Sustainability through Coaching, Collaboration and Commitment

August 16, 2011Susan Barrett

Implementer Partner, Center on PBISDirector, PBIS Regional TTAC

Sheppard Pratt Health System

sbarrett@pbismaryland.org

3

Implementing Innovation for a Lasting Effect2011 National PBIS Leadership Forum | Hyatt Regency O’Hare | Rosemont,

Illinois

Save the DateOctober 27-28,

2011

This two-day forum for state, district and regional Leadership Teams has been designed to help increase the effectiveness of School-wide PBIS Implementation. Sessions have been developed for all levels of implementation and have been organized into 8 specialized strands, including:

PBIS Foundations Enhanced Implementation Building Training & Coaching Capacity Evaluation & Policy High Schools Tier 2/Tier 3 Supports Integrated Systems Disproportionality, Bully Prevention, and

other special topics For more information, visit www.pbis.org. Sponsored by the OSEP Center on Positive Behavioral Interventions & Supports with support from the Illinois PBIS Network.

School-wide PBIS

Number of Schools Implementing SWPBIS since 2000

00 01 02 03 04 05 06 07 08 09 2010 20110

2000

4000

6000

8000

10000

12000

14000

16000

18000

15,955

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Count of School Implementing SWPBIS by StateAugust, 2011

Wisconsin

Proportion of School Implementing SWPBIS by StateAugust, 2011

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7

Goals for TodayBig IdeasTop 10 Practices for Sustainability through Coaching, Collaboration and Commitment

Big Ideas

• Implementation is not a single event• A mission-oriented process involving multiple

decisions, actions, and corrections- Continuous Improvement/Regeneration

• Uses stages to make the process of change doable

• Anchored to tiered framework• Always connected to strategic plan

Leaders…

How do we ensure that all students have access to effective practices that are implemented with fidelity and sustained over time?

**2 key components for School Improvement:1. Professional Development – Focus on skill development of individual educators2. Organization Capacity-Learn and be adaptive Focus on strong collaborative work cultures

PBIS CascadeBuilding Capacity and Sustainability

Problem Solving Teams, Department/ Grade Level Teams, Staff, Student, Family/Community

State Leadership Team

State Implementation Team

District Coach Coordinators

Coaches

Team Leaders

Systems Planning Teams

Local Implementation Team

Training Outcomes Related to Training Components

Training Outcomes

Training Components

Knowledge of Content

Skill Implementation

ClassroomApplication

Presentation/ Lecture

PlusDemonstrationPlus Practice

Plus Coaching/ Admin SupportData Feedback

10% 5% 0%

30% 20% 0% 60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002

System Change“For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation”

(R. Elmore, 2002)

14

System ChangeTop 10 Lessons Learned

15

10. Get honest about issues or concerns in your building

– Administrator is key!! Establish a kind of “haven”- place that individuals can get feel safe about reporting concerns, supported by school community and empowered to be a part of the decision making process- “Community of Practice”

– Tools: Self Assessment, Fidelity Checks, ODRs, climate surveys, satisfaction surveys

– Provide data summaries within a week of return – decide best approach to deliver feedback

Transparency with data

Protected time to work with faculty

Protected team planning time

Shared participation

17

DemonstrateMutual Respect

for people and ideas

Seek first to

understand…then

to be understood

Honor agreements for meeting

Each person has equal voice

Assume best

intentions

Schedule

PBIS Time on

School

Calendar

Worry #1

• Do we live in a punishing work environment ?

• How do we create systems that support staff?

18

19

Need to Know

• “Cultural fit”, “Policy Fit”• Building on “What works”• Focus on the Staff

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Predictable work environments are places where employees:

• Know what is expected• Have materials & equipment to do job correctly• Receive recognition each week for good work• Have supervisor who cares & pays attention• Receive encouragement to contribute & improve• Can identify person at work who is “best friend”• Feels mission of organization makes them feel like their jobs are

important• See people around them committed to doing good job• Feel like they are learning new things• Have opportunity to do the job well (Buckingham & Coffman 2002, Gallup)

21

Many Begin, Many LeaveAdelman and Taylor

Preparing All Education Personnel to Address Barriers to Learning and Teaching (2008)

Predictions of shortages of 2 million educators over the next decade…

Data in the U.S. indicate about 15% of new teachers leave in the first year,30% within three years and 40-50% within the first five years. (Smith and Ingersoll, 2003)

22

On school reform…

Kauffman states “…attempts to reform education will make little difference until reformers understand that schools must exist as much for teachers as for student. Put another way, schools will be successful in nurturing the intellectual, social, and moral development of children only to the extent that they also nurture such development of teachers.” (1993, p. 7).In other w

ords:

“If you sta

rve the teachers,

they will eat th

e children”

24

Do Principals Make a Difference?

• All staff rate principals leadership with respect to managing behavior as important

• Statistically significant differences between SWPBS and non-SWPBS schools on staffs perceptions of:– Principals involvement related to behavior

management– Overall effectiveness of behavior supports– Job satisfaction

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9. Performance Feedback is King

• Across Tiers- Indian Head • Classroom Level

Indian Head ElementaryCharles County

SET

The Systems-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of school-wide PBIS across each academic school year.

Indian Head received Exemplar StatusSET Score 85%

Indian Head ES

100

50

8375

100

88

100

0102030405060708090

100

ExpectationsDefined

BehavioralExpectations

Taught

On-GoingReward System

System forResponding to

BehavioralViolations

Monitioring andDecision Making

Leadership District-LevelSupport

Scor

e

2004-05

Sustaining

Preparation Initiation Implementation Maintenance *Minimal Critical El-ements

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%100% 100% 100%

95%100%100% 100% 100%

95%100%

Fall Spring

CICO Team

• Identification and Training of Team• Identified 2 CICO Coordinators• Staff trained August• BEP initiated with 25 students• BEP-Fidelity of Implementation Measure 88%

Total Referrals by YearSeptember-November

63

202

0

50

100

150

200

250

2004-05 2005-06

69% decrease

Average Referrals September- November

• 2004-05 SY = 3.5 referrals/day

• 2005-06 SY = 1 referral/day

Referrals by Location

Referrals by Student2004-05

Referrals by Student 2005-06

69% decrease

Referrals by Problem Behavior

75% DecreaseIn Number of Physical Contacts

89% decrease in number of incidents of Bullying and Harassment

Out of School SuspensionsSeptember- November

41

5

0

5

10

15

20

25

30

35

40

45

2004-05 2005-06

86% decrease

Cost Benefit

• Referrals decreased by 139• If administrators spent 15 minutes processing

each referral then administrators recovered 285 minutes.

• If students miss 45 minutes of instructional time for each referral, then 6,255 minutes of instruction have been regained.

Cost Benefit

• If administrators spend 3 hours to process each suspension, then administrators have recovered 18 days of time.

• If students miss 6 hours for each suspension, students have recovered 36 days of instruction!!!!

Performance Feedback in the Classroom: Building Systems to Support Best Practices in the Classroom

• How will staff get skills?• How will staff get feedback ?• Develop Training Calendar of PD-orientation,

annual staff development days, staff meetings• Develop Access for Teacher Support- Request for

Assistance• Communication to Staff Support “Team”• Can District/Admin deliver Time and Resources?

Develop system to present best practice and encourage teacher engagement and implementation

– Weekly skill and/or feature mini-lessons– Time for grade level collaboration related to the

lesson– Time and resources for after school work sessions

(voluntary)– Created timelines for implementation of each feature– Periodic self-assessment for progress monitoring and

fidelity check (Buddy system and ecove)– Planned booster session

University of Missouri Lori Newcomer, Ph.D.

Tier/Topic Evidence/Data Roadblocks Strategies and Resources

Next Steps

Action Who? When?

5:1 Feedback Ratio

Take baselineDirect Observation Data-

Securing Buy inTime to visit classrooms

Record and take data later ORFloating SubPrincipal Take ClassDouble up classes

Survey Staff for strategies and report to team

Joe By 10.2.11

School Training Plan

51

8. Know the purpose of an Office Referral and make sure others do as well

A. Establish A Coherent Process for Discipline – Behavior definitions– Minor vs. Major– Written procedures for staff– Flow chart showing process– Office referral form ( includes possible motivation)

• Other tracking forms– Time during staff meetings to get agreement, learn

about process and follow through all year!!

Observe Problem Behavior

Warning/Conference with Student

Use Classroom Consequence

Complete Minor Incident Report

Does student have 3 MIR slips

for the same behavior in the same quarter

•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink

•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff

Write referral to office

Administrator determines

consequence

Administrator follows through

on consequence

Administrator provides teacher

feedback

Write the student a

REFERRAL to the main office

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning•Once written, file a copy with administrator•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning•Once written, file a copy with administrator•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

Is behavior office

managed?

ClassroomManaged

Office Managed

No Yes

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7. Develop marketing plan

Develop marketing plan to renew commitment- how will you keep it novel new and a priority in school and community? Continue to make it a priority- admin crucial- needs to continue to be a top school improvement goal- always with the design that as it becomes standard practice it will be easier each year-

Why It’s Prudent

West Potomac HSPBS Data: 2003-2008

52% decrease in office referrals74% decrease in suspensions/expulsions

Comparison of SET Implementation and Office Referral Reduction

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1E 2E 3E 4E 5E 6E 7E 8E 9M 10M 11M

Group Cost BenefitOffice Referral Reduction

Across 12 PBIS Schools =5,606 If students miss 45 minutes of instruction for each Office

Referral, 5,606 X 45=252,270 minutes4204.50 hours or

700 days of instructional time recovered!!!!!

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Cost-Benefit Analysis

School name

Average # of Average # of minutes staff need to process referral

5

Number of referrals April 2006 61

Average # of minutes student is out of class due to referral

22

Number of referrals November 2005

132

COST/BENEFIT ANALYSIS WORKSHEET

Enter info below

Robert Moton

Elementary School

2640

12201420

660305 355

0

500

1000

1500

2000

2500

3000

Last

Yea

r

This

Yea

r

Tim

eR

egai

ned

6

3

11

0

1

2

3

4

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What does a reduction of 850 office referrals and 25 suspensions mean?

Kennedy Middle School

Savings in Administrative time

ODR = 15 min Suspension = 45 min

13,875 minutes231 hours

29, 8-hour days

Savings in Student Instructional time

ODR = 45 min Suspension = 216 min

43,650 minutes728 hours

121 6-hour school days

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6. Stick to the “Gold Standard”

Coach RoleRapid redirection from miss-applications

• Practice Profiles• Implementation Snapshots

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Practice Profiles• Each critical component is a heading• Each level of implementation becomes a

dimension on the rubric associated with that critical component.

Critical Component

(non-negotiable)

Define how does this Critical Component contributes to the

Outcome?

Ideal “Gold Standard” of the

Critical Component

Acceptable Variation of the Critical Component

Unacceptable Variation of the Critical Component

Adapted from work of the Heartland Area Education Agency 11, Iowa

64

Implementation Snapshots

• Used in Training, Roll Out• Supporting Fidelity of Implementation

– Clearly defined roles for:• District Coordinator• Coach• Administrator• Team• Student, Family, Community

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5. Multi Tiered Framework is innovation neutral

• Lessons learned are applicable to any innovation

• Language is neutral• Training morphed into activity based

– Resource Mapping– Gap Analysis

– ETAG Example- AA County

Funding Visibility PolicyPoliticalSupport

Training Coaching Behavioral ExpertiseEvaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

Content

BlueprintState/District Workbook

67

TIER I: Core, Universal

67

GOAL: 100% of students achieve at high levels

Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students.Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction.Tier I: Begins with clear goals:1.What exactly do we expect all students to learn ?2.How will we know if and when they’ve learned it?3.How you we respond when some students don’t learn?4.How will we respond when some students have already learned? Questions 1 and 2 help us ensure

a guaranteed and viable core curriculum

68

TIER II: Supplemental, Targeted

68

Tier II For approx. 20% of students

Core +

Supplemental…to achieve benchmarksTier II Effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards).1.Where are the students performing now?2.Where do we want them to be?3.How long do we have to get them there?4.How much do they have to grow per year/monthly to get there?5.What resources will move them at that rate?

69

TIER III: Intensive, Individualized

69

Tier III For Approx 5% of Students

Core

+Supplemental

+Intensive Individual Instruction

…to achieve benchmarks

1.Where is the students performing now?2.Where do we want him to be?3.How long do we have to get him there?4.What supports has he received?5.What resources will move him at that rate?

Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals.

70

4. Learn from Early Warning Response

Screening & Feedback

• Essential to developing effective systems– Effective systems allow for high fidelity of

implementation • Often overlooked

Screening: Early Warning Systems • Research is clear that ninth grade is a “make or break” year.

More students fail ninth grade than any other grade in high school, and a disproportionate number of students who are held back in ninth grade subsequently drop out (Herlihy, 2007).

• The most powerful predictors of whether a student will complete high school include course performance and attendance during the first year of high school (Allensworth & Easton, 2005; 2007).

• Therefore, systematic collection of student attendance and course performance data can be used to develop an effective early warning system that can also be tailored to local contexts.

http://betterhighschools.org/ews.asp#EWS1

Early Warning Indicators Course Performance inCore Subjects GPA Credits

FCAT/Concordance

ScoresAttendance

Office Discipline Referrals Additional

Factors

On-Track Indicators

On-Track

Meeting all graduation requirements Cs or better in all areas

2.5 or more Meeting credit graduation requirement for grad plan year

Level 3 or Above or concordant scores within the same school year

4% or less absences per quarter or semester

3 or less Level I and/or minor referrals

DisengagementNo extra curricular involvementSubstance AbuseHigh MobilityMental health issuesFree/Reduced lunchFoster/group homeTransient/HomelessParent unemployment Student employmentChanges in behavior/ appearance More recent traumatic eventMissed guidance appointmentsNo show for yearbook picture

At-Risk forOff Track

Lacking 1 graduation requirement

2.0 to 2.49 Behind 1 Credits

Level 2 on FCAT

5% or more absences per quarter or semester

4 or less Level I and/or minor referralsLevel II ODRs per semester

Off-Track

Lacking 2 graduation requirementsFailing 1-3 classes

Less than 2.0 Behind 3 credits Not passed both sections of 10th grade FCAT or retakesNo concordant scores

10% absences per quarter or semester

5 or more Level I and/or Level II ODRs per semester

Highly Off-Track

Lacking 2 or more graduation requirementsCurrently failing 3 or more classes

Less than or equal to 1.5

Behind 4 or more credits

Not passed 10th grade FCAT or retakesNo concordant scores

15% or more absences per quarter or semester

5 or more Level II ODRs for fighting/ profanity/ disruption per semester

ExtremelyOff-Track

Meeting no graduation requirements2-3 Years Behind

Less than or equal to 1.0

Not meeting cohort graduation plan

Not passed 10th grade FCAT or retakesNo concordant scores

20% or more absences per quarter or semester

Established pattern of severe behavior Level II & III ODRs

Critical Features for Implementing Advanced Tiers of Support:

• Establish decision rules for access to the intervention• Explore data and “look” for students in need**Refrain from grouping students with similar life circumstance

(divorce/bully etc)– Group based on demonstrated need- response to the life circumstance

and the coping skills required• Interventions are linked directly to the SW expectations and/or

academic goals• Interventions are always available to students• Monitor progress of student- (outcome with data in and data out)• Staff are trained, receive ongoing support, and are provided

feedback.

Name Grade Level

GPA last year

Behavior Referrals

Core Grades

Attendance Credits

Jana 9 2.2 4 ref 1 D 1 F 82% On TrackBlake 11 1.3 0 3F 88% -3Toby 10 2.8 16 ref 1 S 2D 1 F 84% -2Carlos 10 .7 22 S 3 S 4 F 62% -4Yvonne 9 2.7 2 ref 2 D 1 F 86% -1Lin 11 2.3 0 1 F 90% -2Maria 12 1.9 16 ref 2 S 4 D 1 F 74% -4Doug 9 3.1 2 ref 1 F 81% On TrackTyrone 9 2.9 10 ref 2 D 89% On TrackSam 10 2.4 13 ref 2D 1 F 87% -2Paul 9 3.4 1 ref 1 D 86% On TrackTia 9 3.7 0 2 C 60% On Track

Activity: Student List

Who gets access to an intervention that integrates academic/behavioral support ? Choose 6 students.

Activity: Student List• Do you have rules for access? • Do you need to lower the threshold?• Are there other sources of data available?• Can you get access to a data dash board? • What else should we know about the students? • Do any staff in building have relationship with the student?• What are some possible political implications of choosing

the students you chose? • Leads to the integration• Reflect on the team dynamics

3. Rethink Technical Assistance• Moving from a case by case expert model to building

expertise in the school• Focus of all TA is on teaching the school team to solve

problems or address challenges for themselves• Shift from providing answers to asking questions• Shift from developing plans to prompting plan

development• Shift from being viewed as the expert to being viewed as a

facilitator• Will not replace need for specialist, re-focus all to building

capacity

78

Practices/SkillsThe technical skill set required to achieve fidelity

•Problem Solving (Team, Classroom, Staff, Student)• Team Building/Collaboration

• Delivering Feedback• Behavioral Consultation

Building Coaching Capacity

SystemsConditions that support skill development

for staff • Policy and Procedures alignment

• Budget Re-allocation• Recruitment and Selection of Coaches

• Supervision of Coaching within Organization•Training Curriculum and Scope and Sequence

• Access to certification• Facilitative Administrator Supports

DataInformation required to guide skill development process• Action Plan with short/long term measurable goals

• Self Assessment• Process Measures/Fidelity Checks• Performance Feedback Measure

• Progress Monitoring Tools• Evaluation Tools

• Student Outcomes• Data used for continuous regeneration (PEP/PIP)

StateRegionalDistrictBuilding

ClassroomStaff

StudentFamily

Occurs at ALL Levels

79

Development of the Team/StaffT4 – High Competence, High Commitment – Fluent and

experienced with innovation, and comfortable with their own ability to do it well. May even be more skilled than the coach .

T3 – High Competence, Variable Commitment – Experienced and capable, but may lack the confidence to go it alone, or the motivation to do it well / quickly.

T2 – Some Competence, Low Commitment – May have some relevant skills, but won’t be able to do the job without help. The task or the situation may be new to them.

T1 – Low Competence, High Commitment – Generally lacking the specific skills required for the job in hand, but has the confidence and / or motivation to tackle it.

80

Adjusting along the way(adapted from Situational Leadership

Blanchard and Hersey)

Team needs to adjust to situation (teams skill set, knowledge and commitment to change)

C1- Teaching/Transfer of new skill set: Define the roles and tasks (BOQ, BAT) of the ‘follower’ or team and supervise them closely. Decisions are made by the coach/facilitator and announced, so communication is largely one-way. Team will lack fluency who but are enthusiastic and committed. They need direction and supervision to get them started.

C2 – Coaching – High task focus, high relationship focus – coach still define roles and tasks, but seeks ideas and suggestions from the team. communication is much more two-way. For people who have some competence but can lack commitment. They need direction and supervision because they are still relatively inexperienced. They also need support and praise to build their self-esteem, and involvement in decision-making to restore their commitment.

C3 – Participating / Supporting – Low task focus, high relationship focus – coach pass day-to-day decisions, such as task allocation and processes, to the team. The leader facilitates and takes part in decisions, but control is with the team. For people who have competence, but lack confidence or motivation. They do not need much direction because of their skills, but support is necessary to bolster their confidence and motivation.

C4 – Delegating – Low task focus, low relationship focus – coach still involved in decisions and problem-solving, but control is with the team. The team decides when and how the coach will be involved. For people who have both competence and commitment-they are able and willing to work on a project by themselves with little supervision or support.

2. Use CICO as the “Organizer” Allows teams to practice the

systems features in advanced tiers

Outcomes: •Intervention •Screening Tool•Data Collection•Teacher Support•Formal Documentation

Student Recommended for CICO

CICO is Implemented

CICO Coordinatorsummarizes data

for decision making

Exit program

Bi-weekly coordination Meeting to assess student

progress

Parentfeedback

Regular teacher feedback

Afternooncheck-out

Morning check-in

Reviseprogram

• RFA• Decision Rules established

• Parent recommendation•Administrator recommendation

• CICO Coordinator

home

Outcome: How is the practice linked to overall outcome outlined in your school improvement plan? Selection of Core curriculum

Systems/Process:Teaming Structure – What are your current Service Delivery Teams (i.e. Leadership Team, Student Services Team, Problem Solving Team)What are roles and responsibilities of each team? Communication: How do your academic and behavior teams communicate with each other ? Provide summaries to entire staff? RFA process How do teachers and support staff access these supports? Request for Assistance? How long does it take to get supports in place?Coaching and Staff Support: What are the structures that support skill development for staff? Structures that support follow along activities?What are the structures that support fidelity, on going teacher support and performance feedback? (Coaching)

Data: Decision Rules about how students get access? What tools to measure fidelity and progress monitoring tools used to measure effectiveness-How do you know the practice makes the impact?

Working Smarter! Now consider this….

CICO Record

Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time

Safe Responsible Respectful

Check In 2 1 0 2 1 0 2 1 0

BeforeRecess

2 1 0 2 1 0 2 1 0

BeforeLunch

2 1 0 2 1 0 2 1 0

After Recess 2 1 0 2 1 0 2 1 0

Check Out 2 1 0 2 1 0 2 1 0

Today’s goal Today’s total points

Comments:

Daily Progress Report consistent with SW Expectations

Sample: Daily Progress Report for GROUP Intervention

EXPECTATIONS1 st block 2 nd block 3 rd block 4 th block

Be SafeUse your words

Use deep breathing

2 1 T 2 1 T 2 1 T 2 1 T

Be RespectfulKeep arm’s distance

Use #2 voice level when upset

2 1 T 2 1 T 2 1 T 2 1 T

Be ResponsibleAsk for breaks

Self-monitor with DPR

2 1 T 2 1 T 2 1 T 2 1 t

Total Points

Teacher Initials

PBIS Illinois Network Adapted from Grant Middle School STAR CLUB

T = Try again1 = Good2 = Excellent!

Be Safe Be Respectful Be Responsible

* Rip recycled paper * Only tap pencils (not pens)

* Use “voice level #1” while teacher is speaking (whisper)

* Say “I need help getting started” when having difficulty

Class 0 1 2 0 1 2 0 1 2

Recess 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2

Lunch 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2

Total Points = _____ Points Possible = __36___

Date: ________________ Today ______________%

Sample: Daily Progress ReportBehavior Intervention Plan

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1. Embrace the “SWITCH”“Before”

– 5 absences- scary note home– 7 absences- Resource Officer Visit

“After” –Prevention/Relationship• LOWER Threshold

– 2 absences- “Secret Mentor” ( 2 BY 10)• 2 minutes for 10 days – PREVENTION

– What amount of info would you get?– How could you use it to alter environment or change

staff behavior?

Re- Frame “At Risk”

• Are our kids well prepared?• Are they excelling?• On track to succeed…college and career

ready?...in global economy?• Are we fostering excellence (climate of safety,

engagement… relationships/mentoring)– Don’t assume staff know how to mentor kids…– Every student should be connected with an adult in

the building (secret mentor- expectation is all staff participate)

Student Leadership Skills Training

Level 1- Student starts CICO- goal established- Leadership Skill Training 101 (basic Social Skills- data determines which skill to focus on)

Level 2-Student Mentor Group- fade to 2/day “co -leads” morning and afternoon time with staff) Leadership Skill Training 200

Level 3- Student Ambassador Group- responsible for providing school tours to visitors, serves as actor in video library for SW lesson plans (takes social skills 100,200 classes and stars in skits)

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Making the Switch in High SchoolN.E.S.T. Time

During school year 2010-2011, “NEST Time” was implemented instead of the previous 4 lunch periods.

NEST is a one hour lunch period for all students and staff. Students choose where and when they will eat lunch. Teachers have a duty for one half of NEST time and have a duty-free lunch for the other half.

Students can go to a quiet room and do their homework. They can get extra tutoring to improve their GPA. They can practice for HSAs , have their hair and nails done in the cosmetology salon, they can join one of the 86 clubs – there’s something for everyone, from Comic Book Club to Gardening to Yard Games to Sports Reporting! Students check in with teachers and are tracked with the “NEST Tracker” so that teachers, guidance and administrators can track where students are choosing to spend their time. This data is compared to assessment scores to identify students who need extra help but may not be taking advantage of tutoring sessions.

NEST stands for :• N – Nourishment (Food! Lunch!)• E – Extracurriculars and clubs• S – Socialization while Studying• T – Tutoring

And finally…Leadership Lessons from Dancing Guy