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Social/Emotional Learning Skills ClassA Tier 2 Behavioral Intervention
Program Model and ImplementationPresentation for Teachers and Staff
Site History History of Behavior Interventions
Retention program Learning Skills
Current practices Academy Positive Behavioral Interventions and Supports
(PBIS) Social/Emotional Learning Skills
Problems No precursor to the Academy
Arbitrary student recommendations to the Academy
Unclear criteria for teachers as to placement in the Academy
Goals Provide a progression of interventions before
entrance into the Academy
Create a clear process for entrance into the Academy
Structure a specific behavior improvement class with specific curriculum
Linked to SPSA School Goal #3: Intervention/Support
3 Core Departments3 department chairs
Logic Model
Inputs ActivitiesOutcomes
Short-term Long-term Outputs
Established relationships with teachers, support staff, and administration
PersonnelRtI CoordinatorTeachersAcademy CoordinatorsCounselorsAdministrationSupport StaffPsychologist
GroupsRtI TeamDiscipline Committee
78 Teachers
15-20 Academy students
103 staff members
Categorize interventions by tier
Clear entrance/exit process for all interventions
Identify interventions / programs that don’t currently exist
Address teacher concerns for struggling students
15 team members
RtI Coordinator ActivitiesCommunicate intervention processes: entrance/exit
Direct academy
Academy Coordinator ActivitiesManage/teach day-to-day in Academy
Teacher ActivitiesUse intervention processes
Recruit/select team membersCreate/implement new programs when necessaryWork with core departments to refine intervention criteria
Social/Emotional Learning Skills Class (3 teachers | 60 students)
2 coordinators/teachers, 1 instructional aide
Teacher team to have input on intervention processes
Have data methods for progression through each tier
Use data to determine effectiveness of interventions
Ultimate outcome: Have an intervention process that is clear to all teachers and supports students effectively in both academics and behavior.
Provide ongoing professional development for in-class interventions
Grow in-class intervention use before out-of-classroom referrals
Use data to identify students that are in need of support
Evaluation Questions Evaluation purpose: to analyze the decrease of student
misbehavior and positive academic results after enrollment in social/emotional learning skills class
Does the class decrease visits in the following? On Campus Suspension (OCS) visits Academics First Program (AFP) visits Detention Visits Behavioral incident count
Is there any positive effect on student’s GPA?
Are these appropriate measures/criteria for selection and evaluation?
Does this address teacher classroom management issues?
Data/Methods What methods are being used?
Sample: 60 Check decrease in 5 measurements of data
On Campus Suspension (OCS) visits Academics First Program (AFP) visits Detention Visits GPA Behavioral incident count
Student Portfolio
Teacher documentation
Student mid-term surveys
Teacher mid-term surveys
Justification/Rationale Response to chronic behavior issue students for
teachers in classrooms
Identify specific behavioral needs for students
Use effective strategies from the program as areas for professional development
Preliminary Findings Reduction of the 5 measures of data:
On Campus Suspension (OCS) visits Academics First Program (AFP) visits Detention Visits GPA Behavioral incident count