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400 Canner Street, New Haven, CT 06511
CELENTANO SCHOOL
Connecticut State Personnel Development Grant (CT SPDG) COHORT 1 2012-2014
INTRODUCTION… Each student in Celentano will contribute to a better school climate by being positive, prepared, prompt, productive, and polite in order to ensure an efficient academic, community and social learning environment.
HIGHLIGHTS… • Identified behavioral
expectations and explicitly taught the expectations throughout the school year.
• Update lessons for behavioral expectations on an on-‐going basis
• Created displays of PBIS artifacts which were displayed in the hallways including quilts and movie ticket style written responses.
• The behavioral expectations were integrated into academic instruction (see picture).
• The main office became a hub for positive interactions as a result of decreased referrals.
NEXT STEPS…
• Continue to develop Tier III interventions for social-‐emotional growth. • Explore ways to improve data analysis school-‐wide outside of literacy. • Generate more public displays of the behavioral expectations grades 6-‐8. • Create vertical alignment of social-‐emotional instruction and practices between lower and
upper grades.
HIGHLIGHTS… • The literacy coach
gathered significant data and analyzed for trends which was presented monthly at the STAR instructional meetings as well as the school leadership team meetings.
• The STAR instructional meetings generated strategies that could be used across classrooms for common language.
• Increased the use of technology in their curriculum through the transformation to a STEM school.
• The literacy coach used the trainer of trainer model to turn-‐key professional learning delivered by Nancy Boyles and SPDG to the full staff.
Establishing a Multi-Tiered System of Support at CELENTANO SCHOOL
Pre-Post Implementation of the CT SPDG
The Scientific Research-‐Based Interventions (SRBI) Self-‐Assessment is used by the CT SPDG to measure the implementation of SRBI at each participating school. The 45-‐item assessment is completed by the school’s leadership team, in collaboration with the school’s assigned TA providers. Each item is given a score between 0 (no implementation) and 3 (full implementation). An overall score of 80% is considered the CT SPDG benchmark for full implementation of SRBI.
Pre (Spring 2012) Post (Spring 2014)
83.3% 77.8%
SRBI
The Literacy Evaluation Tool (LET) is used by the CT SPDG to measure the implementation of best practices in literacy at each participating school. The 30-‐item tool is completed by all educators responsible for teaching reading and the administrators who work with these educators. Each item is given a score between 0 (no implementation) and 2 (full implementation). An overall score of 80% is considered the CT SPDG benchmark for full implementation of best practices in literacy.
Pre (Fall 2012) Post (Spring 2014)
79.3% 77.4%
Literacy
The School-‐wide Evaluation Tool (SET) is used by the CT SPDG to measure the implementation of the critical features of school-‐wide effective behavior support at each participating school. The half-‐day SET observations are conducted by trained outside evaluators. The criterion for implementation fidelity is an overall score of 80% plus a score of 80% on the expectations taught section of the tool. This 80%/80% criterion is also used as the CT SPDG benchmark for full implementation of school-‐wide effective behavior support.
Pre (Spring 2012) Post (Spring 2014)
30%/49% 80%/86%
PBIS
The external evaluation of CT SPDG is conducted by Glen Martin Associates.
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