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ESMS New Teacher Orientation
Our Mission is to maximize student learning and personal responsibility through a rigorous standards-based curriculum, a safe and respectful climate, and the collaborative efforts of staff, students and parents.
ESMS: Where GRReat Things Happen!
Silver Level Award for Effective Practices, 2011
Excelsior Springs Middle School ▪ Visit ms.essd40.com for more information
Excelsior Springs Middle School
PresentersChris Hubbuch, Principal5th year at Excelsior Springs Middle SchoolMember of the Tier 2 PBS Team
Keelie Stucker, Assistant Principal8th year at Excelsior Springs Middle SchoolMember of the Tier 1, 2 & 3 PBS Teams
Excelsior Springs Middle School ▪ Visit ms.essd40.com for more information
Excelsior Springs Middle School
KC metro area 615 students Grades 6-8
46% Free/Reduced Lunch Rate 88.9% White42 Staff Members 4.8% BlackRecovery Room 3.9% Hispanic
Excelsior Springs Middle School ▪ Visit ms.essd40.com for more information
Excelsior Springs Middle School
PLC 2007-08 1605 ODRsPBS 2008-09 920 ODRsRtI 2009-10 610 ODRsPBS Tier 2 2010-11 548 ODRsPBS Tier 3 2011-12 *310 ODRs
*projection
Daily 30 minute intervention block (four days academic, one day social skills)
Excelsior Springs Middle School ▪ Visit ms.essd40.com for more information
Tier 1 - Universal: For all students, preventative, proactive, core curriculum
Academic Curriculum: Essential Standards SMART Goals Instruction: Research-based instructional strategies (Marzano) Differentiated Instruction Assessment: Universal screening of students (MAZE, MCAP) Classroom benchmark assessments (Acuity) Common formative assessments (Acuity) Classroom Interventions: Peer Assisted Learning Strategies (PALS) for reading MAP Attack - specific GLE instruction Student Supports: WEB (6th grade transition program) Transfer Student Induction Process Parent/guardian contacts
Behavior School-wide: Behavioral expectations defined (GRR Matrix) Behavioral expectations taught (GRR 101,Transfer Student Induction Process) Continuum of consequences for appropriate behavior (Tiger Paws, GRR incentives, recognition programs) Continuum of consequences for problem behavior (discipline procedure flowchart, Fred Jones, BIST) Continuous active supervision and monitoring across all school settings (Hallway Sweeps, Olweus BPP) Continuous monitoring, collection, and use of data for decision-making (SWIS, Tier 1 Team) Classroom: Expectations/rules identified, taught, and acknowledged Routines identified, taught, and acknowledged High rates of positive feedback 4:1 Active supervision Respectful redirect/error correction Multiple opportunities to respond Activity sequence/offer choice Academic success/task difficulty
Mo
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etedESMS Pyramid Response to Intervention
Tier 2 - Strategic: For some students, more intense, high efficiency, rapid response
Academic Classroom Intervention: Read 180 program
Small Group Interventions: Question Generation Strategy, Mental Imagery, Error Correction, Repeated Reading, Quick Reads, Fry Phrases, Ed Mark Reading, Gist Strategy, Intentional Non-learner group Student Supports: Counselor contact Parent contacted by teachers, counselors, administration Mandatory Study Hall (after school) After school tutoring (A+ Tutors, classroom teachers) Academic recovery (during special events) Problem Solving Team Check & Connect
Behavior Discipline Procedures: Office Referral Form (major problem behaviors) Minor Referral Form (student sent to buddy room) Parent contacted by teachers, counselors, administration Recovery Room
Problem Solving Process: Student nomination process Tier 2 Team Data decision rule (3 Major ODRs, 6 Minor ODRs) Problem Solving Team
Student Supports: Check-in, Check out Check & Connect Social Skills Group Instruction
Tier 3 - Intensive: For individual students, assessment-based, high intensity
Academic
Systems 44 Reading Intervention Corrective Reading Problem Solving Team Check & Connect
Behavior
Functional Behavioral Assessment District Behavior Specialist Behavior Improvement Plans Problem Solving Team Check & Connect
Mo
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eted
Transfer Student Induction Model
Purpose:• Ensure that every student is known by at
least one trusted adult in our building.
• Support Tier 1 PBS structures.
• Early intervention based on student data.
Hubbuch, C., Stucker, K. (2011). Transfer Student Induction Model, Excelsior Springs Middle School, Missouri.
Hubbuch, C., Stucker, K. (2011). Transfer Student Induction Model, Excelsior Springs Middle School, Missouri.
Excelsior Springs Middle School ▪ Visit ms.essd40.com for more information
Transfer Student Induction Model
• Step 1 – Parent Connection• Step 2 – Student Connection• Step 3 – Screening for Interventions• Step 4 – Small Group Instruction• Step 5 – Progress Monitoring
Excelsior Springs Middle School ▪ Visit ms.essd40.com for more information
Focus of the Tier 2 PBS Team
• Analyze data of major and minor referrals.
• Determine students who meet the data decision rule for a Tier 2 intervention.
• Review student intervention planning guides to determine appropriate intervention.
Excelsior Springs Middle School ▪ Visit ms.essd40.com for more information
Focus of the Tier 2 PBS Team
• Implement the Behavior Education Program (BEP), otherwise known as Check-in, Check out.
• Reviews the implementation of Check & Connect.
• Implement and analyze the results of social skills group during ELT.
Excelsior Springs Middle School ▪ Visit ms.essd40.com for more information
Intervention Planning Guide
Data Collection: • Grades, attendance, tardies, problem
behaviors reported by teacher and frequency of the behaviors.
• Information is collected by the Behavior interventionist (Recovery Room teacher).
Excelsior Springs Middle School ▪ Visit ms.essd40.com for more information
Intervention Planning Guide
Problem Solving Team:• Administration, Behavior interventionist,
Tier 2 & 3 team members
• The intervention planning guide helps determine the primary and secondary concerns.
• An intervention is selected based on their behavior needs in the setting.
Excelsior Springs Middle School ▪ Visit ms.essd40.com for more information
Check-in, Check out
• This intervention increases the frequency of contingent feedback from the teacher(s) and supervisor.
• This intervention is capable of providing behavioral support to a moderate-sized group of at-risk students (10-30 students).
Crone, D., Horner, R., & Hawken, L. (2010). Responding to problem
behavior in schools: The behavior education program.
Crone, D., Horner, R., & Hawken, L. (2010). Responding to problem
behavior in schools: The behavior education program.
Excelsior Springs Middle School ▪ Visit ms.essd40.com for more information
Check-in, Check out
• This requires low effort from teachers.
• CiCo is managed by our behavior interventionist.
• CiCo involves a daily and weekly cycle.
Excelsior Springs Middle School ▪ Visit ms.essd40.com for more information
Check-in, Check out
• Student checks in with the behavior interventionist and receives their Daily Progress Report (DPR).
• The student carries the DPR throughout the day and hands the form to teachers each period.
• The student retrieves the DPR from their teacher and receives feedback related to expected social behaviors.Excelsior Springs Middle School ▪ Visit ms.essd40.com for more information
Check-in, Check out
• The Tier 2 Team meets to review the data to modify the plan or begin the phase out process.
• Our behavior interventionist logs CiCo data into the SWIS database.
Excelsior Springs Middle School ▪ Visit ms.essd40.com for more information
Check-in, Check out
Main ideas:• Positive adult interactions• Monitor progress
Excelsior Springs Middle School ▪ Visit ms.essd40.com for more information
Social Skills Success Groups
• This is a small group intervention that meets during our ELT block, two or four days each week.
• Data decision rules or nominations from teachers determine eligibility.
• Baseline data is collected. Students are grouped by social skills needed.
Excelsior Springs Middle School ▪ Visit ms.essd40.com for more information
Social Skills Success Groups
• Counselors facilitate the groups.
• DPR Data is collected to monitor progress toward identified social skills.
Excelsior Springs Middle School ▪ Visit ms.essd40.com for more information
Check & Connect
Evelo, D., Sinclair, M., Hurley, C., Christenson, S., & Thurlow, M. (1996). Keeping kids in school: Using check and connect for dropout prevention.Evelo, D., Sinclair, M., Hurley, C., Christenson, S., & Thurlow, M. (1996). Keeping kids in school: Using check and connect for dropout prevention.
Four Components• Mentor• Systematic monitoring• Timely and individualized intervention• Enhancing home-school communication
and home support for learning
Excelsior Springs Middle School ▪ Visit ms.essd40.com for more information
Check & Connect
Core Elements• Relationships• Problem solving• Individualized, data-based intervention• Affiliation with school and learning• Persistence-plus• Focus on alterable indicators of disengagement• Following students and families
Excelsior Springs Middle School ▪ Visit ms.essd40.com for more information
Contact Information
Chris Hubbuch, [email protected] @Hubbuch_ESMS
Keelie Stucker, Assistant [email protected] @Keeliez2000
Excelsior Springs Middle School(816) 630-9230http://ms.essd40.com/
Link to our PBS Resourceshttp://tinyurl.com/ESMS-PBS