Student Services
- Welcome
- Mental Health and Wellness
- Mental Health Crisis Response
- Resources
- School Counselor
- School Nurse
- School Psychologist
- School Social Worker
Welcome
Our Student Services team is here to support the academic, social-emotional, and behavioral growth of every student. We work collaboratively with families, staff, and community partners to create a safe, inclusive, and supportive environment where all children can thrive. Whether your child needs short-term support, ongoing services, or resources for success at home and school, we are here to help.
Social Emotional Skills for Learning
- Morning Meeting
- Positive Behavioral Interventions and Supports
- Second Step
- Welcoming Schools Lessons
- Zones of Regulation
Morning Meeting
Morning Meeting is a daily community building strategy that meets developmental needs and starts the day in an engaging, supportive, and social way. A typical Morning Meeting includes daily news or a morning challenge, greeting others, sharing, an activity or game, and a reflection. Students will want to be on time, so they don’t miss their Morning Meeting!
Positive Behavioral Interventions and Supports
The Mount Horeb Area School District follows a code of conduct for all school programs inclusive of co-curricular and school sponsored activities. The day to day operation of the school follows a Positive Behavior Interventions and Supports, PBIS, model. PBIS is a complex, multi-tiered system of support for students. As part of PBIS, our school does the following:
- Foster an environment where students and staff thrive in a positive school climate;
- Create a Behavior Matrix that defines behavioral expectations in all school settings, reviewed annually at a building level;
- Establishes a common language that staff and students use in all school settings;
- Provides instruction in expected student behaviors each year with repeated and supported practice provided when behaviors warrant intervention;
- Collects and analyzes data using our student information system that includes the number of behavior referrals, type of behavior, time of day and location of behavior occurred, students with referrals, staff involved in referrals and consequences to determine patterns and develop a plan to increase positive choices of students at the school, teacher, and/or student level;
- Creates a program of support for students that include incentives, repeated and supported practice with an adult, series of interventions, analysis of behaviors to determine student needs and access to supports available; and
- Uses data from staff and the building PBIS team to determine readiness and effectiveness of PBIS implementation.
Our PBIS Matrix lists out the expectations for each school setting. Please review the expectations here.
Proactive Supports
- Genuine caring and support
- Inclusive and supportive classroom and school community
- Explicit instruction of expectations and opportunities to practice the skill with feedback
- Fun, engaging, and differentiated instruction
- Recognition of contributions to community
- Positive calls/letters/emails to parents/guardians
- Special classroom privileges (lunch with teacher, head of line)
- Special activities/assemblies
Reactive Supports
- Restorative Circle
- Processing tools
- Additional practice opportunities
- Restitution
- Apology
- Parent call/note
- Loss of privilege (including recess)
- After school detention
- Parent meeting
- Suspension
Fines may be assessed to students for loss or damage of property beyond what is considered normal wear.
Second Step
Second Step is our formal Social Emotional Learning curriculum that is taught in weekly Guidance classes with our school counselor, Mr. Buddy Sigmon. Each grade level focuses on units on Empathy and Skills for Learning, Emotion Management, and Problem Solving.
Welcoming Schools Lessons
The IC is an inclusive community that welcomes all identities, including students across the spectrum of sexual orientation, gender expression, gender identity and gender nonconformity. Throughout the school year, we implement lessons from the Human Rights Campaign’s Welcoming Schools organization to welcome, affirm, and create a sense of belonging for all students.
Zones of Regulation
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Zones of Regulation is a strategy that teaches students to recognize their emotional/internal state and to identify a strategy to meet their needs and move them back to a regulated state. This includes exploring tools and strategies for mindfulness, sensory integration, movement, thinking strategies, wellness, and healthy connection with others. The IC has regulation tools in all classrooms and in our Green Space, a room dedicated to providing students breaks and supporting student regulation.
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Mental Health and Wellness
District Resources
Mount Horeb Area Resources
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The below mental health resources have been identified by our Student Services Staff as local organizations located within or near the district boundary. Mount Horeb Mental Health & Wellness Coalition in Mount Horeb
Oregon Mental Health through Mount Horeb School District
Platteville Family Resource Center in Mount Horeb
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Dane County Resources
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The below mental health resources have been identified by our Student Services Staff as providers within the Dane County area.
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Informational Resources
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The below links and organizations have been identified by our Student Services Staff as reputable and comprehensive information sources regarding varying mental health needs and topics. ANXIETY National Institute of Mental Health
DEPRESSION National Institute of Mental Health
SELF HARM
ADDITIONAL RESOURCE GUIDES |
Mental Health Crisis Response
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The well-being of students is of the utmost importance. Promoting positive mental health and wellness habits is crucial to ending the stigma around mental health. The Mount Horeb Area School District is dedicated to providing supportive resources so that students and families can seek the appropriate help when needed. You are not alone, and we are here for you. If your child is in immediate danger (serious risk of harm or death) or putting someone else in immediate danger, then call 911 OR the Mount Horeb Police Department (608) 437-5522. If your child reports they want to die/do not want to be here but denies plans to act on those feelings and there is no immediate danger, then call Journey Mental Health (608) 280-2600, text the Crisis Helpline at 741-741, or call the National Suicide Prevention Hotline at 988. If your child is in emotional distress…
Then call your primary care physician OR Journey Mental Health/Dane County Crisis Line (608) 280-2600. If your child is feeling upset and just wants to talk to someone about how they are feeling, then contact a Student Services Team Member at their building level. |
- High School
- Middle School
- Intermediate Center
- Early Learning Center/Primary Center
- Four-Year-Old Kindergarten
High School
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Kelsey Kohlbeck, School Psychologist, kohlbeckkelsey@mounthorebschools.org
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Sateash Kittleson, School Counselor, kittlesonsateash@mounthorebschools.org
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Carrie Wineke, School Counselor, winekecarrie@mounthorebschools.org
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CJ Goodwin, School District Nurse, goodwincheyenne@mounthorebschools.org
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Emily McGonigle, School Social Worker, mcgonigleemily@mounthorebschools.org
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Diane Morovits, School Social Worker, morovitsdiane@mounthorebschools.org
Middle School
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Tara Hogseth, School Psychologist, hogsethtara@mounthorebschools.org
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Krisann Weier, School Counselor, weierkrisann@mounthorebschools.org
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CJ Goodwin, School District Nurse, goodwincheyenne@mounthorebschools.org
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Emily McGonigle, School Social Worker, mcgonigleemily@mounthorebschools.org
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Diane Morovits, School Social Worker, morovitsdiane@mounthorebschools.org
Intermediate Center
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Patrick Kumke, School Psychologist, kumkepatrick@mounthorebschools.org
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Buddy Sigmon, School Counselor, sigmonbuddy@mounthorebschools.org
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Megan Handrick, School Social Worker, handrickmegan@mounthorebschools.org
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Sophia Langkamp, School Social Worker, langkampsophia@mounthorebschools.org
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Christy Staats, School District Nurse, staatschristy@mounthorebschools.org
Early Learning Center/Primary Center
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Nicole Tepe, School Psychologist, tepenicole@mounthorebschools.org
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Brooke Running, School Counselor, runningbrooke@mounthorebschools.org
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Megan Handrick, School Social Worker, handrickmegan@mounthorebschools.org
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Sophia Langkamp, School Social Worker, langkampsophia@mounthorebschools.org
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Christy Staats, School District Nurse, staatschristy@mounthorebschools.org
Four-Year-Old Kindergarten
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Nicole Tepe, School Psychologist, tepenicole@mounthorebschools.org
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Christy Staats, School District Nurse, staatschristy@mounthorebschools.org
Resources
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The Individuals with Disabilities Education Act (IDEA), the Federal law concerning the education of students with disabilities, requires school to provide parents of a child with a disability with a notice containing a full explanation of the procedural safeguards available under the IDEA and U.S. Department of Education regulations. |
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This is the notification of your rights under the Individuals with Disabilities Education Act (IDEA) regarding Medicaid billing. |
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This is a resource guide for all families. |
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School Counselor
Grade Level Unit InformationBelow you will find the scope & sequence of guidance lessons; please know many of these topics are discussed continuously throughout the school year and are rarely a one-time lesson/topic. Tentative lesson objectives and topics are planned, however, student needs arise throughout the school year and lessons may change and/or shift as needed. |
Grade 3 Lesson Plans
- September Lessons: Welcome to School
- October Lessons: Academic Success and Personal Safety
- November/December Lessons: Empathy
- December Lessons: Emotion Management
- January Lessons: Understanding Self and Others
- February Lessons: Problem-Solving
- March Lessons: Child Protection Unit
- April Lessons: Character stories Unit
- May Lessons: Career Awareness
- June Lessons: Review
Grade 4 Lesson Plans
- September Lessons: Welcome to School and You
- October Lessons: Bullying Prevention
- October/November: Empathy
- November/December Lessons: Emotion Management
- January Lessons: Problem-Solving
- February Lessons: Social Interactions and Relationships
- March Lessons: Child Protection
- April Lessons: Career Awareness
- May Lessons: Human Growth and Development
Grade 5 Lesson Plans
- September Lessons: Student Services/Student Skills
- October Lessons: Bully awareness / Welcoming Schools
- November Lessons: Empathy
- December Lessons: Overcoming Obstacles
- January Lessons: Emotion Management
- February/March Lessons: Problem-solving
- Welcoming Schools Lessons: Unit guide
- April Lessons: Academic / Career Awareness
- May Lessons: Human Growth & Develop. / MS Transitions
- June Lessons: Review
Problem-Solving and Relationship Strategies
Kelso's Choice
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Kelso's Choice is a conflict resolution program that was created over 20 years ago by two elementary school guidance counselors. It was designed to help students become peacemakers and help them identify minor conflicts that they can resolve themselves and major issues that require adult intervention. The program was made to be concise and easy for students to remember. Students are encouraged to try two of Kelso's Choices.
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Second Step
School Nurse
The Mt Horeb Area School District Health Services team, consisting of school nurses (registered nurses), health office assistants, and administrative assistants, all work together for the well-being of our students.
The school nurse and team supports student success by providing health care through assessment, intervention, and follow-up for children within the school setting. The school nurse and team addresses the physical, mental, emotional and social health needs of students and supports their achievement in the learning process. (NASN, 2016a)
More specifically, the school nurses are members of two divergent communities (education and medical/nursing), and as such are able to communicate fluency and actively collaborate with practioner's from both fields (Wolfe, 2013). As a case manager, the school nurse coordinates student health care between the medical provider(s), home and school. The school nurse is an essential member of the interdisciplinary teams, bringing the health expertise necessary to develop a student's Individualized Education Plan or Section 504 plan designed to reduce health related barriers to learning (Zimmerman, 2013). Creating, updating and implementing Individualized Healthcare Plans are fundamental to the school nurse role (McClanahan & Weismuller, 2015).
School Psychologist
What Do School Psychologists Do?
School psychologists provide direct support and interventions to students, consult with teachers, families, and other school-employed mental health professionals (i.e., school counselors, school social workers) to improve support strategies, work with school administrators to improve school-wide practices and policies, and collaborate with community providers to coordinate needed services.
What Training Do School Psychologists Receive?
School psychologists receive specialized advanced graduate preparation that includes coursework and practical experiences relevant to both psychology and education. School psychologists typically complete either a specialist-level degree program (at least 60 graduate semester hours) or a doctoral degree (at least 90 graduate semester hours), both of which include a year-long 1200 hour supervised internship
Why Do Students Need School Psychologists?
All children and youth can face problems from time to time related to learning; social relationships; making difficult decisions; or managing emotions such as feeling depressed, anxious, worried, or isolated. School psychologists help students, families, educators, and members of the community understand and resolve both long-term, chronic problems and short-term issues that students may face. They are a highly skilled and ready resource in the effort to ensure that all children and youth thrive in school, at home, and in life.
This infographic provides a quick snapshot of what school psychologists do for students and the schools they serve.
How Do I Contact My Student's School Psychologist?
Every school has access to the services of a school psychologist. Please know that some of our school psychologists may serve two or more schools and may be unavailable at times in a particular building. Most often, our school psychologists can be reached by inquiring at the school directly or by contacting them at the information on the right side of this page.
This information can be found at the National Association of School Psychologists.
School Social Worker
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As the Intermediate Center School Social Worker, I work with students, staff and families as part of the building's Student Services Team. My role is to support the mental and physical wellbeing of students and their families so that students can learn and thrive in their school environment. This may include individual or group counseling, connecting families to local resources, and serving on different teams and committees dedicated to serving each student's unique needs. I also provide Families in Housing Transition (FIHT) services to students and families in grades 3-5 who are struggling with loss or lack of housing and/or housing transitions and need support, information and referral services. |
- What do social workers do?
- What training do school social workers receive?
- Why do students need school social workers?
- How do I contact at my student's school social worker?
What do social workers do?
We provide support to students and families who are struggling with social-emotional needs, behavioral issues, or environmental issues in the family, school and/or community. Our overall goal is to reduce and/or eliminate any barriers to students’ capacity for learning and help them to develop the skills to become resilient, healthy lifelong learners.
We provide individual and group counseling support services, crisis intervention, behavior support, and connections to community resources. We also provide Homeless Assistance Program services to students and families who are struggling with homelessness or lack of fixed, regular, and adequate housing.
School social workers use a wide range of evidence-based strategies to ensure that students are in the classroom physically and mentally ready to learn. They utilize a strengths-based approach that views students and organizations as parts of systems. The functioning of and relationships within and between systems are enhanced to improve student learning. School social workers understand how to engage families and community organizations to create better outcomes for students (e.g., increased academic achievement, safety, attendance, and social-emotional behavioral functioning).
Please see the attached document for the roles and responsibilities of the social worker.
What training do school social workers receive?
School social workers receive specialized advanced graduate school preparation that includes coursework and field experience in a school setting. School social workers typically complete a graduate level program which includes a yearlong supervised internship of 640 hours or more in a school setting. They are required to be licensed through the Wisconsin Department of Public Instruction. They may also hold additional licenses through the Wisconsin Department of Professional Regulation as Licensed Clinical Social Workers or Advanced Practice Social Workers.
Why do students need school social workers?
Many students face many barriers that prevent them from being able to access their learning either physically or social-emotionally. Students and their families may be experiencing poverty, homelessness, family change, mental health concerns, substance abuse, trauma, violence, or many other challenges that impact a student’s ability to learn.
School social workers are mental health professionals who provide a variety of direct and indirect services to students and families. We provide individual and group counseling support services, crisis intervention, behavior support, and connections to community resources.
