Presentation on theme: "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."— Presentation transcript:
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
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.
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
ACT STUDY DO Plan for Continuous Improvement Standardize Improve- ment Study the Results Try Out Improvement Theory PLAN Analyze Causes Define the System Access Current Situations Began to Develop an Action Plan PlanDoStudyAct
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 school year K-5 Truman students will increase positive behaviors by 5% as measured by the behavioral expectations on District Progress Reports.
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)
Source Two: Report Card Data Performance Targets: % Consistent/Usually Spring /2008 Kindergarten81% - Active Listening86% - Active Listening 1 st 96% - Active Listening & Personal Best 86% - Active Listening 2 nd 61% - Active Listening100% - Active Listening & Personal Best 3 rd 93% - Responsibility & Personal Best 66% - Active Listening 4 th 65% - Active Listening98% - Responsibility & Personal Best 5 th N/A – Active Listening70% - Active Listening
How can we proactively teach students appropriate social skills? Teachers Want materials and permission to teach social skills. Methodology Want and need a proactive and intentional approach to teaching social skills. Materials No standardized curriculum for S/E/B instruction. K/5 Students *Low frequency of major incidents requiring office referral. *Can improve responsibility or active listening skills, for example. PLAN
Looked again at research-based S/E/B programs, lessons, and literature. TRIBES CASEL Second Step Literature-based lessons
DO 1S/E/B common language skills and lessons will be taught at least one time per week for 30 minutes. 2Teachers can use resources developed by S/E/B team. 3Behavior communication forms from the classroom used so child can reflect on his/her choices.
Childs Name__________________ Homeroom Teacher _____________ Date__________________________ Time_________________________ Did not follow: (Please Check) What was I doing wrong? ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ _______ What I should have been doing: ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ _______ RESPECT: Shows tolerance and regard for people, property, and ideas TRUSTWORTHINESS: Is truthful, reliable, and chooses to do the right thing ACTIVE LISTENING: Listens attentively RESPONSIBILITY: Follows directions and procedures; is dependable PERSONAL BEST: Strives for high quality products and outcomes
DO Review report card data each trimester to monitor effectiveness of the plan.
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
In the meantime… Broadcasts and assemblies revisit Lifelong guidelines Teachers display student activities in the hallway which reflect Lifelong Guidelines
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.)
In the meantime… Harris Poll Data Students reported: 15% rules not fair 45% gossip is a problem 19% students not well-behaved in school
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.
In the meantime… Classroom teachers created student PDSAs for individuals struggling with respect for example.
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.
What have we learned? PLUSES +Positive, team experience +Teachers feeling that its 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 years Bullying & Harassment lessons +Common language has made it easier to talk with children outside our own classroom settings
What have we learned? DELTAS 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