ALIGNING STATE STANDARDS with RESILIENCY and SWPBIS · 2018. 8. 2. · ALIGNING STATE STANDARDS...
Transcript of ALIGNING STATE STANDARDS with RESILIENCY and SWPBIS · 2018. 8. 2. · ALIGNING STATE STANDARDS...
5/2/2013
ALIGNING STATE STANDARDS with
RESILIENCY and SWPBIS Or
Making It All Work Together!
ALIGNING STATE STANDARDS with
RESILIENCY and SWPBIS
Presented by: • Dr. Gerald Zahorchak, Superintendent of Greater
Johnstown School District and former PA Secretary of Education. [email protected]
• Justin Zahorchak, Principal of Westside Elementary School. [email protected]
• Curt Davis, Certified Lead Facilitator for SWPBIS and former educator. [email protected]
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Mission Statement:
• To present a means to build protective factors
and life-long social-emotional capabilities for
every child by helping districts and schools to
align with PDE’s Standards Aligned System
(SAS) and consider the proposed standards for
school climate and interpersonal skills by
creating a framework and strategy for school
climate and interpersonal skills through the
implementation of School-Wide Positive
Behavior and Intervention Support Systems,
Resiliency and other relevant programs.
OBJECTIVES:
1. Know about Standards for Student Interpersonal Skills
and proposed school climate standards.
2. Form a strategy for the implementation and interactivity
of SWPBIS and Resiliency with the Standards.
3. Align SWPBIS and Resiliency with other existing
programs and evaluate which programs are working and
which programs should be discarded.
4. Identify what this means to every child.
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Which one are you?
The Salesman The Worker
Standards Aligned System
Student Achievement
Standards
Instruction
Assessment
Curriculum framework
Safe & Supportive
Schools
Materials & Resources
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DEFINITION:
• The Pennsylvania Standards Aligned System (SAS) is a collaborative product of research and good practice that identifies six distinct elements which, if utilized together, will provide schools and districts a common framework for continuous school and district enhancement and improvement. Much research has been conducted as to what makes a great school. There are many intangible components; however, research supports the notion that great schools and school systems tend to have six common elements that ensure student achievement: Clear Standards, Fair Assessments, Curriculum Framework, Instruction, Materials and Resources, and Safe & Supportive Schools.
So we know where we want to go!
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How do we get there?
We create a blueprint, a plan, a framework.
This is the basis for our approach.
School District
School
Classroom
Individual
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Focus on the individual! • What can the school district do for the
school to facilitate a better learningenvironment for the student?
• What can the school building do to facilitate a better learning environment for the student?
• What can the classroom do to facilitate a better learning environment for the student?
• What can be done with each individual student to facilitate a better learning environment for them?
Here is our story
The Greater Johnstown School District is an urban school district with an 80% free and reduced lunch population. The PennsylvaniaYouth Survey (PAYS) showed a high number of single parent households and a feeling of disassociation was prevalent in our student body.
Our superintendent decided that we needed to understand that every student had the capacity improve their lot in life. But, we were a vital cog in that process. Thus came Resiliency!
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We decided to plug into this new idea.
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Working in harmony to go to a new level. All staff was trained on the concept of Resiliency and what it looked like in our school district, school building and each individual classroom, based on the Resiliency Wheel.
The next step
• Develop and implement a School Wide Positive
Behavior and Intervention Support System into our
elementary schools and grow it into our middle
school and high school.
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Please note the similarities in this statement and the Resiliency Wheel. Positive Behavior Interventions and Supports is an evidence-based, cost-
effective, systems approach for establishing the social culture needed for
schools to be effective learning environments for all students. Positive
Behavior Interventions and Supports eliminates barriers to learning,
creates and maintains a safe and effective learning environment in
schools, and ensures that all students have the social and emotional
skills needed to succeed in school and beyond. Positive Behavior
Interventions and Supports helps schools teach students expected
behaviors and social skills, creates student behavioral health and
academic support systems, and applies data-based decision-making to
discipline, academics, and social/emotional learning. Positive Behavior
Interventions and Supports uses the three-tiered approach of universal
interventions (for all students and settings), secondary interventions (for
students who are at-risk), and tertiary interventions (for individual
students needing specialized assistance).
Primary Prevention: School-/Classroom-Wide Systems for
All Students, Staff, & Settings
Secondary Prevention: Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention: Specialized
Individualized Systems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OF SCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
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District Design Strategies
SWPBIS/Resiliency
RTII
Curriculum
Professional Development
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SWPBIS
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If a child isn’t able to swim, we teach them
If a child isn’t able to add, we teach them
If a child isn’t able to read, we teach them
If a child misbehaves, we punish them?
SWPBIS Many teachers indicate that classroom disruptions are
the number one concern in ensuring student
achievement.
Solid National and Statewide research base with
positive results in school discipline, bullying and
academic achievement
Locally we have demonstrated a 28% reduction in
school discipline (handout from data collection)
Key to success of this program - support from
administration and teachers
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SWPBIS
• Clearly defining and teaching a set of behavioral expectations
• Consistently acknowledging and rewarding appropriate behavior
• Constructively addressing problematic behavior
• Effectively using behavior data to assess progress
Making the Connection
• SWPBIS vs Resiliency
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School Wide Expectations Across All
settings
Not just for students, but all people in
schools
Major/Minor Behaviors
Code of Conduct
Setting Clear and Consistent Boundaries
Expectations
See Behavioral Matrix
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Teaching Life Skills
• Expectations across setting explicitly taught to students/staff
• PATHS, Botvin, E.Q curriculum
• Students will learn through the curriculum
• Understanding choices and the pros and cons of each
• Reflection on past decisions and behaviors from which they can learn and grow
• Students will engage in future oriented thinking regarding making healthy decisions
• Staff will offer opportunities for students to make independent decisions
Teaching Life Skills
• We will also nurture the development of self care skills
• School nurses, mental health professionals and
school counselors will discuss self care
strategies and promote self care
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Teaching Life Skills
• Foster a sense of personal responsibility for choices
• Promoting honesty
• Encouraging students to admit and learn from
mistakes
• I-statements
• “I worry about you when you aren’t in class.”
Providing Care and Support
• Building trusting relationships with students and
families
• Adults model honesty and respect
• We keep our word - If you say you’re going to do
it, you need to do it.
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Providing Care and Support • Adults model good listening skills
• Rephrasing what students say to ensure mutual
understanding
• Students should know that we take their concerns
seriously
• Provide validation for students thoughts and feelings
• Example: “I am sorry that you did not make the
team. I know you worked hard for it and that you
are upset.”
Providing Care and Support
Acknowledging Appropriate Behavior
Trojan Hero Tickets - schoolwide
Group
Individual
Token economy
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Set and Communicate High Expectations
• Adults believe in all students
• In a patient and gentle way, we expect more out of
each student with every passing day.
• Students are expected to become active citizens who
care about their schools, neighborhood and community
• Through the curriculum, students are aided in finding
their own hopes, dreams and goals. Teachers support
their progress
• Highlighting individual strengths
Provide Opportunities for Meaningful Engagment
• Empowering students
• Peer Tutoring
• Student led “Parent/Teacher Conferences” -
encourages responsibility for academic and
school performance
• Student surveys of school and community
environments
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Providing Opportunities for Meaningful Participation
• Student Ownership of School and Classroom
• Classroom Chores and Roles - “We’re all in this
together”
• Student Government and Kiwanis Clubs -
Development of district and school traditions
Providing Opportunities for Meaningful Engagement
• Encouragement of Community Involvement
• Creation of outdoor classrooms
• Community Garden Project and Co-Op Store
• Trojan Family Christmas
• Literacy Nights
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Increase Pro-Social Involvement
• Positive Teacher-Student Relationships - 4:1
Positive:Correction
• Individual Realationships - “Every Child By Name”
• School Traditions - Dances - Student Groups - Class
Meetings - Show and Tell
• Peer Tutoring - Classroom Team Building Activities -
• Avoiding Comparisons - “Why can’t you keep your desk
clean like Jerry”
• Adults as Models
The Building Blocks of
Success
A Sound Basic Philosophy!
RESILIENCY
A Blueprint for Implementation!
SWPBIS
A Method of Measurement!
Staff Training and Buy In!
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Thank you for all that you do, day in and day out, to support your schools, students, and
families
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