Early Intervention for K-3 Students

  • CSF provides an early intervention for kindergarten through third-grade students whose behaviors are such that a targeted intervention is necessary to change anti-social behaviors to pro-social behaviors.

    How it Works

    While the positive schoolwide discipline plan meets the needs of the majority of students, there are those who need more support.

    Find out how the program works »

    Locations

    This highly structured, districtwide, short-term program designed to empower K-3 students is available at Northwood Elementary.

Staff | Northwood Elementary (Grades 1-3)

  • Please contact the transition counselor with questions or for help with a referral. 742-6808 

    CSF Kindergarten Classroom:
    Transitional/Program Counselor: Meg'n Gall  742-6942
    Classroom Teacher: Nicolas Caudell 

    CSF 1-2 Classroom:
    Transitional/Program Counselor: Jessica Rivera 742-6808
    Classroom Teacher: Kimberley Dalbeck

About the CSF Program

  • Creating Successful Futures (CSF) is a highly structured, districtwide, short-term program designed to empower students in grades K-3 to make safe and positive choices. Teaming with schools and parents, CSF teachers, counselors and assistants teach students the skills needed to achieve academic and social success. 

    CSF began in the 2000-01 school year. Initially funded by a federal grant from the U.S. Department of Safe and Drug Free Schools, it is now an established Tier II intervention program supporting ASD's Response to Instruction (RTI) goals. 

    Referrals

    The CSF program is coordinated by the senior director of Elementary Education, Glen Nielson. Questions may be directed to him via email or phone at 907-742-4254. The referral form is available for download here 

    and once completed, should be sent to Elementary Education via the instructions on the form.


    "In recent years, a body of research
    has been building to suggest that there
    is a strong link between young
    children’s social-emotional competence and
    their chances of early school success.”

    excerpted from the Institute of
    Early Childhood Education and Research 
    University of British Columbia