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Truman Elementary

Truman Elementary . Creation of S/E/B ART. Fall & Winter of 2006 Started to look at areas to improve Staff dialogue and PTO dialogue about what we want children to learn at Truman

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Truman Elementary

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  1. Truman Elementary

  2. Creation of S/E/B ART • Fall & Winter of 2006 • Started to look at areas to improve • Staff dialogue and PTO dialogue about what we want children to learn at Truman • Both groups reported that more important than academics, was their desire for children to learn appropriate social skills

  3. Building on What We Had • The back of staff handbook had mini-lessons, literature connections, and activities tied to the life skills and lifelong guidelines from previous committee work • Gathered TRIBES activities, lessons, books, United Streaming clips, and videos. Started to divide resources into primary and intermediate crates from which teachers could access.

  4. Common Language • We wanted to increase the use of common language • SEB ART piloted a new classroom behavior communication form to match Lifelong Guidelines on the report card in the spring of 2007 • Wrote grant to help purchase common language posters and literature extensions

  5. Began to Develop an Action Plan Define the System Standardize Improve-ment ACT Access Current Situations PLAN STUDY DO Plan Do Study Act Plan for Continuous Improvement Study the Results Try Out Improvement Theory Analyze Causes

  6. Adding S/E/B Goal to SIP Summer 2007 – Began process of going back and forth between ARDT/BLT and the S/E/B ART to write our goal Our revised version after getting deeper into the planning phase: During the 2007-2008 school year K-5 Truman students will increase positive behaviors by 5% as measured by the behavioral expectations on District Progress Reports.

  7. PLAN - Reviewed Data Source One: SWIS Data • Only recording “major” incidents in SWIS system – results indicated a fairly low frequency (0.45 office referrals per day)

  8. Source Two: Report Card Data

  9. K/5 Students Materials *Low frequency of “major” incidents requiring office referral. *Can improve responsibility or active listening skills, for example. No standardized curriculum for S/E/B instruction. Want materials and permission to teach social skills. Want and need a proactive and intentional approach to teaching social skills. Teachers Methodology PLAN How can we proactively teach students appropriate social skills?

  10. PLAN Looked again at research-based S/E/B programs, lessons, and literature. • TRIBES • CASEL • Second Step • Literature-based lessons

  11. DO • S/E/B common language skills and lessons will be taught at least one time per week for 30 minutes. • Teachers can use resources developed by S/E/B team. • Behavior communication forms from the classroom used so child can reflect on his/her choices.

  12. DO • Review report card data each trimester to monitor effectiveness of the plan.

  13. In the meantime… • Received grant, which helped to purchase literature to accompany lessons and Lifelong Guidelines posters with Truman faces which are framed and displayed throughout the building. • Gathering information from teachers regarding lessons/materials on monthly feedback forms RESPECT Being courteous to yourself, others & property

  14. In the meantime… • Broadcasts and assemblies revisit Lifelong guidelines • Teachers display student activities in the hallway which reflect Lifelong Guidelines

  15. In the meantime… • Looked at our at-risk student population data • S/E/B ART members became year-long mentors to at-risk students across the grades in grades K-5. (Similar to 2X10 suggestion from fall in-service.)

  16. In the meantime… Harris Poll Data Students reported: • 15% rules not fair • 45% gossip is a problem • 19% students not well-behaved in school

  17. In the meantime… • Went into the classrooms and held class meetings regarding Harris Poll data. • Completed Plus/Delta charts on rules and treatment of others at Truman. • Collected and evaluated students’ ideas on how to improve. • Shared with ARDT/BLT to consider and act upon students’ input - some positive changes were made.

  18. In the meantime… • Classroom teachers created student PDSAs for individuals struggling with respect for example.

  19. STUDY • Needed to get back to our data and our plan. • Fall results not yet recorded by January; SIP review kept us accountable to our goals and we collected the necessary data so we could move on to the STUDY piece of the PDSA cycle.

  20. Positive, team experience Teachers feeling that it’s okay to take time for S/E/B Teachers feeling support through lessons and having time to reflect on teaching in area of S/E/B Easier to incorporate the teaching of skills into class meetings Process has created a nice bridge for the implementation of next year’s Bullying & Harassment lessons Common language has made it easier to talk with children outside our own classroom settings What have we learned? PLUSES

  21. We are “doing” many things – need to stay focused in order to determine whether or not what we are doing is effective Need to create a more specific timeline in our SIP action plan We could better tie things back to quality quadrants for S/E/B What have we learned? DELTAS

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