Final project 2

Social/Emotional Learning Skills ClassA Tier 2 Behavioral Intervention

Program Model and ImplementationPresentation for Teachers and Staff

Site History History of Behavior Interventions

Retention program Learning Skills

Current practices Academy Positive Behavioral Interventions and Supports

(PBIS) Social/Emotional Learning Skills

Problems No precursor to the Academy

Arbitrary student recommendations to the Academy

Unclear criteria for teachers as to placement in the Academy

Goals Provide a progression of interventions before

entrance into the Academy

Create a clear process for entrance into the Academy

Structure a specific behavior improvement class with specific curriculum

Linked to SPSA School Goal #3: Intervention/Support

3 Core Departments3 department chairs

Logic Model

Inputs ActivitiesOutcomes

Short-term Long-term Outputs

Established relationships with teachers, support staff, and administration

PersonnelRtI CoordinatorTeachersAcademy CoordinatorsCounselorsAdministrationSupport StaffPsychologist

GroupsRtI TeamDiscipline Committee

78 Teachers

15-20 Academy students

103 staff members

Categorize interventions by tier

Clear entrance/exit process for all interventions

Identify interventions / programs that don’t currently exist

Address teacher concerns for struggling students

15 team members

RtI Coordinator ActivitiesCommunicate intervention processes: entrance/exit

Direct academy

Academy Coordinator ActivitiesManage/teach day-to-day in Academy

Teacher ActivitiesUse intervention processes

Recruit/select team membersCreate/implement new programs when necessaryWork with core departments to refine intervention criteria

Social/Emotional Learning Skills Class (3 teachers | 60 students)

2 coordinators/teachers, 1 instructional aide

Teacher team to have input on intervention processes

Have data methods for progression through each tier

Use data to determine effectiveness of interventions

Ultimate outcome: Have an intervention process that is clear to all teachers and supports students effectively in both academics and behavior.

Provide ongoing professional development for in-class interventions

Grow in-class intervention use before out-of-classroom referrals

Use data to identify students that are in need of support

Evaluation Questions Evaluation purpose: to analyze the decrease of student

misbehavior and positive academic results after enrollment in social/emotional learning skills class

Does the class decrease visits in the following? On Campus Suspension (OCS) visits Academics First Program (AFP) visits Detention Visits Behavioral incident count

Is there any positive effect on student’s GPA?

Are these appropriate measures/criteria for selection and evaluation?

Does this address teacher classroom management issues?

Data/Methods What methods are being used?

Sample: 60 Check decrease in 5 measurements of data

On Campus Suspension (OCS) visits Academics First Program (AFP) visits Detention Visits GPA Behavioral incident count

Student Portfolio

Teacher documentation

Student mid-term surveys

Teacher mid-term surveys

Justification/Rationale Response to chronic behavior issue students for

teachers in classrooms

Identify specific behavioral needs for students

Use effective strategies from the program as areas for professional development

Preliminary Findings Reduction of the 5 measures of data:

On Campus Suspension (OCS) visits Academics First Program (AFP) visits Detention Visits GPA Behavioral incident count