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Professional Development HHS 9-12

Professional Development HHS 9-12. January 21, 2012 10:15-3. Overview. 10:15-11:15 PBIS wrap up 11:15-12:15 Lunch 12:15-3 The CCSS and literacy. Last time we met. Review front of hand out (from 10/31) Multi-tiered system of support Purposeful Organized Monitored and evaluated

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Professional Development HHS 9-12

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  1. Professional DevelopmentHHS 9-12 January 21, 2012 10:15-3

  2. Overview • 10:15-11:15 PBIS wrap up • 11:15-12:15 Lunch • 12:15-3 The CCSS and literacy

  3. Last time we met • Review front of hand out (from 10/31) • Multi-tiered system of support • Purposeful • Organized • Monitored and evaluated • Systemic • Check in with tables: Overall, what might be some of the benefits of having a multi-tiered system of support?

  4. Where did this come from? • 1994: All states required to design standards • 2002: NCLB and “accountability” movement • “Accountability” led to bigger expectations of accessible data • Assessment technologies became available due to increased demand • Teachers had the ability to monitor students both during and after instruction • 2002: Questions regarding the diagnosis and support of LD students and the support they receive • In Holt: Started as Courageous Leaders, then FNO, then RtI and PBIS. To simplify, is all MTSS. (ALL A PART OF SCHOOL IMPROVEMENT) • 2012: RtI MTSS

  5. What is the major philosophy? • Goal: for ALL students to be successful • Gresham, VanDerHeyden, and Witt (2005) eloquently summarize the philosophy of RtIas finding "which children need what services, delivered with how much intensity.” • How does this compare with Love and Logic? (Take a minute to talk at tables)

  6. Why do we need data? • Decide which students • Decide what services • Evaluate the services • Monitor the students

  7. What is happening K-8? K-4 (Some variations between buildings) • Data days 3 times a year • At least once a month grade level meeting to discuss progress monitoring • PBIS posters in the hall • First week of school to teach explicit behavior • Many schools have created videos • All schools work from the 90 minute core, 30 minute tier II and 30 tier III. • Interventionists and resource teachers • All schools provide extra literacy 5-6 (Some variations between buildings) • Literacy and math screeners are given (identify which students) • Data Meetings (decide which supports) • Tier III Interventions • Pull-out from Arts and Fitness for 25 to 50 minutes 4 to 5 times per week (how much intensity) • Based on benchmark data and teacher input at data meetings • PBIS systems in place • Posters • Data collected

  8. Holt Junior High • PBIS curriculum written by PBIS leadership team • Special emphasis on providing interventions as data reveals need. • Aligning with CCSS, literacy emphasis • All students take the R-Maze 3 times a year as a screener; all ELA teachers now have access to use this data on the classroom level. All students will take the M-Comp screener starting this winter. • Intervention Period • 2 math and 2 literacy labs in place to close the gap for struggling readers in addition to elective classes • FIRST, building-wide data meeting on Wednesday, 10-31-12. At this time we will look at behavior and academic data. • Student success coordinator

  9. NGC • Intervention period and Reflection Thursday • Rams Class • Common Core Transition • PST process • PBIS curriculum and videos • GO RAMS matrix and signs • Freshmen focus • Mentors • Strategic Teams • Student success coordinator • PBIS support coordinator • TLTs/Tier 1 engagement 10-12 bldg. • Several sections of Algebra 1 with added teacher support • Mentors • Strategic Teams • Literacy class • Literacy support person • PBIS videos • GO RAMS matrix and signs • Common Core Transition • TLTs/tier 1 engagement

  10. Based on the Tiered interventions we have at the 9-12 level, which on the list do you recognize as something that is happening or effecting your classroom? (Talk at tables)

  11. Looking at MTSS through behavior • Classroom behaviors: social and academic • Treated differently traditionally • PBIS- using MTSS to treat behaviors the same • Using the matrix to emphasize the desired behaviors • Video?

  12. At your table • Decide upon three undesired classroom behaviors that you see/experience • Complete the table similar to the example for those behaviors (as a group)

  13. PBIS wrap up • Reflection sheet to use at the “tier 2” mark • Videos: February 4th for “tier 1” instruction • Feedback and Evaluation sheet

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