Calvin Bruce (9th Grade Counselor)

Stephanie Filippini (9th Grade Counselor)

Christy Peterson (10th Grade Counselor)  

Lesa Renner (11th Grade Counselor)

Tippy Terrell (12th Grade Counselor)

• Provide mental health crisis support for students 

• Provide short term individual and small group counseling services for students 

• Advise and support academic and future planning 

• Connect students and families with community resources 

• Collaborate with classroom teachers to provide SEL support 

• Coordinate and support student transitions between schools and grade levels 

• Facilitate and/or collaborate around MTSS teams

April Eberhardt 

This position will work with specific schools at all age levels to connect students to out of school time (OST) activities, athletics, clubs, STEM academies, culturally responsive events, summer programing, and youth programming during extended school breaks.

Aaliyah Ashley-Meek

Support students with their High School and Beyond Plans in SchooLinks

• Focusing on steps to be ready for their post-high school goals (Military, Technical School / Apprenticeship, 2-Year College, 4-Year College)

• Researching and applying for college, sending transcripts, applying for scholarships, researching careers that lead to living wage jobs.

• Filling out the FAFSA

Christpher MacMurray

Cassandra Bowling

• Health care providers

• Provide intense one on one behavior health therapy

• Focused on serving students who are Medicaid eligible

• Students may be referred by school administrators and/or counselors

Maggie McDonald

• Works with a cohort of 50 Junior and 50 Senior College Bound students (determined in middle school)

• Contracted thru College Success Foundation in Partnership with SPS

• Assists in FAFSA Completion

• Facilitates college visits and summer camps/ trips through CSF

• FOCUS: Career Guidance, college admittance, and college tours

 Sarah LaSarte

• Works with a small caseload of students seeking support and guidance in relation to overcoming addiction and developing coping strategies they can access instead of turning to drugs and alcohol.

• Teachers Alcohol, Tobacco, and Other Drugs (ATOD) course.

• Accepts referrals from admin, counselors, teachers, parents, students regarding specific cases where students are using Drugs/Alcohol.

• Create and support students socially and emotionally through groups and individual sessions

• Liaison for students and families between school and community resources

Ed Richardson

Eddie Hernandez

• Facility Supervision and Physical Security of Property

• Support Crisis Management 

• SEL Support:

  • Build positive working relationships with students, staff, families and community members

  • Serve as mentor & positive role model

  • Assist with de-escalate and diffuse conflicts between students

  • Assist with Restorative Practices as needed

Steve Yelenich (Class of 2026 Academic Support, Class of 2027 Academic Support)

Darnell Handcox (Class of 2025 Academic Support)

Nick Neely (Class of 2028 Academic Support, In-School-Intervention Support)

James Alexander (School Community Specialist, In-School-Intervention Support)

• It is the role of the interventionist to build relationships with individual students to help them find success. The role of the interventionist is to provide academic supports to students to help them build the capacity to be successful. This includes, but is not limited to:

  • Grade level team supports

    • Every interventionist is assigned a specific grade level for focused interventions.

    • Monitor grades, attendance, behaviors

    • Attend grade level meetings

    • Communicate with grade level counselor and admin.

    • Communicate with grade level specific teachers and staff

  • Academic supports and content specific interventions

    • Designated times in the HUB to support students with academics

    • Communicate directly with teachers about assignments, assessments, etc.

    • Ensure communication (using pass system and email) when students are in the library.

    • Set up designated times to focus on specific content (i.e. : 2nd period on Tuesday will be Geometry support – and students are intentionally selected to attend for extra support)

    • Encourage organizational and planning skills to support academics – help student self-advocate with teacher communication, grade checks, planners, etc.

  • Social and emotional support

    • In conjunction with the grade level counselor, provide social/emotional support as needed.

    • Encourage students to access de-escalation space in A106 (with James Alexander), then determine strategies to help student navigate the school day/classes/peer conflict, etc.

    • Build relationship with individual students to focus on success via goal setting, academic goals, conflict resolution, etc.

  • Check and connects – attendance, behavior, grade supports

    • Each interventionist will have an identified group of 20-25 students within their grade level as a caseload. These students need more consistent and intentional check-ins.

    • Connect with students and teachers in the classroom.

    • Follow up on attendance concerns.

    • Contact parent/guardians as needed to discuss concerns (in conjunction with grade level team).

    • Home visits as determined by need.

  • Hallway interventions

James Alexander

• Bite2Go is a food assistance program available for families in need through SPHS.

Zemira Avdicevic

• Serves a caseload of students in Foster Care

• Connects caseload students with community services

• Contacts Social Workers and Primary Care Givers

• Connects with caseload students on Academic Progress.

Rusanne Modeland

• Identify and enroll HEART/McKinney-Vento eligible students & families (i.e., homeless students & families)

• Set up transportation for SPS HEART students to/from school (HEART route or STA pass)

• Enroll students in free lunch programs

• Provide referrals to clothing banks, low-cost/free medical care

• Utilize ‘Check & Connect’ interventions to track student attendance, behavioral incidents, and grades/course completion

• Provide Unaccompanied Youth (UY) with information re: UY FAFSA unique steps and assistance completing the FAFSA as requested/accepted

• Solicit donations and distribute donated items as time allows and needs arise

David Montecucco (Grades 9-12, Shadle ALE Program)

Michael Noel (Grades 9-12, Shadle ALE Program, IEP Support)

The Shadle ALE program allows for more flexible programming to meet the needs of each individual student in grades 9 - 12 who may be struggling to find success in the traditional high school classroom setting. ALE stands for Alternative Learning Experience.  It is a state supported alternative for a traditional comprehensive education environment.  The program allows flexibility and autonomy for students to earn credits. Prior to enrollment, each student (and their family) hold a pre-conference meeting with the teachers to determine the best structure for accessing their education. This conference will include goal setting, an attendance agreement, an individualized academic plan with clearly defined benchmarks for weekly participation and monthly progress and determine the future pathway for the student, whether that is transitioning back into the traditional setting, preparing to apply to a different school such as On-Track or NewTech Skills Center, or moving towards a GED.

This program runs Monday – Thursday with the following options available:

1. Full virtual (student does not come to Shadle during the day) – this option is for students that learn best while at-home and on a computer. Weekly virtual meetings will be set up with one of the teachers to monitor progress and address any concerns or questions.

2. ½ day in Shadle ALE – this option is for students that struggle with being in school for a full day. Students accessing this option will attend class from 8:00-11:00 or 11:30 – 2:30 each day (Monday – Thursday).

3. Full day in Shadle ALE – this option is designed for students that find the transitions between classes a barrier to success. A full day in the Shadle ALE program is specifically designed for students to work on content at an individualized pace as opposed to the pace of a traditional classroom. This option may also be best for students that are credit deficient.

4. ½ day in Shadle ALE, ½ day in elective or content classes within the building. This option is designed for students that struggle with one or more core content subjects (Math, English, Science and History). These students will access the ALE program in the morning from 8:00-11:00 for identified core subjects, receiving individualized support for academic success. Students will then go to lunch and attend elective courses in the afternoon. Since this ALE program does not have class time on Fridays, students that choose this option will have the choice of working in a separate designated location within Shadle from 8:00-11:00 on Fridays or starting school at 11:00 on those days.

Dawn Zosel 

• Support the UDL Instructional Framework (and supporting strategies): 

• Contribute to the planning/organization of Professional Learning Days 

• Facilitate sub-out collaboration opportunities including both lesson studies and instructional rounds

• Facilitate Individual Coaching Cycles & Teacher Support

Chris Moore

• Parent and staff support regarding school policy and procedures 

• Staff support regarding school discipline policy and procedures 

• Staff support around student behavior 

• Guidance around alternate educational services 

• Staff support regarding the 504 process 

• Professional Development and support on student wellness, LGBTQ+, Suicide Prevention 

• Support regarding parent custody/parent plans/protection orders/legal documents 

Stacy Maddigan

• Parent support regarding the evaluation and IEP process 

• Staff support regarding the evaluation and IEP process; this includes questions related to compliance and special education law 

• Staff support regarding discipline and manifestation determinations 

• Staff support regarding struggling students 

• Staff support regarding CPI and reporting requirements 

• Support with the IEP process of students who move into our district

• Professional Development for supporting students with IEPs

• Special Programs Support 

Alex Moss

• Conducts evaluations/ facilitates testing to determine SPED eligibility

• Reviews IEPs for placement of students in SPED courses

• Conduct in-depth FBAs to help better determine the “why” of the behavior (Tier 3)

• Create and/or assist in the development of BIPs 

• Provide embedded coaching around BIP implementation 

• Create and support the development of ongoing data collection 

• Partner with school teams and families around the design of student support 

• Provide professional development around evidence based behavioral strategies