Attention: all schools in Year 3 or beyond of PBIS! The application window is now open for your school to receive recognition for your exemplary PBIS implementation.
The purpose of the CT PBIS Model Schools Project is to recognize schools for successfully implementing school-wide systems for Positive Behavioral Interventions and Supports. Criteria for recognition are based on effective implementation of key features as outlined by the National Technical Assistance Center on Positive Behavioral Interventions and Supports, and are consistent with the outcomes of Connecticut’s School-wide PBIS Training Series.
Learn more and apply here.Applications are due by February 22, 2016.
Published: February 10, 2016
More From the Desk Of...
Naylor CCSU Academy began year three of its participation in CT’s SPDG by instituting a major infrastructure revision that has changed their multi-tiered system of supports/SRBI framework. Most notably, all K-4 teachers participate in weekly three-hour grade-level PLC meetings, called “Naylor U,” which are in addition to teachers’ personal prep time. These PLCs, sometimes referred to by staff as “Kid Talk,” are guided by Naylor’s Literacy Coach, who facilitates team professional dialogue via a structured data team process. All general education and special education teachers collaborate within Naylor U, including student support services professionals. Each PLC is unique, driven by student and teacher need and focused on academic progress (primarily literacy) and/or behavior.
Grade-level teams examine summative and formative data within their Naylor U PLCs and triangulate universal screening data as a first step. Based on these analyses, including teacher input, students are grouped for interventions depending on their common needs. Teachers are also learning an Analysis of Student Work protocol to support their dialogue and decision-making. Based on the data profiles of students at each grade, the teams created targeted Tier I supports.. This has resulted in changes to core instruction, including greater student engagement, as evidenced by administrator walkthroughs; less reliance on using basal readers for instruction; an increase in Guided Reading; and fewer referrals for special education evaluation.
Grade-level teams are also collaborating to design and deliver Tier II interventions based on student data. Naylor’s Literacy Coach is working with each team to contextualize the interventions to the needs of the students, CT Common Core standards, and teacher strengths. Tier III interventions are not as fully fleshed out yet, but are supported by a newly formed “Rapid Response Team” whose members monitor attendance data and systematically correlate it with academic outcome data.
Read More and leave a comment
Published: February 8, 2016
More In The Spotlight
Here at Jumoke Academy at The Hartford Conservatory, we are diligently working to keep the “P” in PBIS! We have started two new incentive programs this year; Paw Bucks and Paw Passes. Paw Bucks are part of our system of recognition and feedback where scholars receive “bucks” when they demonstrate “Jag Swag,” the name given to our core values of Being Respectful, Being Responsible, and Being Safe. Paw Bucks are redeemable for various prizes and incentives by both scholars and staff members. The response to this system has been overwhelmingly positive! Scholars and staff members feel valued and appreciated because of the focus on positive behavior and hard work. At Jumoke Academy at The Hartford Conservatory, we know the importance of not only teaching positive behaviors and promoting quality effort by all community members, but also, recognize the necessity to acknowledge all who consistently and positively contribute to our school community.
Published: January 11, 2016
More Voices from the Field
Winthrop is officially a Cohort Four school, but, as usual, they’re ahead of the curve. The leadership team was eager to begin their school-wide PBIS program and worked hard to roll it out months before the grant dictated. Their program is based on SPARKS -- Self Control, Participation, Accountability, Respect, Kindness, Safety. The team was mindful about including the whole staff in the SPARKS rollout. Teachers, paraprofessionals, school staff and community partners who provide enrichment courses were included in the preparation and planning...
Published: November 20, 2015
At the end of October, seven members of Judson Elementary School’s SPDG leadership team participated in the Cohort 4 Strategic Decision Making Training alongside five other SPDG schools. With a focus on literacy, participants examined ways to interpret and analyze assessment data, reflected on and planned for the use of indicators of strategic decision making in SRBI and evaluated and refined school-based processes for intervention planning and progress monitoring.
Throughout the two learning days, the team worked together to share ideas and develop a common understanding of strategies to support all learners. One card sort activity challenged the team to identify the differences between varied types of supports and interventions that students might receive. Another activity required the team to use clear and precise language to describe a concern and plan for student growth and progress monitoring; the team was quickly reminded that words like “always”, “often” and “occasionally” mean different things to different team members. These are just a couple of the activities that prepared this leadership team for the training’s culminating activity, which included reflecting on a school-based case study and making decisions based on data...
Published: November 9, 2015
On October 22, 2015, we were scheduled to conduct the annual fall data review at Derby High School. As we kicked off our third year of partnership, we were greeted by three new team members, two teachers and a resident administrator. The entire team was eager to share their data with us, along with all of the changes they made to practices and policies.
To start, we reviewed their SWIS Data. Right away they were able to identify a problem behavior. Due to the revision of their technology policy, there was an increase in ODRs for the misuse of technology devices. The SPDG Team shared how and why they revised their policy, how the entire staff taught the new policy to their students, and ways to promote and reinforce positive behaviors as students adapted to the new policy...
This is a two (2) day event - Monday, November 30, & Tuesday, December 1, 2015
Elena Aguilar, author of The Art of Coaching, is committed to supporting educators in their individual and collective transformation. Her goal for school transformation, congruent with SERC’s mission, is to ensure every child receives a quality education and experiences success that is not predictable by zip code, race/ethnicity, religion, ability level, home language, socioeconomic status, gender, or sexual orientation.
In this highly interactive, two-day presentation, Elena will share practical strategies and resources for educators in influential positions, as well as those who support educational leaders as external coaches, to explicitly raise and eradicate inequities that have been institutionalized in our schools and districts. She will help participants examine beliefs and behaviors that have hindered student achievement, and share authentic coaching experiences that have directly resulted in improved outcomes for each and every child.
More Info & Registration
Published: October 29, 2015
More Coaching Network
This free professional learning opportunity is intended for educators who are new to coaching in schools as well as seasoned technical assistance providers interested in refining their repertoire of coaching skills. This course is a self-paced online professional learning opportunity; as such, starting and ending points are not fixed. Users may pause at any point to read the detail on a slide or reflect on its content. After completing a pre-assessment, users will proceed through each of the three modules at their own learning rate.
Successful completion of each of the modules requires viewing slides while listening to or reading content, reading two or three selected articles, answering several questions at the conclusion of each module, and pausing for personal reflection. You may engage with the content of the modules as an individual or with a group.
Region 10 (Harwinton, Burlington) is located in Northwestern Connecticut and is comprised of four schools: two elementary schools, Harwinton Consolidated and Lake Guarda; a middle school, Har-Bur; and a high school, Lewis Mills. The middle school and high school are connected by the central office building.
Over the four years of the grant, all of the schools participated in the Literacy and Behavior training and technical assistance offered by SERC through the State Personnel Development Grant (SPDG). The middle school and high school also took advantage of additional trainings in Scientific Research-Based Interventions (SRBI), Instructional Strategies, student learning objective (SLO) development, and data team training...
Published: October 14, 2015
Nestled in the Northeastern corner of the state, the Thompson Public Schools serve approximately 1,260 Connecticut students (CEDaR, 2011). The district’s central office, high school, middle school, and elementary school all inhabit one campus; in fact, the buildings are all connected. In a small district like Thompson, the importance of taking a district-wide approach to behavior management is paramount.
Through participation in the State Personnel Development Grant (SPDG), Thompson developed a leadership team representative of staff from each building who attend professional learning opportunities and engage in decision-making around how to deliver academic and behavioral supports for all students. Involvement of staff members from each school allows for the needs of each individual school to be addressed, while ensuring a consistent approach to be utilized throughout the district. A central office administrator participates as well as a representative building administrator...
Published: October 5, 2015
In 2013-14, there were 64 schools in three cohorts of the SPDG. One of the targeted outcomes for the SPDG is to have a proportionate representation of minority students with ODRs (office discipline referrals; only major referrals are counted). The SPDG Internal Data Team analyzed the PBIS Assessments to identify patterns and trends within each of the cohorts. Technical Assistance Providers received specific training on the triangulation of SWIS Data and other PBIS Assessments to help identify focus areas for improvement and were given procedural guides and tools to help with the necessary in-district technical assistance to address problems of practice...
Published: June 26, 2015
As a part of our role in monitoring the progress of schools involved in the Connecticut expanded learning time initiative (the CT TIME Collaborative), we regularly assess the critical variable of climate and culture in our schools. Winthrop STEM Elementary Magnet School in New London is one of our participating schools.
We would like to commend the work completed this year in creating a vibrant, positive support system in this school. In the past, Winthrop School resembled so many of our schools in their understanding and implementation of a school-wide system of positive behavioral supports. We so often hear, “Oh, we do PBIS”, when upon observation and inspection, the school typically has at best a random, infrequently seen, inconsistently applied ticket system of some sort. These schools continue to rely on nagging and negative consequences as their primary systems, not of support, but of control...
Published: June 19, 2015