Presented by Eisenhower Junior High School Schaumburg School District 54 Trish Gancer, School Psychologist Beth Knief, Guidance Counselor Eunice Hernandez, School Social Worker Kara Prusko, Principal Scott Ross, Principal Life After Check In Check Out: Social/Academic Instructional Groups

Eisenhower Junior High School Hoffman Estates, IL 571 Students Race/Ethnicity:  White 34%  Hispanic 30%  Asian 17%  Black 13% Student Characteristics  Low-Income 26%  Limited English Proficient 9%  IEP 12% Academic-ISAT 2010 Results  94.4% Meet/Exceed in Math  92.8% Meet/Exceed in Reading Scott/Kara

PBIS at Eisenhower JHS Tier 1 (Universal)  6 th Year  Team of 15 Teachers Tier 2 (Secondary)  3 rd Year  Team of 10Multi-Disciplinary Staff Tier 3 (Tertiary)  In 1 st Year Trish

Eisenhower S/AIG: Group Types Pro-Social Skills (Replacement behaviors for avoidance, withdrawal, adverse relationship skills, etc.) Problem Solving Skills (Replacement behaviors for fighting/arguing, etc.) Academic Behavior Skills (Replacement behaviors for interrupting/class disruption, behaviors related to homework, organization, etc.) Beth

Eisenhower S/AIG: Entrance Criteria 1.School wide entrance:  2 majors/5 “Combos referrals” within a 4 week period of the same infraction  Major Referral for Physical Aggression- Problem Solving Group  Homework data -Academic Group 2.Tier 2 Problem-Solving Team  Students are evaluated on a case-by-case basis by the T-2 Problem Solving Team.  Lack of Suitable Progress (under 80%) on CICO-DPR in a 4-week period  Teacher/Student/Parent Referral 3. IEP Counseling Minutes  S/AIGroup goals support IEP Goals Beth

Eisenhower S/AIG: Developing Facilitators  School Psychologist, School Social Worker, Guidance Counselor, Speech/Language Pathologist, Private Agency Therapists, & Intervention Teachers.  2-3 Per Group Students  Initial groups started with 98% of Group Members being IEP/504 Lesson Planning  Meet Once/Week Curriculum  Research-Based Schedule  Rotating Trish/Beth

Eisenhower S/AIG: Grouping Pro-Social Skills (Replacement behaviors for avoidance, withdrawal, adverse relationship skills, etc.)  IEP Goals  Similar Problem Behaviors  Group Efficacy Problem Solving Skills (Replacement behaviors for fighting/arguing, etc.)  IEP Goals  Similar Problem Behaviors Academic Behavior Skills (Replacement behaviors for interrupting/class disruption, behaviors related to homework, organization, etc.)  IEP Goals  Homework Completion Data  Academic Performance Scott/Kara

Academic #1-trish/beth Michelle /105 Keshawn GYM Lucas /227 Marlene /227 Academic#2-trish/beth Oscar LLMC Michael /209 Ryan /205 S/AIG STUDENTSS/AIG STUDENTS Pro Social #1-sue/trish Kassidy /206 Alejandra /213 Shakyra 204 Peitro/204 Caitlyn/710 Pro Social #2-eunice/beth Antonio/328 Taha / 215 Jorge /105 Leo 702 Problem Solving #1-eunice/trish/beth Betty /20 Courtney 204 Kayla /207 Problem Solving #2- eunice/trish/beth Damian /204 Ethan 204 Austin 105 Ryan H/710 Problem Solving #3- eunice/trish/beth Kris /702 Seth /227 Jaquan /206 2nd STEP–beth/eunice Jatinder/208 Trey /204 Ja’velle /206 James /206 S/AIG Rotational ScheduleS/AIG Rotational Schedule Academic #1 (Tuesdays) Date/prd /2 nd /3rd /4th /5 th /6 th th Academic #2 (Thursday) Date/prd /4th /5 th /6 th /7 th /8 TH /9 TH Pro Social #1 (Tuesday) Date/prd /3 rd /4 th /5 th /6 th /7 th /8 TH Pro Social #2 (Thursday) /2 nd /8th /3 rd /4 th /5 th /6 th Problem Solving #1 Problem Solving #(2 (Monday)(Monday)Date/prd /1 st /2nd /2 nd /3rd /3 rd /4th /4 th /5th /5th /6th /6 th /7th Problem Solving #3 (Friday) Date/prd /2 nd /1 st /3 rd /5 th /6 th /8 th 2nd STEP (Wednesdays) Date/prd /2 nd /1 st /3rd /5 th /6 th /8 th Beth

Eisenhower S/AIG: Progress Monitoring Tier 2 Problem Solving Meetings  Students Monitored Weekly Office/Classroom Discipline Referrals  Referrals Monitored Weekly IEP Counseling Goals  Information shared with IEP Case Manager S/AIG Group Progress Reports  Group Goals  “What to Do”  Weekly Feedback on Skills Learned in Group Trish

Goals Totals RESPECTFUL Language, tone/level, body language, facial expressions, assertiveness, ETC RESPONSIBLE Homework, materials, directions, dress code, class/school rules, participates in class, asks for help, attends/focus, ETC SAFE Personal space, food, materials, hands to self, ETC Totals /6 /6 /6 /6 /6 /6 /6 /6 /6 /54 Initials NAME : Date____/____/_______ PARENT SIGNATURE:______________________________ To be returned daily. CICO Daily Progress Report DPR Trish

Goals Totals RESPECTFUL Language, tone/level, body language, facial expressions, assertiveness, ETC RESPONSIBLE Homework, materials, directions, dress code, class/school rules, participates in class, asks for help, attends/focus, ETC SAFE Personal space, food, materials, hands to self, ETC Totals /6 /6 /6 /6 /6 /6 /6 /6 /6 /54 Initials NAME : Date____/____/_______ PARENT SIGNATURE:______________________________ To be returned daily. DPR Problem Solving Group Daily Progress Report Same DPR card used in our CICO Trish

Pro-Social Group Weekly Progress Report Beth MathScience Social StudiesLanguage ArtsElective PELunch Respectful : Disagreeing respectfully Respectful : Avoiding interruptions Responsible : Paying attention to work/task Responsible : Asking for help appropriately Safe : Staying calm when communicating with others Total: /10 = /10 /10 Student Name_____________________________ Rater Name:__________________________ Week of ____/____/_____ This student is participating in our S/AIG Pro-Social Skills group. The targeted social skills are listed below. Using the provided criteria, rate the student’s use of the individual skills during this past week. 2 = Student exhibits skills all/most of the time 1 = Student exhibits skills half or less of the time 0 = Student exhibits skills rarely or not at all Totals /16 /16 /16 /16 /16 /80 PARENT SIGNATURE:______________________________ To be returned daily.

Academic Group Progress Report  Academic Team discussions  Grades  Weekly Homework Club data  CDR’s in Responsibility Beth

Eisenhower S/AIG: Exit Criteria Students are evaluated on a case-by-case basis by the T-2 Problem Solving Team Problem-Solving Group DPR card 4 weeks at 80% average. No ODR’s in 4 consecutive weeks. Beth Academic Group Homework Club Data Grade improvements NO CDR’s in Responsibility Pro-Social Group Weekly DPR card information No ODR/CDR’s in 4 consecutive weeks Academic Team input

Eisenhower S/AIG: Current Data Pro-Social Skills Group (9 Students in 2 Groups)  62% Responding Problem Solving Skills Group (14 Students 4Groups)  50% Responding Academic Behavior Group (7 Students in 2 Groups)  50% Responding (5 from group facilitated by Private Agency) Trish

Eisenhower S/AIG: “Growing Pains” Scheduling the Groups  Different Week to Week  Other “duties” impeding S/AIG Daily Progress Reports  Writing Goals that are Classroom Appropriate  Many DPR Cards to Manage Lesson Planning  Scheduling weekly time review, evaluate, create Group Size Started with 98% of Group Members being IEP/504 Ended with 49% IEP/504 Systems Issues Beth/Trish

Eisenhower S/AIG in Action: Format Problem Solving Skills Group example 6-Week Open Group Meets 1 Period a Week Co-Facilitators  Guidance Counselor  School Social Worker  School Psychologist Student Composition  4 Students with Emotional Disability  1 Student with Learning Disability Curriculum Beth

Problem Solving a Task What is a Problem/Conflict? Interpreting a Problem Responding to Problems Benefits of Problem Solving Wrap Up! PROBLEM-SOLVING SESSION 3 Power Point example Beth

PROBLEM-SOLVING Expectations 1. Show Respect- listening, raising your hand, taking turns speaking, sitting up 2. Show Responsibility- coming on time, having your DPR card ready. 3. Be Safe – staying seated, placing books/materials on the side. Remember : Confidentiality!! What is said in the room stays in the room! Power Point example Beth

Goals Totals RESPECTFUL Language, tone/level, body language, facial expressions, assertiveness, ETC RESPONSIBLE Homework, materials, directions, dress code, class/school rules, participates in class, asks for help, attends/focus, ETC SAFE Personal space, food, materials, ETC Totals /6 /6 /6 /6 /6 /6 /6 /6 /6 /54 Initials NAME : DATE:____/___/______ PARENT SIGNATURE:_________________________________ To be returned daily. Power Point example Beth

PUT ON YOUR THINKING CAPS! Why is it important to understand the problem?  Helps you to: decrease the problem eliminate the problem. Activity time! Look at the following slide and determine how many squares you see. Beth

How many squares do you see? Power Point example

DISCUSSION: How many squares did you see? Does everyone think or react in the same way? It is important to know that everyone takes in the information differently! Talking it out is an important tool to aid in understanding that there are usually more solutions to a problem than you can “see” at first. Power Point example Beth

ROLE PLAYS Students will practice the skills from this lesson in "real life” role play situations. Come prepared with some examples for the students to use. Power Point example Beth

YOU GOT THE SKILL…. …..NOW USE IT!! There's always a solution to the problem. See you next week!! Power Point example Beth

Eisenhower S/AIG in Action: Video Scott/Trish

Eisenhower JHS Thanks You! o Feel Free to Visit Our School’s Website for More Information on Our S/AIG Program  o Feel Free to Any of Us—We’d Love to Hear from You!     