Ottumwa Community School District

Presented to theOCSD Board of Education on behalf of

Community Advisory for School Improvement and Educational Equity

August 24, 2015

2014-2015

A YEAR IN REVIEW

Technology Access and Use

Oct

ober

Common Core: What it isand what it isn’t

Janu

ary

Student ShadowingSTEM: Project Lead the Way

Mar

ch

Six Strategies to Improve Student AchievementA Quality Education for Each and Every Student

●Strategy #1: Emphasize quality teaching

●Strategy #2: Implement evidence based instructional

strategies

●Strategy #3: Use data to make decisions

●Strategy #4: Create engaging classroom environments

●Strategy #5: Provide on-going communication

●Strategy #6: Monitor early childhood programs

Evidence from last year Vision for this upcoming year

● Ongoing professional development

● Model Classrooms● School Improvement and

Curriculum leaders● Tech and Instructional Coaches● Improved Mentoring Program● Addition of PLC Leaders to TLS

team● Addition of ELL Coach to TLS team

● Purposeful planning for professional development opportunities○ Share plans

● Professional Development around newly adopted Next Generation Science Standards

● Professional Development for staff from newly appointed ELL Coach and/or ELL Teachers○ Monthly Learning Modules for all schools○ Monthly Meetings with classroom teachers at

elementary buildings○ EMS and OHS coaching cycles and PD

Strategy #1: Emphasize quality teaching.

Evidence from last year Vision for this upcoming year

● Full implementation of Literacy Framework K-5

● Continued training in and implementation of the Comprehensive Intervention Model (CIM)

● Training in and implementation of Number Talks in Grades K-6

● Preparation for implementation of Everyday Math - 4th Edition (EM4)

● K-3 Summer School● Growth mindset professional

development and implementation

● Implementation of Everyday Math - 4th Edition (EM4)

● Continued training in and implementation of Number Talks in Grades K-6

● Begin to build capacity for implementation of PBIS in grades K-8○ Partnership with GPAEA – Julie Thomas○ Whole School Overviews ○ Leadership Team Trainings (4 full days)○ Roll out of learning to staff at buildings

Strategy #2: Implement evidence-based instructional strategies.

Positive Behavioral Interventions and Supports

PBIS

What is PBIS?●Set of strategies and systems designed to increase the

capacity of schools to (a) educate all students, including those with problem behaviors, and (b) increase student achievement and behavioral success

●A systems approach for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students

Not specific practice or curriculum…it is ageneral approach

to preventing problem behavior

and encouragingpro-social behavior

Not limited to anyparticular group of

students…it isfor all students

Not new…it is based onlong history of

effective educationalpractices & strategies

Logic for SW-PBIS

●Shared values regarding a school’s vision or purpose○ Working towards a common goal and shared outcomes○ Collegial relationship amongst staff○ Consistent expectations and implementation across staff

●Establish a social culture within which both social and academic success is more likely○ Promote pro-social behavior○ Connect students to school○ Decrease development of new problem behaviors○ Prevent worsening of existing problem behaviors○ Redesign learning/teaching environment

Critical Features of SW-PBIS

●Build a culture of competence○ Define school-wide behavioral expectations○ Explicitly teach positive social expectations○ Acknowledge positive behavior○ Implement consistent corrective consequences for

problem behavior○ Use data for active decision-making

●Remember, there is no “ONE” strategy○ It takes a three-tiered systems approach○ This won’t “fix” all individual student problem

behaviors

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School-Wide Systems for Student Success:A Multi-Tiered Systems of Support (MTSS) Model

Academic Systems

Behavioral Systems

Tier 3/Intensive Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Intensive Interventions• Individual students• Assessment-based• Intense, durable procedures

Tier 2/Targeted Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Targeted Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive

OUTCOMES

DATASYSTEMS

PRACTICES

PBIS:4 Core

Elements

Social Competence,Academic Achievement,

and Safety

SupportingDecisionMaking

SupportingStaff

Behavior

Supporting Student Behavior

•Verbal affirmations from staff members•Dress for Success Tickets•Recognition on PBIS board•Viking Cards•Stamps/awards•Treats from administration•Treats in classroom•Recognition during Achievement Celebrations, quarterly•PBIS Celebrations (quarterly)•Viking of the Month•Extra recess time•Positive phone calls and notes home•Homework passes•Lunch with Principal•Featured on TV news•Star Student of classroom•Character awards

SCHOOL-WIDE

EXPECTATIONS HAVE BEEN

TAUGHT, MODELED

AND PRACTICE

D

POSITIVE BEHAVIOR OCCURS

PROBLEM BEHAVIOR OCCURS

Minor

Major

Office ReferralAdministration

ObserveDesiredBehaviors

Strategies

•Student conference•Warnings, phone calls home•Writing exercise•Note in planner home•Requested/required parent conference•Back on track form (two per week maximum for same offense)•Buddy rooms•Counseling/PBIS Rap Session•Peer mediation•Silent Lunch•Loss of recess•Time out•Lesson plans reviewed and re-taught•Behavior contract implemented or reviewed

Behavior does notimprove or continues

Consequences:•Student conference•Phone call home•Time in office•Loss of privileges•Restitution•OSS•ISS

Office Referral-Administration

Administrator follow-up in a week

At Park Avenue, we are people of character. We are respectful. We are responsible. We care.

AllAreas

Be Responsible Be Respectful Be Caring

Follow adult directions the first timeTake responsibility for your words and actions

Use polite language and respectful voiceKeep hands, body and objects to self

Treat others the way You want to be treatedKeep Park Avenue clean, safe, & healthy

Cafeteria Get all food and utensils 1st timeKeep area neat and cleanRaise hand and wait for permission to leave

Use line basics when enteringKeep place in lineTake the first milk you touch

Use good manners

Hallway Go directly to where you need to goCarry hall pass

Walk on right side unless otherwise directedUse line basics when entering building

Wait for passing linesHold doors for others

Playground

Use school equipment correctly and safelyFollow Park Avenue game rulesLine up immediately when bell ringsGet permission to leave playground

Keep hands feet & objects to selfEnter Building using line basicsUse respectful language

Include everyoneTry to solve problems appropriatelyReport injuries to a playground supervisor

Restroom Take restroom pass and nothing else Use/flush/Wash/Leave

Keep restroom cleanRespect the privacy of others

Wait quietly and patiently for your turnReport problems to an adult immediately

16

PBIS Plan for Ottumwa CSD

●Training – Leadership teams at all elementary buildings and Evans; four+ days in 15-16 (Preschool and Seton)

●Whole Staff Support – Teams will coordinate and deliver training and information to staff (4 early release days for elementary buildings and other scheduled days for EMS)

●Consistency – The district will have the same expectations across buildings (Bulldog Beliefs), yet they will use building data and student/family/staff needs to determine implementation of PBIS and maintain fidelity of the implementation at each building

Evidence from last year Vision for this upcoming year

● Increased student, parent and staff surveys

● Increased the number of clubs and activities for students

● Data Wall work at elementary buildings

● Ongoing collaboration amongst staff

● PLC foundational work at EMS and OHS

● Continuation and refinement of data wall work at elementary buildings

● Use of common planning and professional development time to provide collaboration opportunities centered around student data○ TQ Days○ Early Release days at EMS and OHS○ Monthly collaboration with intervention

teachers at elementary buildings

● PLC Work at EMS and OHS

Strategy #3: Use data to make decisions.

Evidence from last year Vision for this upcoming year

● Continue to provide opportunities for students to work collaboratively

● Implement workshop model in literacy and math in order to better differentiate support

● Implement Project Lead the Way (PLTW) in ALL 5th grade classrooms.

● Pilot workshop model with the implementation of EM4 in order to better differentiate support

● Pilot “Making Thinking Visible” strategies with 4 Core teachers (OHS)

Strategy #4: Create engaging classroom environments.

Evidence from last year Vision for this upcoming year

● High attendance rates at parent/teacher conferences

● Migrant Family Advocates hired● ELL Family Meetings on early

release days throughout year● Freshman Orientation Day● Freshman Academy Successes● Gear Up● 5th Grade Video from Liberty

● Organize and implement 6 ELL Family Meetings on early release days throughout the school year (elementary focus)

● Increased online communication through EM4 as well as Power School (addition of Homelinks)

● Celebrate instructional “wins” through district website, principal’s newsletters and memos, and faculty meetings

Strategy #5: Provide on-going communication.

Evidence from last year Vision for this upcoming year

● Reestablished partnership with Head Start

● Implemented common assessment tool

● Writing of Preschool Grant

● Implementation of newly awarded Preschool Grant

Strategy #6: Monitor early childhood programs.

As we look to this fall…• Life in OCSD beyond “academics”• Early Release Professional Development• Introducing “A Day in the Life” series

– October: Evans students and administrator– January: Elementary students and administrator– March: OHS and ACA students and administrator

• Community Advisory contributions and presentations will be updated on the district website.

Questions?