purposeful design: building a school-wide system of support

Topic Strand: Safe and Healthy School Environment

1 AMLE 2013: Conference for Middle Level Education - Session 1359

2 Photo: “Blueprint” cc licensed by Will Scullin (2009) http://bit.ly/1ahNTDU

Chris Hubbuch, Principal

[email protected]

@ChrisHubbuch

Keelie Stucker, Assistant Principal

[email protected]

@KeelieStucker

Bob Mason, Counselor

[email protected]

@ESMSCounseling

Today’s Presenters

3 Building a School-wide System of Support Tigerpd.blogspot.com

Grades:

6-8

Enrollment:

639

Community:

Suburban

Demographics:

86% White, 4% Hispanic, 2% Black, 8% other

47% free or reduced lunch eligible

Faculty:

39 teachers, 2 instructional coaches,

2 counselors, 2 administrators

State & Regional Presentations Central RPDC Administrator Network (2013)

Midwest Symposium for Leadership in Behavior Disorders (2013)

North Kansas City School District (2013)

UMKC RPDC Administrator Network (2013)

Missouri School-wide PBS Summer Institute (2013, 2012, 2011, 2010)

Interface Conference (2013, 2012)

SW-PBIS Secondary Summit (2011)

MO-CASE (2012, 2009)

State Level Recognition Gold Level Award for effective PBS practices (2013)

Silver Level Award for effective PBS practices (2012, 2011)

Featured middle school in Missouri PBS Annual Report (2011)

Bronze Level Award for effective PBS practices (2010)


Publications

Hubbuch, C., & Stucker, K. (2012). Middle level web: Beyond zero

tolerance. Principal Leadership, 13(3), 44-46.

Hubbuch, C., & Stucker, K. (2012, August). Transfer students: Providing

a path to connection. Middle Ground, 16(1), 24-25.

Resources

Professional Development Blog

tigerpd.blogspot.com

PBIS Development Blog

tigerpbis.blogspot.com


http://tigerpd.blogspot.com/

http://tigerpbis.blogspot.com/

http://todaysmeet.com/AMLE1359

#AMLE2013



http://tinyurl.com/amle1359

“The very essence of a learning community is

a focus on and a commitment to the learning

of each student. When a school or district

functions as a PLC, educators within the

organization embrace high levels of learning

for all students as both the reason the

organization exists and the fundamental

responsibility of those who work within it.”

(DuFour, DuFour, Eaker, & Many, 2006)

PLC: A Foundation for Change


Professional Learning Communities

What do we want our students to learn?

How will we know if they have learned it?

How do we respond when students don’t learn?

How do we respond if students need enrichment?



Mission, Vision,

Values, Goals

Collective

Inquiry

Continuous

Improvement

Collaborative

Teams

Action

Orientation

Results

Orientation

Essential Characteristics of a PLC


Book study by the

school board in

2006-07

District-wide

implementation

during 2007-08

Ongoing site-based training for three years

Building a Foundation for Change


Development of our vision statement

Development of our faculty’s collective commitments

PLC philosophy underpins every initiative and

practice in our school (hiring and induction, professional development, PBIS, RtI, SGB).

Building a Foundation for Change

Behavior Based Interviewing

Stakeholder Communication

Data Team Meetings

Continuous, Job embedded,

and Teacher-led Professional

Development

Intentional PLC Practices at Work


Committee work supports building goals

and our work as a PLC

Every faculty member is involved

Focusing Building Committees


Democratic governance

Regular communication, data analysis

and celebration



Our Core Committees

Leadership Team

Department Chairs

Instructional Technology Committee

Celebrations Team

Where Everybody Belongs (WEB)

Problem Solving Team



Our Core Committees (continued)

School-wide PBIS Team

Tier 2 PBIS Team

Tier 3 PBIS Team

Bully Prevention Team

Safety Committee

Community Engagement



Reflective Instructional Practices


‘My role, as teacher, is to evaluate the effect

I have on my students.’ It is to ‘know thy impact’,

it is to understand this impact, and it is to act on

this knowledge and understanding.

(Hattie, 2012)


“The idea behind instructional rounds is that

everyone involved is working on their practice,

everyone is obligated to be knowledgeable about

the common task of instructional improvement, and

everyone’s practice should be subject to scrutiny, critique, and improvement.”

(City, et. al, 2009)


Several staff members received training with the

Marzano Observation Protocol through regional

professional development workshops.

Implementing Instructional Rounds


Mission, Vision,

Values, Goals

Collective

Inquiry

Continuous

Improvement

Collaborative

Teams

Action

Orientation

Results

Orientation

After two years of trial,

our school shifted to

the Harvard model of

instructional rounds.

Our Leadership Team and Department Chairs

took the lead as we took a step back and started

over. Together, we studied the core elements of

this practice and planned PD activities.



The Leadership Team used information from

our school-wide professional development and

developed an observation protocol for use

during instructional rounds.

Teachers engage in instructional rounds twice

a month using our observation protocol.

Department Chairs will complete rounds across

our school twice this year and report feedback.



http://www.essd40.com/userfiles/5/IRform.pdf


Be Strategic about Intervention

Schools today…“are faced with changing

demographics, declining budgets, and

increased expectations. But rather than

continuing to focus on the shortcomings of

their students, parents, or communities, these

educators have risen to the challenge by

implementing new programs and schedules

to provide additional time and support to

students when they don’t learn.”

(Buffum, Mattos, & Weber, 2009)


Mission, Vision,

Values, Goals

Collective

Inquiry

Continuous

Improvement

Collaborative

Teams

Action

Orientation

Results

Orientation

Which characteristics of a PLC are at

work when responding to challenges

and meeting student needs?

Responding to Challenges as a PLC


Responding to Challenges as a PLC

Mission, Vision,

Values, Goals

Collective

Inquiry

Continuous

Improvement

Collaborative

Teams

Action

Orientation

Results

Orientation

All of them! Safe and healthy cultures

respond and take action when students

struggle and do whatever it takes.

Our Journey as a Learning Community

2007-08 PLC 1605 major ODRs

2008-09 PBS (Tier 1) 920 major ODRs

2009-10 RtI 610 major ODRs

2010-11 PBIS (Tier 2) 548 major ODRs



Excelsior Springs Middle School


Demographic Changes at School

FRL Rate Enrollment Minority %

2007-08 32.3% 659 7.7%

2008-09 34.4% 658 8.1%

2009-10 38.3% 657 10.7%

2010-11 40.8% 634 10.3%

2011-12 47.8% 620 12.6%

2012-13 49.1% 630 14.1%


Tiered academic and behavioral

supports for students

Daily 30 minute intervention

block school-wide (four days

academic, one day social skill)

Tier 2-3 academic courses that support

literacy and math development


Multi-Tiered System of Support

Tier 1: Transfer Student Induction


Hubbuch, C., & Stucker, K. (2012, August). Transfer students: Providing a path to connection. Middle Ground, Association for Middle Level Education.

Purpose:

Ensure that every student is known by at least

one trusted adult in our building.

Supports PBIS Tiers 1-3.

Early intervention based on student data

Tier 1: Transfer Student Induction


Step 1 – Introductory Phase

Step 2 – Student Connection

Step 3 – Screening for Interventions

Step 4 – Small Group Instruction

Step 5 – Progress Monitoring

Tier 2: Check In Check Out (CiCo)


Crone, D., Horner, R., & Hawken, L. (2010). Responding to problem behavior in schools: The behavior education program.

This intervention increases the frequency of

contingent feedback from the teacher(s) and

supervisor.

This intervention is capable of providing

behavioral support to a moderate-sized group

of at-risk students (10-30 students).



Student checks in with behavior interventionist

and receives their Daily Progress Report (DPR).

The student carries the DPR throughout the day

and hands the form to teachers each period.

The student retrieves the DPR from their teacher

and receives feedback related to expected social

behaviors.



This requires low effort from teachers.

CiCo is managed by behavior interventionist

and involves a daily and weekly cycle.

The Tier 2 Team meets to review the data to

modify the plan or begin the phase out process.

Our behavior interventionist logs CiCo data into

the SWIS database.

Social Skills - Intervention

Data decision ruled

participation

Situated learning

Systematic explicit instruction

Short term 10-12 sessions

Set membership

Facilitated by any staff

member

Social Skills - Counseling

Private

Confidential

Specialized beyond social

skills

Open format

Moderate to long-term

Membership can fluctuate

Facilitated by a Professional

School Counselor

Tier 2: Social Skills Success Groups


Steps to Implementation 1. Assess

2. Develop Curriculum

3. Plan for Maintenance & Generalization

4. Establish Procedures

5. Notify Participants

6. Teach the Lessons

7. Monitor Student Outcomes

8. Evaluate Intervention Outcomes

(Sugai & Lewis, 1996)



This is a small group intervention that meets

during our ELT block, two or four days each

week for 30 minutes.

Data decision rules or nominations from

teachers, based on data, determine eligibility.

Baseline data is collected. Students are

grouped by social skills needed.



Broad dimensions of social skills are identified

within the research literature as common deficit

areas for many children and adolescents:

Peer Relations Skills

Self-Management Skills

Cooperation or Compliance Skills

Assertion Skills

Academic Skills

Dimensions of Social Skills


Curriculum design should incorporate your school-wide

expectations and teach social skills replacements for

your school’s most common concerns.

Curriculum should be research-based and scripted.

Groups should be 4-8 students in the same or adjacent

grades.

Any staff member can facilitate the groups.

DPR Data is collected to monitor progress toward

identified social skills.

Curriculum, Organize, Facilitate, Data Monitor


Generalization & Maintenance

Social skills instruction can be effective,

but delivering social skills instruction so

that generalization and maintenance

occur is very difficult and has not been

broadly perfected.

(Gresham, Sugai & Horner, 2001)



Student forums

School-wide surveys

Leadership teams

Social media

Blogs

Edmodo

Structures to Obtain Feedback


PBS Leadership Team

Courage Up

STEALTH

WEB

FCCLA

Jr. Optimist Club

Developing Leadership Capacity



Three Big Ideas about Climate


Honor Collective Commitments

Be prepared to have critical conversations

This is everyone’s responsibility

Conduct an annual climate survey

Clarify common language


Clarify Your Mission & Vision

Be intentional about your action steps

Make a “stop doing” list

Ensure that actions are high leverage

Never miss an opportunity to talk “vision”


Explore, Take Risks, Keep Growing

Consider what your school can be the best

at regardless of funding, resources, etc.

Embrace a growth mindset for students

and staff members alike

Model life-long learning and celebrate

innovation, risk-taking, and change

Final Thoughts Is your foundation secure? Is it built to

support change and continuous improvement?


How strong is your core at school?

Do structures exist to build the capacity of

your staff and share leadership?


Final Thoughts

Are your structures for intervention meeting

student needs? What would need to change

for better delivery?


Final Thoughts

How loud is student voice back at your

school? Does it lead to meaningful change?


Final Thoughts

How does your school climate support

innovation and change? What needs to

happen to successfully introduce ideas from

#AMLE2013 at your school?


Final Thoughts

Buffum, A., Weber, C., & Mattos, M. (2008). Pyramid response to intervention:

Rti, professional learning communities, and how to respond when kids don't

learn. New York, NY: Solution Tree.

City, E., Elmore, R., Fiarman, S., & Teitel, L. (2009). Instructional rounds in

education: A network approach to improving teaching and learning. Cambridge,

MA: Harvard Education Publishing Group.

Cranston, J. (2012). Evaluating Prospects: The Criteria Used to Hire New

Teachers. Alberta Journal of Educational Research, 58(3), 350-367.

Crone, D. A., Hawken, L. S., & Horner, R. H. (2010). Responding to problem

behavior in schools: The behavior education program. Guilford Press.

DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting professional learning

communities. Bloomington, IN: Solution Tree.

Excelsior Springs Middle School. (2013). Academic interventions.

http://www.essd40.com/content_page2.aspx?cid=110&schoolID=2

References & Resources


http://www.essd40.com/content_page2.aspx?cid=110&schoolID=2



Excelsior Springs Middle School. (2013). Small group observation form.


Excelsior Springs Middle School. (2013). Positive behavior intervention and

supports blog. http://tigerpbis.blogspot.com/

Excelsior Springs Middle School. (2013). Professional development blog.


Excelsior Springs Middle School. (2013). Pyramid response to intervention.

http://www.essd40.com/userfiles/5/PBS/esms_pyramid_of_interventions.pdf

Excelsior Springs Middle School. (2013). Transfer student induction model.

http://www.essd40.com/userfiles/5/PBS/tsimhandout.pdf

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning.

New York, NY: Routledge.






http://www.essd40.com/userfiles/5/PBS/esms_pyramid_of_interventions.pdf

http://www.essd40.com/userfiles/5/PBS/tsimhandout.pdf



Hoevemeyer, V. (2006). High-impact interview questions: 701 behavior-based

questions to find the right person for every job. Amacom Books.

Hubbuch, C., & Stucker, K. (2012). Middle level web: Beyond zero tolerance.

Principal Leadership, 13(3), 44-46.

Hubbuch, C., & Stucker, K. (2012, August). Transfer students: Providing a path

to connection. Middle Ground, 16(1), 24-25.

Jackson, A.W., & Davis, G.A. (2000). Turning points 2000: Educating

adolescents in the 21st century. New York, NY: Teachers College Press.

NASDSE. (2008). Response to Intervention: Blueprints for Implementation,

District Level.

NASSP. (2006). Breaking ranks in the middle: Strategies for leading middle

level reform. Reston, VA: NASSP.

WEB: The Boomerang Project. Visit http://www.boomerangproject.com/web

http://www.boomerangproject.com/web

http://www.boomerangproject.com/web

Chris Hubbuch, Principal

[email protected]

@ChrisHubbuch

Keelie Stucker, Assistant Principal

[email protected]

@KeelieStucker

Bob Mason, Counselor

[email protected]

@ESMSCounseling

Contact Information

68 Excelsior Springs Middle School ms.essd40.com

purposeful design: building a school-wide system of support

Education

assistant

principal

counselor

keeliestucker

reflective

effective

middle level

behavior education