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Cheney Free Press
Cheney , Washington
October 8, 2015     Cheney Free Press
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October 8, 2015

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By AL STOVER Staff Report er CHENEY FREE PRESS Thurs a, October 8, 2015 ..... The tier model is broken up into four parts. At Tier 1 are 80-90 percent of all The Cheney School District Student students, whose needs are met through Support Services have made it a goal to de- - core classroom truction. velop a system of academic and behavioral Tier 2, (5-10 percent) are students who support for all learners in the district. One of those is the development of the P-5 In- tervention Framework, which is a five-step process that will help address the academic and behavioral needs of students. Kristi Thurston, director of Student Support Services for the district, said the process began in background in 2010. The department wanted to be more interven- tional in supporting students. Staff began researching effective intervention systems and framework. In 2012 the district formed a task force from the elementary schools, which led to the creation of the interven- tion framework. The intervention framework uses multiple sources of data via problem- solving with integration of academic and behavioral interventions. A student's needs are determined by an academic and behavioral screening team's discussions and progress monitoring. are identified as high risk, high efficiency and rapid response. "Staff works with these students in hopes of geUSng them back down to Tier 1," Thurston said. Tier 3 (1-5 percent) are individual students whose needs are intensive and assessment based, and Tier 4 is special education. All Tiers use the Collaborative Strategic Planning Process developed as part of the ASIST (All School Inter- vention and Support Team) groups in each building. The first two steps of the process are defining and analyzing the concerns. Step three is setting student's goals and the fourth step is implementa- tion of an action plan. The final step is evaluating the plan. When staff is evaluating the plan, they ask how do they know if the plan is working, what evidence is there to show students Photo by AI Stover College advice Timothy Churchill, distrct outreach coordinator for Community Colleges of Spokane, gives a presentation to Cheney High School seniors on the benefits of enrolling at a community college during the high school'sCareer Day, Oct. 1. Churchill was one of many represenatives from colleges and the military who spoke at the event. tudent rticipat By AI2 STOVER StaffReporter Cheney High School students and staff may have noticed an STA bus in the parking lot during school, Sept. 30. The bus was a part of a special class session for a select group of high school students who are in the CAPSTONE (Cheney Achievement Program Students Transitioning onto New Endeav- ors) and Foundation Support ~ogranls. Students from both programs took part in STA's mobility train- mg program, which helps seruors and persons with disabilities gain more independence by, assisKng them in becoming fixed route bus riders. Aubra Pollack, who teaches the CAPSTONE classes, said many students work at local jobsites. They will often use the transit system to get to their jobs. "A lot of our students may never get a driver's license or have access to a car," Pollack said. "One have made growth -- if there is any Thurston said the intervention model growth - and what the next steps are? will focus on the elementary level and To help teachers and strengthen the intervention framework, Student Support Services added three TOSAs (Teacher on Special Assignment). Tonya Leija, was hired last year as a PK-4 (pre-kindergarten through fourth-grade) Literacy TOSA; Ann Ottmar, PK-5 Math TOSA and Cath- leen Schlotter, intervention and re-engage- ment TOSA. Leija looks at each school and works with teachers to prioritize effective literacy learning models. Ottmar uses test scores,. teacher and parent feedback to assess student needs in math. "We recently implemented a new math system and as we get that in place, Ann (Ottmar) is looking for gaps and us- ing data to build an in-class program," Thurston said. Sc_hlotter tries to support teachers with school intervention models that are benefi- cial to students. "We know that students who struggle emotionally, most of the time struggle to reach their potential," Schlotter said. eventually see how the practices could be used at the middle school and high school. As staff conducts more research, they can look at the strengths and weaknesses of the framework. "If we want efficient change, we need to take our time," Thurston said. "We'll be looking at the building's progress. There's always going to be a flux and change with any learning system. With this system, we are trying to provide a solid foundation." Some ways staff will monitor the framework's effectiveness is by teacher satisfaction surveys, as well as collecting and looking at data for growth. "If it's one kid who has grown and improved, that's great," Thurston said. "Did that student have fewer behav- ioral referrals in a certain time frame? If someone wasn't a leader in class before and they are becoming one, it's a success." AI Stover can be reached at rial rtoonist persp ave By AL STOVER nered accolades and death depiction of the Boston Staff Reporter threats. Massacre, Thomas Nast's Editor's note: The follow- Priggee explained that drawings of politician Wil- ing story includes vulgarity, he does not intentionally liamTweed -- also known "My name is Mflt Prig- draw cartoons to make as "Boss Tweed" -- and gee and I draw cartoons people angry. He explained the Yellow Kid. He also that piss people off." that he takes a stance on presented earlier works This is how Mflt Prig- certain issues and he does from Dr. Seuss and Bill gee, nationally syndi- not draw for any specific Watterson. cated cartoonist began political party. After a student asked his presentation "Car- "A lot of people see me when he started adding tooning the Evergreen as a liberal, I just illustrate political imagery into State," Oct. 5, at Eastern what's going on," Priggee his work, Priggee said Washington University. said. "I let people read into he was a political ac- Priggee, who grew up in what they want. If they dis- tivist and became more Chicago and has drawn agree, they get upset. My aware of theworld when cartoons since junior high, job as an editorial cartoon- he got his a draft number has published work in ist is to make you think." called during the Viet- newspapers in 13 different During his presenta-nam War. states. He worked at the tion, Priggee presented "When something like Spokesman Review for 13 some of the famous histori- that happens to you, you years. His work has been cal political cartoons such tell yourself'I should start featured on album covers, as Benjamin Franklin's wine bottles and has gar- "JoinorDie,"PaulRevere's See Priggee page 8 in STA mobility training of the OlYdOns for these students dence in a safe structure,'" Pollack Mobility trainers gave dem- is riding the bus, and the other is said. "One of our goals is to instill onstrations on the importance of access to paratransit." that degree of independence." using the front and back doors Pollack said mobility train- During the mobility trainmg, and aler g the driver if they are ing for students can take up to students learned bus safety, eti- having a medical emergency, or 30 hours. She and staff want to quette and to watch out for land- when another passenger is harass- make sure students are comfort- marks that are close to their stop. ing them. able nsing the bus and STA Route They also learned about reduced "It's all good information," 68, which is the Cheney loop. She fares and acquiring a Smart Card, Pollack said. "Kids feel comfort- added that 10-15 percent of the which they will receive when they able and know where their stop students are independent and can go to the bus plaza in downtown is and having that confidence is ride the bus into Spokane. Spokane, and participated in a awesome." "Learningtheseskillsalsolets scavengerhuntwheretheyidenti- AI Stover can be reached at them say 'I have some indepen- fled different bus features, al@c Too Good for Drug curriculum prepares student for future ByALSTOVER for fourth-graders at the elementaryschoolstudents, "Too Good for Drugs,"sure and influence through stresses the importance of Staff Reporter elementary schools. The developed the curriculum, most of the curriculum independent, paired, and going to school. When teaching a child district adopted the curricu- According to the founda- focuses on a variety of les- cooperativelearning activi- "It's important for stu- lessons about choice and lumasa proposal from staff tion's website, the curricu- sons. ties and games, dents to think about the social development, it's in 2013 and implemented it lum is a revised delivery According to Kim "It's set up so students future and where they are always good to startwhen for the 2015-16 school year. model designed to promote Lefler, Snowden Elemen- have the skills to make going," Lefler said. they areyoung. The Mendez Foun- social skill development tary School counselor, stu- strong decisions and set In regards to bonding That's why Cheney dation, an organization and resiliency in a fun and dents learn and practice goals," Lefler said. and relationships, thecur- School District recently im- that's been developing and interactive learning envi- setting reachable goals, For goal setting, the les- riculum focuses on healthy plemented the "Too Good implementing prevention ronment, making responsible deci- son asks students "what For Drugs" curriculum education programs for Although it is namedsigns, and refuse peer pres- do you want to do?" and See Curriculum page 8 C TLAN STUDENT of the WEEK James Cluckey Sophomore Academic Student of the Week Academic Student of the Week Junior, Maci Rains Medical Lake Kiwanis Meets Every Wednesday at 6:30 a.m. at the LinDeBee's, except for the first Wednesday of the month. Congratulations? Tour Convenient Z'ocah'ons Spokane Cheney 509-465-1749 509-559-5038 Airway Heights Fairways Plaza 509-244-9968 509-413-2140