1. 1 Penny Kentish-McWilliams: Principal Byron Elementary Brenda Bridges 4 th Grade Teacher Kathy Rodriguez 2 nd Grade Teacher Rebecca Buxton; School Psychologist SRESD Based on Kim St. Martin’s presentation MiBLSi State Conference April 22, 2008

2.  The purpose of grade level meetings is to have grade level colleagues analyze grade level, classroom, and individual student data.  Colleagues assume collective ownership for the successes and shortcomings of student performance within the grade level.  Colleagues identify strengths, areas of weakness, in the academic and behavior arenas and strategize ways to improve student outcomes. 2

3.  We will come prepared.  We will be an active participant.  We will listen to each other.  We will be open to suggestions.  We will be supportive.  We will begin and end on time.  We will focus on achievement and behavior by looking at the data and let the data speak to us in terms of what needs to happen. 3

4.  Benchmark: meetings that occur following fall, winter, and spring DIBELS assessment windows  Progress Monitoring: meetings that occur in 4 week intervals Data is used to guide the conversation at each type of meeting. 4

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6.  All students in grade level meet with Specials teachers: PE, Computers, Music while classroom teachers collaborate together.  Students participate in team building exercises, yoga, lessons on bike safety, gun safety, etc.  Schedule  Grades K-5 meet for 50 minutes each 6

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9. 9  What is your data telling you?  Are there any recognizable patterns or trends over time?  Is there an upward trend? If so, is the rate adequate to meet the goal?  Celebrations?  Support?

10. 10  Is the core program maintaining or accelerating skills for your student scoring at or above grade level? (core program for the behavior component is the school-wide or class-wide PBS)  Does supplemental instruction exist for students who are not on track?  Is it targeted, specific to student needs, and intensive?  Is the supplemental instruction bringing kids up to grade level academically and helping to extinguish undesirable behaviors and build skills for desired behaviors?

11. 11  Are all students who perform below grade level “at- risk” being progress monitored?  Are students grouped for instruction to meet specific skill deficits?  Are data being used to make instructional and behavioral decisions?  Are adjustments occurring on an on-going basis?

12.  FCRR  K-PALS  1 st Grade Pals  No Peeps  Phonics for Reading  Reading A-Z  Six Minute Solutions  Corrective Reading  Rewards  Read Naturally  2 nd Step  CICO  Social Skills Training  Diagnostically We use- 4 Quadrants, QPS, DRA, MLPP etc. 12

13. 13 Roland Good Diagnostics (if necessary), develop hypothesis, instruction matching (program, time, expertise)

14.  Literacy: example-reading is the observable behavior being monitored (correct words per minute)  Behavior: example-social behavior (i.e. asking appropriately for items) is the behavior being monitored  attend to times the child asks appropriately for items: attention to positives or  attend to the times the child asks inappropriately for items: attention to negative 14

15.  Eagle Ticket  20 tickets = a tee shirt/water bottle  Caught SOARing Stickers  Lesson Plans  Nice Job Notice 15

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18.  90-30-30:  Some students perform adequately with only core instruction (schoolwide PBS, defining and teaching behaviors) This would be similar to the 90 minute block  Some students need an additional 30 minutes opportunity outside of the “core” instruction to learn the behavioral skill (re-teach, acknowledge, monitor, correct)  Some need 30 + 30 minutes to learn the behavioral skill where they have opportunities to respond to the instruction and receive feedback (CICO) 18

19.  Behavior:  Provide global view of grade level behavior data (SWIS) (RECESS before LUNCH)  Identify areas of support to improve grade level behaviors in classroom and non-classroom settings  Define, Teach, Monitor, Acknowledge, Correct  Group students according to behavioral needs Remember: Students are grouped for targeted interventions. The behaviors we are talking about are not the ‘tip of the triangle’ behaviors! (CICO) 19

20.  Measuring Behaviors:  Behavior Education Program (BEP) student data  Tally marks  Masking tape on hand to write tally marks  Rubber bands or paper clips to count number of times the behavior being counted occurs 20

21.  What do you do when no one knows what to do?  Knowledge issue  Seek info, set timelines, try something  What do you do when one or a few people refuse to do?  Belief or attitude issue  Go back to whole-staff consensus, establish behavioral expectations 21

22.  How do schools have the time to manage academic and behavior grade level meetings during one meeting?  There is no one-size fits all approach!  Gather Data  Think Big-Start Small  Reward Risk Takers  Monitor and Adjust- Be flexible  Expect frustration and chaos- be persistent  Provide time to support change  Include Superintendent and School Board  The meetings can be conducted separately but some kids may fall through the cracks  Common planning time 22

23. 23 Penny Kentish-McWilliams Principal-Byron Elementary kentish@byron.k12.mi.us