Hopkins Public Schools
Playing our cards….to win with VIKES
10/4/2015
1
MiBLSi – Dealing the winning
hand
10/4/2015
2
Winner takes all…..
• Three Tiered Positive Behavior Supports
Universal – building wide rules
Tier 1
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3
Building A Self-sustaining
System –
Years 1 & 2
The Cards in Our Hand for the Behavior Branch
Assertive Discipline – implemented on a class by class basis
NCA – brought us together as a building to look at behavior
Lifeskills – implemented as part of NCA
MiBLSi – gave us building wide structure and support
SWIS – provided the data piece
VIKES – rolled Lifeskills in to the VIKES program
10/4/2015
4
Stacking the Deck
• With a self-sustaining universal (Tier 1)
system of “cards” to play with:
– VIKES cards
– Bracelets
– T-Shirts
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5
Show the DVD
• Universal Tier “VIKES”
Explain, Specify, Practice, Monitor and Review
– Kick-off for the VIKES
• First Year –
– Each grade to demonstrate skills in a setting during assemblies
– Classroom Presentations (EVA)
• Second Year –
– Showed the DVD
– Highlighted an area per month (Staying Safe in October)
– Ongoing Classroom Presentations
» Extra Presentations/Skill Building with 3rd Graders
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Positive Behavior Record
______________ ______
Student
Date
Teacher
___ Very respectful
___ Including everyone
Keeping it together
__ Excited about learning
__ Staying safe
Go VIKES at Hopkins
Elementary!
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7
Economy of our “House of
Cards
“economy gives us leverage
because they (kids and staff) are
invested in it and believe in it”
Expanding the use of VIKES cards
Adult to student
Student to adult
Student to student
Each with a recognition system attached to it
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8
Staff worked together
to revise the first form
and make it a little
easier to understand.
Inserted this item for
parent information
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9
Keep Building…
Year 2 & 3
Focus on the Playground:
Training for playground supervisors – Kate Shane (our behavior coach)
spent hours with the playground paraprofessionals, helping and guiding as they
learned
New form only for playground use
Immediate consequence and reward –
Special detention system for noon recess
VIKES cards for the playground
Weekly drawings
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The Playground Form
Developed by playground supervisors for
their use
Behaviors were kept
specific to the
playground with
immediate
consequences
available
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We keep on building…
Next on our agenda…..
Bus Drivers!!!
They came to us after hearing about it for 2 years
Training provided on a district PSD day – Kate strikes again
They developed their “transportation wide” rules
RIDES
They developed the form/card
We provide the vehicle for recognition
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12
Close to 95% of our
students ride the bus to
or from school.
Drivers and the
transportation have begun
teaching students the new
expectations. Buildings will
assist by incorporating this
in to our own MiBLSi
programs.
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13
The Drivers’ Wall of Fame
Driver Picture Bus Number “Ride” Cards
earned by
students
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Winner takes all…..
• Three Tiered Positive Behavior Supports
Strategic – teacher implemented plans
Tier 2
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15
A Unique Opportunity
A Captive Audience
Gender Specific focus:
We took our most at-risk population – Our 3rd graders, one
traditional classroom and one all boy classroom
We encouraged their learning styles
Hands on, exploration, short spurts, follow the ideas
We celebrated their learning styles
Plays, readers’ theater, board presentations
We brought all our expertise to bear….
10/4/2015
OT, Social Workers, Psych, Special Ed, Teachers, Aides,
Volunteers, Mentors
16
What made them unique?
• Of the 48 third grade students
– 35 are boys, 13 are girls
– 13 are families of divorce
– 5 have been removed from parent custody and live
with relatives
– 4 have one parent recently deceased
– 2 live with unmarried parents
– 1 adopted by foster parents – after loss of limb due to
parental abuse and neglect
– Less than 50% are in traditional 2 parent homes
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Student 1
•
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2005-06
2006-07
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An Ace Up Your Sleeve
Strategic Interventions Tier 2
• Dealing the right cards at
the right time
– Targeting specific
behaviors
• Teaching & reviewing on
a regular basis – playing
to win
– Puppet Power
• Strategies and
interventions with the
other hands around the
table
– Teachers, aides, parents,
playground, bus drivers
and on and on
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Winner takes all…..
• Three Tiered Positive Behavior Supports
Intensive – Student Assistance Team
Tier 3
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Playing to Win - Intensive
• Drawing a Winner
– Case study in self
monitoring
• You’ve got to….
– Know when to reward
them
– Know when to
consequate them
– Red light/green light
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Example of Self-Monitoring
• Behavior Intervention Plan
• Monitoring Form
• Rewards
– Daily (individual)
– Weekly (group)
– Home-school connection
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Using the “VIKES” behavioral matrix
to tailor student BIP’s, for example:
Jimbo is a capable student who can do good work and
follow all of the “VIKES” behavioral expectations.
General and specific expectations:
Jimbo will follow school rules and use his VIKES skills:
“Excited About Learning” – Jimbo will come to class
prepared to work and complete his school work.
“Keeping It Together” – Jimbo will talk at appropriate
times in class and stay in his seat.
If Jimbo is able to stay “Excited About Learning” and “Keep
It Together” (for X times out of X) he will draw a daily
individual reward or a weekly class reward
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A Self Monitoring Form
Monitoring Classroom Rules
Student s Name:____Jimbo____________ Date:__________________
Teacher s Name:___Mr. H._____________
Classroom Rules
I will start my work right away.
I will stay in my seat
I will not talk while the teacher talks
I will not bother others While they work.
Early Morning
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
Late Morning
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
Afternoon
1 2 3
1 2 3
1 2 3
1 2 3
4
4
4
4
Rating Scale --- Circle a Number
1 = Needs Improvement
2 = OK
3 = Average
4 = Great
If the teacher agrees with the student rating, put a line across the circled rating. O
If the teacher Does Not agree with the student rating, put an “X” across the circled rating. O
Comments:
•
Parent Signature:_______________________________
Date:_________________
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Drawing for Daily Rewards
o Time doing preferred activity (computer,
assistant to librarian, reading to a younger
grade, reading magazine)
o “Jimbo Show” for 1, 2, or 3 minutes
o Extra recess for 1 to 5 minutes, with teacher
approved partner (starting before recess begins
for rest of class)
o Music, such as listening to pre-approved songs
on I-Pod or on teacher’s c.d. player
o 1-Get-Out-Of-Homework-Free Card
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Weekly Whole Class Rewards
•
•
•
•
•
•
Extra recess 1 to 5 minutes
Movie (30 minutes from library)
Sucker or treat at reading time
Pop corn party
Bonus 1 to 3 stickers on all desk charts
Jimbo’s book choice (to be read to class)
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Younger students may need a more concrete and
frequent way to monitor their behavior. A “red
light/green light” form can be kept on the desk so
that student can easily see how his/her day is
going.
Sample of plan currently in use with a
first grade student…
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Winner takes all…..
• Three Tiered Positive Behavior Supports
Intensive – Student Assistance Team
Tier 3
Strategic – teacher implemented plans
Tier 2
Universal – building wide rules
Tier 1
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30
Average Referrals Per Day Per Month
2005-2006 Data
10/4/2015
2006-2007 Data
31
Average Referrals By Location
2005-2006 Data
10/4/2015
2006-2007 Data
32
Referrals By Student
2005-2006 Data
10/4/2015
2006-2007 Data
33
Referrals By Student
2005-2006 Data
2nd Grade
2006-2007 Data
3rd Grade
2005-2006: 77 Referrals
2006-2007: 47 Referrals to date
10/4/2015
Minor Classroom Disruptions decreased from 25 to 7
34
Less time on discipline….
More time for learning…..
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What does this data mean?
• We’re making progress!
• Having Tiers of Support are decreasing
classroom disruptions
• Goal of decreasing disruptions = increase
instructional time and overall reading
ability
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Three Tiered Reading Support
Universal
• Scholastic Reading Program
• Use of Supplemental Programs
•DIBELS Assessment
• Grade Level Meetings
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37
Scholastic Reading
•
•
•
•
90 Minute Reading Block is in Place
Scholastic is used in 1st – 5th grades
Literature rich program
Some components of phonics missing
from the program
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38
Supplemental Programs
To Increase Phonics Instruction:
• Kindergarten – KPALS
• 1st Grade – 1st Grade PALS
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39
DIBELS Assessment
• Each teacher Benchmarks their entire classroom
during the DIBELS window
• Principal Enters all of the Data into Website
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Grade Level Meetings
• Focus on:
– DIBELS data
– Grouping Students
– Planning Interventions
– Looking at the entire grade-level, not just
classroom by classroom
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41
2nd Grade Mid Year 2006-2007
10/4/2015
71% = Low Risk (31 students)
13% = Some Risk (7 students)
15% = At Risk (8 students)
42
Grouping Form
Classroom #1
Intensive
NONE!
Classroom #2
Strategic
Lizzy
Travis
Mandy
Greg
Henry
Jarod
54
55
59
64
64
65
Benchmark
21 Students – Scores Ranging from
74 to 152 Words Read Correct
10/4/2015
Intensive
Randy
Josh
Paul
Marsha
Carrie
Joey
Ross
Betsy
8
10
11
30
30
31
49
50
Strategic
Nakia
67
Benchmark
16 Students – Scores Ranging from
74 to 176 Words Read Correctly
43
Ok – We Have Groups
Now What?
• Typically at Grade Level Meeting:
– Teachers determine needs
– Interventions are chosen
– Additional problem-solving happens as
needed
** Remember – We’re looking across the
grade-level. How can we combine kids and
combine our effectiveness
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44
2nd Grade Problem Solving
• Benchmark – Core Program
• Strategic and Higher Level Intensive
Students
– Teacher Directed Pals
– Read Naturally
• Intensive Students
– SIPPS with 1st grade students
– Reading Mastery
– Read Well
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45
2nd Grade Problem Solving
• Classroom #2
– Additional Paraprofessional Time
– Additional Behavior Intervention time from
Social Worker
10/4/2015
46
Three Tiered Reading Support
Strategic
•Scholastic Reading Program
•Tier-2 Interventions
•Additional Meetings with Teachers
and other staff
•Progress Monitoring Monthly
10/4/2015
47
Tier 2 Interventions in Place
• Kindergarten – Road to the Code
• 1st Grade – SIPPS
• 2nd Grade – Teacher Directed PALS
- Read Naturally
• 3rd Grade – Read Naturally
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48
Monthly Progress Monitoring
• General Education Teachers monitor all of
their students with strategic needs
• Teachers review data with the principal,
school psychologist, and parents
• Data is shared at conference and any
meetings that take place regarding these
students
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Three Tiered Reading Support
Intensive
•Tier 2 and Tier 3 Interventions
•Additional Meetings with Teachers,
Intervention Teachers, and other staff
•Progress Monitoring Bi-Weekly –
often out of grade level monitoring
10/4/2015
52
Tier 3 Instruction In Place
• 1st Grade – Reading Mastery
• 2nd Grade – Reading Mastery and/or
SIPPS
• 3rd Grade – Reading Mastery and/or Read
Well -or- Language!
• 4th and 5th Grade – Language!
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Who Receives Tier 3?
• Very Intensive students who are
significantly behind the general curriculum
Tier 3
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Who Decides Tier 3?
• A team of people
– Typically our Student Assistance Team
• Possibly a general education teacher,
principal, and the interventionist will decide
together
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55
3rd Grade 2006-2007
28% = Low Risk (13 students)
26% = Some Risk (12 students)
10/4/2015
46% = At Risk (21 students)
56
Grouping Form
Strategic
Intensive
Sarah
Jimmy
Andy
Gary
Henry
Rachel
Karen
Becky
Mason
12
33
35
36
44
48
48
49
52
Holly
Aaron
Lillian
Kathy
Crissy
Alyssa
55
62
70
71
75
76
Benchmark
10/4/2015
Carrie
Juan
Margaret
Emily
Jessica
77
80
80
84
94
Caleb
105
JIMBO 108
Brandon 120
57
Grouping Form
Intensive
Will
Art
Greg
Devin
Charlie
Rick
Kasey
Mark
Mitch
Aaron
Frank
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5
18
20
25
29
33
37
40
43
48
51
Strategic
Harry
Arthur
Drew
Michael
Kevin
Zack
53
55
58
65
65
72
Benchmark
Hank
Levi
Tom
Peter
Andrew
82
86
92
121
128
58
WOW! Where are all these kids
going? How are we going to meet
the needs?
• First Step: Additional Meetings
– Brought together:
•
•
•
•
•
•
•
General Education Teacher
Special Education Teacher
Paraprofessionals
Principal
Speech Therapist
School Psychologist
Special Education Director
• Basically – Anyone who could lend a hand!
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Meeting
• Made a Plan for the Intensive Students:
• Language! – 90 Minutes run by a paraprofessional
• Read Well – 90 Minutes run by the special
education teacher
• Reading Mastery – 90 Minutes run by the special
education teacher (grouped with first grade
students)
• Additional Vocabulary Instruction
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Monitor Group Progress
• Group continued to meet together about
once a month for the first half of the year
• Made changes in how some students were
receiving instruction based on:
– DIBELS
– Teacher Input
– Program Placement Tests
– Any other information we had
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Monitor Individual Progress
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Where are we now?
Beginning of the Year
Middle of the Year
28% = Low Risk
26% = Some Risk
46% = At Risk
34% = Low Risk
34% = Some Risk
32% = At Risk
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Pick a Card……Any Card
And start to play
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