truman elementary. creation of s/e/b art fall & winter of 2006 –started to look at areas to...
TRANSCRIPT
Truman Elementary
Creation of S/E/B ART
• Fall & Winter of 2006– Started to look at areas to improve– Staff dialogue and PTO dialogue about what we want children to
learn at Truman– Both groups reported that more important than academics, was
their desire for children to learn appropriate social skills
Building on What We Had
– The back of staff handbook had mini-lessons, literature connections, and activities tied to the life skills and lifelong guidelines from previous committee work
– Gathered TRIBES activities, lessons, books, United Streaming clips, and videos. Started to divide resources into primary and intermediate crates from which teachers could access.
Common Language
• We wanted to increase the use of common language• SEB ART piloted a new classroom behavior
communication form to match Lifelong Guidelines on the report card in the spring of 2007
• Wrote grant to help purchase common language posters and literature extensions
ACT
STUDY
DO
Plan for Continuous Improvement
Standardize Improve-ment
Study the Results
Try Out Improvement
Theory
PLAN
Analyze Causes
Define the System
AccessCurrent Situations
Began to Develop an Action Plan
PlanPlanDoDo
StudyStudyAct Act
Adding S/E/B Goal to SIP
Summer 2007 – Began process of going back and forth between ARDT/BLT and the S/E/B ART to
write our goal
Our revised version after getting deeper into the planning phase:
During the 2007-2008 school year K-5 Truman students will increase positive behaviors by 5% as measured by the behavioral expectations on
District Progress Reports.
PLAN - Reviewed Data
Source One: SWIS Data
• Only recording “major” incidents in SWIS system – results indicated a fairly low
frequency (0.45 office referrals per day)
Source Two: Report Card Data
Performance Targets:
% Consistent/Usually Spring 2007 2007/2008
Kindergarten 81% - Active Listening 86% - Active Listening
1st 96% - Active Listening & Personal Best
86% - Active Listening
2nd 61% - Active Listening 100% - Active Listening & Personal Best
3rd 93% - Responsibility & Personal Best
66% - Active Listening
4th 65% - Active Listening 98% - Responsibility & Personal Best
5th N/A – Active Listening 70% - Active Listening
How can we proactively teach students appropriate social skills?Teacher
s
Want materials and permission to teach social skills.
Methodology
Want and need a proactive and intentional approach to teaching social skills.
Materials
No standardized curriculum for S/E/B instruction.
K/5 Students
*Low frequency of “major” incidents requiring office referral.*Can improve responsibility or active listening skills, for example.
PLAN
PLAN
Looked again at research-based S/E/B programs, lessons, and
literature.
TRIBES CASEL
Second Step Literature-based lessons
DO
1 S/E/B common language skills and lessons will be taught at least one time per week for 30 minutes.
2 Teachers can use resources developed by S/E/B team.3 Behavior communication forms from the classroom used
so child can reflect on his/her choices.
Child’s Name__________________Homeroom Teacher _____________Date__________________________Time_________________________
Did not follow:(Please Check)
What was I doing wrong? _________________________________________________________________________________________________________________________________________________________________________________________________________________________What I should have been doing: _________________________________________________________________________________________________________________________________________________________________________________________________________________________
RESPECT: Shows tolerance and regard for people, property, and ideas
TRUSTWORTHINESS: Is truthful, reliable, and chooses to do the right thing
ACTIVE LISTENING: Listens attentively
RESPONSIBILITY: Follows directions and procedures; is dependable
PERSONAL BEST: Strives for high quality products and outcomes
DO
• Review report card data each trimester to monitor effectiveness of the plan.
In the meantime…
• Received grant, which helped to purchase literature to accompany lessons and Lifelong Guidelines posters with Truman faces which are framed and displayed throughout the building.
• Gathering information from teachers regarding lessons/materials on monthly feedback forms
RESPECT
Being courteous to yourself, others & property
In the meantime…
• Broadcasts and assemblies revisit Lifelong guidelines
• Teachers display student activities in the hallway which reflect Lifelong Guidelines
In the meantime…
• Looked at our at-risk student population data
• S/E/B ART members became year-long mentors to at-risk students across the grades in grades K-5. (Similar to 2X10 suggestion from fall in-service.)
In the meantime…
Harris Poll DataStudents reported:
• 15% rules not fair• 45% gossip is a problem• 19% students not well-behaved in school
In the meantime…
• Went into the classrooms and held class meetings regarding Harris Poll data.
• Completed Plus/Delta charts on rules and treatment of others at Truman.
• Collected and evaluated students’ ideas on how to improve.
• Shared with ARDT/BLT to consider and act upon students’ input - some positive changes were made.
In the meantime…
• Classroom teachers created student PDSAs for individuals struggling with respect for example.
STUDY
• Needed to get back to our data and our plan.– Fall results not yet recorded by January; SIP
review kept us accountable to our goals and we collected the necessary data so we could move on to the STUDY piece of the PDSA cycle.
What have we learned? PLUSES
+ Positive, team experience+ Teachers feeling that it’s
okay to take time for S/E/B
+ Teachers feeling support through lessons and having time to reflect on teaching in area of S/E/B
+ Easier to incorporate the teaching of skills into class meetings
+ Process has created a nice bridge for the implementation of next year’s Bullying & Harassment lessons
+ Common language has made it easier to talk with children outside our own classroom settings
What have we learned? DELTAS
▲We are “doing” many things – need to stay focused in order to determine whether or not what we are doing is effective
▲Need to create a more specific timeline in our SIP action plan
▲We could better tie things back to quality quadrants for S/E/B