scrooge mcduck’s motto: “ work smarter not harder!”

Scrooge McDuck’s Motto: “Work Smarter not Harder!”

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Introduction Effective strategies to achieve efficiency

while implementing ESD :AssessMake an Outline Delegate/team processes Communication Policies Classroom Implementation Resources Finish Strong Have Fun

Questions

Buckland Mills Elementary:Lora Schalow ESD Coach, First Grade Teacher: (schalolt@pwcs.edu)

Robin HudspethGuidance Counselor (HudspeRN@pwcs.edu)

Liz JohnsonFirst Grade Teacher (JOHNSOE@pwcs.edu)

Introduction:

“If you improve a teacher's self-esteem, confidence, communication skills or

stress levels, you improve that teacher's overall

effectiveness across the curriculum. “– Elaine MacDonald

Assess everything that needs to be done.

•Do you need a behavior change? Survey the administration, staff and students.

•Assess the existing behavior within the building by making a triangle for your school, both academically and behaviorally.

•Will you have staff “buy in”

Alignment of Academic and Behavioral Interventions

80-90% 80-90%

5-10% 5-10%

1-5% 1-5%

Tier 1

Universal Interventions

Tier 1

Universal Interventions

Tier 2

Targeted Group Interventions

Tier 2

Targeted Group Interventions

Tier 3

Intensive, Individual Interventions

Tier 3

Intensive, Individual Interventions

Academic Systems

Behavioral Systems

Tier 1 Interventions

80-90% 80-90%

Universal Interventions:

All students

Preventive and proactive

Academic Systems Behavioral Systems

1. PAWS Stickers 2. Code of Behavior lessons 3. Citizen Awards at Assemblies 4. Writing Celebrations 5. Announcements/pictures of PAWS

awards 6. Guidance lessons 7. Class meetings with teachers 8. 9. 10. 11. 12. 13. 14. 15.

1. Jan Richardson’s Guided Reding 2. Word Study3. Lucy Calkins/Ralph Fletcher4. Reading Buddies5. DEAR6. Familiar Re-reads7. Weekly trips to the library8. Literacy Work Stations9.Daily Five10. Marzano’s Strategies11.Modeling and practiceTest taking strategies12.AIMS Web Universal Screening13.14.15.

Tier 2 Interventions

5-10% 5-10%

Academic Systems Behavioral Systems

Targeted Group Interventions:

Some students (At Risk)

High Efficiency

Rapid Response

1. Behavior Buddy2. Weekly Mentors3. Guidance interventions like lunch

bunch4. Parent contact5. Behavior contracts6. Providing structured activities by

teachers during recess for some students7. 8. 9.10. 11. 12. 13. 14. 15.

1. Double Dip2. SRA3. Imagine Learning4. Earobics5. Study Island6. AIMS web bi-weekly probe7. 8. 9.10. 11.12.13.14.15.

Tier 3 Interventions

Behavioral Systems

1-5% 1-5%

Intensive, Individual

Interventions:

Individual student

Assessment-based

High intensity, durable

Academic Systems

1. Daily Mentors2. Marion’s group3. Intense mentoring like PE w/AP and lunch bunches4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

1. EDMark2. Sidewalks3. LS Imagine Learning4. AIMS Web weekly probes5. 6. 7. 8. 9.10. 11.12.13.14.15.

Make an Outline

Utilizing the BOQ’s is a great way to keep on track throughout the process.

Create Effective Teams:Make a “Who’s Who” in your school:

ESD team

Social workers

Special Education Team

Guidance Counselors

School Psychologist

Teachers with known “good” behavior classrooms

Teaming Structure:Is everyone familiar with the BOQ’s?

Is there a continuous fidelity check?

How do you hold people accountable for processes?

How to involve everyone - without too much involvement…

Develop a “School-wide” agreement or definitive behavior statement (Mission).

List of Expected Behaviors

Major infractions:Minor infractions:

Have teams work together to decide what behaviors should be classroom managed vs. administration managed

Communication:Parents •Back to school night, brochures, parent handbook•Publish information on the website

Staff•Monthly meetings, precise agendas for meetings, staff handbook•Conduct staff development sessions to familiarize all parties with the program

Students•Matrixes visible and taught•Area paws charts•Demonstrating correct behaviors•Assemblies (recurring)

"Efficiency is doing things right;

effectiveness is doing the right

things" - Peter F. Drucker

Stick to your policies

•“Fair is not always equal”•Create a reward system (intrinsic/extrinsic/low cost•Develop a “tracking system” for the rewards•Create a reward committee for students and staff•Create lesson plans or use existing ones •Create or use a developed system to track all school behavior to be able to compare data

Bad Breaks: Sometimes you just have a student or combination of students

that do not respond to the “typical” redirection in the day to day teaching of student expected behaviors.

Use other schools suggestions for classroom implementation lessons as well as create your school’s own videos or pledge to involve the staff and students in the process.

Know your Resources: “Don’t re-invent the wheel”-PBIS Maryland website

-Wiki -Aims web-All staff resourced-ESD cohort monthly meetings

Work as hard and as efficiently as possible

“Follow effective action with quiet reflection.

From the quiet reflection will come even more

effective action.” - Peter F. Drucker

Finish Strong

M &M example

School excel tracking system

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Major Minor

32

1

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34

32

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21

9

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12

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Total

Total

Have FunCelebrate success-

Teacher successes Student sucessesGetting student input on rewards and safety in the schoolGet staff input for an action plan for the new year

Questions?