The CMSD Integrated Systems Model – Supporting Implementation of the Cleveland Literacy System and

CMSD Safety PlanMarch 22, 2006

CMSD-ISM: Creating a climate that supports academic success

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The Cleveland Literacy System

Universal Implementation The Cleveland Literacy System implements procedures for

assessing, planning and teaching. The Cleveland Literacy System was first implemented in

3rd grade classrooms across the District during the 2004-2005 school year.

Universal Outcome The percentage of Cleveland students at the level of

proficient or better more than doubled and the percentage of Cleveland students at the level of basic and below was reduced by half.

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The Cleveland Behavioral System?

Discussion Question

In what ways are we currently implementing universal procedures for assessing, planning, and teaching behavior?

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SIMPLE SOLUTION #1Over-Reliance on Punishment

1. It’s Quick!

2. It’s Easy to Administer!

3. It’s Cheap!

4. It Works!!! …with students without challenging behaviors (80-95%)

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SIMPLE SOLUTION #1 cont.Over-Reliance on Punishment

It doesn’t work with our Targeted and Intensive students

To make these students behave we fall into doing it…-harder-longer-faster, or-louder

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SIMPLE SOLUTION #2Wishing and Hoping

“I hear they’re moving…” “The year ends soon and he will move on

to 6th grade!” “You know, I heard they really don’t live in

our district!” “Oh, please let her be absent just one day!”

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The Bottom Line…

Chronically disruptive and unsafe student behavior cannot be solved with independent and isolated strategies

Therefore…

The third phase of the CMSD Safety Plan must link academics and behavior within a single integrated systems model

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CMSD Integrated Systems Model: CMSD-ISM

Develop a comprehensive continuum of supports designed to promote academic and social-emotional competencies

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Why CMSD-ISM: Impact of 491 Office Referrals in an Elementary School in Ohio...

Administrative Time Lost

7,365 minutes123 hours20 work days

*Based on 15 minutes per referral.

Student Instructional Time Lost

22,095 minutes368 hours61 school days

*Based on 45 minutes out of the classroom.

Adapted from Barrett et.al.

*** $6,500 or more spent per year for an instructional leader to

process office referrals. * Based on an average salary of $70,000

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CMSD Integrated Systems Model

Anticipated outcomes:

Reduction in disciplinary referrals Increased consistency with severe behavior problems Improved school climate Enhanced school safety Improved staff communication when dealing with

behavior Increased positive interactions between staff and

students Use of data based decision making

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An Integrated Systems Model…Intervention Based Services and Positive Behavior Supports

Academic Systems Behavioral Systems

Adapted from OSEP Effective School-Wide Interventions by Tasneem Lokhandwala

1- 5% Intensive Individualized Interventions

5-10% Targeted Interventions

80-90% School-Wide Interventions

1- 5% Intensive Individualized Interventions

5-10% Targeted Interventions

80-90% School-Wide Interventions

Decisions about tiers

of support are data-based

FE

FE

AD

BC

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Core Components of CMSD-ISM

CulturallyResponsivePractices

Explicit Instruction of Academic & Social Skills

Data-Based Decision Making

Collaborative ProblemSolving

Research Validated Practices

Academic & Behavioral Supports for Each and All

B

CD

E

F A

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3rd to OGT 47%

3rd to 8th 47%

OGT 48%

An Integrated Systems Approach…(CMSD’s current profile)

Academic Systems Behavioral Systems

Adapted by TasneemLokhandwala, CMSD

15- 20% Intensive Individualized Interventions

10-15% Targeted Interventions

40-60% School-Wide Interventions

15- 20% Intensive Individualized Interventions

10-15% Targeted Interventions

40-60% School-Wide Interventions

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CMSD-ISM Where Do We Begin??

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School-wide Positive Behavior Support

Evidence-based features:– Focus on prevention of problem behavior– Define and teach positive social expectations– Acknowledge positive behavior– Consistent consequences for problem behavior– On-going collection and use of data for decision-

making– Continuum of intensive, individual interventions– Administrative leadership – Team-based

implementation (Systems that support effective practices)

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CMSD-ISM: Goals of Positive Behavior Support

Create Schools that are:– Predictable

– Students know what is expected– Teachers know what is expected

– Consistent– Similar standards across adults

– Safe– Unsafe behavior, and physical abuse are not acceptable

– Positive– Adult emphasis on acknowledging appropriate behavior

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CMSD-ISM: A Process

Develop a School Leadership Team

Administrator and staff commitment is essential (> 80%)

Data collection and review

Development of an action plan

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CMSD-ISM: Five Tasks Implementing PBS

Consistent system of data collection Clear School wide expectations Instruction in expected behaviors System for providing consistent

encouragement of expected behaviors and correction of behavior errors

Effective classroom management

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Task One: What Data to Collect for Decision-Making?

USE WHAT YOU HAVE– Office Discipline Referrals/Detention– Attendance– Suspensions/Expulsions– Vandalism– Surveys, observation focus groups

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The BIG 5 for Office Referrals

Who?

When?

What?

Where?

Why? (motivation)

Why

Where WhatWhen

Who

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CMSD-ISM: Standard Process for Discipline Referrals

Coherent system in place to collect office discipline referral data– Faculty and staff agree on categories– Faculty and staff agree on process– Office Discipline Referral Form includes:

Name, date and time Staff Involved Problem Behavior Location Motivation?

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School Expectations Respect Ourselves Respect Others Respect Property

All Settings 

• Be on task.• Give your best effort. 

•Respect authority.•Be kind.•Hands and feet to selves.•Help others and share

.

•Recycle.•Clean up after yourselves.•Use only what you need.•Care of your belongings.

Hallways and Walkways 

•Walk. •Use appropriate voice level •Use whisper voices in halls.•Quiet voice on walkways. 

•Keep hallways and walkways clean.

Playground 

•Have a plan. •Play safe/ Include others.•Share equipment•No put-downs. 

•Pick up litter.•Use equipment properly•Use garbage can for litter.

Bathrooms 

•Wash your hands. •Respect privacy. 

•Keep the bathroom clean.

Lunchroom 

•Eat your own food. •Use soft voices.•Practice good table manners. 

•Pick up & clean your table.•Stay seated, get up only with permission. Library and

Computer Lab 

  •Use whisper voices. •Take care materials.•Push in chairs.

Assembly 

•Sit in one spot. •Active listening.•Appropriate applause.

 

Buses 

•Obey bus rules. •Obey bus rules. •Obey bus rules.

CMSD-ISM: Task TwoBuilding Expectations/Rules

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CMSD-ISM: Task Three Teaching Expectations

Show, tell, describe

Practice frequently

Monitor and supervise

Acknowledge/ recognize

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CMSD-ISM: Task FourUniversal Encouragement & Correction of Behavior

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CMSD-ISM: Task Five Classroom Management

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CMSD-ISM Training Timeline

March 2006 Positive Behavior Support overview to principals and Cleveland Teacher’s Union

March 2006 Establishment of PBS Teams and Roles and Responsibilities

April 2006 April Staff Meeting at Buildings : Explain Positive Behavior Supports (PBS) process to staff

April-May 2006 PBS Leadership Teams trained

April-May 2006 Gather building data and create office referral form. Develop building-wide expectations/rules

August 2006 In-service PBS teams on building expectations, instruction and encouragement procedures

September 2006 School staff teaches building wide expectations through organized instruction

September-June 2006 Core team meets on a monthly basis to set objectives, evaluate progress, and to make modifications in order to achieve stated goals

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CMSD-ISM: Future Planning

Questions and Concerns

Future Planning