Potential Slide Bank for Academic Seminar
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Potential Slide Bank for Academic Seminar
For August 2014 Presentation
Freshmen Success: Building a Solid Foundation for Success
Rationale and Research
Current Supports Targeting Freshmen?
• What is in place explicitly for freshman in your school?
• Is this aligned with the school-wide climate components/ (expectations, acknowledgements, consequences, etc.)?
• Please share
Why Freshmen?• A research study in the Chicago Public Schools found that
students who fell behind in credit accumulation during their 9th grade year had a 22% graduation rate, as compared to an 81% graduation rate for students who were “on track” in 9th grade (Allensworth & Easton, 2005).
• The most powerful predictors of whether a student will complete high school include course performance and attendance during the first year of high school (Allensworth & Easton, 2007).
• In fact, according to Jerald (2006), low attendance during the first 30 days of the freshman year is a stronger indicator that a student will drop out than any 8th grade predictor, including test scores, other indicators of academic achievement, and age.
Freshmen Success: Universal Support
Systems• Embedded into school
structure and culture
• Preventative MTSS
• Freshmen-wide Leadership Team
• Data-based Decision Making
Curriculum• Engagement-focused
Content
• Acquisition and Application
• Peer Navigator Support
Freshmen Success Curriculum
• 12 lessons• Approximately 45 minutes• Delivered by Teacher & Peer Navigators• Lessons w/ Exit Tickets• Check-Ins• Front-loaded in year
FS CurriculumDomain Curriculum Units and Learning Objectives Behavioral Engagement (academic enablers and school rules)
Getting Work DoneUse a planner or similar devicePrioritize tasks and develop plans to accomplish them Develop a study plan for test preparation Demonstrate test taking strategies for various test types
Getting AlongState schoolwide expectations Demonstrate classroom expectations and routines Demonstrate classroom participation strategies
Cognitive Engagement (motivation, work tasks, self-regulation)
Getting to GraduationIdentify a direction for the future – career goal, school relevance Know graduation is attainable Identify what graduation requirements are and where to locateIdentify if on track and how to get/stay on track for graduationDevelop an action plan to improve current academic status
Emotional Engagement (school belonging, connection to and support by peers and teachers)
Getting ConnectedIdentify school resources/supports: academic and socialIdentify how and when to ask for help Identify extracurricular opportunities in school and community that align with interest areas and describe how to get involved Identify and practice how to get teachers on your side
Freshmen Success Systems
• Leadership – Expectations–Communication –Data
–Consequence• Acknowledgement• Discipline
FS: Leadership System
• Freshmen Leadership Team– Separate team or subteam of SW Leadership Team– Regular meetings– Use Data for Decision Making– Focus in on Freshmen-wide efforts – a scaffolded
approach to SWPBIS
FS: Communication Systems
The single biggest problem in communication is the illusion that it has
taken place.
GEORGE BERNARD SHAW
Agreements and dialogue among all Freshmen Teachers
Utilize similar systems as SW efforts
FS: Data Systems
• Attention to Behavior AND Academics• Complicated by need to integrate multiple
data sourcesBEHAVIOR
ACADEMICS
Why Freshmen?• A research study in the Chicago Public Schools found that
students who fell behind in credit accumulation during their 9th grade year had a 22% graduation rate, as compared to an 81% graduation rate for students who were “on track” in 9th grade (Allensworth & Easton, 2005).
• The most powerful predictors of whether a student will complete high school include course performance and attendance during the first year of high school (Allensworth & Easton, 2007).
• In fact, according to Jerald (2006), low attendance during the first 30 days of the freshman year is a stronger indicator that a student will drop out than any 8th grade predictor, including test scores, other indicators of academic achievement, and age.
Early Warning Indicators
Course Performance
inCore
SubjectsGPA Credits State
Tests Attendance
Office Discipline Referrals Additional
Factors
On-Trac
k Indicators
On-Track
Meeting all graduation requirements Cs or better in all areas
2.5 or more Meeting credit graduation requirement for grad plan year
Level 3 or above or concordant scores within the same school year
4% or less absences per quarter or semester
3 or less Level I and/or minor referrals
DisengagementNo extra curricular involvementSubstance AbuseHigh MobilityMental health issuesFree/Reduced lunchFoster/group homeTransient/HomelessParent unemployment Student employmentChanges in behavior/ appearance More recent traumatic eventMissed guidance appointmentsNo show for yearbook picture
At-Risk forOff Track
Lacking 1 graduation requirement
2.0 to 2.49 Behind 1 Credits
Level 2 on State Tests
5% or more absences per quarter or semester
4 or less Level I and/or minor referralsLevel II ODRs per semester
Off-Track
Lacking 2 graduation requirementsFailing 1-3 classes
Less than 2.0 Behind 3 credits
Not passed both sections of 10th grade State Testsor retakesNo concordant scores
10% absences per quarter or semester
5 or more Level I and/or Level II ODRs per semester
Highly Off-Track
Lacking 2 or more graduation requirementsCurrently failing 3 or more classes
Less than or equal to 1.5
Behind 4 or more credits
Not passed 10th grade State Tests or retakesNo concordant scores
15% or more absences per quarter or semester
5 or more Level II ODRs for fighting/ profanity/ disruption per semester
ExtremelyOff-Track
Meeting no graduation requirements2-3 Years Behind
Less than or equal to 1.0
Not meeting cohort graduation plan
Not passed 10th grade State Tests or retakesNo concordant scores
20% or more absences per quarter or semester
Established pattern of severe behavior Level II & III ODRs
Curriculum Knowledge Test
1 2 3 4 5 6 7 8 9 10 11 12 13 140%
20%
40%
60%
80%
100%
FS Curriculum Knowledge Test: Percent Correct by Item
Fall 2012Winter 2013Spring 2013
Grad
e Sy
stem
Grad
uatio
n Re
q
Pers
Res
ourc
es
Cred
its M
ath/
LA
Acad
Res
ourc
e
Extr
acur
ricul
ar
Off
Trac
k
9th C
redi
ts
Teac
her C
redi
ts
Task
Bre
akdo
wn
Task
ID
Prio
rity
Leve
ls
Test
Str
ateg
ies
Stud
y Pl
an
Academic Seminar Curriculum:
Defined, example, data
Academic Seminar• Tier 2 Support – Class
• 45 minutes• Meets every day• 5 -7 minute entry task to orient student to tasks / skills • 10-15 minutes of explicit instruction and practice in
organizational skills• 25-30 minutes in homework completion- applying
organizational skills– Curriculum (www.PBIS.org search HS-BEP)
– More complex than CICO– Additional “layer” of T2– Addresses work avoidance
Academic Seminar
• Class functions as:– Extension of & Intensified Universal Tier :• Expectations• Acknowledgements
• Addition of Organization Skill Set – Explicit instruction– Frequent practice opportunities – Explicit, frequent acknowledgement for
demonstration of organization skills
Conceptual Framework
• Kansas University Learning Strategies– Teaching organizational skills to students with learning
disabilities results in significant gains in grades without re-teaching or supplementing content skills.
• Best practices in teaching tell us to:– Increasing scaffolding – Increase opportunities to practice correctly– Increase reinforcement of skill fluency
• PBIS tells us to:– Create systems of support to maximize efficiency and
effectiveness
Adolescent Brain Development
Massive Rewiring
• The brain consolidates learning by pruning away gray matter and strengthening other connections by wrapping them with white matter
• The period of pruning is as important for brain development as is the period of growth
Source: Adolescent Brains are Works in Progress. Frontline
Pre-Frontal Cortex—The “CEO”
PFC of adolescent is about 80% developed compared to adults
The Amygdala—Emotional Control Center
Adolescent brains rely heavily on this part of brain to interpret events and information!
Cerebellum—Coordination of Mind & Body
It is possible to be physically AND mentally clumsy during development
“Use It or Lose It”
"If a teen is doing music or sports or academics, those are the cells and connections that will be
hardwired. If they're lying on the couch or playing video games or MTV, those are the cells
and connections that are going to survive."
Dr. Jay Giedd National Institute of Mental HealthBethesda, Md.
Effects of Stress on the Adolescent Brain
• 2010 survey by the American Psychological Association– 43% of 13- to -14year-olds felt stressed every day. – 59% of 15 to 17year-olds felt daily stress
• The negative impact of stress hormones on the brain could not come at a worse time. – Stress overloads the prefrontal cortex– Stress makes it harder to regulate emotions and thoughts– Stress is happening when teens are struggling to gain the self-
control and regulation they need to stay on track
(Romero and McEwen, 2006).
Implications for Practice• Adolescents need MORE support around
Executive Functioning Skills and Social-Emotional Skill development:– Decision Making– Planning– Persisting– Understanding how behavior impacts others
• Cause/Effect• Long Term Effects
• Supports need to be developmentally appropriate
Frontline video on Brain Development
• http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/view/
• Inside the Teenage Brain
Organization Skill Set
• Student Guided Supports• Goal Setting• Tracking Progress• Planner• Notebook• Graduation Plan• Test Taking• Study Skills
• Utility across content areas • Immediate access to classroom reinforcers
How Are Schools Doing This?
• Freshman Seminar• Junior / Senior Transition Course• Revamped Study Hall• Elective • In conjunction with CICO:– To address work avoidance
Acad
emic
Eng
agem
ent D
ata,
Par
ticip
ants
and
Pee
rs
School Successes
School Demographics # students per term
% successful each term
% “Repeaters”
% requiring additional supports
School Total Enrollment Academic Seminar
Archibald 800 80-90 75% 25% 6-10%
Ingenuity 800 80-90 60% 30% 6-10%
World * 200 12-15 95% 30% N/A
Canter ** 1,300 90-110 90% 25% 3-5%
Percentages represent average over the past 4 years.
* World High School is an international baccalaureate school. ** Exceptionally good at in-classroom differentiation of content
Adolescent Brain
Combining Academic and Social Supports
• Alone, the Academic Seminar class targets academic difficulties. Students receive explicit instruction in organizational and self-management strategies, and assisted homework completion to help increase their academic success. Adding the behavior report card, a Check-In Check-Out cycle, to the Academic Seminar class provides social supports for students who are also experiencing behavioral difficulties. Both the Academic Seminar Class and Check-In Check-Out cycle together constitute the HS-BEP.
Focus of Intervention while honoring Contextual Fit
• The features outlined serve as a framework for implementation. Teachers should feel free to create learning activities around the critical features of the curriculum outlined in the lesson plans. Behavior Support Teams and or teachers may find the need to make modest modifications to fit school contexts or student needs. Regardless of modifications the focus of the intervention is to decrease the difficulty of academic task by providing explicit instruction in organizational skills and homework completion while increasing self-management skills and contingent reinforcement from teachers through use of the HS-BEP Card.
Graphic representing Implementation Steps
• As much as possible the scope and sequence of the specific academic skills should be organized to mirror the academic demands of the general school (such as exams, projects, etc.) so the skills learned in Academic Seminar can be applied to general content assignments. The HS-BEP curriculum focuses on the following academic activities:– Planner use and maintenance – Notebook organization– Goal setting for academic and social behaviors – Tracking progress– Test taking – Study strategies– Creation of a Graduation Plan
Steps to Implementing Academic Seminar
Purpose of Academic Seminar• To provide a daily check in, class by class checks,
and check out with teachers• To provide organizational, social and academic
prompts• To establish regular communication with families
of students participating in HS-BEP• To build organizational skills• To provide assistance for homework completion
Steps to Implementing Academic Seminar
Identification of student participants• Summer school programs• Request for assistance nomination• Student who is failing classes due to missing
or incomplete work• 2-3 Office Discipline Referrals
Student Selection Process for HS-BEPTeachers request assistance for students who:• Engage in problem behavior, but no “crisis” behaviors:– Occasionally skips class– Talking during teacher instruction– Failure to complete homework, class work, class projects
• Appear to benefit from increased structure • Lack organizational skills:– Notebook, backpack is disorganized.– Student often misplaces or can’t find assignments
• Have academic skills appropriate for course• Are achieving below a “C“ in core classes • Student responds positively to at least one adult in the school.
Steps to Implementing Academic Seminar
Procedures for participating in the intervention• Staff:– Provide student with a brief, positive welcome– provide rated feedback and positive comment at the end of
class.• What the students do:– Checks in and out with HS-BEP coordinator every other day (if
on CICO)– Establishes specific academic or social goals– Uses the card throughout the day as a prompt– Solicits teacher rating at the end of each class period
Steps to Implementing Academic Seminar
Procedures for participating in the interventionFamilies:
Prompts the student to share the HS-BEP card, provides positive feedback, signs the card, reminds student to return card to school. The parent does not use the card to correct the student again, but simply uses the card as a tool for starting a conversation about the school day.
Coordinator:Orients student to intervention, manages HS-BEP card data, checks in and out with each student every other day, communicates with staff about student HS-BEP card status.
Steps to Implementing Academic Seminar
• Procedures for training staff, students, family– Staff training at the beginning of the year with
boosters in winter and spring.– Student handbook provides a description of the
program • Data system for monitoring student progress– HS-BEP coordinator responsible for HS-BEP card
data entry (using SWIS-CICO), learning activity grading. All data to be updated once every 48 hours.
Steps to Implementing Academic Seminar
• Decision making cycle – Student progress monitoring
• HS-BEP coordinator enters and summarizes data for twice monthly Behavior Support Team meetings.
• Guidelines for concern:– Significant departure in HS-BEP card points, grades, Office Discipline
Referrals, or attendance.
– Fidelity and effectiveness of secondary level intervention• Behavior Support Team review overall student progress at twice
monthly meetings.• Behavior Support Team completes fidelity check at least twice
per year, fall and spring.
EXAMPLE OF DAILY LESSON PLAN
Daily Entry Task
• The learning activities in Academic Seminar focus on teaching students how to organize and prioritize academic tasks. A Daily Entry Task at the beginning of each Academic Seminar class period orients the students’ academic efforts for the 45-minute class period and helps them prioritize tasks for work completion after school or the next day
Lesson Plan
HS-BEP CI/CO Card Use• The HS-BEP card is an additional component deigned to increase the structure
and support of Academic Seminar. The HS-BEP card is for students who are engaging in more intense “at risk” behaviors that result in an office discipline referral (i.e. skipping class, repeated class disruptions, repeated latenesses, etc). The HS-BEP card is a behavioral report card that students use to remind them of their social behavioral goals and provides a schedule for recruiting teacher feedback. Students begin their day checking in with a positive, supportive adult. Throughout the day they receive positive, written feedback from their classroom teachers contingent on demonstration of school-wide expectations. The HS-BEP card concurrently functions to remind teachers to “catch” students engaging in positive behaviors and provide feedback acknowledging the positive behavior. The HS-BEP card is embedded into the daily classroom protocol of Academic Seminar. Depending on the level of students’ social needs they can participate in Academic Seminar with or without the HS-BEP card component.
HS-BEP Teacher ResponsibilitiesTeacher Selection• May be a Special Education teacher, or content area
teacher, who students relate to• Adult in the school who provides explicit, consistent
expectations, positive feedback, and relevant supports.
The HS-BEP teacher is directly responsible for:• Managing classroom behaviors• Delivering academic curriculum• Teaching students the Check-In Check Out cycle• Morning check-in/Afternoon check-out• Management of academic and social data• See HS-BEP Classroom Guidelines (page 34)
Administrative Support
• Administrative support is vital to the implementation of HS-BEP. An administrator will need to:– Allocate sufficient FTE, for both teaching and data management, to meet the student
need within the building, – Determine which staff member(s) is qualified to teach the HS-BEP class, – Facilitate reorganization of systems and processes within the school to allow for ease of
identification, progress monitoring, and data management. • • Administrative support can also be crucial in building staff support of the HS-BEP.
Above and beyond the administrative functions, visible, active support of the HS-BEP should be evident by:– Regularly scheduled HS-BEP team meeting times, – Regular attendance of the HS-BEP team meetings, – Approving, and or facilitating staff updates as part of staff meetings or school-wide emails
•
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