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Similaire à PBS Universal Overview (Nov. 2011)
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PBS Universal Overview (Nov. 2011)
- 5. Parking Lot
- 10. Academic and Learning Systems Positive Behavior Support and Social-Emotional Systems Tier III: Intensive Interventions Students who need Individual Intervention Tier II: Strategic Interventions Students who need more support/challenges in addition to the core curriculum Tier II: Targeted Group Interventions Students who need more support in addition to school-wide positive behavior program Tier I: Core Curriculum and Instruction Tier I: Universal Practices (PBS) and Social-Emotional Learning Standards Response to Instruction and Intervention A Focus on Learning • A Collaborative Culture • A Focus on Results Tier III: Comprehensive/Intensive Interventions Students who need Individualized Interventions/accelerations ASSESSMENT&DATA Culturally Responsive Practices Universally Designed Instruction
- 11. Social Emotional Learning – Standards and Curriculum SEL
- 12. Above the Line Restorative Practices Respectful Responsible Safe SEL
- 15. PBS Universal System and Practices Positive Behavior Supports Cultural Practices that are Relevant Responsive Classrooms/Dev Designs/Restorative Practices ATL Respectful Responsible Safe SEL
- 16. 30 Second Speech
- 18. Academic and Learning Systems Positive Behavior Support and Social-Emotional Systems Tier III: Intensive Interventions Students who need Individual Intervention Tier II: Strategic Interventions Students who need more support/challenges in addition to the core curriculum Tier II: Targeted Group Interventions Students who need more support in addition to school-wide positive behavior program Tier I: Core Curriculum and Instruction Tier I: Universal Practices (PBS) and Social-Emotional Learning Standards Response to Instruction and Intervention A Focus on Learning • A Collaborative Culture • A Focus on Results Tier III: Comprehensive/Intensive Interventions Students who need Individualized Interventions/accelerations ASSESSMENT&DATA Culturally Responsive Practices Universally Designed Instruction
- 22. Tier 3 (6+ ODR) 1-5% Tier 2 (2-5 ODR) 5-10% Tier 1 (1 ODR) 80-90% PBS Triangle 399 Students 2007-08 1 st semester 19% 13% 68%
- 23. Tier 3 (6+ ODR) 1-5% Tier 2 (2-5 ODR) 5-10% Tier 1 (1 ODR) 80-90% PBS Triangle 409 Students 1 st Semester 08-09 4% 11% 85%
- 24. Infinite Campus (IC) demo
- 27. La Follette PRIDE Creating a common language
- 29. WEST HOUSE Characteristics of Success Video Link : https://mediaprodweb.madison.k12.wi.us/node/551
- 33. Voice Volume Cool Tool
- 34. From High School Lancer Lesson – Personal Responsibility Being On Time Providing Context – Personal Responsibility of Being Punctual Start discussion with following questions (optional: white board) What is the best movie you have seen in theaters lately? What are some of the benefits of being on time to the movie (below are possible answers)? You get a great seat Your group/friends sit together Time to get snacks and popcorn Don ’t have to trip over people Get to see previews Personal Responsibility for Being Punctual/Both School and Non-School Settings . Read questions aloud and have students write down answer then share in circle format or class discussion.
- 35. Instructional Purpose Everyone has different comfort levels with how they want to interact with their friends. This lesson will accomplish the following: ● Discuss how actions can be unacceptable or ‘cross the line’ ● Share the qualities you look for in a friend ● Practice how to be clear about what crosses the line ● Learn the dangers and effects of cyberbullying What do we want the students to be able to do? ● Identify qualities of a good friend ● Identify what crosses the line for each of us ● Have language they will use when someone crosses their line ● Have language they will use when they see/hear someone else cross the line ● Understand personal responsibilities when online Content standard being taught in this activity: Social Competence: Build & maintain positive relationships through effective communication, cooperation and conflict resolution (MMSD SELS) High School Example SEL Teaching Tool Video Link: http://www.athinline.org/videos/61-library
- 46. Academic and Learning Systems Positive Behavior Support and Social-Emotional Systems Tier III: Intensive Interventions Students who need Individual Intervention Tier II: Strategic Interventions Students who need more support/challenges in addition to the core curriculum Tier II: Targeted Group Interventions Students who need more support in addition to school-wide positive behavior program Tier I: Core Curriculum and Instruction Tier I: Universal Practices (PBS) and Social-Emotional Learning Standards Response to Instruction and Intervention A Focus on Learning • A Collaborative Culture • A Focus on Results Tier III: Comprehensive/Intensive Interventions Students who need Individualized Interventions/accelerations ASSESSMENT&DATA Culturally Responsive Practices Universally Designed Instruction
- 48. Where are we as a state?
Notes de l'éditeur
- Give one to get one…within a table
- Give one to get one…within a table
- Grounding actviy
- There are 3 essential components of an RTI model: 1) multi-tiered model (shown above); 2) Problem solving process: identify problem, analyze problem, intervene, and evaluate response (also shown above by circle in middle); and 3) integrated, balanced assessment. This 3 rd component is our focus today. Click – blue arrow comes in then “Data” – Data is used to make decisions about – is our core working for most students? Which students need more support in addition to the core? Which students need more support (frequency and intensity) in addition to Tier 1 and 2. Arrows = movement in tiers is fluid (up, down, around); In a multi-tiered approach to instruction and intervention, teachers provide instruction at each tier of service that is differentiated, culturally responsive, evidence-based and aligned to grade-level, content standards. All students should have universal access to this high-quality instruction. Universal access refers to the right of all students to have equal opportunity and access to high quality, grade-level instruction and behavioral support, regardless of socioeconomic Status, ethnicity, background, or disability (See notes)
- There are 3 essential components of an RTI model: 1) multi-tiered model (shown above); 2) Problem solving process: identify problem, analyze problem, intervene, and evaluate response (also shown above by circle in middle); and 3) integrated, balanced assessment. This 3 rd component is our focus today. Click – blue arrow comes in then “Data” – Data is used to make decisions about – is our core working for most students? Which students need more support in addition to the core? Which students need more support (frequency and intensity) in addition to Tier 1 and 2. Arrows = movement in tiers is fluid (up, down, around); In a multi-tiered approach to instruction and intervention, teachers provide instruction at each tier of service that is differentiated, culturally responsive, evidence-based and aligned to grade-level, content standards. All students should have universal access to this high-quality instruction. Universal access refers to the right of all students to have equal opportunity and access to high quality, grade-level instruction and behavioral support, regardless of socioeconomic Status, ethnicity, background, or disability (See notes)
- Pick which slide you like interlocking circles or this one….This one is easier ….
- Pick which slide you like interlocking circles or this one….This one is easier ….
- Jessie - Pick which slide you like interlocking circles or this one….This one is easier ….
- Discuss with neighbor how social/emotional skills– behavioral expectations were taught at your former school.
- Pick which slide you like interlocking circles or this one….This one is easier ….
- Teaching a behavior
- Making it real
- Pick which slide you like interlocking circles or this one….This one is easier …. - Could have staff think of a time when you were acknowledged at work or in personal life. Share with a partner.
- Ur fear when we are talking about acknowledgements…. Defining_ An acknowledgement is a recognition of an act or achievement Reward –something given in return for something – compensate. Splitting hair but acknowledgement feel better to me
- In summary – defining Acknowledgement – recognition of an act or achievement Why they are important- hand out the summary of article When they work / when they don ’t
- Hand out looking at different types to acknowledgements
- Pick which slide you like interlocking circles or this one….This one is easier ….
- There are 3 essential components of an RTI model: 1) multi-tiered model (shown above); 2) Problem solving process: identify problem, analyze problem, intervene, and evaluate response (also shown above by circle in middle); and 3) integrated, balanced assessment. This 3 rd component is our focus today. Click – blue arrow comes in then “Data” – Data is used to make decisions about – is our core working for most students? Which students need more support in addition to the core? Which students need more support (frequency and intensity) in addition to Tier 1 and 2. Arrows = movement in tiers is fluid (up, down, around); In a multi-tiered approach to instruction and intervention, teachers provide instruction at each tier of service that is differentiated, culturally responsive, evidence-based and aligned to grade-level, content standards. All students should have universal access to this high-quality instruction. Universal access refers to the right of all students to have equal opportunity and access to high quality, grade-level instruction and behavioral support, regardless of socioeconomic Status, ethnicity, background, or disability (See notes)
- As defined by data entered into PBS Surveys