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Running Head: AIMONE_SIP_II_SCHC_7992 1
School Improvement Plan: Part 2
Sallas Mahone Elementary School
SCHC 7992
Valdosta State University
Emily Aimone
AIMONE_SIP_II_SCHC_7992 2
INTRODUCTION
A School Improvement Plan (SIP) is a strategic tool that is developed as a means of
fostering high academic achievement in all students and providing the highest quality education
for all students. The most important component of a SIP is the data that drives it. Through a
close examination of data, school professionals can determine what specific areas need attention
in the school. After assessing the needs, an action plan should be created that would effectively
meet those needs over a specified period of time.
RATIONALE
A SIP provides faculty, administrators, parents, and stakeholders with a means for
monitoring a school’s progress. Stating specific goals and objectives clearly identifies where
change needs to occur and the action plan outlines how the change will occur. The SIP is a
means of accountability which is becoming an increasingly popular topic in education today. It is
important to also address the more obvious effects of effectively implementing a SIP such as a
unified school community a higher quality educational experience for every student.
In the first part of my SIP, I determined that my focus for Sallas Mahone Elementary
needs to be improving students’ behavior, more specifically self-control. After conducting
interviews and reviewing data, I learned that one of the school-wide goals was to decrease
discipline referrals by 25%. The administrators and teachers expressed to me that, in the higher
grades, the same students are getting continuously written up and teachers do not know how to
intervene. Overall, the students at Sallas Mahone do not behave poorly, but there are certain
students who are regular behavior problems. This information led me to research different, fresh
interventions that could work with students who are struggle with controlling their behavior on a
regular basis.
AIMONE_SIP_II_SCHC_7992 3
DESCRIPTION OF INTERVENTION
For my School Improvement Plan, I chose to implement three small groups, two in fourth
grade and one in third grade. My desire was to design a group that would not blatantly focus on
modifying bad behavior. As I mentioned before, I sought out something fresh that would be new
and different for the students. I discovered at book title “Hunter and His Amazing Remote
Control” by Lori Copeland which was originally written to help ADHD students control their
impulses in the classroom and at home. The main concept is that their brains are like a
television, constantly switching to different channels and they need a remote control to control
their brains. Every group session focuses on a different button on the remote control. I modified
the lessons to fit the students in my groups. In seven different sessions, I covered topics such as
paying attention in class, decision making, learning from their mistakes, and stress management.
Every student received their own remote control. The main concept that I wanted to
communicate to the students was that they have control of their own brains and they are
responsible for their choices.
I chose to implement these lessons in third and fourth grade because I felt that the lessons
would be the most developmentally appropriate for this age group. The participants were chosen
based on referral data and teacher recommendation. Of the 15 students that were in my groups,
10 of them had received more than one discipline referral from the month of August to
December.
AIMONE_SIP_II_SCHC_7992 4
INTERVENTION
1. Name of Activity – Hunter and His Amazing Remote Control Group
2. Goal/Purpose of the Activity
a. PS 1 - Standard A: Students will acquire the knowledge, attitudes and interpersonal
skills to help them understand and respect self and others.
3. Competencies
a. PS:A1.6 Distinguish between appropriate and inappropriate behavior
b. PS:A1.8 Understand the need for self-control and how to practice it
c. PS:B1.2 Understand consequences of decisions and choices
4. Measurable Learning Objectives
a. Cognitive
1. The student will write one goal for himself/herself.
a. Pre/Post 10
2. The student will list 2 ways to filter out distractions.
a. Pre/Post 6
3. The student will write an example of negative “self-talk”.
a. Pre/Post 9
4. The student will write one tip for preparing for the CRCT.
a. Pre/Post 8
b. Affective Domain
1. The student will rate his/her feelings on how he/she manages stress.
a. Pre/Post 6
2. The student will rate his/her feelings on how he/she behaves in the classroom.
AIMONE_SIP_II_SCHC_7992 5
a. Pre/Post 1
3. The student will rate his/her feelings on how well he/she listens in class.
a. Pre/Post 2
4. The student will rate his/her feelings on how well he/she solves problems.
a. Pre/Post 4
c. Skills Domain
1. The student will apply problem-solving skills to a real-life situation.
a. Pre/Post 7
2. The student will create their own “Remote Control”
a. observed during group
5. QCCs
Strand: A. Self Knowledge
1 Topic: Knowledge of the importance of self-concept.
Standard: Describe positive characteristics about self as seen by self and others. Identify
how behaviors affect school and family situations. Describe how behavior influences the
feelings and actions of others. Demonstrate a positive attitude about self. Identify
personal interests, abilities, strengths, and weaknesses. Describe ways to meet personal
needs through work.
6. Developmental Level – 3rd - 5th grade
7. Developmental Learning Activity
SESSION 1 – Introduction to the Remote
a. Introduction
1. Distribute pretest to students.
AIMONE_SIP_II_SCHC_7992 6
2. Begin with a brief ice-breaker that will allow the students to introduce
themselves to each other.
2. Go over the group rules and give the parent letter to the students.
3. Discuss the details of the group such as when we will meet, how long we will
meet for and why they are in the group.
4. Answer any questions that the group members might have.
b. Activity
1. Read the first 8 pages of the Hunter storybook to the group.
2. Hand each student a “remote control” that will be theirs for the remainder of
the group meeting. Allow them to decorate the remote, but not color in any of the
buttons yet.
3. Explain to the how we are going to use the remotes during the groups sessions.
Every week we will discuss a different button.
4. To continue with the theme, give each student a handout of a television that is
blank inside.
5. Ask each student to draw a picture of themselves completing a goal that they
have for themselves inside the television.
6. Each student will share what they drew inside their tv.
c. Conclusion
1. Remind each student of the details of the group. Encourage them to give the
letter to their parents that gives them information about the group. Inform them
that next week we will learn about the Channel Changer button.
d. Process Questions
AIMONE_SIP_II_SCHC_7992 7
1. What is a goal that you want to set for yourself this semester?
2. How did Hunter use his Remote Control?
3. Why did Hunter make his Remote Control?
4. How do you think this remote control will help you control your behavior in the
classroom?
8. Resources Needed
1. Remote Control for every student
2. get to know you ice breaker
3. Hunter and His Amazing Remote Control by Lori Copeland
4. markers/crayons
5. T.V. handout for every student
9. Pre/Post – attached in Appendix
10. Time Allotment
a. Introduction – 20 minutes
b. Activity – 15 minutes
c. Conclusion – 10 minutesSESSION 2 - “Channel Changer”
7. Developmental Learning Activity
a. Introduction
1. Begin with a brief ice-breaker. Play the “highs and lows” game.
2. Review the group rules and last week’s lesson.
3. Introduce the topic of Listening Skills to the students.
4. Give each student a remote control.
AIMONE_SIP_II_SCHC_7992 8
5. Review the purpose of the remote control and introduce this week’s button, The
Channel Changer.
6. Read the section of the book that has to do with this button. Emphasize the
“what channel are you on” phrase.
b. Activity
1. Begin a conversation about the things that distract them. What are specific
things that distract them in class? What can they do to get away from those
distractions? What are the negative effects? Ask someone to give an example of a
time when they got in trouble because they couldn’t stay focused.
2. Introduce the “Listening Game” and explain the rules to the students.
3. Pass the cards out to the students and play the listening game.
4. After the game is complete, debrief by asking them questions related to the
game. How did you feel while playing the game? Was it easy or difficult? What
was the most difficult part of the game? What caused you to mess up? How did it
feel when you messed up? Did you ever feel distracted or find it difficult to
focus? (If necessary, point out specific things that students did when playing that
caused them to lose focus)
5. Now that we have seen how difficult it can be to focus, lets talk about what we
can do to regain focus.
6. Give each student a dry erase board and a marker. Ask them to write down a
“tip” for helping them focus and pay attention in class. Ask each student to share
their tips with the class.
c. Conclusion
AIMONE_SIP_II_SCHC_7992 9
1. Give students a remote to take with them if they would like to. Encourage them
to use their remote in their classrooms. Review some of the techniques for
maintaining focus in the classroom. Introduce next week’s topic.
d. Process Questions
1. What does the Channel Changer stand for?
2. How can this button help you this week?
3. What are some specific ways that you can work on ignoring distractions this
week?
8. Resources Needed
1. mini-dry erase boards for every student
2. dry erase markers
3. the “listening game” cards
9. Pre/Post – distributed in first session
10. Time Allotment
a. Introduction – 15 minutes
b. Activity – 30 minutes
c. Conclusion – 10 minutes
SESSION 3 – Pause and Fast Forward Button
7. Developmental Learning Activity
a. Introduction
1. Play the Highs and Lows game with the students
2. Review the Channel Changer button. How have they used the Channel Changer
button in the last week?
AIMONE_SIP_II_SCHC_7992 10
3. Pass out the Remote Controls to each student.
4. Introduce the Pause and Fast Forward buttons. Let the students have an
opportunity to guess what these button may stand for.
5. Read the section in the story book that dealt with the Pause and Fast Forward
button. Ask the students to explain how Hunter used these buttons.
b. Activity
1. Ask the students to think of a time when they wish they could have used the
Pause button.
2. Explain to them that we are oing to play a game that tests their pause skills.
3. Give each student a “Name the Colors” handout. Each student will take turns
reading the COLOR of the word written, not the actually that is written on the
sheet. The point is to make them pause and think before they yell out a color. The
activity teaches them the differences between reacting out of habit and responding
appropriately.
4. Review the activity with them. What is difficult? Why?
5. Ask each group member to share a time when not using the pause button had a
bad outcome.
6. Switch gears to the fast forward button. Explain the connection to the Pause
button. How does thinking about your consequences help you make a better
decision?
7. Ask the students to think of a famous person who should have used the Fast
Forward button.
c. Consequences
AIMONE_SIP_II_SCHC_7992 11
1. Review the buttons with them. Encourage them to think about the Channel
Changer button, the Pause button, and the Fast Forward button throughout the
week. Ask if any of the student need an extra remote to tape to their desks. Inform
them that we will discuss the rewind button later in the week.
d. Process Questions
1. How did Hunter use the Pause and Fast Forward buttons?
2. When is a time in your life when you could use the Pause/Fast Forward
buttons?
3. How has the Channel Changer button helped you this week?
8. Resources Needed
a. Remote for every students
b. Hunter and His Amazing Remote Control by Lori Copeland
c. Naming the Colors handout for every student
9. Pre/Post – administered in session 1
10. Time Allotment
a. Introduction – 15 minutes
c. Activity – 35 minutes
d. Conclusion – 5 minutes
SESSION 4 – Rewind button
7. Developmental Learning Activity
a. Introduction
1. Play the “Highs and Lows” game with every student
AIMONE_SIP_II_SCHC_7992 12
2. Review the previous buttons with the students. How have they used the Remote
in the last week?
3. Read the Rewind section of the book. How did Hunter use the Rewind button?
How could you use the Rewind button?
b. Activity
1. Begin the activity by asking students to think back to a time when they have
made a mistake and wish that they could have done something differently.
2. Ask each student to sit in a circle around a bowl of water. Show the students a
small clay ball and assign a personality to the clay ball. For instance, this ball’s
name is Johnny. Explain to the students that Johnny is in a bad situation (bad
grades, bad home life, bad behaviors, etc) and he is ready to give up (give a much
more specific example). Put the ball in the water and watch it sink to the bottom.
Ask the students to brainstorm ways that Johnny could learn from his mistakes
and fix his situation instead of giving up. When they come to a solution together,
ask them to mold the clay into a shape that will make the clay float. The clay will
probably not float the first time, but encourage them to reflect back on their
mistakes and form the clay different this time (REWIND). When it floats, show
them how rewinding and analyzing their mistakes resulted in positive outcomes
for Johnny.
3. Have the students ever felt the same way that Johnny does? Can they name a
situation when they have wanted to give up? How could you have used the
Rewind button?
c. Conclusion
AIMONE_SIP_II_SCHC_7992 13
1. Review the Rewind button with them. Encourage them to use the buttons in
their classrooms. Next week, we will discuss the Slow Motion button.
d. Process Questions
1. How did Hunter use the Rewind button?
2. Have you ever made a mistake and felt like you can never come back from it?
3. What is one way that you can apply the Rewind button to your life?
8. Materials Needed
a. Enough clay to make one small clay ball
b. bowl of water
c. Remote for every students
d. Hunter and His Amazing Remote Control by Lori Copeland
9. Pre/Post – administered in Session 1
10. Time Allotment
a. Introduction – 10 minutes
b. Activity – 30 minutes
c. Conclusion – 5 minutes
SESSION 5 - The Slow Motion button
7. Developmental Learning Activity
a. Introduction
1. Play the Highs and Lows game with the students
2. Ask the students how they have used the Remote Control in the past week?
3. Introduce the students to the Slow Motion button.
4. Read the Slow Motion section of the story book.
AIMONE_SIP_II_SCHC_7992 14
5. Ask the students about different things that they do to calm themselves down.
What are some of the negative effects of stress?
b. Activity
1. Give each student a personal whiteboard and dry erase markers. Ask them to
draw something that stresses them out at home, at school, or with friends. Each
student will share and we will discuss.
2. Ask the students to sit in a circle. As a group, practice techniques such as
breathing deeply, relaxing your muscles, and counting to ten.
3. Ask student to share one special thing that they like to do to destress such as
listen to music or take a bath.
c. Conclusions
1. Encourage students to use their distress techniques as much as they can in the
next week. Remind them of their breathing teachniques and muscle relaxing.
Relate it to CRCT and how it will help them in the coming weeks.
d. Process Questions
1. How could you see yourself using this button this week?
2. How does stress affect us?
3. What are some techniques you can sue to calm down if you are stressed out?
8. Materials Needed
1. Hunter and His Amazing Remote Control by Lori Copeland
2. remote control for every student
3. white board and dry erase markers for every students
9. Pre/Post – administered in session 1
AIMONE_SIP_II_SCHC_7992 15
10. Time Allotment
1. Introduction – 15 minutes
2. Activity – 20 minutes
3 Conclusion – 10 minutes
SESSION 5 – Coach
7. Developmental Learning Activity
a. Introduction
1. Play the Highs and Lows game with the students
2. Ask the students how they found their remote control to be helpful in the past
week. Which button did they use the most?
3. Introduce the Coach button.
4. Read the Coach section of the story book.
5. Ask the students who they think is a “coach” in their life? Explain to the
students the importance of having supportive “coaches” in their life, but also the
importance of being their own coach.
b. Activity
1. Transition into a discussion of the CRCT. TO prepare for the CRCT, they must
be their own coaches.
2. Play the CRCT bingo game. Each student gets a bingo board and I will call out
different CRCT preparation tips. Every game space will coincide with a CRCT
tip.
c. Conclusion
AIMONE_SIP_II_SCHC_7992 16
1. Review the Coach button with them as well as the CRCT tips. Ask each student
to name a helpful CRCT tip. Ask them to name one way that they will use their
remote in the coming week.
d. Process Questions
1. What kind of person is a coach?
2. How can you be a coach to another person?
3. How can you coach yourself through the CRCT?
4. How will using the Remote Control help prepare you for CRCT?
8. Materials Needed
a. A remote control for every student
b. Hunter and His Amazing Remote Control
c. CRCT bingo game
9. Pre/Post – administered in Session 1
10. Time allotment
a. Introduction – 10 minutes
b. Activity – 30 minutes
c. Conclusion – 5 minutes
SESSION 7- Zapper button and Conclusion
7. Developmental Learning Activity
a. Introduction
1. Distribute cookies, candy, chips to students.
2. Play the Highs and Lows game except ask them their highs and lows of the last
seven weeks since we started the group.
AIMONE_SIP_II_SCHC_7992 17
3. Remind students that this is the last week of group.
4. Introduce the Zapper button to the students and explain the significance.
5. Finish the Hunter story book.
b. Activity
1. Ask the students to write down on a piece of paper a negative though that they
have had about themselves before. Ensure that they do not write their name on it
or make it obvious that the paper belongs to them. Everyone folds their paper four
times and puts it into a hat. I will ask each student to go around and choose a
random piece of paper from the hat. Every student will read what is on the sheet
and “zap” that thought by turning it into something positive.
2. Ask the students to tell how it felt to hear their negative thought turned into
something positive. Encourage them to be aware of their attitude and how they
look at things.
3. Administer Posttest
c. Conclusion
1. Review every button with the students. Ask them to decide which button they
need to focus on the most over the last two months of school. What was the most
important thing that they learned from this group?
d. Process Questions
1. What is one thing that you will take from this group?
2. What is negative self talk?
3. How does negative self talk hurt us?
8. Materials Needed
AIMONE_SIP_II_SCHC_7992 18
a. Hunter and the Amazing Remote Control by Lori Copeland
b. pens and paper for every student
c. a hat or bag
d. posttest for every students
e. remote controls for every students
9. Pre/Post – attached in Appendix
10. Time Allotment
a. introduction – 10 minutes
b. Activity – 25 minutes
c. Conclusion – 5 minutes
AIMONE_SIP_II_SCHC_7992 19
DATA ANALYSIS
In this section of my School Improvement Plan, I will analyze the data that I collected
using pretests and posttests. The pretest was administered in the first session and the posttest was
administered in the final session. Overall, I was pleased with the results of all three of my
groups. Each group made significant increases in the scores which tells me that they retained the
information that they learned in the group sessions. However, I do not think that the evaluations
accurately portray the gains that we made by these groups, particularly my fourth graders. My
fourth grade group seems to truly grasp the concept of the Remote Control and genuinely tried to
apply it in their lives. Their posttests do show that they improved, but it does not show how they
improved. In hindsight, I would have added more questions to the pretest and posttest about how
to apply the Remote Control directly in their everyday lives. I believe that would have results in
more accurate data.
If I could change anything about my evaluation process, I would have made separate
pretests and posttests for third and fourth grade. The third graders have a difficult time
understanding the Lykert Scale. They do not put much thought into circling the numbers, many
of them just circle the first number they see without thinking through the questions. I do not
think that all of my third graders were developmentally ready for a Lykert scale.
One of the most important things that the data shows me was that the students did fully
grasp the concept of “negative self talk” which was pre/post question number 9. This data
affirmed me because it was a difficult topic to communicate to them, yet I believe it is incredibly
crucial for them to understand. After reviewing this data, I discovered that almost all of the
group participants could give a correct example of what negative self-talk is. However, do they
understand how it hurts them? I do not know the answer to that question.
AIMONE_SIP_II_SCHC_7992 20
Of the 15 students in my groups, 10 of them had received at least 2 discipline referrals
from August to December. I can proudly say that, as of March 23rd, only 3 of these students
received discipline referrals since January. It is encouraging to see this data, even though there is
still 2 ½ months of school left. Personally, I can say that I am proud of the data collected by
these groups and I know that they have made significant gains.
Discipline Referrals (at least 2)
Aug 2011 – Dec 2011 Jan 2012 – Mar 2012
10/15 students 3/15 students
3rd Grade Pre/Post Raw Data
Pretest
I = incorrect response; C = correct response
W = White; B = Black; O = Other Ethnicity; F= Female; M = Male; L = Low SES
Q1 = Question 1
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Total
BF I C C C I I C C I I 50%
BML I I I I C I I I I I 10%
BF C C I C C I I I I I 40%
BFL I C C C I I C I I I 40%
BML C C I C I I C I I I 40%
BML I I I I I I I I I I 0%
Average Score on 3rd grade pretest – 30%
AIMONE_SIP_II_SCHC_7992 21
Posttest
Q1 Q2 Q3 Q4 Q5 Q6 Q Q8 Q9 Q10 Total
BF C I I I C C C C C C 70%
BML C I C C C C C C C C 90%
BF C C I C C C C C C C 90%
BFL C C C C C C C C C C 100%
BML C C C C C C C C C C 100%
BML I I I I C C I I C C 40%
Average Score on 3rd Grade Posttest = 81.6%
Average Percent Change = 172% increase, a increase of 51.6 points
AIMONE_SIP_II_SCHC_7992 22
4th Grade Pre/Post Raw Data
I = incorrect response; C = correct response
W = White; B = Black; O = Other Ethnicity; F= Female; M = Male; L = Low SES
Q1 = Question 1
Pretest
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Total
BF I I I I I C C I I I 20%
OF I I I I I I C I I I 10%
BML I I I I I I I I I I 0%
BML I I C C I C I I C I 40%
WF I I I I C I I I I I 10%
OM I I I I C C C I I I 30%
WML C C C I C I I I I I 40%
WFL C I I I C I I I I I 20%
BML I I I I I I I C I I 10%
Average 4th Grade Pretest Score : 20%
Posttest
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Total
BF C C C I I C C C C C 80%
OF C C C C I C C C I C 80%
BML C I I I I C C C C C 60%
BML C C C C C C C C C C 100%
WF C I I C C C C C C C 80%
AIMONE_SIP_II_SCHC_7992 23
OM C C C C C C C C C C 100%
WML C C C C C C C C C C 100%
WFL C C C C C C C C C C 100%
BML C I I I C C C C I C 60%
Average 4th Grade Posttest Score = 84.4%
Average Percent Change = 322% increase, increase of 64.4 points
Comparison of Data – Average 3rd grade Pre/Post results vs. Average 4th grade Pre/Post results
REFLECTION
AIMONE_SIP_II_SCHC_7992 24
Overall, I am incredibly pleased with the outcome of these groups. I would not change
anything about my intervention because I think that the students truly enjoyed the idea of using a
remote control. Many of their teachers even allowed them to tape a copy of the remote on their
desks and began to use “Hunter lingo” such as “get on my channel” and “what channel are you
on right now”. Approaching the problem from a “self control lense” contributed to the success
of this group, I believe. I did not reprimand students and constantly remind them of school rules
because at this age, they know the rules. They need help in controlling their behavior, not
learning right from wrong. The remote control was a great way to do this and I would
recommend it to anyone.
If I could change anything, I would have changed my method of evaluation and also had
closer contact with the students’ parents. I think that if parents used the remote control at home
and used the “hunter lingo” then the students would have grasped the concept better. As I
mentioned in the data analysis, I think that I should have included more questions in the pretest
and posttest specifically about the remote. I believe that would have results in more accurate
data.
APPENDIX A
AIMONE_SIP_II_SCHC_7992 25
Pretest/Posttest
Always Most of the time
Sometimes Never
I behave well in class. 4 3 2 1
I stay focused and listen carefully in class. 4 3 2 1
I can ignore distractions in the classroom. 4 3 2 1
I solve problems in a positive way. 4 3 2 1
I feel stressed out before a big test. 4 3 2 1
List 2 tips to help you stay focused in your classroom.
______________________________________________________________________________________________________________________________________
If you heard that a friend was spreading mean rumors about you, how would you solve the problem?
______________________________________________________________________________________________________________________________________
List 1 tip that will help you prepare for the CRCT.
___________________________________________________________________
Give 1 example of negative “self-talk”.
___________________________________________________________________
What is 1 goal that you have set for yourself?
APPENDIX B
AIMONE_SIP_II_SCHC_7992 26
AIMONE_SIP_II_SCHC_7992 27
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