“Plays” That Work

East Cobb Middle School

Tiffany Honoré, Principal

April Gwyn, Academic Coach and Graduate First

Team Leader

IDEAS Conference

June 3, 2015

Learning Targets

• I can summarize the initiatives and strategies used at East Cobb Middle School that proved successful

• I can identify initiatives that I could implement at my school

• I understand how to apply and integrate PBIS, weekly Focus/Graduate First Advisement groups, and Thinking Maps at my own school

Activating Strategy

Classify strengths, weaknesses, opportunities and threats to

your organization utilizing a Tree Map

Our STATS

• Current Enrollment: 1249• 48% Black, 24% Hispanic, 23% White, 3% Asian, 2%

Multiracial• 68% Free and Reduced Lunch• 9% ELL• 11% SWD• Transiency: 32.3%• Title I• Focus distinction for ELL

Field Goal PercentageMath CRCT Trend Data

% Meeting/Exceeding

All Students

Black Hispanic White SWD ELL ED

2011 75 72 68 87 53 58 68

2012 75 70 64 91 41 40 67

2013 81 78 79 93 50 59 79

2014 82 81 76 94 66 56 81

E. R. A. ELA CRCT Trend Data% Meeting/Exceeding

All Students

Black Hispanic White SWD ELL ED

2011 90 90 80 97 64 75 86

2012 92 90 87 98 70 71 90

2013 91 91 88 96 74 69 89

2014 93 91 90 99 84 71 90

Q.B.R.Reading

All Students

Black Hispanic White SWD ELL ED

2011 91 92 79 97 65 78 87

2012 94 93 91 98 75 83 92

2013 94 93 91 98 78 77 93

2014 96 95 92 100 89 77 94

TD%Science CRCT Trend Data

% Meeting/Exceeding

All Students

Black Hispanic White SWD ELL ED

2011 68 64 54 86 40 41 59

2012 73 68 61 91 45 26 66

2013 75 70 70 91 51 48 70

2014 76 72 69 93 50 41 72

GOAL!!!!!!!!!!!!!SS CRCT Trend Data% Meeting/Exceeding

All Students

Black Hispanic White SWD ELL ED

2011 69 68 54 87 42 41 60

2012 73 67 61 89 42 24 65

2013 77 73 70 90 55 51 72

2014 81 77 73 94 57 48 78

Lexile CRCT Trend Data(%Reading on grade level)

6th 7th 8th

2011 63 55 64

2012 69 63 75

2013 74 66 76

2014 78 70 77

2011 2012 2013 2014 2015

Insubordination 378 404 370 308 207

Disruptive behavior 244 88 103 271 183

Inappropriatehorseplay

205 231 242 150 95

Skipping Class 137 249 106 91 25

Verbal Altercation 92 77 53 22 21

Fighting 91 78 95 47 38

ProfanityToward Student

74 119 114 165 177

Special Teams• Leadership Team

– Select Staff Members

– Leadership Team meets twice a month

1st meeting- Assigned administrators report school-wide attendance, discipline, academics

2nd meeting- Focus ELL and Focus SWD data from the team leader, and Data Teams Report from Dept. Chairs

– Minutes and Agendas are shared with the Staff through email, staff shared drive, and in collaborative team meetings

Tactical PlanWhat are the desired results?*

How will the school/team(s) accomplishthe desired results?

Increase content learning, content

development and improve reading, writing,

listening, speaking and thinking skills

Implement Thinking Maps School Wide

Adjust instruction to meet individual

student needs

(emphasis on SWD and ELL)

Continue implementation of Data Team Process

Decrease referrals resulting in ISS/OSS Revision and Implementation of a Positive School

Wide Behavior Management Plan and

Implementation of Second Steps Curriculum during

advisement

Decreased achievement gap between

SWD/ELL student groups and all others

student groups in all content areas

Frequent monitoring of “focus” students’ attendance,

academics, and behavior

PLAYBOOK

• “Pick and Roll”- Thinking Maps

• “Man-to-Man”- Focus/GradFirst

Advisement

• “Flex”- P.B.I.S

Pick and Roll aka Thinking

Maps

Who is player A and player B in this scenario as it relates to learning?

Thinking Maps

Increase content learning, content development and improve reading,

writing, listening, speaking, and thinking skills through the

implementation of Thinking Maps

Thinking Maps

• Utilize Thinking Maps to increase content knowledge and improve literacy skills

• Department Chairs, Academic Coaches, Admin and selected leaders attended Train the Trainers Workshop

• Rollout Plan developed by team of trainers

• Implementation began 2013-2014

• Reflection of year 1 implementation

• Year 2: Implementation of Path to Proficiency (ELL)

Thinking Maps Year 1 Rollout Plan

Thinking Maps Year 2

• Teaching new students the maps

• Implementation of Path to Proficiency for English Language Learners

THINKING MAP DATES TEACHING

PLAN

CONTENT CONNECTIONS

(Connections of Thinking Maps and your state standards)

CIRCLE MAP 8/4-8/8 Page 98 All content areas will introduce during the week. 7th and 8th grade teachers are

encouraged to review all of the maps by August 15th. 6th grade teachers will use the

rest of the schedule to introduce the remaining maps.

BUBBLE MAP 8/11-8/15 Page 100 LA will introduce on Monday. Every content except Math will practice by Friday.

DOUBLE BUBBLE

MAP

8/18-8/22 Page 103 Science will introduce on Monday. Every content will practice by Friday.

TREE MAP 8/25-8/29 Page 106 SS introduces on Tuesday. Every Content will practice by Friday.

BRACE MAP 9/2-9/5 Page 109 Science introduces on Tuesday. Every Content will practice by Friday.

FLOW MAP 9/8-9/12 Page 112 Math will introduce on Monday. Every content will practice by Friday.

MULTI-FLOW

MAP

9/22-9/26 Page 115 SS will introduce on Monday. Every content will practice by Friday.

BRIDGE MAP 9/29-10/3 Page 118 LA will introduce on Monday. Every content will practice by Friday.

2014 Teaching Schedule

Man to Man Coverage

aka Focus/Graduate First

Advisement

Who do the X’s and O’s represent in our buildings? Why is man to man coverage

important in schools?

Focused Advisement

Decrease achievement gap between SWD/ELL student groups and All students in all content areas by

frequently monitoring focus students’ attendance, behavior, and content achievement with Graduate

First iniative

Advisement For All Students

• Weekly Advisement on Wednesdays

• All certified staff have an advisement group

• Three Wednesdays a month – Character Ed

• One Wednesday a month is reviewing PBIS

• http://www.alvinisd.net/Page/15145

Focus Groups

• Select groups based on data for ELL students and SWD

• Select staff have a Focus advisement group

• Focus groups are 6 - 10 students

• Focus group students meet during advisement

– Twice a month focus on Goal Setting

– Monthly focus on PBIS

– Monthly focus on Character Education

Advisor’s Role

• Develop relationships with group

• Follow calendar provided for weekly activities

• Review content of Second Steps curriculum

• Prepare necessary materials

• Review PBIS data monthly

• Review expectations and student’s role play

• Focus advisors complete monitoring tools as necessary

Focus Group

• Meet their advisor

• Ice Breaker

• Set 6 week goals

• Monitor at progress report

• Create a visual of their progress

• Choose/develop strategies for success

Focus Group Monitoring Tools

• Plan of Action

• Grade Tracker

• Lesson Schedule

Focus Group Monitoring

• Focus Group Advisors update spreadsheeteach 6 weeks, data is shared with Graduate First Collaboration Coach

• Focus group advisors meet monthly to review progress, update spreadsheet, and discuss students

• Focus Groups celebrations each semester for students who have made significant progress on individual goals

Flex Play aka PBIS

All 5 players get to play all 5 positions, which is excellent for player development

P.B.I.S.

Decrease referrals resulting in ISS/OSS by implementing a positive

school wide behavior plan and Second Steps curriculum during

advisement

What PBIS is:

• It stands for Positive Behavioral Interventions and Supports

• It is a system of TEACHING behaviors and expectations to all students and staff

• It is giving rewards and recognition for doing right• It is being consistent• It is holding EVERYONE accountable • It is helping our “problem” children learn a different

way• It is a new mindset for change!• It is a GREAT thing!!!!

What PBIS is not:

• Ignoring poor behavior

• Getting rid of consequences and referrals

• Having different sets of rules and expectations throughout the building

• An easy fix—we will have to work at it! (But the payoff will be HUGE!)

• A one-time lesson; it must be ongoing to work!

4 components of PBIS

• A matrix of behavior expectations

• Lesson Plans to teach students the behavioral expectations

• An acknowledgement/reinforcement system

• Behavioral infraction notice

ECMS School-Wide Expectations

•Demonstrate RESPECT

•Demonstrate EFFORT

•Demonstrate PRIDE

Lesson Plans

• Once a month during advisement

• Specifically addresses current discipline trends

• Shares current data with students by grade level

PBIS October LessonWe are down a total of 101 incidents from the same time last year! The average referral rate across the school is 2.5 a day, and we were below the district average for discipline for the first time in a long time! Way to go! Let’s keep up the good work, but as always, there is work to be done The PBIS cafeteria store is doing well also; $516 REP Rewards were cashed in on October 2nd!

Where do you stand?

8th: 20 referrals (defiance/classroom)

7th: 18 referrals (out of area/hallway)

6th: 5 referrals (physical aggression/classroom)

8th Grade Lesson• Defiance: Open resistance; bold disobedience

• Synonyms: resistance, opposition, noncompliance, disobedience, insubordination, dissent, recalcitrance, subversion, rebellion;

• contempt, disregard, scorn, insolence, truculence

• Examples: For one fleeting moment the world has acted together in defiance of the group, whose isolation is now exposed for all to see

• http://www.oxforddictionaries.com/us/definition/american_english/defiance

Work Session

1. Use a circle map to describe instances of defiance you have witnessed: describe feelings, use vivid language, characteristics, properties, and qualities of defiance you have seen or used.

2. Share your circle map with at least one person3. Teachers will allow volunteers to the SMART board to begin a class

circle map 4. After the map is complete have a discussion about the map:

1. What do you agree with or disagree with? 2. What can be done about defiant behavior? 3. How does defiant behavior take away from your education?

5. Students create a list of defiant behaviors they have witnessed andcreate solutions to help fix those behaviors

Lesson Roll Out Schedule

• Complete the following lesson plans during Advisement schedule during the first week:

– 8/4 Hallway– 8/5 Arrival/Dismissal– 8/6 Cafeteria– 8/7 Bathroom– 8/8 Office– 8/11 Assembly

– Begin rewards on August 12th, 2014

R.E.P. Rewards

• Given to students for demonstrating Respect, Effort, and/or Pride in any way

• Can use R.E.P. dollars to purchase items from individual classroom teachers

• P.B.I.S Store in the cafeteria every Thursday– iPod shuffle drawings each semester– Business partners donate items/services– Misc. items

• Silver Spoon Award• Golden Plunger Award• Staff “ReStart” Rewards

REP Video

• REP video preview

4th Quarter Reflection

Go back to your SWOT analysis and put a box around any items that can be

addressed using strategies that we discussed today, circle any items that need

further discussion and analysis, and starany items that you would like to ask our

team about.