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Purposeful Design: Building a School-wide System of Support

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This session will focus on a school-wide system of practices and supports designed to meet the academic, social, and emotional needs of each middle level learner. Participants will learn how PLC, …

This session will focus on a school-wide system of practices and supports designed to meet the academic, social, and emotional needs of each middle level learner. Participants will learn how PLC, RTI, and PBS practices form the basis for a safe and personalized learning environment. This session will discuss the role of teacher leadership, student voice, student-led mentorship, and the development of interventions to create and maintain a culture focused on learning.

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  • 1. Topic Strand: Safe and Healthy School Environment 1 AMLE 2013: Conference for Middle Level Education - Session 1359
  • 2. Photo: “Blueprint” cc licensed by Will Scullin (2009) 2 http://bit.ly/1ahNTDU
  • 3. Today’s Presenters Chris Hubbuch, Principal chubbuch@estigers.k12.mo.us @ChrisHubbuch Keelie Stucker, Assistant Principal kstucker@estigers.k12.mo.us @KeelieStucker Bob Mason, Counselor rmason@estigers.k12.mo.us @ESMSCounseling Building a School-wide System of Support 3 Tigerpd.blogspot.com
  • 4. Grades: 6-8 Enrollment: 639 Community: Suburban Demographics: 86% White, 4% Hispanic, 2% Black, 8% other 47% free or reduced lunch eligible Faculty: 39 teachers, 2 instructional coaches, 2 counselors, 2 administrators
  • 5. State & Regional Presentations         Central RPDC Administrator Network (2013) Midwest Symposium for Leadership in Behavior Disorders (2013) North Kansas City School District (2013) UMKC RPDC Administrator Network (2013) Missouri School-wide PBS Summer Institute (2013, 2012, 2011, 2010) Interface Conference (2013, 2012) SW-PBIS Secondary Summit (2011) MO-CASE (2012, 2009) State Level Recognition     Gold Level Award for effective PBS practices (2013) Silver Level Award for effective PBS practices (2012, 2011) Featured middle school in Missouri PBS Annual Report (2011) Bronze Level Award for effective PBS practices (2010) Building a School-wide System of Support 5 Tigerpd.blogspot.com
  • 6. Publications  Hubbuch, C., & Stucker, K. (2012). Middle level web: Beyond zero tolerance. Principal Leadership, 13(3), 44-46.  Hubbuch, C., & Stucker, K. (2012, August). Transfer students: Providing a path to connection. Middle Ground, 16(1), 24-25. Resources  Professional Development Blog tigerpd.blogspot.com  PBIS Development Blog tigerpbis.blogspot.com Building a School-wide System of Support 6 Tigerpd.blogspot.com
  • 7. http://tigerpd.blogspot.com/ Building a School-wide System of Support 7 Tigerpd.blogspot.com
  • 8. http://todaysmeet.com/AMLE1359 #AMLE2013 Building a School-wide System of Support 8 Tigerpd.blogspot.com
  • 9. http://tinyurl.com/amle1359 Building a School-wide System of Support 9 Tigerpd.blogspot.com
  • 10. Building a School-wide System of Support 10 Tigerpd.blogspot.com
  • 11. Building a School-wide System of Support 11 Tigerpd.blogspot.com
  • 12. PLC: A Foundation for Change “The very essence of a learning community is a focus on and a commitment to the learning of each student. When a school or district functions as a PLC, educators within the organization embrace high levels of learning for all students as both the reason the organization exists and the fundamental responsibility of those who work within it.” (DuFour, DuFour, Eaker, & Many, 2006) Building a School-wide System of Support 12 Tigerpd.blogspot.com
  • 13. Professional Learning Communities     What do we want our students to learn? How will we know if they have learned it? How do we respond when students don’t learn? How do we respond if students need enrichment? Building a School-wide System of Support 13 Tigerpd.blogspot.com
  • 14. Essential Characteristics of a PLC Mission, Vision, Values, Goals Collective Inquiry Continuous Improvement Collaborative Teams Action Orientation Results Orientation Building a School-wide System of Support 14 Tigerpd.blogspot.com
  • 15. Building a Foundation for Change  Book study by the school board in 2006-07  District-wide implementation during 2007-08  Ongoing site-based training for three years Building a School-wide System of Support 15 Tigerpd.blogspot.com
  • 16. Building a Foundation for Change  Development of our vision statement  Development of our faculty’s collective commitments  PLC philosophy underpins every initiative and practice in our school (hiring and induction, professional development, PBIS, RtI, SGB). Building a School-wide System of Support 16 Tigerpd.blogspot.com
  • 17. Building a School-wide System of Support 17 Tigerpd.blogspot.com
  • 18. Intentional PLC Practices at Work  Behavior Based Interviewing  Stakeholder Communication  Data Team Meetings  Continuous, Job embedded, and Teacher-led Professional Development Building a School-wide System of Support 18 Tigerpd.blogspot.com
  • 19. Building a School-wide System of Support 19 Tigerpd.blogspot.com
  • 20. Focusing Building Committees  Committee work supports building goals and our work as a PLC  Every faculty member is involved Building a School-wide System of Support 20 Tigerpd.blogspot.com
  • 21. Focusing Building Committees  Democratic governance  Regular communication, data analysis and celebration Building a School-wide System of Support 21 Tigerpd.blogspot.com
  • 22. Focusing Building Committees Our Core Committees  Leadership Team  Department Chairs  Instructional Technology Committee  Celebrations Team  Where Everybody Belongs (WEB)  Problem Solving Team Building a School-wide System of Support 22 Tigerpd.blogspot.com
  • 23. Focusing Building Committees Our Core Committees (continued)  School-wide PBIS Team  Tier 2 PBIS Team  Tier 3 PBIS Team  Bully Prevention Team  Safety Committee  Community Engagement Building a School-wide System of Support 23 Tigerpd.blogspot.com
  • 24. Reflective Instructional Practices ‘My role, as teacher, is to evaluate the effect I have on my students.’ It is to ‘know thy impact’, it is to understand this impact, and it is to act on this knowledge and understanding. (Hattie, 2012) Building a School-wide System of Support 24 Tigerpd.blogspot.com
  • 25. Reflective Instructional Practices Building a School-wide System of Support 25 Tigerpd.blogspot.com
  • 26. Reflective Instructional Practices “The idea behind instructional rounds is that everyone involved is working on their practice, everyone is obligated to be knowledgeable about the common task of instructional improvement, and everyone’s practice should be subject to scrutiny, critique, and improvement.” (City, et. al, 2009) Building a School-wide System of Support 26 Tigerpd.blogspot.com
  • 27. Implementing Instructional Rounds Mission, Vision, Values, Goals Collective Inquiry Continuous Improvement Collaborative Teams Action Orientation Results Orientation  Several staff members received training with the Marzano Observation Protocol through regional professional development workshops. Building a School-wide System of Support 27 Tigerpd.blogspot.com
  • 28. Implementing Instructional Rounds  After two years of trial, our school shifted to the Harvard model of instructional rounds.  Our Leadership Team and Department Chairs took the lead as we took a step back and started over. Together, we studied the core elements of this practice and planned PD activities. Building a School-wide System of Support 28 Tigerpd.blogspot.com
  • 29. Implementing Instructional Rounds  The Leadership Team used information from our school-wide professional development and developed an observation protocol for use during instructional rounds.  Teachers engage in instructional rounds twice a month using our observation protocol.  Department Chairs will complete rounds across our school twice this year and report feedback. Building a School-wide System of Support 29 Tigerpd.blogspot.com
  • 30. Building a School-wide System of Support 30 Tigerpd.blogspot.com
  • 31. Be Strategic about Intervention Schools today…“are faced with changing demographics, declining budgets, and increased expectations. But rather than continuing to focus on the shortcomings of their students, parents, or communities, these educators have risen to the challenge by implementing new programs and schedules to provide additional time and support to students when they don’t learn.” (Buffum, Mattos, & Weber, 2009) Building a School-wide System of Support 31 Tigerpd.blogspot.com
  • 32. Responding to Challenges as a PLC Mission, Vision, Values, Goals Collective Inquiry Continuous Improvement Collaborative Teams Action Orientation Results Orientation  Which characteristics of a PLC are at work when responding to challenges and meeting student needs? Building a School-wide System of Support 32 Tigerpd.blogspot.com
  • 33. Responding to Challenges as a PLC Mission, Vision, Values, Goals Collective Inquiry Continuous Improvement Collaborative Teams Action Orientation Results Orientation  All of them! Safe and healthy cultures respond and take action when students struggle and do whatever it takes. Building a School-wide System of Support 33 Tigerpd.blogspot.com
  • 34. Excelsior Springs Middle School Our Journey as a Learning Community 2007-08 PLC 2008-09 2009-10 2010-11 2011-12 2012-13 PBS (Tier 1) RtI PBIS (Tier 2) PBIS (Tier 2) PBIS (Tier 3) Building a School-wide System of Support 1605 major ODRs 920 major ODRs 610 major ODRs 548 major ODRs 433 major ODRs 495 major ODRs 34 Tigerpd.blogspot.com
  • 35. Demographic Changes at School FRL Rate Enrollment Minority % 2007-08 2008-09 32.3% 34.4% 659 658 7.7% 8.1% 2009-10 2010-11 2011-12 38.3% 40.8% 47.8% 657 634 620 10.7% 10.3% 12.6% 2012-13 49.1% 630 14.1% Building a School-wide System of Support 35 Tigerpd.blogspot.com
  • 36. Multi-Tiered System of Support  Tiered academic and behavioral supports for students  Daily 30 minute intervention block school-wide (four days academic, one day social skill)  Tier 2-3 academic courses that support literacy and math development Building a School-wide System of Support 36 Tigerpd.blogspot.com
  • 37. Building a School-wide System of Support 37 Tigerpd.blogspot.com
  • 38. Building a School-wide System of Support 38 Tigerpd.blogspot.com
  • 39. Building a School-wide System of Support 39 Tigerpd.blogspot.com
  • 40. Tier 1: Transfer Student Induction Hubbuch, C., & Stucker, K. (2012, August). Transfer students: Providing a path to connection. Middle Ground, Association for Middle Level Education. Purpose:  Ensure that every student is known by at least one trusted adult in our building.  Supports PBIS Tiers 1-3.  Early intervention based on student data Building a School-wide System of Support 40 Tigerpd.blogspot.com
  • 41. Tier 1: Transfer Student Induction Step 1 – Introductory Phase Step 2 – Student Connection Step 3 – Screening for Interventions Step 4 – Small Group Instruction Step 5 – Progress Monitoring Building a School-wide System of Support 41 Tigerpd.blogspot.com
  • 42. Tier 2: Check In Check Out (CiCo) Crone, D., Horner, R., & Hawken, L. (2010). Responding to problem behavior in schools: The behavior education program.  This intervention increases the frequency of contingent feedback from the teacher(s) and supervisor.  This intervention is capable of providing behavioral support to a moderate-sized group of at-risk students (10-30 students). Building a School-wide System of Support 42 Tigerpd.blogspot.com
  • 43. Tier 2: Check In Check Out (CiCo)  Student checks in with behavior interventionist and receives their Daily Progress Report (DPR).  The student carries the DPR throughout the day and hands the form to teachers each period.  The student retrieves the DPR from their teacher and receives feedback related to expected social behaviors. Building a School-wide System of Support 43 Tigerpd.blogspot.com
  • 44. Tier 2: Check In Check Out (CiCo)  This requires low effort from teachers.  CiCo is managed by behavior interventionist and involves a daily and weekly cycle.  The Tier 2 Team meets to review the data to modify the plan or begin the phase out process.  Our behavior interventionist logs CiCo data into the SWIS database. Building a School-wide System of Support 44 Tigerpd.blogspot.com
  • 45. Tier 2: Social Skills Success Groups Social Skills - Intervention Social Skills - Counseling  Data decision ruled participation  Situated learning  Systematic explicit instruction  Short term 10-12 sessions  Set membership  Facilitated by any staff member  Private  Confidential  Specialized beyond social skills  Open format  Moderate to long-term  Membership can fluctuate  Facilitated by a Professional School Counselor Building a School-wide System of Support 45 Tigerpd.blogspot.com
  • 46. Tier 2: Social Skills Success Groups Steps to Implementation 1. 2. 3. 4. 5. 6. 7. 8. Assess Develop Curriculum Plan for Maintenance & Generalization Establish Procedures Notify Participants Teach the Lessons Monitor Student Outcomes Evaluate Intervention Outcomes (Sugai & Lewis, 1996) Building a School-wide System of Support 46 Tigerpd.blogspot.com
  • 47. Tier 2: Social Skills Success Groups  This is a small group intervention that meets during our ELT block, two or four days each week for 30 minutes.  Data decision rules or nominations from teachers, based on data, determine eligibility.  Baseline data is collected. Students are grouped by social skills needed. Building a School-wide System of Support 47 Tigerpd.blogspot.com
  • 48. Dimensions of Social Skills Broad dimensions of social skills are identified within the research literature as common deficit areas for many children and adolescents:  Peer Relations Skills  Self-Management Skills  Cooperation or Compliance Skills  Assertion Skills  Academic Skills Building a School-wide System of Support 48 Tigerpd.blogspot.com
  • 49. Curriculum, Organize, Facilitate, Data Monitor  Curriculum design should incorporate your school-wide expectations and teach social skills replacements for your school’s most common concerns.  Curriculum should be research-based and scripted.  Groups should be 4-8 students in the same or adjacent grades.  Any staff member can facilitate the groups.  DPR Data is collected to monitor progress toward identified social skills. Building a School-wide System of Support 49 Tigerpd.blogspot.com
  • 50. Tier 2: Social Skills Success Groups Generalization & Maintenance Social skills instruction can be effective, but delivering social skills instruction so that generalization and maintenance occur is very difficult and has not been broadly perfected. (Gresham, Sugai & Horner, 2001) Building a School-wide System of Support 50 Tigerpd.blogspot.com
  • 51. Building a School-wide System of Support 51 Tigerpd.blogspot.com
  • 52. Structures to Obtain Feedback  Student forums  School-wide surveys  Leadership teams  Social media  Blogs  Edmodo Building a School-wide System of Support 52 Tigerpd.blogspot.com
  • 53. Developing Leadership Capacity  PBS Leadership Team  Courage Up  STEALTH  WEB  FCCLA  Jr. Optimist Club Building a School-wide System of Support 53 Tigerpd.blogspot.com
  • 54. Building a School-wide System of Support 54 Tigerpd.blogspot.com
  • 55. Three Big Ideas about Climate Building a School-wide System of Support 55 Tigerpd.blogspot.com
  • 56. Honor Collective Commitments  Be prepared to have critical conversations  This is everyone’s responsibility  Conduct an annual climate survey  Clarify common language Building a School-wide System of Support 56 Tigerpd.blogspot.com
  • 57. Clarify Your Mission & Vision  Be intentional about your action steps  Make a “stop doing” list  Ensure that actions are high leverage  Never miss an opportunity to talk “vision” Building a School-wide System of Support 57 Tigerpd.blogspot.com
  • 58. Explore, Take Risks, Keep Growing  Consider what your school can be the best at regardless of funding, resources, etc.  Embrace a growth mindset for students and staff members alike  Model life-long learning and celebrate innovation, risk-taking, and change Building a School-wide System of Support 58 Tigerpd.blogspot.com
  • 59. Building a School-wide System of Support 59 Tigerpd.blogspot.com
  • 60. Final Thoughts  Is your foundation secure? Is it built to support change and continuous improvement? Building a School-wide System of Support 60 Tigerpd.blogspot.com
  • 61. Final Thoughts  How strong is your core at school? Do structures exist to build the capacity of your staff and share leadership? Building a School-wide System of Support 61 Tigerpd.blogspot.com
  • 62. Final Thoughts  Are your structures for intervention meeting student needs? What would need to change for better delivery? Building a School-wide System of Support 62 Tigerpd.blogspot.com
  • 63. Final Thoughts  How loud is student voice back at your school? Does it lead to meaningful change? Building a School-wide System of Support 63 Tigerpd.blogspot.com
  • 64. Final Thoughts  How does your school climate support innovation and change? What needs to happen to successfully introduce ideas from #AMLE2013 at your school? Building a School-wide System of Support 64 Tigerpd.blogspot.com
  • 65. References & Resources Buffum, A., Weber, C., & Mattos, M. (2008). Pyramid response to intervention: Rti, professional learning communities, and how to respond when kids don't learn. New York, NY: Solution Tree. City, E., Elmore, R., Fiarman, S., & Teitel, L. (2009). Instructional rounds in education: A network approach to improving teaching and learning. Cambridge, MA: Harvard Education Publishing Group. Cranston, J. (2012). Evaluating Prospects: The Criteria Used to Hire New Teachers. Alberta Journal of Educational Research, 58(3), 350-367. Crone, D. A., Hawken, L. S., & Horner, R. H. (2010). Responding to problem behavior in schools: The behavior education program. Guilford Press. DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting professional learning communities. Bloomington, IN: Solution Tree. Excelsior Springs Middle School. (2013). Academic interventions. http://www.essd40.com/content_page2.aspx?cid=110&schoolID=2 Building a School-wide System of Support 65 Tigerpd.blogspot.com
  • 66. References & Resources Excelsior Springs Middle School. (2013). Small group observation form. http://www.essd40.com/userfiles/5/IRform.pdf Excelsior Springs Middle School. (2013). Positive behavior intervention and supports blog. http://tigerpbis.blogspot.com/ Excelsior Springs Middle School. (2013). Professional development blog. http://tigerpd.blogspot.com/ Excelsior Springs Middle School. (2013). Pyramid response to intervention. http://www.essd40.com/userfiles/5/PBS/esms_pyramid_of_interventions.pdf Excelsior Springs Middle School. (2013). Transfer student induction model. http://www.essd40.com/userfiles/5/PBS/tsimhandout.pdf Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York, NY: Routledge. Building a School-wide System of Support 66 Tigerpd.blogspot.com
  • 67. References & Resources Hoevemeyer, V. (2006). High-impact interview questions: 701 behavior-based questions to find the right person for every job. Amacom Books. Hubbuch, C., & Stucker, K. (2012). Middle level web: Beyond zero tolerance. Principal Leadership, 13(3), 44-46. Hubbuch, C., & Stucker, K. (2012, August). Transfer students: Providing a path to connection. Middle Ground, 16(1), 24-25. Jackson, A.W., & Davis, G.A. (2000). Turning points 2000: Educating adolescents in the 21st century. New York, NY: Teachers College Press. NASDSE. (2008). Response to Intervention: Blueprints for Implementation, District Level. NASSP. (2006). Breaking ranks in the middle: Strategies for leading middle level reform. Reston, VA: NASSP. WEB: The Boomerang Project. Visit http://www.boomerangproject.com/web Building a School-wide System of Support 67 Tigerpd.blogspot.com
  • 68. Contact Information Chris Hubbuch, Principal chubbuch@estigers.k12.mo.us @ChrisHubbuch Keelie Stucker, Assistant Principal kstucker@estigers.k12.mo.us @KeelieStucker Bob Mason, Counselor rmason@estigers.k12.mo.us @ESMSCounseling Excelsior Springs Middle School ms.essd40.com 68