whittier 101 series - fall 2019 (1)€¦ · whittier:101 series whittier elementary school oak park...
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WHITTIER:101 SERIES WHITTIER ELEMENTARY SCHOOL
OAK PARK SCHOOL DISTRICT 97
SEPTEMBER 14, 2019
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AGENDA
1st Session:• SY20 School Improvement Plan
• MTSS – A Team Process
• SPED Team Process
• 504 plans
2nd Session:• MTSS – B
• Restorative Practices
• PBIS
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SCHOOL IMPROVEMENT PLAN
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Goal 1: English Language Arts (K-5- BAS)
35% of students in this group will move to Approaching or beyond
Below Expectations 35% of students in
this group will move to Meets or beyond
Approaching Expectations
Meets or Exceeds
90% of students in this group will remain in this group and continue to grow
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Goal 2.a: Math -AimsWeb+ (K-1)
35% of students in this group will move to Moderate or Low Risk
High Risk
35% of students in this group will move to Meets or beyond
Moderate Risk
Low Risk
90% of students in this group will remain in this group and continue to grow
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Goal 2.b: Math - Grade-Level Standards (2-5)
50% of tier 2 and tier 3 students in this group will move to Meeting or Exceeding
Below Grade-Level
Meeting or Exceeding
75% of the students will demonstrate meeting or exceeding grade-level major cluster standards as evidenced by classroom common formative and/or summative assessments.
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Goal 3: School Behaviors and Attendance (K-5)
Reduce by 50% the racial disproportionality rate of students with Chronic Discipline Challenges (eg., a student with more than 5 Behavior Intervention Records (BIRs)) as measured by SWIS database.
Discipline
Every month, 90% of students will be present in school each day. Provide support to families of students who have less than a 90% attendance rate.
Attendance
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MTSS & SPEDPROCESSES & PROCEDURES
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GOAL OF MTSS
Accelerate and maximize student academic and social-emotional outcomes through
collaborative, data-informed problem solving to provide strategic supports and high quality
instruction.
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MTSSDEFINITION
• Multi-Tiered Systems of Support
• Non-special Education
• Language Arts Specialist leads MTSS
Team at Whittier
• MTSS Team consists of: Language Arts Specialist, classroom teachers, Title I tutors, Student Support Specialist, Social
Worker, Instructional Coach, GTD
Teacher
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MTSS TEAM PROCESS
• Students who score below the 20th percentile (Remediation support/intervention) or above the 70th percentile (Acceleration/Enrichment) on one or more sources of data are referred to this team
• The team develops interventions to match areas of need and/or extension opportunities,
interventions are implemented, and progress monitoring data is collected
• Interventions and progress monitoring data points are implemented and collected for at least 6 to 10 weeks (The goal is to have at least 8-10 data points)
• MTSS team meets every 6 to 8 weeks in order to review progress monitoring data for
students
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MTSS TEAM PROCESS (CONT.)
• When students are not making sufficient progress the MTSS Team can: • (1) Implement a different intervention
• (2) Refer the student to the SPED Team (after enough data is collected)
• Parents are informed as to whether or not their child is referred to MTSS
• Classroom teachers/ Language Arts Specialist review(s) the child’s progress within MTSS
with the parent.
• Parents will also review their child’s MTSS data at parent-teacher conferences
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MTSSINTERVENTION RESOURCES
Reading Math
•Fountas & Pinnell’s Leveled Literacy Intervention (LLI)•Words Their Way•Fundations•95% Group Phonics•Literacy Footprints Guided Reading Curriculum•Heggerty Phonemic Awareness (K/1)•Computer-based Resources:
○ RAZ Kids○ Lexia○ Moby Max
•Numeracy Consultants Math Intervention Program
•Eureka Math (reteach, previous level)•Computer-based Resources:
• Dreambox• Prodigy Math• Zearn• Khan Academy• Xtra Math• Moby Max
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SPED TEAMDEFINITION
• Evaluates students suspected of possessing a disability
• Develops Individual Education Plans
• Consists of the following: Parents, School Psychologist, School
Social Worker, Occupational Therapist, Special Education Teachers, School Principal/Administrator, & General Education Teacher
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SPED TEAMELIGIBILITIES
• Specific Learning Disability –Required to have received MTSS Supports
• Emotional Disability
• Other Health Impairment
• Orthopedic Impairment
• Visual Impairment
• Hearing Impairment
• Developmental Delay
• Speech Language Impairment
• Deaf Blindness
• Intellectual Impairment
• Traumatic Brain Injury
• Multiple Disabilities
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THE IMPACT OF DATA
Sources of Data
MAP
AIMSWebBAS
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SPED TEAMTEAM PROCESS
• Works under the framework of the Individuals with Disabilities Education Act (IDEA)
• Evaluates students suspected of possessing a disability
• Referrals for evaluation can come from MTSS team or parents
• Conducts Initial Evaluations & Re-evaluations for students receiving special education services (Once consent for evaluation is signed, the team has 60 school days to complete the evaluation)
• Parents are active team members of a SPED Team evaluating and developing an IEP for their child
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504 PLAN
• In District 97, School Nurses and Building Assistant Principal or Student Support Specialist facilitate 504 plans
• 504 plans provided accommodations (not direct services), to students in school
• The student must possess a disability that requires specific accommodations be put in place in order to help the child access the general education setting
• 504 plans are developed annually with parents, teachers, and 504 plan building facilitators
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CONTACT
CONCERN WHOM TO CONTACT CONTACT INFOMy child is not making academic progress in their general education classroom
Classroom Teacher Teacher email address or call 708-524-3080
My child may possess a disability or already has an identified disability
Classroom Teacher & Dr. Glover-Rogers
Teacher email address, [email protected] or call 708-524-3080
My child may require a 504 plan Classroom Teacher & Nurse Hilary Winkelhake
Teacher email address, or [email protected]
My child is not progressing within a school-based Tier 2 & 3 reading/ math intervention program
Classroom Teacher, Danielle Costanzo
Teacher email address or [email protected]
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WHITTIER’S CULTURE & CLIMATE
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CULTURE & CLIMATECORE GUIDING BELIEFS
Proactive relationships and a sense of belonging are at the heart of what we do each day.
When responding to student behavior as a school community we will:
● Use a restorative approach to teach effective behavior● Apply progressive discipline that takes into account the whole child ● Maintain the dignity of every child and high quality learning
environments in every classroom. ● Use a trauma informed lens
PBIS video
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NEW: PBIS NEW STRUCTURE TIER 1 & TIER 2 TEAMS
TIER 1
Universal Team= School-wide Initiatives (100% of students)
Examples: station rotations, expectation matices, Second Step, Voice Level Poster
TIER 2
Secondary Systems Team= Targeted Interventions (20% of students)
Examples: CICO, Modified CICO, SAIG, Executive Functioning groups
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NEW CLIMATE AND CULTURE COACHES SUPPORT TIER 1 & TIER 2 TEAMS
● Ms. Maggie Cahill is Whittier’s CCC
● CCC integrate PBIS/restorative practices/trauma-informed practices/SEL (within the school building & in the classroom)
● CCC supports schools on meeting SIP behavior goal
● CCC coach and support PBIS teams (meeting effectiveness/focus, applying problem solving process, addressing disproportionality)
● CCC coach (feedback/support) for school and classroom Tier 1 practices (working with leadership and teams)
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RESTORATIVE PRACTICE
● Restorative Practices is an emerging social science that studies how to strengthen relationships between individuals as well as social connections within communities (inclusivity)
● Restorative Practices invites the victim, offender, and the community to address what went wrong, how it impacted the victim and problem solve ways to repair the situation (equitable).
● Restorative Practices
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USAGE OF RESTORATIVE PRACTICES
The use of restorative practices helps to:
● reduce bullying ● increase self-advocacy ● strengthen a sense of belonging and community● restore relationships● provide effective leadership ● support problem solving
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RESTORATIVE PRACTICES @ WHITTIER
● Community Building Activities (Circles)● Restorative Relationship Practices (Fair Processes)● Giving Precise Behavioral & Academic Expectations (creating a positive
environment that fosters learning)● Use of Least Invasive forms of Intervention (Nonverbal Intervention, Positive
Framing, Positive Group Correction)● Private Individual Correction● Family Conferences● Second Step Curriculum & Bullying Prevention Units
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