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Trevor Test Middle School

This report addresses the rising issues of disruption, inappropriate language, and harassment among Trevor Test Middle School students in grades 6-8, particularly during lunch in the cafeteria and hallways. Data shows instances of defiance and skipping behaviors in specific classrooms. The report seeks to define the problems precisely, analyze contributing factors, and propose actionable solutions to improve student behavior and enhance the school environment. Key strategies will involve empowering staff and implementing effective interventions.

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Trevor Test Middle School

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  1. Trevor Test Middle School 565 students Grades 6,7,8

  2. Lang. Defiance Disruption Harrass Skip 12:00 Cafeteria Class Commons Hall

  3. 75 students with 1 ODR; 28 students with 2 ODRs This report is for 3 or more ODRs

  4. Custom Report ODRs for This Week from Cafeteria

  5. Precision Statement/Hypothesis • What • Where • When • Who • Why • What other info needed? • Possible Solutions?

  6. Precise Problem Statement &Hypothesis Development • Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention • A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape.

  7. Solution Development

  8. Solution Development:For disruption in hall and cafeteria

  9. Langley Elementary School 478 Students K-5

  10. Precision Statement/Hypothesis • What • Where • When • Who • Why • What other info needed? • Possible Solutions?

  11. Solution Development

  12. Next Steps • High School Example • Your School • Individual Student Supports • Planning for implementation

  13. Sandhill High school354 students

  14. Sandhill High School: 354 students

  15. Sandhill High School

  16. Sandhill High School

  17. Custom Report: Classroom • Many students in many contexts… primarily disrespect, and skipping.

  18. Precision Statement/Hypothesis • What • Where • When • Who • Why • What other info needed?

  19. Grade Level Example • Mark Twain Elementary • Elliot Middle • Gorman High School

  20. Your School • Use the Office Discipline Referral Summary • Build from your SWIS data, or your best guess from 07-08 • Compute the national average for your school • Elementary .35 per 100 per day • Middle .92 per 100 per day • High 1.06 per 100 per day • K- (8 or 12) 1.00 per 100 per day • Enrollment / 100 X (rate for your grade level)

  21. Your School • Build your best guess about the patterns for: • Location • Time of day • Type of problem behavior • What proportion of students have 0-1; 2-5; 6+ ODRs? • Do we have a problem? • Can we define it with precision?

  22. Your School • Review Data • Do we have a problem? • Define problem with precision (or plan party) • Develop solution options • Define Action plan needed to implement solution

  23. Solution Development

  24. Your School • Use the solution model to build “possible elements of a solution” • Remember that you may have many that are appropriate • Identify many, then select the option(s) that are most likely to be both effective and “doable” in your school • Action Plan • Who will do what when?

  25. Fidelity and Sustaining Best Practices When you empower staff, you start to see high fidelity- when they know their behavior has a direct impact on student outcomes and better school environment, fidelity increases…

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