Come hear how one school in Maryland created a blueprint for success which included accountability to: data, instruction, professional development, students/parents, and a safe and orderly environment. The principal will share ‘brick by brick’ how we “nailed” it by decreasing the achievement gap and having every student meeting success!
In this session, Principal Dusty Porter will share practical examples of how the collaborative design and implementation of systems are impacting greater learning outcomes for all students. Specific resources to be shared and explained are the develop of a Master Schedule that supports purposeful MTSS, integration of PLC and RTI systems to work as one powerful force to monitor and adjust practices to support all students learning progress, design, implementation and integration of Special Education and Title I services to serve the needs of all students, and the development of a school vision and core values that worked. If you are interested in magic bullets, this isn't the session for you, but if you would like to see practical implementation practices and engage in meaningful dialogue about the real work of redesigning a school's trajectory to support all students, this session is for you.
Session resources can be accessed: https://goo.gl/S2uXmP
This session focuses on insights gained from two analyses of initial SWIFT implementation efforts. One analysis explores how SWIFT implementation increases the odds of students in special education being placed in less restrictive/more inclusive environments. The second analysis explores a relationship between MTSS implementation and increased Reading achievement. Together, these analyses support the promise of schoolwide MTSS to improve student outcomes for ALL students.
Restorative Practices focus on keeping students IN school learning, rather than removing them for suspension or expulsion. This workshop will provide an overview of the Restorative Practices continuum of strategies within a multi-tiered system (MTSS) framework that build community, social-emotional competence, and keep students accountable. Implementation exemplars at the site and district level will be presented by local KDS sites.
Outcomes:
(1) Develop a rationale for integrating Restorative Practices within a Multi-tiered System of Support.
(2) Identify and demonstrate basic Restorative Practices along a continuum of support.(3) Review research supporting implementation of Restorative Practices.
(3) Share practical implementation strategies at the site and district level.
This session will focus on using a Tier II behavior support, Check-In/Check-Out, to improve student behaviors and readiness to learn. Come learn practical information on how to start and improve upon your Tier II behavior supports. This session will include information on:
how Check-In/Check-Out has evolved at Cecil Manor ES.
the use of Behavior Screeners.
the creation of Check-In/Check-Out materials.
data collection and decision-making.
Please join me to learn about Check-In/Check-Out and receive resources to support your implementation!
A red thread has been used to symbolize togetherness, themes, and connection dating back to greek mythology. Thus, how do you create a red thread in the area of behavior instruction? Whether you have supports in place or are just starting, we will show you how to create a conceptual map to create your theme for the year. After attending this session, participants will be able to assess their work by becoming familiar with an implementation tool for PBIS and how to use the Google platform to organize the work. This session is open to administrators, teachers, and school specialists. After leaving this session, you will hear from various school perspectives on how to build a theme that will carry your work to student success in behavior.
How are students with significant (cognitive & communication) disabilities educated in MTSS? What is a model for addressing individual student needs in MTSS? This session will highlight a model of individualized student planning and one district’s approach to improving how students with significant disabilities experience equitable membership, participation and learning in inclusive schools. Using video, student examples, data and practice tools attendees to this session will explore strategies they can use locally.
Using data to make educational decisions is a process often encouraged, but too often the steps a team should use in decision-making are not clear. This session will focus on specific procedures that have been demonstrated to improve team decision-making. Those procedures will be applied in the context of the SWIFT Data Wall, but will have application to any school team using academic or behavioral data to guide improvement.
This workshop will explore the alignment between PBIS (Positive Behavior Interventions and Support) and the Inclusive Behavior Instruction component of the California SUMS (Scaling up Multi-tiered System of Support) statewide initiative. Exemplars from SUMS KDS (Knowledge Development Sites) will demonstrate the five principles of Inclusive Behavior Education within a PBIS multi-tiered system of positive behavior support.
Outcomes:
(1) Build understanding of PBIS as a multi-tiered framework for delivering Inclusive Behavior Instruction.
(2) Identify the five principles of Inclusive Behavior Instruction.
(3) Review practical strategies for Inclusive Behavior Education at each tier.
Tier III Behavior Supports are designed for those students with more significant support needs. Tier III supports typically involve individual assessment of behavioral, academic, and mental health needs. A team then defines the constellation of supports that uniquely fit the needs of a student, and the team builds a formal plan to deliver these supports. This session will focus on the strategies for developing Tier III supports, and the organizational systems and data sources needed to implement these support plans with impact.
