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Success Plans at Fuller Middle School
Finding Common Ground and a Starting Point with Students
New England PBIS Conference: Research to PracticeNovember, 2018
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Learning Objectives● To understand the purpose and use of Student Success
Plans and student conferencing● To understand the theoretical and practical underpinnings
of Success Planning and student conferencing
● To devise and implement related solutions to the problems you are experiencing in your schools to address problematic
Behavior, Attendance, and/or Grades
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Agenda 1. Information about Fuller Middle 2. Theory 3. Student Success Plans & Student Conferencing4. Outcomes (macro and micro) 5. Next Steps 6. Questions7. Closing
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Introduction of Presenters● Becca Harrington, School Counselor
● Magaly Rivera, School Counselor
● Brendan Keenan, Student Success Coach
● Personal connection: Why do you think Success Planning and Student Conferencing are important interventions?
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Important Questions to Consider● How do we help failing students to be successful in school?
● How can we plan for students without talking to them?
● Throughout the presentation, try to think of similar problems you’re having in your school (or other setting), and ways you could incorporate related interventions strategies.
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1. Information about Fuller Middle
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Fuller Middle School: Total Enrollment
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Current 2018-2019 Enrollment = 556
Fuller Middle School: Race/Ethnicity
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Fuller Middle School: Selected Populations
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Fuller Middle School
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Fuller Middle School: DESE Report Card
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Fuller Middle School: Programs● Grades 6, 7, 8
● Bilingual Program● Moderate Special Needs Substantially-Separate Program
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2. Theory
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Theory: Restorative Culture
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We study students like they are a cave person
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Tendency to Admire the Problem
Theory: Student-Centered Approach
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Theory: Dr. Ross Greene’s Approach
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Theory: Response to Intervention / Tiered Intervention
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Theory: Response to Intervention / Tiered Intervention
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Success Plans: Tier 2 Intervention
Theory: Factors of Change (therapeutic outcomes)
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Client variables and events outside of therapy
Theory: Response to Intervention / Tiered Intervention
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Supportive Relationships with Adults in School (resilience)
Theory: What we know about resilience...
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3. Student Success Plans
Data: Panorama School Climate Survey
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1. Students2. Parents3. Faculty & Staff
Data: Panorama School Climate (Spring, 2018)
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1. Emotion Regulation2. School Belonging3. School Engagement4. School Safety5. School Teacher-Student Relationships6. Self-Management7. Social Awareness
Data: Panorama School Climate (Spring, 2018)
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● Emotion Regulation
● School Belonging● School Engagement● School Safety
● School Teacher-Student Relationships● Self-Management● Social Awareness
Data: Panorama School Climate (Spring, 2017)
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● Emotion Regulation
● School Belonging○ 41% favorable (59% unfavorable)
● School Engagement○ 24% favorable (76% unfavorable)
● School Safety
● School Teacher-Student Relationships○ 49% favorable (51% unfavorable)
● Self-Management● Social Awareness
Spring, 2018 Grade Data
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Spring, 2018 Grade Data
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What other disadvantages did we have?
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● Strained relationships with teachers, in some cases● In some cases, we knew little about the student beyond
school (hobbies, interests, etc.)● Long history of low academic achievement, poor
attendance, and behavioral difficulty in school with some students
Student Success Plans: BAG Check
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Student Success Plans & Student Conferencing
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Student Success Plans & Student Conferencing
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Student Success Plans: Student Conference
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Student Success Plans: Student Conference
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Student Success Plans: Student Conference
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Student Success Plans: Student Conference
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Student Success Plans: Parent Conference
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Student Success Plans: Data Review
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Student Success Plans: BAG Check / At-Risk
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Student Success Plans: Goals & Strategies
s
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Student Success Plans: Process
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4. Outcomes (macro & micro)
Outcomes of Student Success Planning● Increasing the capacity of teachers to intervene early through
collaborative work with Student Support Team● Panorama: Belonging & Relationships● Student & Teacher Feedback● Retention and Failing Grades ● Uncovering school-wide problems (grading practices, assessment,
etc.)
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Data: Panorama School Climate (Spring, 2017)
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● Emotion Regulation
● School Belonging○ 41% favorable
● School Engagement○ 24% favorable
● School Safety
● School Teacher-Student Relationships○ 49% favorable
● Self-Management● Social Awareness
Data: Panorama School Climate (Spring, 2018)
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● Emotion Regulation
● School Belonging○ 42% favorable
● School Engagement○ 27% favorable
● School Safety
● School Teacher-Student Relationships○ 51% favorable
● Self-Management● Social Awareness
+ 1%
+ 3%
+ 2%
Panorama Outcomes: School Belonging
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Panorama Outcomes: School Belonging
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Panorama Outcomes: School Engagement
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Panorama Outcomes: School Engagement
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Panorama Outcomes: School Belonging
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Panorama Outcomes: Teacher-Student Relationships
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Panorama Outcomes: Teacher-Student Relationships
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Student & Teacher Feedback About the Process
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● Initial resistance becoming buy-in (teachers)
● Students discovered mentors/champions
● Good feelings all-around (authentic connections)
Retention & Failing Grades
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● Students who would have otherwise failed were able to pass
● Increased preparedness for high school (8th graders)
● Very few students were retained
Uncovering School-wide (Macro) Problems
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● Some students who were truly “Lost at School”
● Grading/assessment practices (“high-stakes”)
● Parent engagement● Inconsistencies with exhibiting a
restorative mindset school-wide● Identification of potential
disabilities (Child Find obligation)
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5. Next Steps
Next Steps
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● Continuous Improvement Cycle● Standardizing conferencing protocols for different purposes● Continuing to increase teacher capacity to do conferences
independently and frequently (early intervention)○ Pushing conferences to start at Tier 1
● Bolstering interventions & strategies at all 3 tiers● Refining assessment and grading practices
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Standardizing Conference Protocol● Behavioral Turnaround Conference
● Attendance Turnaround Conference
● Grade Turnaround Conference
● Relationship-building/Rapport
● And many more...
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Increasing Teacher/Staff Capacity → Conferencing● Goal is to move towards conferencing as Tier 1/Universal
intervention (preventative rather than reactive)● Increasing the capacity of teachers to conduct their own
strength-based problem solving conferences● Wider reach (all students) -- building positive relationships
between teachers and students ● Home Base Teachers (homeroom) as anchors/mentors
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Bolstering Interventions at all 3 Tiers ● Continuing the identification of, training in, and proliferation
of evidence-based interventions (social-emotional and academic) at all 3 tiers (emphasis on Tier 1)
● Emphasis on making what are currently considered Tier 2 and 3 strategies Tier 1 when appropriate (borrowing from Universal Design for Learning approach)
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Refining Assessment & Grading Practices● Giving students multiple ways to show their learning
frequently● Weekly grades for students● Emphasis on how to improve grade (concrete feedback given
to students)
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6. Questions
Contact Information● Becca Harrington, School Counselor
● Brendan Keenan, Student Success [email protected]
● Magaly [email protected]
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7. Closing
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