The CMSD Integrated Systems Model – Supporting Implementation of the Cleveland Literacy System and CMSD Safety Plan

1. The CMSD Integrated Systems Model – Supporting Implementation of the Cleveland Literacy System and CMSD Safety Plan CMSD-Pyramid of Success: Creating a climate that supports academic success

2. CMSD – Pyramid of SuccessAgenda • The Integrated System Model • CMSD–Pyramid of Success- Accomplishments thus far • School-wide Expectations • Teaching Expectations • Lesson Plan - Cafeteria • CMSD Office Referral Form

3. 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 reduced to half of what it was.

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

5. 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%)

6. 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

7. 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!”

8. The Bottom Line… Chronically disruptive and unsafe student behavior cannot be solved with independent and isolated strategies Therefore… We must link academics and behavior within a single integrated systems model

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

10. The Integrated Systems Model for Academic and Behavior Supports The Integrated Systems Model for Academic and Behavior Supports is a comprehensive school-wide prevention & intervention model that provides support systems which address both academic and behavioral needs of ALL students.

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,

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

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 8th 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-Pyramid of SuccessWhere Do We Begin??

15. CMSD – Pyramid of Success • CEO Principals’ Seminars • Trained 78 of the 85 K-8 Building Leadership Teams - What is a leadership team? - Roles and responsibilities–problem solving - School wide expectations - Universal office referral form – SWIS 3. August Training–Building Leadership Teams

16. CMSD – Pyramid of Success School Wide Expectations

17. Set 3-5 building expectations Simple and straightforward—do not make them so attorneys need to interpret them! Observable & measurable Positively stated Focus on important behaviors Make clear linkages to classroom rules Don’t make rules you aren’t prepared to consistently reinforce! Establishing Expectations

18. Be Safe Be Responsible Be Prepared Be Respectful Manage Self Achievement Honor Be Prompt Be Honest Do Your Best PRIDE (preparation, responsibility, integrity, dedication and effort) Be Ready Be Civil Building Expectations Examples

19. Redesign Learning & Teaching Environment School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying

20. CMSD Behavioral ExpectationsThe Big Three Be Safe Be Respectful Be Responsible

21. The High Fives (example) • Be Responsible • Be Respectful • Follow Directions • Keep Hands and Feet to Self • Be There – Be Ready

22. Expectations for all areas of the school are established

26. Instruction in Expected Behavior

27. School Expectations Library andComputer Lab Playground Respect Ourselves • Have a plan. Respect Others • Use whisper voices. • Play safe. • Include others. • Share equipment. • Take turns. • No put-downs. • Pick up litter. • Use equipment properly • Use garbage can for litter. Respect Property • Take care of books, magazines & computers. • Push in chairs. Create Building Wide Expectations/Rules All Settings • Be on task. • Give your best effort. • Respect authority. • Be kind. • Hands and feet to selves. • Help others. • 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. • Use 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.

28. Teaching Expectations • Show, tell, describe • Practice frequently • Monitor and supervise • Acknowledge/ recognize Lesson On Being Prepared and Responsible

29. Teach Social Behaviors Like Academic Skills • Teach through multiple examples • Teach where the problems are occurring • Give frequent practice opportunities • Provide useful corrections • Provide positive feedback • Monitor for success

30. Teach Expected Behaviors Just Like Other Subjects • Target specific times to teach the expectations • Intervene with students, using the language of the lessons. For example, if a student is running in the hall say: “What is the rule about all hallways? Please go back and walk”. • Watch for students using the expected behaviors and give them positive feedback

31. Teach Expected Behaviors Just Like Other Subjects (continued) • Review and recall expected behaviors regularly • Use the language of behavior expectations in content lessons such as Reading or Social studies • Model the expected behavior in all of your interactions with students and adults

32. Teaching Building Expectations

33. Pyramid of SuccessBehavioral Expectation Lesson Plan - Cafeteria • Discussion Questions • What is the purpose of the cafeteria? • Who is in charge of the cafeteria? • What is the worst thing about the cafeteria? • What does Be Safe/Be Respectful/Be Responsible look like in the cafeteria?

34. Pyramid of SuccessBehavioral Expectation Lesson Plan - Cafeteria Objective: Students will be Safe, Respectful and Responsible in the cafeteria. Part I: Cafeteria Information Lesson Part II: Cafeteria Procedural Lesson

35. Example Day 1 • First Period-Arrival • Second Period-Cafeteria • Third Period-Hallways • Fourth Period-Assemblies • Fifth Period-Dismissal • Any other?

36. Final Thoughts on Teaching Expectations Expectations must be taught • Not just reviewed • Not just covered • Not just posted • Not just discussed • Not just explained • T-A-U-G-H-T • Peter Griggs, University of Kansas

37. District Wide Referral Form

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

39. CMSD – Pyramid of Success • Questions and Answers • Exit Pass