scrooge mcduck’s motto: “ work smarter not harder!”
DESCRIPTION
Scrooge McDuck’s Motto: “ Work Smarter not Harder!”. Agenda. Work Smarter not Harder!. Introduction Effective strategies to achieve efficiency while implementing ESD : Assess Make an Outline Delegate/team processes Communication Policies - PowerPoint PPT PresentationTRANSCRIPT
Scrooge McDuck’s Motto: “Work Smarter not Harder!”
AgendaW
ork Smarter not Harder!
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: ([email protected])
Robin HudspethGuidance Counselor ([email protected])
Liz JohnsonFirst Grade Teacher ([email protected])
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 1Universal Interventions
Tier 1Universal
Interventions
Tier 2Targeted Group
Interventions
Tier 2Targeted Group Interventions
Tier 3Intensive, Individual
Interventions
Tier 3Intensive, 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 EfficiencyRapid 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 studentAssessment-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 OutlineUtilizing 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 BehaviorsMajor 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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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?