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. 

Arts Integration Notes Jan 23

Session Two: Notes

Wednesday, January 23

2:20pm-3:20pm

2:20 – 2:30pm                     Welcome & Check-in

-       Participants arrived and reviewed the agenda for the meeting.

2:30 – 2:40pm            Defining Arts Integration for AAA: Review

-       As a full group, participants reviewed the drafted arts integration definition for AAA.

-       Initial definition:

At Arts & Academics Academy (AAA), Arts Integration is a key strategy 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 two or more content areas through a creative process. Students demonstrate an assessable understanding of curriculum objectives and standards in both disciplines, as well as higher thinking skills that help prepare them for college and career.

-       Teachers requested a clarification that the integration must include the arts and a change in the phrases “key strategy” and “assessable understanding of curriculum objectives and standards”

-       It was recommended that the new definition could apply to any integration between two arts forms.

-       SAM staff agreed to revise and return next week with updated statement that can become the working definition of AAA. After the pilot project, participants can return to this definition and see if additional changes need to be made.

2:40 – 3pm             Focus Group Plan Review

-       As a full group, participants reviewed the proposed focus group plan.

-       The goal of the pilot is to test out different modes of integration at AAA to see how each method works within the school and ideally identify best practices that can be applied in the future.

-       Based on the proposal, teachers selected one of three integration methods to use.

-       Drama & dance classes are already integrating through a music theater class. This will be included in the pilot.

-       US Literature will look at model 2 and integrate spoken word poetry and visual arts through love poems

o    Integration ideas: slam poetry/spoken word

o    Interpretive dance based on poems?

-       Math will develop a new lesson that integrates art

o    Interested in connecting to geometry/trigonometry, functions, and/or algebra

-       10th language arts is looking at nonfiction reading (including exploring Basqiat images)

o    Potentially wants to explore bringing a teaching artist?

-       Intro to visual arts

o    Looking at Kara walker- how silhouettes can tell stories

o    Use of video “Rainbow round my shoulder”

-       Humanities

o    Bring teaching artist to integrate marimba

o    Bridge connections between music & culture

o    Connect w/drumline teacher

3    – 3:20pm                Conclusions/ next steps

     

-       SAM will bring related suggestions or materials to next meeting

-       Teachers will plan in small groups to use time most efficiently

-       SAM will demo VTS integration lesson