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5/21/20151 Hopkins Public Schools Playing our cards….to win with VIKES.

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Presentation on theme: "5/21/20151 Hopkins Public Schools Playing our cards….to win with VIKES."— Presentation transcript:

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2 5/21/20151 Hopkins Public Schools Playing our cards….to win with VIKES

3 5/21/20152 MiBLSi – Dealing the winning hand

4 5/21/20153 Winner takes all….. Three Tiered Positive Behavior Supports Universal – building wide rules Tier 1

5 5/21/20154 Building A Self-sustaining System – Years 1 & 2 The Cards in Our Hand for the Behavior Branch Assertive Discipline – implemented on a class by class basis NCA – brought us together as a building to look at behavior Lifeskills – implemented as part of NCA MiBLSi – gave us building wide structure and support SWIS – provided the data piece VIKES – rolled Lifeskills in to the VIKES program

6 5/21/20155 Stacking the Deck With a self-sustaining universal (Tier 1) system of “cards” to play with: –VIKES cards –Bracelets –T-Shirts

7 5/21/20156 Show the DVD Universal Tier “VIKES” Explain, Specify, Practice, Monitor and Review – Kick-off for the VIKES First Year – –Each grade to demonstrate skills in a setting during assemblies –Classroom Presentations (EVA) Second Year – –Showed the DVD –Highlighted an area per month (Staying Safe in October) –Ongoing Classroom Presentations »Extra Presentations/Skill Building with 3 rd Graders

8 5/21/20157 Positive Behavior Record ______________ ______ Student Date Teacher ___Very respectful ___Including everyone Keeping it together __ Excited about learning __ Staying safe Go VIKES at Hopkins Elementary!

9 5/21/20158 Economy of our “House of Cards “economy gives us leverage because they (kids and staff) are invested in it and believe in it” Expanding the use of VIKES cards Adult to student Student to adult Student to student Each with a recognition system attached to it

10 5/21/20159 Staff worked together to revise the first form and make it a little easier to understand. Inserted this item for parent information

11 5/21/201510 Keep Building… Year 2 & 3 Focus on the Playground: Training for playground supervisors – Kate Shane (our behavior coach) spent hours with the playground paraprofessionals, helping and guiding as they learned New form only for playground use Immediate consequence and reward – Special detention system for noon recess VIKES cards for the playground Weekly drawings

12 5/21/201511 The Playground Form Developed by playground supervisors for their use Behaviors were kept specific to the playground with immediate consequences available

13 5/21/201512 We keep on building… Next on our agenda….. Bus Drivers!!! They came to us after hearing about it for 2 years Training provided on a district PSD day – Kate strikes again They developed their “transportation wide” rules RIDES They developed the form/card We provide the vehicle for recognition

14 5/21/201513 Close to 95% of our students ride the bus to or from school. Drivers and the transportation have begun teaching students the new expectations. Buildings will assist by incorporating this in to our own MiBLSi programs.

15 5/21/201514 The Drivers’ Wall of Fame Driver Picture Bus Number “Ride” Cards earned by students

16 5/21/201515 Winner takes all….. Three Tiered Positive Behavior Supports Strategic – teacher implemented plans Tier 2

17 5/21/201516 A Unique Opportunity A Captive Audience Gender Specific focus: We took our most at-risk population – Our 3 rd graders, one traditional classroom and one all boy classroom We encouraged their learning styles Hands on, exploration, short spurts, follow the ideas We celebrated their learning styles Plays, readers’ theater, board presentations We brought all our expertise to bear…. OT, Social Workers, Psych, Special Ed, Teachers, Aides, Volunteers, Mentors

18 5/21/201517 What made them unique? Of the 48 third grade students –35 are boys, 13 are girls –13 are families of divorce –5 have been removed from parent custody and live with relatives –4 have one parent recently deceased –2 live with unmarried parents –1 adopted by foster parents – after loss of limb due to parental abuse and neglect –Less than 50% are in traditional 2 parent homes

19 5/21/201518 Student 1

20 5/21/201519 2005-06 2006-07

21 5/21/201520 An Ace Up Your Sleeve Strategic Interventions Tier 2 Dealing the right cards at the right time –Targeting specific behaviors Teaching & reviewing on a regular basis – playing to win –Puppet Power Strategies and interventions with the other hands around the table –Teachers, aides, parents, playground, bus drivers and on and on

22 5/21/201521 Winner takes all….. Three Tiered Positive Behavior Supports Intensive – Student Assistance Team Tier 3

23 5/21/201522 Playing to Win - Intensive Drawing a Winner –Case study in self monitoring You’ve got to…. –Know when to reward them –Know when to consequate them –Red light/green light

24 5/21/201523 Example of Self-Monitoring Behavior Intervention Plan Monitoring Form Rewards –Daily (individual) –Weekly (group) –Home-school connection

25 5/21/201524 Using the “VIKES” behavioral matrix to tailor student BIP’s, for example: Jimbo is a capable student who can do good work and follow all of the “VIKES” behavioral expectations. General and specific expectations: Jimbo will follow school rules and use his VIKES skills: “Excited About Learning” – Jimbo will come to class prepared to work and complete his school work. “Keeping It Together” – Jimbo will talk at appropriate times in class and stay in his seat. If Jimbo is able to stay “Excited About Learning” and “Keep It Together” (for X times out of X) he will draw a daily individual reward or a weekly class reward

26 5/21/201525 A Self Monitoring Form Monitoring Classroom Rules Student  s Name:____Jimbo____________Date:__________________ Teacher  s Name:___Mr. H._____________ Classroom Rules Early Morning Late Morning Afternoon I will start my work right away. 1 2 3 4 1 2 3 4 1 2 3 4 I will stay in my seat 1 2 3 4 1 2 3 4 1 2 3 4 I will not talk while the teacher talks 1 2 3 4 1 2 3 4 1 2 3 4 I will not bother others While they work. 1 2 3 4 1 2 3 4 1 2 3 4 Rating Scale --- Circle a Number 1 = Needs Improvement 2 = OK 3 = Average 4 = Great If the teacher agrees with the student rating, put a line across the circled rating. O If the teacher Does Not agree with the student rating, put an “X” across the circled rating. O Comments: Parent Signature:_______________________________ Date:_________________

27 5/21/201526 Drawing for Daily Rewards oTime doing preferred activity (computer, assistant to librarian, reading to a younger grade, reading magazine) o“Jimbo Show” for 1, 2, or 3 minutes oExtra recess for 1 to 5 minutes, with teacher approved partner (starting before recess begins for rest of class) oMusic, such as listening to pre-approved songs on I-Pod or on teacher’s c.d. player o1-Get-Out-Of-Homework-Free Card

28 5/21/201527 Weekly Whole Class Rewards Extra recess 1 to 5 minutes Movie (30 minutes from library) Sucker or treat at reading time Pop corn party Bonus 1 to 3 stickers on all desk charts Jimbo’s book choice (to be read to class)

29 5/21/201528 Younger students may need a more concrete and frequent way to monitor their behavior. A “red light/green light” form can be kept on the desk so that student can easily see how his/her day is going. Sample of plan currently in use with a first grade student…

30 5/21/201529

31 5/21/201530 Winner takes all….. Three Tiered Positive Behavior Supports Intensive – Student Assistance Team Tier 3 Strategic – teacher implemented plans Tier 2 Universal – building wide rules Tier 1

32 5/21/201531 2005-2006 Data 2006-2007 Data Average Referrals Per Day Per Month

33 5/21/201532 2005-2006 Data 2006-2007 Data Average Referrals By Location

34 5/21/201533 2005-2006 Data 2006-2007 Data Referrals By Student

35 5/21/201534 2005-2006 Data 2 nd Grade 2006-2007 Data 3 rd Grade Referrals By Student 2005-2006: 77 Referrals 2006-2007: 47 Referrals to date Minor Classroom Disruptions decreased from 25 to 7

36 5/21/201535 Less time on discipline…. More time for learning…..

37 5/21/201536 What does this data mean? We’re making progress! Having Tiers of Support are decreasing classroom disruptions Goal of decreasing disruptions = increase instructional time and overall reading ability

38 5/21/201537 Three Tiered Reading Support Universal Scholastic Reading Program Use of Supplemental Programs DIBELS Assessment Grade Level Meetings

39 5/21/201538 Scholastic Reading 90 Minute Reading Block is in Place Scholastic is used in 1 st – 5 th grades Literature rich program Some components of phonics missing from the program

40 5/21/201539 Supplemental Programs To Increase Phonics Instruction: Kindergarten – KPALS 1 st Grade – 1 st Grade PALS

41 5/21/201540 DIBELS Assessment Each teacher Benchmarks their entire classroom during the DIBELS window Principal Enters all of the Data into Website

42 5/21/201541 Grade Level Meetings Focus on: –DIBELS data –Grouping Students –Planning Interventions –Looking at the entire grade-level, not just classroom by classroom

43 5/21/201542 2 nd Grade Mid Year 2006-2007 71% = Low Risk (31 students) 13% = Some Risk (7 students) 15% = At Risk (8 students)

44 5/21/201543 Grouping Form Intensive Strategic Benchmark NONE! Classroom #1Classroom #2 Benchmark 16 Students – Scores Ranging from 74 to 176 Words Read Correctly Nakia67 Randy8 Josh10 Paul11 Marsha30 Carrie30 Joey31 Ross49 Betsy50 21 Students – Scores Ranging from 74 to 152 Words Read Correct Lizzy54 Travis55 Mandy59 Greg64 Henry64 Jarod65 IntensiveStrategic

45 5/21/201544 Ok – We Have Groups Now What? Typically at Grade Level Meeting: –Teachers determine needs –Interventions are chosen –Additional problem-solving happens as needed ** Remember – We’re looking across the grade-level. How can we combine kids and combine our effectiveness

46 5/21/201545 2 nd Grade Problem Solving Benchmark – Core Program Strategic and Higher Level Intensive Students –Teacher Directed Pals –Read Naturally Intensive Students –SIPPS with 1 st grade students –Reading Mastery –Read Well

47 5/21/201546 2 nd Grade Problem Solving Classroom #2 –Additional Paraprofessional Time –Additional Behavior Intervention time from Social Worker

48 5/21/201547 Strategic Scholastic Reading Program Tier-2 Interventions Additional Meetings with Teachers and other staff Progress Monitoring Monthly Three Tiered Reading Support

49 5/21/201548 Tier 2 Interventions in Place Kindergarten – Road to the Code 1 st Grade – SIPPS 2 nd Grade – Teacher Directed PALS - Read Naturally 3 rd Grade – Read Naturally

50 5/21/201549 Monthly Progress Monitoring General Education Teachers monitor all of their students with strategic needs Teachers review data with the principal, school psychologist, and parents Data is shared at conference and any meetings that take place regarding these students

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52 5/21/201551

53 5/21/201552 Intensive Tier 2 and Tier 3 Interventions Additional Meetings with Teachers, Intervention Teachers, and other staff Progress Monitoring Bi-Weekly – often out of grade level monitoring Three Tiered Reading Support

54 5/21/201553 Tier 3 Instruction In Place 1 st Grade – Reading Mastery 2 nd Grade – Reading Mastery and/or SIPPS 3 rd Grade – Reading Mastery and/or Read Well -or- Language! 4 th and 5 th Grade – Language!

55 5/21/201554 Who Receives Tier 3? Very Intensive students who are significantly behind the general curriculum Tier 3

56 5/21/201555 Who Decides Tier 3? A team of people –Typically our Student Assistance Team Possibly a general education teacher, principal, and the interventionist will decide together

57 5/21/201556 3 rd Grade 2006-2007 28% = Low Risk (13 students) 26% = Some Risk (12 students) 46% = At Risk (21 students)

58 5/21/201557 Grouping Form Intensive Strategic Benchmark Carrie77Caleb105 Juan80 JIMBO108 Margaret80Brandon120 Emily84 Jessica94 Holly55 Aaron62 Lillian70 Kathy71 Crissy75 Alyssa76 Sarah12 Jimmy33 Andy35 Gary36 Henry44 Rachel48 Karen48 Becky49 Mason52

59 5/21/201558 Grouping Form IntensiveStrategic Benchmark Hank82 Levi86 Tom92 Peter121 Andrew128 Harry53 Arthur55 Drew58 Michael65 Kevin65 Zack72 Will5 Art18 Greg20 Devin25 Charlie29 Rick33 Kasey37 Mark40 Mitch43 Aaron48 Frank51

60 5/21/201559 WOW! Where are all these kids going? How are we going to meet the needs? First Step: Additional Meetings –Brought together: General Education Teacher Special Education Teacher Paraprofessionals Principal Speech Therapist School Psychologist Special Education Director Basically – Anyone who could lend a hand!

61 5/21/201560 Meeting Made a Plan for the Intensive Students: Language! – 90 Minutes run by a paraprofessional Read Well – 90 Minutes run by the special education teacher Reading Mastery – 90 Minutes run by the special education teacher (grouped with first grade students) Additional Vocabulary Instruction

62 5/21/201561 Monitor Group Progress Group continued to meet together about once a month for the first half of the year Made changes in how some students were receiving instruction based on: –DIBELS –Teacher Input –Program Placement Tests –Any other information we had

63 5/21/201562 Monitor Individual Progress

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67 5/21/201566 Where are we now? 28% = Low Risk 26% = Some Risk 46% = At Risk 34% = Low Risk 34% = Some Risk 32% = At Risk Beginning of the YearMiddle of the Year

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69 5/21/201568 Pick a Card……Any Card And start to play


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