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Counseling 

Cascade's model for guidance and counseling is patterned after the America School Counselor Association (ASCA) model. This comprehensive approach includes a sincere regard for each individual and concentrates on student advocacy, leadership, collaboration and systemic change infused throughout CMS students, staff and parents.
Counseling Department Goals for CMS:
~ Understanding school environment
~ School success skills
~ Career awareness and educational planning
~ Understanding self and others
~ Understanding attitudes and behaviors
~ Decision making and problem solving
~ Interpersonal and commuication skills
~ Community pride and involvement

Cascade's comprehensive school counseling programs are developmentally designed to serve all students and include counseling, classroom guidance and consultation services.

Pictured: Steve Arnold and Teresa Autry

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English Language Learners (ELL)

ELL (English Language Learners) is offered to 6th, 7th, and 8th grade students needing help with their English Language Proficiency.  Students that have a language other than English on their Home Language Survey are given a test to determine their English Proficiency.  ELL students take the ELPA (English Language Proficiency Assessment) once a year to measure their growth in English Proficiency.  Students that score a level 5 (Advanced) are exited from ELL.  ELL classes at all Bend-LaPine middle schools use the Santillana Intensive English curriculum.

Pictured: Sherri Tyner


Family Access Network (F.A.N.)

Cascade's F.A.N. advocate is a .3 F.T.E. position funded primarily by the federal government. Our coordinator works almost exclusively with Cascade students and families in poverty serving as a:
  • Service Broker: The role of the F.A.N. Advocate is to provide access to health and social services for children and families. The Advocate does not provide direct services or run programs.
  • Liaison among parent, school, social services: The Advocate has relationships with parents as well as staff from social service agencies to assist in the process of making connections for children and families.
  • Family services facilitator: The Advocate's job is to connect with families, conduct home visits, assist families in accessing the Oregon Health Plan, assist with basic needs, with the broad goal of supporting children and families in order to keep children in school.
  • Facilitator to promote and increase family self-sufficiency: The Advocate's job is to assist the family in resolving their own needs, looking at the "bigger family picture" rather than only the presenting problem.
  • Community liaison: The F.A.N. Advocate is unique in the school setting in that the Advocate's focus must be outward to the community in order to do the job. Also important are good connections to and support from the school, but the focus of the Advocate's resource development is toward the community.
Pictured: Cindy Miller

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Intervention

The purpose statement of Bend-La Pine School is "Educating each student to be a thriving citizen."  At Cascade we believe students can accomplish this through fulfilling our building expectation that all students "Pursue excellence by staying safe, working responsibly, and acting respectfully."

 We also recognize that there may be times when a student does not always behave in a safe, responsible or respectful manner.  When this occurs a system of positive, progressive behavioral interventions and supports will be implemented so continuous instruction and learning can occur in a safe and healthy environment.

Pictured: Amy Boileau

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Literacy

Literacy Skills is a required course for all seventh- and eighth-grade students. In this class, students develop stategies to improve reading comprehension, speed, and vocabulary. Students read a wide assortment of text, including: student-selected books; newspapers and magazines; textbooks; poetry; short stories; novels; and readers' theater scripts. They practice such skills as: finding the mail idea, recognizing patterns of organization; distinguishing fact from opinion; drawing inferences; and identifying literary elements and devices. The overriding goal is to increase reading efficiency and install a love for reading. Though this is a required class, students may test out of it by passing the state reading benchmark by six or more points. Tests are given once every trimester. I'm please to say that numerous students who qualify to exit the class choose to continue in order to bolster their reading skills for high school and college.

Frequently Asked Questions

Extended Studies
The purpose of the Extended Studies is to help struggling learners become more successful at school. Success is measured by improved academic performance, reduction in behavioral incidents, improved attendance, and fostering a better sence of self. This is achieved by a combination of the following:

* Promoting academic endurance and independence.
* Grade and assignement tracking.
* Organizational support.
* Assistance with assignment completion.
* Emotional support.
* Parent and family connection.
* Maintaining communication with teacher.
* Helping with differentiation of curriculum.
* Helping break down large assignments and projects into more manageable pieces.
* Helping students move from extrinsic to intrinsic motivation as they become more and more successful.

Pictured: Arlene Watkins