CMSD-ISM : Creating a climate that supports academic success

1. The CMSD Integrated Systems Model – Supporting Implementation of the Cleveland Literacy System and CMSD Safety PlanMarch 22, 2006 CMSD-ISM: Creating a climate that supports academic success

2. The Cleveland Literacy System Universal Implementation • The Cleveland Literacy System implements procedures for assessing, planning and teaching. • The Cleveland Literacy System was first implemented in 3rd grade classrooms across the District during the 2004-2005 school year. Universal Outcome • The percentage of Cleveland students at the level of proficient or better more than doubled and the percentage of Cleveland students at the level of basic and below was reduced by half.

3. The Cleveland Behavioral System? Discussion Question In what ways are we currently implementing universal procedures for assessing, planning, and teaching behavior?

4. SIMPLE SOLUTION #1Over-Reliance on Punishment • It’s Quick! • It’s Easy to Administer! • It’s Cheap! • It Works!!! …with students without challenging behaviors (80-95%)

5. SIMPLE SOLUTION #1 cont.Over-Reliance on Punishment • It doesn’t work with our Targeted and Intensive students • To make these students behave we fall into doing it… -harder -longer -faster, or -louder

6. SIMPLE SOLUTION #2Wishing and Hoping • “I hear they’re moving…” • “The year ends soon and he will move on to 6th grade!” • “You know, I heard they really don’t live in our district!” • “Oh, please let her be absent just one day!”

7. The Bottom Line… Chronically disruptive and unsafe student behavior cannot be solved with independent and isolated strategies Therefore… The third phase of the CMSD Safety Plan must link academics and behavior within a single integrated systems model

8. CMSD Integrated Systems Model: CMSD-ISM • Develop a comprehensive continuum of supports designed to promote academicand social-emotional competencies

9. Why CMSD-ISM: Impact of 491 Office Referrals in an Elementary School in Ohio... Adapted from Barrett et.al. Administrative Time Lost 7,365 minutes 123 hours 20 work days *Based on 15 minutes per referral. Student Instructional Time Lost 22,095 minutes 368 hours 61 school days *Based on 45 minutes out of the classroom. *** $6,500 or more spent per year for an instructional leader to process office referrals.* Based on an average salary of $70,000

10. CMSD Integrated Systems Model Anticipated outcomes: • Reduction in disciplinary referrals • Increased consistency with severe behavior problems • Improved school climate • Enhanced school safety • Improved staff communication when dealing with behavior • Increased positive interactions between staff and students • Use of data based decision making

11. An Integrated Systems Model… Intervention Based Services and Positive Behavior Supports AcademicSystems Behavioral Systems 1- 5% Intensive Individualized Interventions 1- 5% Intensive Individualized Interventions 5-10% Targeted Interventions 5-10% Targeted Interventions 80-90% School-Wide Interventions 80-90% School-Wide Interventions Decisions about tiers of support are data-based Adapted from OSEP Effective School-Wide Interventions by Tasneem Lokhandwala F E A D B C F E

12. Culturally Responsive Practices Collaborative Problem Solving Explicit Instruction of Academic & Social Skills Data-Based Decision Making Academic & Behavioral Supports for Each and All Research Validated Practices Core Components of CMSD-ISM F A E B D C

13. An Integrated Systems Approach… (CMSD’s current profile) AcademicSystems Behavioral Systems 15- 20% Intensive Individualized Interventions 15- 20% Intensive Individualized Interventions 10-15% Targeted Interventions 10-15% Targeted Interventions 3rd to OGT 47% 3rd to 8th 47% OGT 48% 40-60% School-Wide Interventions 40-60% School-Wide Interventions Adapted by Tasneem Lokhandwala, CMSD

14. CMSD-ISM Where Do We Begin??

15. School-wide Positive Behavior Support • Evidence-based features: • Focus on prevention of problem behavior • Define and teach positive social expectations • Acknowledge positive behavior • Consistent consequences for problem behavior • On-going collection and use of data for decision-making • Continuum of intensive, individual interventions • Administrative leadership – Team-based implementation (Systems that support effective practices)

16. CMSD-ISM: Goals of Positive Behavior Support • Create Schools that are: • Predictable • Students know what is expected • Teachers know what is expected • Consistent • Similar standards across adults • Safe • Unsafe behavior, and physical abuse are not acceptable • Positive • Adult emphasis on acknowledging appropriate behavior

17. CMSD-ISM: A Process • Develop a School Leadership Team • Administrator and staff commitment is essential (> 80%) • Data collection and review • Development of an action plan

18. CMSD-ISM: Five Tasks Implementing PBS • Consistent system of data collection • Clear School wide expectations • Instruction in expected behaviors • System for providing consistentencouragement of expected behaviors and correction of behavior errors • Effective classroom management

19. Task One: What Data to Collect for Decision-Making? • USE WHAT YOU HAVE • Office Discipline Referrals/Detention • Attendance • Suspensions/Expulsions • Vandalism • Surveys, observation focus groups

20. What The BIG 5 for Office Referrals Who? When? What? Where? Why? (motivation) Where When Why Who

21. CMSD-ISM: Standard Process for Discipline Referrals • Coherent system in place to collect office discipline referral data • Faculty and staff agree on categories • Faculty and staff agree on process • Office Discipline Referral Form includes: • Name, date and time • Staff Involved • Problem Behavior • Location • Motivation?

22. School Expectations Library andComputer Lab Playground Respect Ourselves • Have a plan. Respect Others • Use whisper voices. • Play safe/ Include others. • Share equipment • No put-downs. • Pick up litter. • Use equipment properly • Use garbage can for litter. Respect Property • Take care materials. • Push in chairs. CMSD-ISM: Task Two Building Expectations/Rules All Settings • Be on task. • Give your best effort. • Respect authority. • Be kind. • Hands and feet to selves. • Help others and share • . • Recycle. • Clean up after yourselves. • Use only what you need. • Care of your belongings. Assembly • Sit in one spot. • Active listening. • Appropriate applause. Bathrooms • Wash your hands. • Respect privacy. • Keep the bathroom clean. Buses • Obey bus rules. • Obey bus rules. • Obey bus rules. Hallways and Walkways • Walk. • Use appropriate voice level • Use whisper voices in halls. • Quiet voice on walkways. • Keep hallways and walkways clean. Lunchroom • Eat your own food. • Use soft voices. • Practice good table manners. • Pick up & clean your table. • Stay seated, get up only with permission.

23. CMSD-ISM: Task Three Teaching Expectations • Show, tell, describe • Practice frequently • Monitor and supervise • Acknowledge/ recognize

24. CMSD-ISM: Task FourUniversal Encouragement & Correction of Behavior

25. CMSD-ISM: Task Five Classroom Management CHAMPs

26. CMSD-ISM Training Timeline

27. CMSD-ISM: Future Planning • Questions and Concerns • Future Planning