Scrooge McDuck’s Motto: “Work Smarter not Harder!”
Agenda Work Smarter not Harder! Introduction Effective strategies to achieve efficiency while implementing ESD : Assess Make an Outline Delegate/team processes Communication Policies Classroom Implementation Resources Finish Strong Have Fun Questions
Introduction: Buckland Mills Elementary: Lora Schalow ESD Coach, First Grade Teacher: (email@example.com) Robin Hudspeth Guidance Counselor (HudspeRN@pwcs.edu) Liz Johnson First Grade Teacher (JOHNSOE@pwcs.edu)
“If you improve a teacher's self-esteem, confidence, communication skills or stress levels, you improve that teacher's overall effectiveness across the curriculum. “– Elaine MacDonald
Do you need a behavior change? Survey the administration, staff and students. • Assess the existing behavior within the building by making a triangle for your school, both academically and behaviorally. • Will you have staff “buy in”
Alignment of Academic and Behavioral Interventions AcademicSystems Behavioral Systems Tier 3 Intensive, Individual Interventions Tier 3 Intensive, Individual Interventions 1-5% 1-5% Tier 2 Targeted Group Interventions Tier 2 Targeted Group Interventions 5-10% 5-10% Tier 1 Universal Interventions Tier 1 Universal Interventions 80-90% 80-90%
Tier 1 Interventions Academic Systems Behavioral Systems 1. Jan Richardson’s Guided Reding 2. Word Study 3. Lucy Calkins/Ralph Fletcher 4. Reading Buddies 5. DEAR 6. Familiar Re-reads 7. Weekly trips to the library 8. Literacy Work Stations 9.Daily Five 10. Marzano’s Strategies 11.Modeling and practice Test taking strategies 12.AIMS Web Universal Screening 13. 14. 15. 1. PAWS Stickers 2. Code of Behavior lessons 3. Citizen Awards at Assemblies 4. Writing Celebrations 5. Announcements/pictures of PAWS awards 6. Guidance lessons 7. Class meetings with teachers 8. 9. 10. 11. 12. 13. 14. 15. 80-90% 80-90% Universal Interventions: All students Preventive and proactive
Tier 2 Interventions Academic Systems Behavioral Systems 1. Double Dip 2. SRA 3. Imagine Learning 4. Earobics 5. Study Island 6. AIMS web bi-weekly probe 7. 8. 9. 10. 11. 12. 13. 14. 15. 1. Behavior Buddy 2. Weekly Mentors 3. Guidance interventions like lunch bunch 4. Parent contact 5. Behavior contracts 6. Providing structured activities by teachers during recess for some students 7. 8. 9. 10. 11. 12. 13. 14. 15. 5-10% 5-10% Targeted Group Interventions: Some students (At Risk) High Efficiency Rapid Response
Tier 3 Interventions Academic Systems Behavioral Systems 1. EDMark 2. Sidewalks 3. LS Imagine Learning 4. AIMS Web weekly probes 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 1. Daily Mentors 2. Marion’s group 3. Intense mentoring like PE w/AP and lunch bunches 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 1-5% 1-5% Intensive, Individual Interventions: Individual student Assessment-based High intensity, durable
Make an Outline Utilizing the BOQ’s is a great way to keep on track throughout the process.
Create Effective Teams: Make a “Who’s Who” in your school: ESD team Social workers Special Education Team Guidance Counselors School Psychologist Teachers with known “good” behavior classrooms
Teaming Structure: Is everyone familiar with the BOQ’s? Is there a continuous fidelity check? How do you hold people accountable for processes?
Develop a “School-wide” agreement or definitive behavior statement (Mission).
List of Expected Behaviors Minor infractions: Major infractions: Have teams work together to decide what behaviors should be classroom managed vs. administration managed
Communication: • Parents • Back to school night, brochures, parent handbook • Publish information on the website • Staff • Monthly meetings, precise agendas for meetings, staff handbook • Conduct staff development sessions to familiarize all parties with the program • Students • Matrixes visible and taught • Area paws charts • Demonstrating correct behaviors • Assemblies (recurring)
"Efficiency is doing things right; effectiveness is doing the right things" - Peter F. Drucker
Stick to your policies • “Fair is not always equal” • Create a reward system (intrinsic/extrinsic/low cost • Develop a “tracking system” for the rewards • Create a reward committee for students and staff • Create lesson plans or use existing ones • Create or use a developed system to track all school behavior to be able to compare data
Bad Breaks: • Sometimes you just have a student or combination of students that do not respond to the “typical” redirection in the day to day teaching of student expected behaviors. • Use other schools suggestions for classroom implementation lessons as well as create your school’s own videos or pledge to involve the staff and students in the process.
Know your Resources: “Don’t re-invent the wheel” -PBIS Maryland website -Wiki -Aims web -All staff resourced -ESD cohort monthly meetings
“Follow effective action with quiet reflection. From the quiet reflection will come even more effective action.” - Peter F. Drucker
Finish Strong M &M example School excel tracking system
Have Fun Celebrate success- Teacher successes Student sucesses Getting student input on rewards and safety in the school Get staff input for an action plan for the new year