven House and Foster Care services require referrals from caseworkers, law
enforcement, and community providers.

2. Together
Danielle Conig
360-493-2230 x20
418 Carpenter Rd. Ste 203
Lacey, WA 98503

Description of Services: Together provides educational services to elementary,
middle and high school. The organization works with schools to implement
programs that cater to the specific needs of the school. Many of their programs
focus on teaching students leadership skills, health, and safety. The organization
also coordinates with the community in effort to prevent youth violence,
drug/alcohol use, and truancy. This organization also compiles an extensive list
of community resources and distributes it to school statewide.

Referral Procedure: Anyone is qualified to join. Many of their programs are only
available to the surrounding community. The Evergreen Village community
center is only available for those who live at the low-income apartment complex,
but will not turn away friends and family who show up for services. Referrals for
the school-based programs are referred to the program by teachers.

3. Behavioral Health Resources (BHR)
Access Center (Contact person changes frequently)
360-704-7170
1-800-825-4820
3857 Martin Way E
Olympia, WA 98501

Description of Services: Behavioral Health Resources (BHR) offers programs that
serve children and adults. They have BHR therapists that work at schools, and
also run various clinics throughout Washington. The clinics provide medication
management, psychiatrists, counseling, and behavioral management. Depending
on the age of the client, there are different clinics to fit their needs. BHR does not
do family or couples counseling. If there were a family issue, each member
would receive individual treatment. Services are not free of charge, but BHR
takes Medicaid insurance that is offered through DSHS.

Referral Procedure: Anyone can self-refer for services through BHS. However,
before receiving treatment, everyone goes through an in-take process. This is an
assessment of the individuals background, family history, symptoms, legal
history, and drug/alcohol use. After the in-take interview, the clinic decides the
best treatment.

4. Crisis Clinic
Keylee Marineau, program manager
For business: 360-586-2888 x103
For crisis: 360-586-2800
Confidential location in Olympia

Description of Services: The Crisis Clinic runs a crisis line and a youth line. Both
lines are available 24 hours a day, 7 days a week. The youth line offers youth
crisis operators for those who feel more comfortable talking to a teen. All calls
are anonymous and confidential. The crisis line takes all calls because they
believe a crisis is any emotional response to what is happening to someone.

Referral Procedure: The crisis and youth line are available to everyone. The
Crisis Clinic does not keep any case files, or have caller ID. Often parents and
counselors will call seeking information. The clinic never gives any information
away. Often the callers are from an anonymous number and never use names.

5. Youth Suicide Prevention Program
Kate Kenny, From Classroom to Community Program Director
206-297-5922 x115
kate@yspp.org
206-297-5922
444 NE Ravenna Blvd, Ste 103
Seattle, WA 98115
http://www.yspp.org

Description of Services: Youth Suicide Prevention Program (YSPP) is a
prevention education program that strives to reduce suicidal behavior. YSPP also
focuses on public awareness and training opportunities. The organization has
developed suicide prevention programs for elementary, middle, and high school
levels. Specifically for High School, they have developed the H.E.L.P curriculum.
The main office is in Seattle, with field coordinators assigned to communities
throughout Washington.

Referral Procedure: YSPP can be contacted to run programs at the school. There
is no referral process for individual students to participate or receive information
and services from YSPP.

6. Catholic Community Services
Donna Obermeyer, Mason Thurston Wraparound Initiative Coordinator
360-790-7505
148 Rogers St NW
Olympia, WA 98502

Description of Services: Catholic Community Services (CCS) is an organization
that provides a wraparound approach to youth and families in Western
Washington. CCS coordinates with important people in an individuals life to
create a supportive plan. Through this process CCS helps identify needs, assists
the family in choosing an effective team, and help individuals and families create
meaningful goals. CCS also provides a crisis service specifically for youth and
young adults.

Referral Procedure: To obtain a referral form, submit a referral form to Donna
Obermeyer. Once received, the Mason Thurston Wraparound Initiative
Committee screens applicants and the family will be notified within 24 hours if
their application has been accepted. Referrals for the youth program can be made
through Sea Mar Behavioral Health, BHR, Community Hospitals, and the
Thurston Mason Wraparound Initiative.

Conclusion

Olympia High School is consciously trying to restructure their current model to
reach a larger population in need of intervention. The demographic data showed a need
for additional teachers who identify with a minority population. The school consists of
28% minority populations. The school should strive to match this to nurture a stronger
connection between faculty and students. Data also indicated a need to assess minority
populations to help close the achievement gap. The counselors have a duty to
disaggregate data according to specific populations in order to create appropriate
interventions. In a time when resources are scare and decisions are driven by data, it is
important to document efforts. The school is also in the preliminary stages of
incorporating the TRI framework within their building. This is the result of previous data
analysis that showed the need to focus on at-risk populations. This strength will
hopefully serve as an example for other districts that seek a consistent method of
identifying tier 2 and 3 students. The school has not eliminated the personal
identification of a counselor to a student. The school has recognized the need to move
away from anecdotal identification and focus on a data mining approach. This method
will hopefully serve as a quantitative way to measure the effectiveness of existing
interventions.

References
Olympia High School, (2013). Response to Intervention Key Indicators. Olympia, WA
Olympia High School Skyward Data. (2013). Retrieved from https://www2.crdc.wa-
k12.net/scripts/cgiip.exe/WService=wolympis71/seplog01.w
OSPI Data and Reports. (2013). Retrieved from
http://data.k12.wa.us/PublicDWP/Web/WashingtonWeb/DataTables/DataTablesLanding.
aspx?appid=450
Olympia High School Profile Report (2013). Retrieved from
http://olympia.osd.wednet.edu/welcome
OSPI Student Report Card (2013). Retrieved from
http://reportcard.ospi.k12.wa.us/summary.aspx?groupLevel=District&schoolId=2950&re
portLevel=School&orgLinkId=2950&yrs=&year=2012-13
Romero, Zoe. (2013) School Counseling Program Implementation Data.

School and Community Profile Assignment Zoe Romero Ohs

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Running Head: SCHOOL AND COMMUNITY PROFILE 1

School and Community Profile:

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