Eastwood Elementary

“If You Believe It, You Will See It!”

PBIS Module 9/1/09

Why Do We

Exist?

Helping Kids Get Back Up

Kids come to us: From single parent families and broken homes In poverty With physiological problems due to drugs, alcohol,

and/or in-utero difficulties Abused, sleepy and hungry With low self-confidence

www.youtube.com\watch?v=MslbhDZoniY

Ask yourself - How do we help kids get “back up”?

Starting with Two Strikes

Green’s research in “Expectations” (2005) shows that, given all other equal factors, perception for lesser learning is viewed for:

+Race +Gender +Social Class+ELL +History +Disability+Physical Attractiveness+Speech+Handwriting

Students Decide

Can I learn this or am I just too slow, dense….. stupid?

Is the learning worth the energy I must expend to attain it?

Is trying to learn worth the risk that I might fail …..again…in public?

-Richard Stiggins

“Annual Growth, Catchup Growth”1 Maxims

+100% of the achievement gap in reading and 67% in of the gap in math originates in the home before a student’s first day in kindergarten.

+Excellent teaching creates annual growth.

“You must never confuse faith that you will prevail in the end-which you can never afford to lose-with the discipline to confront the most brutal facts of your current reality.”

-Hannibal on his decision to cross the Alps

1Fielding, Kerr and Rosier, “Annual Growth for All Students, Catch Up Growth for Those Who Are Behind”;New Foundation Press; Kennewick, WA; 2007

Research- “All Students Can Learn”

An analysis of research conducted over a thirty-five year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds.

Robert Marzano (2003)

Is Status Quo Okay?

What are our current conditions?

and

Will applying the structure and philosophy of the MTI Model really make a difference?

Roseburg School District

Percentage of Special Education students meeting standards has fallen below target for four years. Roseburg has not met AYP (Adequate Yearly Progress) during that time.

How do our other subgroups do?

Percentage of Students Exceeding Standards, OAKS 2009

Reading

3rd Grade District 25% State 33%

4th Grade District 34% State 40%

5th Grade District 20% State 26%

6th Grade District 21% State 28%

7th Grade District 23% State 29%

8th Grade District 17% State 23%

High School District 13% State 15%

Source: OAKS Website July 2009

Percentage of Students Exceeding Standards, OAKS 2009Math

3rd Grade District 16% State 28%

4th Grade District 15% State 25%

5th Grade District 16% State 29%

6th Grade District 21% State 30%

7th Grade District 21% State 29%

8th Grade District 21% State 28%

High School District 14% State 13%

Source: OAKS Website July 2009

How do our other subgroups do?

We don’t see things as they are…

We see things as we are.

-Nin

Research Indicating All Students Can Learn at High

Levels

• The 90/90/90 Schools

• Kennewick, WA (Annual Growth, Catch-up Growth)

• Results from hundreds of schools including ones in our district.

How are they doing now?

S.P. (5th Grader ’08-’09)

Reading: 190 in 3rd to 235 in 5th (exceeds)

Math: 190 in 3rd to 229 (exceeds)

Science: 243 (exceeds)

Fluency: 112 wcpm

How are they doing now?

S.J. (5th Grader ’08-’09)

Reading: 196 in 3rd to 232 (exceeds)

Math: 192 in 3rd to 224 (meets)

Science: 234 (meets)

Fluency: 139 wcpm

How are they doing now?

E.J (5th Grader ’08-’09)

Reading: 183 in 3rd to 226 (meets)

Math: 194 in 3rd to 225 (meets)

Science: 234 (meets)

Fluency: 177 wcpm

How are they doing now?

W.J. (5th Grader ’08-’09)

Reading: 179 in 3rd to 232 (exceeds)

Math: 190 in 3rd to 217 (nearly meets)

Science: 243 (exceeds)

Fluency: 117 wcpm

How are they doing now?

E.B. (4th Grader ’08-’09)

Reading: 169 in 3rd to 221(meets)

Math: 181 in 3rd to 222 (meets)

Fluency: 34 wcpm in 2nd to 93 wcpm

How are they doing now?

B.J. (4th Grader ’08-’09)

Reading: 174 in 3rd to 212 (meets)Math: 166 in 3rd to 197 (dnm)Fluency: 21 wcpm in 2nd to 115 wcpm

How are they doing now?

N. H. (4th Grader ’08-’09)

Reading: 160 in 3rd to 228 (meets)

Math: 194 in 3rd to 230 (exceeds)

Fluency: 6 wcpm in 2nd to 100 wcpm

How are they doing now?

C. F. (4th Grader ’08-’09)

Reading: 184 in 3rd to 231 (exceeds)

Math: 171 in 3rd to 218 (meets)

Fluency: 30 wcpm in 2nd to 101 wcpm

The Quest for the Great Pumpkin

How Teamwork, Sharing Knowledge, and Alliances are creating

the World’s Largest Pumpkins

Global Competition to Grow the Giant PumpkinObesity Triumphs: Pumpkins have tripled in weight in the last 25 years

The ONE TON Pumpkin will arrive in a few years

Maddison Harder, 3, climbs on Joel Holland's prize-winning-record, 1,229-pound Atlantic Giant pumpkin at the annual Safeway World Championship Pumpkin Weigh-Off in Half Moon Bay, Calif., Monday, Oct. 10, 2005. The pumpkin is 3 feet, 9 inches high. He wins $6,145 for his efforts, at $5 per pound. (AP Photo/Paul Sakuma)

Simon McKim, 2, of Rehobeth, Mass., checks out the 1,443 pound champion pumpkin grown by Scott Palmer of Coventry, R.I., at the Southern New England Giant Pumpkin Weigh Off in Warren, R.I., on Monday, Oct. 10, 2005. Palmer's pumpkin set a new New England record, just 3 pounds shy of the World Record held by a Canadian from Ontario.

What you BELIEVE affects the OUTCOME

What you BELIEVE affects the OUTCOME

What you BELIEVE affects the OUTCOME

What you BELIEVE affects the OUTCOME

What you BELIEVE affects the OUTCOME

What’s Your Belief?

Can all students “catch-up?”

“We will find a way or we will make a way.”-Admiral Jim Stockdale, captured and tortured in Vietnam