life after check in check out: social/academic instructional groups
DESCRIPTION
Life After Check In Check Out: Social/Academic Instructional Groups. Presented by Eisenhower Junior High School Schaumburg School District 54 Trish Gancer, School Psychologist Beth Knief, Guidance Counselor Eunice Hernandez, School Social Worker Kara Prusko , Principal - PowerPoint PPT PresentationTRANSCRIPT
Presented by Eisenhower Junior High School
Schaumburg School District 54
Trish Gancer, School PsychologistBeth Knief, Guidance Counselor
Eunice Hernandez, School Social WorkerKara Prusko, PrincipalScott Ross, Principal
Life After Check In Check Out:Social/Academic Instructional Groups
Eisenhower Junior High SchoolHoffman Estates, IL
571 StudentsRace/Ethnicity:
White 34% Hispanic 30% Asian 17% Black 13%
Student Characteristics Low-Income 26% Limited English Proficient 9% IEP 12%
Academic-ISAT 2010 Results 94.4% Meet/Exceed in Math 92.8% Meet/Exceed in Reading
Scott/Kara
PBIS at Eisenhower JHSTier 1 (Universal)
6th Year Team of 15 Teachers
Tier 2 (Secondary) 3rd Year Team of 10Multi-Disciplinary Staff
Tier 3 (Tertiary) In 1st Year
Trish
Eisenhower S/AIG: Group Types
Pro-Social Skills(Replacement behaviors for avoidance, withdrawal, adverse relationship skills, etc.)
Problem Solving Skills(Replacement behaviors for fighting/arguing, etc.)
Academic Behavior Skills (Replacement behaviors for interrupting/class disruption, behaviors related to
homework, organization, etc.)
Beth
Eisenhower S/AIG: Entrance Criteria
1.School wide entrance: 2 majors/5 “Combos referrals” within a 4 week period of the
same infraction Major Referral for Physical Aggression- Problem Solving
Group Homework data -Academic Group
2.Tier 2 Problem-Solving Team Students are evaluated on a case-by-case basis by the T-2
Problem Solving Team. Lack of Suitable Progress (under 80%) on CICO-DPR in a 4-
week periodTeacher/Student/Parent Referral
3. IEP Counseling Minutes S/AIGroup goals support IEP Goals
Beth
Eisenhower S/AIG: Developing
Facilitators School Psychologist, School Social Worker, Guidance Counselor,
Speech/Language Pathologist, Private Agency Therapists, & Intervention Teachers.
2-3 Per GroupStudents
Initial groups started with 98% of Group Members being IEP/504Lesson Planning
Meet Once/WeekCurriculum
Research-BasedSchedule
RotatingTrish/Beth
Eisenhower S/AIG: Grouping
Pro-Social Skills (Replacement behaviors for avoidance, withdrawal, adverse relationship skills, etc.)
IEP Goals Similar Problem Behaviors Group Efficacy
Problem Solving Skills (Replacement behaviors for fighting/arguing, etc.)
IEP Goals Similar Problem Behaviors
Academic Behavior Skills (Replacement behaviors for interrupting/class disruption, behaviors related to homework, organization, etc.)
IEP Goals Homework Completion Data Academic Performance Scott/
Kara
Academic #1-trish/bethMichelle /105Keshawn GYM Lucas /227 Marlene /227Academic#2-trish/bethOscar LLMC Michael /209Ryan /205
S/AIG STUDENTSPro Social #1-sue/trishKassidy /206Alejandra /213 Shakyra 204Peitro/204
Caitlyn/710Pro Social #2-eunice/bethAntonio/328Taha / 215 Jorge /105Leo 702
Problem Solving #1-eunice/trish/bethBetty /20Courtney 204Kayla /207Problem Solving #2- eunice/trish/bethDamian /204Ethan 204Austin 105Ryan H/710Problem Solving #3- eunice/trish/bethKris /702Seth /227Jaquan /206
2nd STEP–beth/euniceJatinder/208Trey /204Ja’velle /206 James /206
S/AIG Rotational ScheduleAcademic #1(Tuesdays)Date/prd
1-24-12/2nd
1-31-12/3rd2-7-12/4th2-14-12/5th
2-21-12/6th
2-28-12-7th
Academic #2(Thursday)Date/prd
1-26-12/4th2-2-12/5th
2-9-12/6th
2-16-12/7th
2-23-12/8TH
3-1-12/9TH
Pro Social #1 (Tuesday)Date/prd
1-24-12/3rd
1-31-12/4th
2-7-12/5th
2-14-12/6th
2-21-12/7th
2-28-12/8TH
Pro Social #2 (Thursday)1-19-12/2nd
1-26-12/8th2-2-12/3rd
2-9-12/4th
2-16-12/5th
2-23-12/6th
Problem Solving #1 Problem Solving #(2 (Monday) (Monday)Date/prd Date/prd1-23-12/1st 1-23-12/2nd1-30-12/2nd 1-30-12/3rd2-6-12/3rd 2-6-12/4th2-13-12/4th 2-13-12/5th2-27-12/5th 2-27-12/6th3-5-12/6th 3-5-12/7th
Problem Solving #3(Friday)Date/prd
1-20-12/2nd
1-27-12/1st
2-3-12/3rd
2-10-12/5th
2-17-12/6th
2-24-12/8th
2nd STEP(Wednesdays)Date/prd
1-25-12/2nd
2-1-12/1st
2-8-12/3rd2-15-12/5th
2-22-12/6th
2-29-12/8th
Beth
Eisenhower S/AIG: Progress Monitoring
Tier 2 Problem Solving Meetings Students Monitored Weekly
Office/Classroom Discipline Referrals Referrals Monitored Weekly
IEP Counseling Goals Information shared with IEP Case Manager
S/AIG Group Progress Reports Group Goals “What to Do” Weekly Feedback on Skills Learned in Group
Trish
Goals 1 2 3 4 5 6 7 8 9 Totals
RESPECTFUL
Language, tone/level, body language, facial
expressions, assertiveness, ETC.
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
RESPONSIBLE
Homework, materials, directions, dress code, class/school rules, participates in
class, asks for help, attends/focus, ETC.
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
SAFE
Personal space, food, materials, hands to self, ETC..
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Totals
/6
/6
/6
/6
/6
/6
/6
/6
/6
/54
Initials
NAME: Date____/____/_______
PARENT SIGNATURE:______________________________ To be returned daily.
CICO Daily Progress Report
DPR
Trish
Goals 1 2 3 4 5 6 7 8 9 Totals
RESPECTFUL
Language, tone/level, body language, facial
expressions, assertiveness, ETC.
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
RESPONSIBLE
Homework, materials, directions, dress code, class/school rules, participates in
class, asks for help, attends/focus, ETC.
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
SAFE
Personal space, food, materials, hands to self, ETC..
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Totals
/6
/6
/6
/6
/6
/6
/6
/6
/6
/54
Initials
NAME: Date____/____/_______
PARENT SIGNATURE:______________________________ To be returned daily.
DPR
Problem Solving Group Daily Progress ReportSame DPR card used in our CICO
Trish
Pro-Social Group Weekly Progress Report
Beth
Math Science Social Studies
Language Arts
Elective Elective PE Lunch
Respectful:
Disagreeing respectfully
2 1
0
2 1
0
2 1 0
2 1 0
2 1
0
2 1
0
2 1
0
2 1
0Respectful:
Avoiding interruptions
2 1
0
2 1
0
2 1 0
2 1 0
2 1
0
2 1
0
2 1
0
2 1
0Responsible: Paying attention
to work/task.
2 1
0
2 1
0
2 1 0
2 1 0
2 1
0
2 1
0
2 1
0
2 1
0Responsible: Asking for help appropriately
2 1
0
2 1
0
2 1 0
2 1 0
2 1
0
2 1
0
2 1
0
2 1
0Safe:
Staying calm when
communicating with others
2 1
0
2 1
0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1
0
Total:
/10
/10
/10
/10
/10
=
/10
/10
/10
Student Name_____________________________ Rater Name:__________________________ Week of ____/____/_____
This student is participating in our S/AIG Pro-Social Skills group. The targeted social skills are listedbelow. Using the provided criteria, rate the student’s use of the individual skills during this past week.
2 = Student exhibits skills all/most of the time 1 = Student exhibits skills half or less of the time 0 = Student exhibits skills rarely or not at all
Totals
/16
/16
/16
/16
/16
/80PARENT SIGNATURE:______________________________ To be returned daily.
Academic Group Progress Report
Academic Team discussions Grades Weekly Homework Club data CDR’s in Responsibility
Beth
Eisenhower S/AIG: Exit Criteria
Students are evaluated on a case-by-case basis by the T-2 Problem Solving Team
Problem-Solving Group
DPR card 4 weeks at 80% average.
No ODR’s in 4 consecutive weeks.
Beth
Academic Group Homework Club Data Grade improvements NO CDR’s in
Responsibility Pro-Social Group Weekly DPR card
information No ODR/CDR’s in 4
consecutive weeks Academic Team input
Eisenhower S/AIG: Current Data
Pro-Social Skills Group (9 Students in 2 Groups) 62% Responding
Problem Solving Skills Group (14 Students 4Groups)
50% RespondingAcademic Behavior Group (7 Students in 2 Groups)
50% Responding (5 from group facilitated by Private Agency)
Trish
Eisenhower S/AIG: “Growing Pains”
Scheduling the Groups Different Week to Week Other “duties” impeding
S/AIG Daily Progress Reports Writing Goals that are Classroom Appropriate Many DPR Cards to Manage
Lesson Planning Scheduling weekly time review, evaluate, create
Group SizeStarted with 98% of Group Members being IEP/504
• Ended with 49% IEP/504Systems Issues
Beth/Trish
Eisenhower S/AIG in Action: Format
Problem Solving Skills Group example6-Week Open GroupMeets 1 Period a WeekCo-Facilitators
Guidance Counselor School Social Worker School Psychologist
Student Composition 4 Students with Emotional Disability 1 Student with Learning Disability
Curriculum Beth
Problem Solving a TaskWhat is a Problem/Conflict?
Interpreting a ProblemResponding to Problems
Benefits of Problem SolvingWrap Up!
PROBLEM-SOLVINGSESSION 3
Power Point example
Beth
PROBLEM-SOLVING
Expectations1. Show Respect- listening, raising your hand, taking turns speaking, sitting up
2. Show Responsibility- coming on time, having your DPR card ready.
3. Be Safe – staying seated, placing books/materials on the side.
Remember: Confidentiality!! What is said in the room stays in the room!
Power Point example
Beth
Goals 1 2 3 4 5 6 7 8 9 Totals
RESPECTFUL
Language, tone/level, body language, facial expressions, assertiveness, ETC.
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
RESPONSIBLE
Homework, materials, directions, dress code, class/school rules, participates in class,
asks for help, attends/focus, ETC.
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
SAFE
Personal space, food, materials, ETC..
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
Totals
/6
/6
/6
/6
/6
/6
/6
/6
/6
/54
Initials
NAME: DATE:____/___/______
PARENT SIGNATURE:_________________________________ To be returned daily.
Power Point example
Beth
PUT ON YOUR THINKING CAPS!
Why is it important to understand the problem?
Helps you to: • decrease the problem
• eliminate the problem.
Activity time! Look at the following slide and determine how many squares you see.
Beth
How many squares do you see?Power Point example
DISCUSSION:
How many squares did you see?
Does everyone think or react in the same way?• It is important to know that everyone takes in the information differently!
• Talking it out is an important tool to aid in understanding that there are usually more solutions to a problem than you can “see” at first.
Power Point example
Beth
ROLE PLAYS
Students will practice the skills from this lesson in "real life” role play situations. Come prepared with some examples for the students to use.
Power Point example
Beth
YOU GOT THE SKILL…. …..NOW USE IT!!
There's always a solution to the problem.
See you next week!!
Power Point example
Beth
Eisenhower S/AIG in Action: Video
Enter Less
on Role Play/Endin
g Scott/Trish
Eisenhower JHS Thanks You! o Feel Free to Visit Our School’s Website for More
Information on Our S/AIG Program http://eisenhower.sd54.org/
o Feel Free to Email Any of Us—We’d Love to Hear from You!
[email protected] [email protected] [email protected] [email protected] [email protected]