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Life After Check In Check Out: Social/Academic Instructional Groups

Life After Check In Check Out: Social/Academic Instructional Groups. Presented by Eisenhower Junior High School Schaumburg School District 54 Trish Gancer, School Psychologist Beth Knief, Guidance Counselor Eunice Hernandez, School Social Worker Kara Prusko , Principal

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Life After Check In Check Out: Social/Academic Instructional Groups

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  1. Life After Check In Check Out:Social/Academic Instructional Groups Presented by Eisenhower Junior High School Schaumburg School District 54 Trish Gancer, School Psychologist Beth Knief, Guidance Counselor Eunice Hernandez, School Social Worker Kara Prusko, Principal Scott Ross, Principal

  2. Eisenhower Junior High SchoolHoffman Estates, IL 571 Students Race/Ethnicity: White 34% Hispanic 30% Asian 17% Black 13% Student Characteristics Low-Income 26% Limited English Proficient 9% IEP 12% Academic-ISAT 2010 Results 94.4% Meet/Exceed in Math 92.8% Meet/Exceed in Reading Scott/Kara

  3. PBIS at Eisenhower JHS Tier 1 (Universal) 6th Year Team of 15 Teachers Tier 2 (Secondary) 3rd Year Team of 10Multi-Disciplinary Staff Tier 3 (Tertiary) In 1st Year Trish

  4. Eisenhower S/AIG: Group Types Pro-Social Skills (Replacement behaviors for avoidance, withdrawal, adverse relationship skills, etc.) Problem Solving Skills (Replacement behaviors for fighting/arguing, etc.) Academic Behavior Skills (Replacement behaviors for interrupting/class disruption, behaviors related to homework, organization, etc.) Beth

  5. Eisenhower S/AIG: Entrance Criteria 1.School wide entrance: 2 majors/5 “Combos referrals” within a 4 week period of the same infraction Major Referral for Physical Aggression- Problem Solving Group Homework data -Academic Group 2.Tier 2 Problem-Solving Team Students are evaluated on a case-by-case basis by the T-2 Problem Solving Team. Lack of Suitable Progress (under 80%) on CICO-DPR in a 4-week period Teacher/Student/Parent Referral 3. IEP Counseling Minutes S/AIGroup goals support IEP Goals Beth

  6. Eisenhower S/AIG: Developing Facilitators School Psychologist, School Social Worker, Guidance Counselor, Speech/Language Pathologist, Private Agency Therapists, & Intervention Teachers. 2-3 Per Group Students Initial groups started with 98% of Group Members being IEP/504 Lesson Planning Meet Once/Week Curriculum Research-Based Schedule Rotating Trish/Beth

  7. Eisenhower S/AIG: Grouping Pro-Social Skills (Replacement behaviors for avoidance, withdrawal, adverse relationship skills, etc.) IEP Goals Similar Problem Behaviors Group Efficacy Problem Solving Skills (Replacement behaviors for fighting/arguing, etc.) IEP Goals Similar Problem Behaviors Academic Behavior Skills (Replacement behaviors for interrupting/class disruption, behaviors related to homework, organization, etc.) IEP Goals Homework Completion Data Academic Performance Scott/Kara

  8. S/AIG STUDENTS 2nd STEP–beth/eunice Jatinder/208 Trey /204 Ja’velle/206 James /206 Problem Solving #1-eunice/trish/beth Betty /20 Courtney 204 Kayla /207 Problem Solving#2-eunice/trish/beth Damian /204 Ethan 204 Austin 105 Ryan H/710 Problem Solving #3-eunice/trish/beth Kris /702 Seth /227 Jaquan /206 Academic #1-trish/beth Michelle /105 KeshawnGYM Lucas /227 Marlene /227 Academic#2-trish/beth Oscar LLMC Michael /209 Ryan /205 Pro Social #1-sue/trish Kassidy/206 Alejandra /213 Shakyra204 Peitro/204 Caitlyn/710 Pro Social #2-eunice/beth Antonio/328 Taha/ 215 Jorge /105 Leo 702 S/AIG Rotational Schedule Academic #1 (Tuesdays) Date/prd 1-24-12/2nd 1-31-12/3rd 2-7-12/4th 2-14-12/5th 2-21-12/6th 2-28-12-7th Academic #2 (Thursday) Date/prd 1-26-12/4th 2-2-12/5th 2-9-12/6th 2-16-12/7th 2-23-12/8TH 3-1-12/9TH Pro Social #1 (Tuesday) Date/prd 1-24-12/3rd 1-31-12/4th 2-7-12/5th 2-14-12/6th 2-21-12/7th 2-28-12/8TH Pro Social #2 (Thursday) 1-19-12/2nd 1-26-12/8th 2-2-12/3rd 2-9-12/4th 2-16-12/5th 2-23-12/6th 2nd STEP (Wednesdays) Date/prd 1-25-12/2nd 2-1-12/1st 2-8-12/3rd 2-15-12/5th 2-22-12/6th 2-29-12/8th Problem Solving #1Problem Solving #(2 (Monday) (Monday) Date/prdDate/prd 1-23-12/1st1-23-12/2nd 1-30-12/2nd1-30-12/3rd 2-6-12/3rd2-6-12/4th 2-13-12/4th2-13-12/5th 2-27-12/5th2-27-12/6th 3-5-12/6th3-5-12/7th Problem Solving #3 (Friday) Date/prd 1-20-12/2nd 1-27-12/1st 2-3-12/3rd 2-10-12/5th 2-17-12/6th 2-24-12/8th Beth

  9. Eisenhower S/AIG: Progress Monitoring Tier 2 Problem Solving Meetings Students Monitored Weekly Office/Classroom Discipline Referrals Referrals Monitored Weekly IEP Counseling Goals • Information shared with IEP Case Manager S/AIG Group Progress Reports Group Goals “What to Do” Weekly Feedback on Skills Learned in Group Trish

  10. CICO Daily Progress Report DPR NAME: Date____/____/_______ PARENT SIGNATURE:______________________________ To be returned daily. Trish

  11. Problem Solving GroupDaily Progress Report Same DPR card used in our CICO DPR NAME: Date____/____/_______ PARENT SIGNATURE:______________________________ To be returned daily. Trish

  12. Student Name_____________________________Rater Name:__________________________ Week of ____/____/_____ This student is participating in our S/AIG Pro-Social Skills group. The targeted social skills are listed below. Using the provided criteria, rate the student’s use of the individual skills during this past week. 2 = Student exhibits skills all/most of the time 1 = Student exhibits skills half or less of the time 0 = Student exhibits skills rarely or not at all Pro-Social Group Weekly Progress Report /16 /16 /16 /16 /16 /80 PARENT SIGNATURE:______________________________ To be returned daily. Beth

  13. Academic Group Progress Report Academic Team discussions Grades Weekly Homework Club data CDR’s in Responsibility Beth

  14. Eisenhower S/AIG: Exit CriteriaStudents are evaluated on a case-by-case basis by the T-2 Problem Solving Team Problem-Solving Group DPR card 4 weeks at 80% average. No ODR’s in 4 consecutive weeks. Academic Group Homework Club Data Grade improvements NO CDR’s in Responsibility Pro-Social Group Weekly DPR card information No ODR/CDR’s in 4 consecutive weeks Academic Team input Beth

  15. Eisenhower S/AIG: Current Data Pro-Social Skills Group (9 Students in 2 Groups) 62% Responding Problem Solving Skills Group (14 Students 4Groups) 50% Responding Academic Behavior Group (7 Students in 2 Groups) 50% Responding (5 from group facilitated by Private Agency) Trish

  16. Eisenhower S/AIG: “Growing Pains” Scheduling the Groups Different Week to Week Other “duties” impeding S/AIG Daily Progress Reports Writing Goals that are Classroom Appropriate Many DPR Cards to Manage Lesson Planning Scheduling weekly time review, evaluate, create Group Size Started with 98% of Group Members being IEP/504 Ended with 49% IEP/504 Systems Issues Beth/Trish

  17. Eisenhower S/AIG in Action: Format Problem Solving Skills Group example 6-Week Open Group Meets 1 Period a Week Co-Facilitators Guidance Counselor School Social Worker School Psychologist Student Composition 4 Students with Emotional Disability 1 Student with Learning Disability Curriculum Beth

  18. Power Point example Problem-SolvingSession 3 Problem Solving a Task What is a Problem/Conflict? Interpreting a Problem Responding to Problems Benefits of Problem Solving Wrap Up! Beth

  19. Power Point example Problem-Solving Expectations • Show Respect- listening, raising your hand, taking turns speaking, sitting up • Show Responsibility- coming on time, having your DPR card ready. • Be Safe – staying seated, placing books/materials on the side. Remember: Confidentiality!! What is said in the room stays in the room! Beth

  20. Power Point example NAME: DATE:____/___/______ PARENT SIGNATURE:_________________________________ To be returned daily. Beth

  21. Put on your Thinking Caps! Why is it important to understand the problem? • Helps you to: • decrease the problem • eliminate the problem. Activity time! Look at the following slide and determine how many squares you see. Beth

  22. Power Point example How many squares do you see?

  23. Power Point example Discussion: How many squares did you see? Does everyone think or react in the same way? • It is important to know that everyone takes in the information differently! • Talking it out is an important tool to aid in understanding that there are usually more solutions to a problem than you can “see” at first. Beth

  24. Power Point example Role Plays Students will practice the skills from this lesson in "real life” role play situations. Come prepared with some examples for the students to use. Beth

  25. Power Point example You got The skill…. …..Now USE IT!! There's always a solutionto the problem. See you next week!! Beth

  26. Eisenhower S/AIG in Action:Video Enter Lesson Role Play/Ending Scott/Trish

  27. Eisenhower JHS Thanks You! Feel Free to Visit Our School’s Website for More Information on Our S/AIG Program http://eisenhower.sd54.org/ Feel Free to Email Any of Us—We’d Love to Hear from You! BethKnief@sd54.org PatriciaGancer@sd54.org EuniceHernandez@sd54.org KaraPrusko@sd54.org ScottRoss@sd54.org

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