PBIS Minutes: March 29, 2013

PBIS Minutes: March 29, 2013

Rm 110

Team: Sampley, Morris, Haralson, Didier, Bowman, Lawson

Agenda:

·        Identify a set of criteria for entry into Tier 2

·       Generate an Action Plan for CICO for AAA HS – identify 1^st steps

·       Review Assessments from teacher survey

·       Set budget. We would like to pay Tina an extra hour, make our posters, and have some money for end of year prize and monthly PBIS incentives. Finalize and send to Trisha

·       Prioritize items to include in our SIP plan for next year. We have completed about 95%+ of the items on this year’s list. (This will coincide with teacher surveys)

·       Common Area Matrices

·       Lesson Plans for teaching common area expectations after Spring Break

·       PBIS assembly (after Spring Break)

Identify a set of criteria for entry into Tier 2

The team decided to use the screening tool provided by the district to screen Internalizing and Externalizing behaviors of concern for the full launch next fall. We will customize it so that it includes items that we want our teacher to consider when evaluating students for T2. Debbie will assembly the documents and before the end of the year we will finalize the items on the assessment.

Generate an Action Plan for CICO (first steps)

1.     Select students: Moses Vaea, Tristy Lucca, John Crichton, Jamica Tolliver, Ed Mack, Alexis Riviera, Shawn Vu, and a possibility of adding Charles Rushing, 2 alternates should be named *A parent meeting for Charles will be held on Monday and the program will be explained to his parents at that time.

2.     Create Daily Progress Reports “DPR” Ann and Stephanie have a rough draft started. Paul will put the final touches on the weekly tracking system.

3.     Teacher training. We need about 15 min. on 4/3 to train teachers on how to use the DPR. Debbie will ask Norma for the time. Stephanie and Paul will train the teachers.

4.     Create a letter to go home to parents explaining CICO program and their roll in the system. Debbie will find the district letter and change it to fit AAA needs.

5.     Student training on 4/1/13. Perry and Tina will have the students nominated for the “Step Up Program” attend a special Advisory in Room 110 on Tuesday. The program will be explained to them at that time.

6.     Incentives: The students will receive a weekly incentive for making a score of 80% or above on their weekly DPRs, they will receive an incentive when they enter the “Self Check” phase, and a larger incentive when they graduate from the program. Cost of the prized will come from the PBIS budget.

7.     Tina will receive SWIS training from Sue Vande Voort in order to input data.

8.     Tina will create a “Note Home” that will report weekly scores to parents and be returned to school with their signature. Students will receive bonus points for returning the notes.

9.     Tina is in need of her own computer to upload data. Check with Trisha and Sue about getting another one.

Budget: To be submitted to Trisha and Sue by Debbie

CICO weekly incentives                                     $300

CICO graduation/self check                  $400

Coach                                                                        $900

Posters for AAA                                                      $100

End of Year PBIS Prize                  iPad                  $600

Monthly PBIS prizes                                    $200

Total:                                                                              $2500

Common Area Matrices

Paul will email all members the matrices created by the whole staff. We will use a similar process used to create the classroom in order to pare them down to 4 to 5 essential behaviors. This should be done prior to Spring Break so that the team can schedule “re-teaches” of values in the common areas for Advisory shortly after the break.

Agenda for Next Meeting

·       Matrices

·       Lesson plans for after Spring Break

·       Temporary Posters for common areas

·       Check on classroom poster (Michael)

·       PBIS assembly April (We would like to have teacher talent featured)

·       Progress on CICO system

PBIS Minutes March 22, 2013

March 22nd, 2013

Here are our PBIS minutes.

Attendees: Ann Morris, Deborah Bowman, Stephanie Haralson, Perry Sampley, Paul Didier and most importantly Avery Morris! J

Actions:

·         We reviewed Tier 2 teacher recommendations and made a spreadsheet of candidates with a listing of criteria

·         We created a schedule for the Climate Survey

Next Actions:

·         Create a form for Tier 2 recommendations based on criteria

·         Finalize list of Tier 2 candidate selection

·         Take IEPs to MDT

·         Revise Hallway Matrix

·         Contact Sue Vand De Voort/Invite her to meeting to review CICO procedures from TEC

·         Review Teacher Survey Results

·         Discuss about PBIS Budget

Next PCT Date:

We discussed the date for the next PBIS staff meeting and are in agreement that we delay the next PBIS PCT meeting until the May date if we could present Tier 2 Protocols, etc. in April so that we can start piloting the intervention.  We would only need about 30 minutes. Does that help?

PBIS Minutes February 13, 2013

PBIS AGENDA/MINUTES                                                                  FEBRUARY 13, 2013

DEBRIEF/REFLECT ON BULLY ASSEMBLY AND LESSONS

Future Assemblies

·        Give speakers very clear timelines. Get talking points from presenter beforehand to plan accordingly

·        Limited question and answer period

·        It is necessary to have a moderator who is comfortable with that role

·        Grouping should be more intentional

·        Tell students what audience behavior should look like—set expectations previous to assembly. Set expectations again at advisory

·        Deputy Barnes: Stories and information powerful and relevant

·        Overall it was a good experience

Lessons:

·        Tangibles were a plus----Bricks/Clouds

·        Some kids were not taking lessons as seriously as others—buy in

·        The subject matter may not be comfortable for some so they need to have repetition to get used to it.

·        Tags---need to follow up on this

·        “Center for Ethical Studies”—Michael—hard work to transform communities but it can make a major difference. Collect info from students and teachers ---need to be more systematic. 

·        How to give silent students a voice—incorporate all student voices

·        What works?  Lessons

·        Kid: “Why would I share with you?”

·        How to shift culture?

Next Steps:

·        How can we give them tools where they do not feel “uncool”? (It’s not snitching, it’s called reporting. ) Role playing.

·        DROP BOX: for reporting things. Placed in office. Checked daily.

·        Cyberbullying –safe and responsible use of social media

TRIBES: Tribes is an activity for modeling/practicing inclusion/tolerance/bully roles

·         

·        Check out shared drive

·        Role playing/modeling

·        Guest treatment/Substitute treatment

·        Peer leaders?

CLIMATE SURVEY

·        Possible March 18^th and 19^th?

·        Add advisory questions? What would they be?

·        Have a different Master Schedule Survey?

NEXT AGENDA IDEAS

·        Revisit Bullying Lessons and Next Steps—delineate plans

·        Survey

·        Classroom Management Book Study

PBIS Minutes February 1, 2013

PBIS/CLASSROOM MANAGEMENT MINUTES

February 1, 2013

Perry Sampley,Michael Yousoofian, Stephanie Haralson, Norma Barrineau, Tricia Robles, Paul Didier

PBIS/Classroom Management Team Agenda Items

o   Reflection on Awards Assembly

·        Streamlined Assembly Agenda is preferred—our objective was for the order of activities to make for a more lively or engaged event; we believe that was the case.

·        Some jobs need to be more clearly defined/more intentional.  Students could be smoother---more guidance would help

·        Seating Areas need to be defined---blue tape on areas/make walkways (can we leave the tape?)

·        Teachers need to sit with among students, not near them

·        Student performances were again a plus—Teacher recruitment/word of mouth

·        Senior Chairs—just 50

·        Honor Role grouping needs to be more orderly

·        We will need to review these point before the next assembly in March

o   Review our Book and prioritize sections and set due dates

o   Research/Apply/Revisit

o   Go section by section

o   Read and do Reflections of Section 1 by next meeting February 8

o   Review PBIS data if possible-- --Deb, could you fill in any thoughts here.

o   Discuss Climate Survey and Set Up Computer Lab Schedule

o   Dates Feb 20 and 21^st/Last 25 and 26 juniors

o   Need to set it up as a survey monkey Paul

o   What is the best way present the survey

o   How to break it down into user friendly data

o   Test Survey---Michael

o   Poster Progress

o   Michael will be printing out test sheets next week

o   What is cost of roll of lamination/laminate?

o   Review teacher comments on AAA Values reintroduction

o   Paul will send reminder email

o   Budget à$500.00 

o   What are we going to use the money for?

·   Conferences/Incentives for drawing/making posters/no tardy party/Progress Reports/Check-in-out Forms/

·   60 minutes a day--Can be used for Data Entry/check in –check out/Check-in—out para/

·   àNeed to think about our needs

·        PBIS Tickets

o   Put reasons on back—Paul will inform staff

o   Mix up the giving out the tickets amongst kids—faculty needs to “share the wealth.” Some students have voiced opinions that only struggling students get tickets. Perhaps we should look form a way to track who is getting the tickets or at least look closely at the winners of the prizes.

o   Acknowledgement of winners in drawing. àJust read student’s name/teacher’s name/value

o   Share with teachers ---thoughts about handing out tickets/5 positives to 1 negatives/thinking ahead about—going over roster and making them before hand

·        No tardy parties—team likes the idea. We need to explore this more.

o   Tricia Robles:

o   Article from Teaching Tolerance

o   PBIS Team needs to decide next steps

o   When do we take on Bullying lessons?

o   When do we implement Tier 2 interventions

Standards Based Grading Minutes Feb. 13

2/13/13 In Attendance: Ina, Aria, Marie, Ann, Carla (over the phone), Tom, KC, and Gerald

• We made a rubric for collaborative work. We’d like to make it more student-friendly by changing the language. Additionally we’re interested in seeing this used in all classrooms if possible.

	Arts & Academics Academy Collaboration Rubric
	Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
	Beginning	Approaching	Meeting	Exceeding
Preparation & Evidence	·         Read some of the material but unable to refer to evidence in texts to support ideas.	·  Read most of the research material. ·  Explicitly uses evidence from texts and other research to support ideas with assistance and/or prompts from peer or staff.	·   Come to discussions prepared, having read and researched material under study ·   Explicitly uses evidence from texts and other research to support ideas.	Meeting + ·   Researched additional materials that either adds additional support or an opposing viewpoint. OR ·    Knows the text well enough to offer supporting evidence for another peer’s ideas.
Norm Making	·   Uses the teacher created rules, goals, deadlines, and roles.	·    Needs the support, prompting, or reminders from teacher to set rules, goals, deadlines, and roles.	·      Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.	Meeting + ·         Self assesses their progress on set rules, goals, deadlines, roles, etc.
Conversation/Group Work	·         Attempts to respond.	·      Responds to questions, but doesn’t ask any.	·      Asks and responds to questions that makes the discussion better. ·      Invites others and their ideas into the discussion.	Meeting + ·      Builds on peers’ ideas. ·      Encourages peers to ask questions too.
Reflection	At the end of the conversation: ·   Restate what you contributed to the conversation.	At the end of the conversation: ·   Identify the main points of the conversation.	At the end of the conversation: ·         Responds thoughtfully to different ideas. OR ·         Summarize points of agreement/disagreement. OR ·         Makes new connections in light of the evidence and reasoning presented.	At the end of the conversation, you can do at last 2 of the “Meeting Standards”

• We then looked at the Fixes to Support Student Learning
• Don’t use formative assessments to determine grades. Only use summative assessments. Make it clear to students which is which.
• The problem is that we need accountability. We’re concerned that if students know that it’s formative and it doesn’t count for their grade, then they won’t do it. Some of us make everything summative, but students can go back and reassess all the time. Another idea is to grade the formative and give the feedback to students, but do not include it in the grade.
•  

2/22  and 2/27

Agenda for Next Time:

1. Continue our discussion about specific fixes to Organize Evidence and to Support Learning.

2. Plan our presentation on 3/8.

Arts Integration Notes Feb 1

Focus on Arts Integration: Session Three

Friday, February 1

1 – 2:30pm

1 – 1:30pm                VTS & Content-Based Inquiry

                                    Regan Pro, Manager for School & Educator Programs

Craig van den Bosch, Museum Educator

·         Some in the group are still using the VTS method, but for others it was difficult to see how VTS fits in the curriculum or engages the student beyond relating to personal histories and observation/close-looking. They did not keep using it because of the lack of relevancy and ability to move a curriculum based discussion forward. There was not enough of a contextual connection to the classroom subject matter.

·         Regan demonstrated how to integrate inquiry based questions and the history related to the artist, place and time into the discussion for context. This not only activates the image, connects to personal history and observations, but also provides content that connects to subject matter that is being studied in a class or across multiple classes. This combination of methods still allows students the ability to have a direction and voice in a discussion.

1:30 – 2:15pm                        Small group planning

Regan Pro & Craig van den Bosch

·         Doug-Craig and Doug looked at a number of printed images found in SAM’s collection pertaining to math. They were a mix of representational, abstract and sculptural works of art. Doug was intrigued with the images and how they might help teach the concepts of Algebra, Trigonometry and Geometry, but did not necessarily know how to design a lesson incorporating these images. Craig gave some examples and suggestions of some connections. They will focus more on connecting them to existing curriculum to begin developing a lesson starting next week.

·         Amanda-Craig and Regan had separate discussions with Amanda on how to activate her proposed Marimba lesson. Craig printed images of musical instruments from SAM’s collection found in other cultures along with indigenous clothing from one of the regions where the Marimba was developed. They talked about how to make connections through instruments from other cultures and how clothing visually depicts the vibrancy and rhythm of music.

·         Ann & Regan discussed the spoken word poetry project and the potential to connect with sufferage and other human rights topics within the humanities. For next steps, Ann will connect with Daemond Arrindell to explore developing a lesson.

·         Maya and Edie met to discuss next steps in their musical theatre collaboration project.

2:15 – 2:30pm                  Report out & Next Steps

Regan Pro

·         We will brainstorm some more lesson plan ideas to implement using the three models previously discussed along with engaging in another skill building lesson.

WORKING DEFINITION FOR AAA:

At Arts & Academics Academy (AAA), Arts Integration is a key instructional approach to support student learning, engagement and achievement. AAA is committed to providing time and resources to support arts integrated learning opportunities for all students.

At AAA, Arts Integration is instruction connecting the arts with one or more content areas through a creative process. Students demonstrate a proficiency of standards in each discipline, as well as higher thinking skills that help prepare them for college and career.

AGENDA: Focus on Arts Integration: Session Three

Friday, February 8

12:50 – 2:20pm

12:50 – 1:30pm        Teaching From Objects

                                    Regan Pro, Manager for School & Educator Programs

Craig van den Bosch, Museum Educator

1:30 – 2:10pm                        Small group planning

Regan Pro & Craig van den Bosch

2:10 – 2:20pm                  Report out & Next Steps

Regan Pro

WORKING DEFINITION FOR AAA:

At Arts & Academics Academy (AAA), Arts Integration is a key instructional approach to support student learning, engagement and achievement. AAA is committed to providing time and resources to support arts integrated learning opportunities for all students.

At AAA, Arts Integration is instruction connecting the arts with one or more content areas through a creative process. Students demonstrate a proficiency of standards in each discipline, as well as higher thinking skills that help prepare them for college and career.