The purpose of this program is to help students, who are experiencing challenges which are interfering with school, achieve success. These difficulties can include problems with academics, health, attendance or behavior. Through the different steps that comprise the I&RS process, these students are directed to appropriate services in the school or community.
A few examples of things a I&RS team might address are: students who are facing significant illness or disability, students who are having difficulty with class work, students who have had a sudden change in behavior, students who have sporadic attendance in school, and a student who may be suffering from his/her own substance abuse or that of a family member.
Go to the forms link for a referral form. Please return the completed form to any administrator, counselor, CST member, school nurse or I&RS team member. The referral will be kept confidential.
The mission of the OCHS I&RS Team is to identify, intervene with, make appropriate referrals for and follow up with, at risk youth in the areas of attendance, academics, behavior and health.
Who should join?
Our team invites participation from all individuals and organizations involved in student assistance from the education, mental health and drug & alcohol professions, as well as parents, community members, organizations and corporations who have an interest in the health, safety and welfare of youth.
Michael Mattina, Assistant Principal
Lauren Sacs, Student Assistance Counselor
Dr. Joseph Davidow, School Psychologist
Rosemary Millar, School Nurse
Lorraine Baldwin, LDTC
Faye Noble, Social Worker
Dane Tabano, Guidance Counselor
Debbie Cathcart, Teacher
Christian Clark, Teacher
Samantha Dimatteo, Teacher
Nicole McMaster, Teacher
Sean Matthews, Teacher
What happens when someone is referred?
There are 5 steps to follow when a student is referred.
· IDENTIFICATION: Written referrals are made to the I&RS team. Referral forms may be obtained from the nurses office, a guidance counselor or on this website (Referral Form).
· DATA COLLECTION: The second step is to collect information concerning the student’s observable behavior, so the team can assess the existence of a problem. People who have contact with the student are asked to fill out a checklist. Only OBSERVABLE BEHAVIOR is used in evaluating the student.
Information Compiled includes:
· INTERVENTION: The goal for the student and family is to learn acceptance and understanding of the existing challenge and to learn that there are appropriate options for making changes. Intervention occurs in a meeting where the information is discussed with the student and/or parent. There are two types of interventions:
· INFORMAL INTERVENTION: This is usually the first intervention chosen. It is a two-to-one conference between the student and/or parent, and two I&RS team members.
· FORMAL INTERVENTION: This is used when the informal intervention does not achieve its goal. The formal intervention brings together a team of people who have close contact with the student and/or parents. The most important element is to place both the student and the parent(s) in a position where they will be able to hear and accept the information and the recommendations that the school personnel present to them. This is the last intervention.
· REFERRAL: The fourth step is a professional assessment of the problem and referral for treatment, if needed.
FOLLOW-UP: The fifth step provides the student with support through the follow up period. The I&RS team monitors the student’s progress to insure continued use of support services in the school and community. The team may also link the student with a faculty or peer mentor, a support group, or other resource to support the student’s success