700 students 6th – 8th grades ~ 25% Mobility rate ~ 49% FRL status~ 26.19% Hispanic ~ 56.55% White~ 7.05% Black ~1.15% Asian~ 1.01% American Indian
We Are a Proud Community National School of Character Recipient
2012 Colorado School of Character Recipient
2010, 2011, and 2012 Colorado Trailblazer Schools to Watch
Recipient 2008 and 2011 PBIS: 7th year implementation RtI: 8th year full implementation PBIS/RtI Exemplar/Best Practice Site Colorado Performance Status – CSAP
What We Have Accomplished
34% reduction in referrals over 4 years
13% reduction in referrals in 2010-2011
As FRL increased from 16% in 2002 to 50% in 2012, CSAP composite scores have been on a positive upward trend
School climate survey shows 94% of staff feel there is strong collaboration
BOQ scores over 90% for 4 years
The Russell Journey 2006 and 2007 PBS/RtI Built from the ground up- staff
development time to articulate your values
Everyone involved – Buy in
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Vision Statement: With the support of staff, parents and community, Russell Middle School students will be productive members of society who are knowledgeable, confident, and of high character.
Mission Statement: Charles M. Russell School of the Performing Arts and Science offers a rich arts-infused middle school experience designed to create and feed a lifelong passion for learning.
Building School-wide Systems What are the core values of our school? What is our vision and desired outcome?
Get involved/teacher voice and buy-in
Teach, model, listen, reward
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The ResultA powerful school-wide system that:
Improves the culture and climate Reduces the number of office
referrals Increases the number of
positive interactions between staff and students
Creates a foundation of beliefs
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Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
School-Wide RtI & PBS Systems for Student Success
Charles M. Russell Middle School of the Performing Arts and Science Academic and Behavior Intervention Pyramid
ACADEMIC BEHAVIOR
Tier 3 Intensive
Tier 2 Targeted
Tier 1 Universal (All Students)
Parent Contact/ Involvement Problem Solving Team Referral Alternative Setting Retention Double Accelerated Curriculum Independent Study Specialized Programs Mentor
Parent Contact/ Involvement Mentor Alternative Setting Youth Assessment Center / Out of School Functional Behavior Assessment Out of School Suspension Restitution Community Service CSPD citation Judicial Proceedings Discipline Hearing/ Expulsion Referral Teen Court
Parent Contact/ Involvement Problem Solving Team Referral STOP (Time Out) in another classroom to
complete task Target Room – Time Out or ISD Parent Contact when Missing Assignments, Need
of Additional Help, etc. Team Conference with Student & Parent Referral to Counseling or Administration Academic Support through Achievement
Contracts, Mentoring, & Weekly Progress Checks Tutoring/ Study Time (as needed or assigned) Data Collection & Recommendation for Academic
Intervention Services Math/ Reading interventions during 5th Core class Advanced Proficiency by Design/ Advanced Core
Classes Specialized Programs/ Flexible Scheduling
Parent Contact/ Involvement V.I.P. Card Privileges (As/ Bs; 4s/ 5s) STOP (Time Out) in another classroom Written Behavior Reflection (signed by parent) Target Room – Time Out or ISD Removal from Individual Class/ Alternative Classroom Parent Contact Team Conference with Student & Parent Parent Accompany Student to School – Short Term Referral to Counseling or Administration Designated Advocate/ Mentor Why Try? Motivation Groups Additional Behavior/ Coping Support Behavior Contract Lunch Detention Community Service/ Clean-up Community Service During Summer Break Suspension – Remedial Discipline Plan Daily/ Weekly Progress Check Specialized Programs/ Flexible Scheduling Parent Contact/ Involvement
Continuous Cycle of Standards Based Teaching & Learning ROCKS Assemblies Quarterly to Emphasize Positive
Achievement Outcomes - ex: Rockin’ Raider Lunch ROCKS Incentives for Mastery of Learning Institute for Excellence & Ethics Attitude & Effort Rubric with
Monthly Student Directed Academic Goals Use of Data to Monitor Progress Toward Personal & Classroom
Learning Goals Clear, High Expectations Posted in Classroom Institute for Excellence & Ethics Compact for Excellence Daily Learning Targets (Students Will be able to . . .),
Lessons/ Activities including Depth of Knowledge 1-4 Apparent During Instruction
Innovative/ High Energy/ Engaging Lessons School-wide Approach for Reinforcing Constructed Response,
Extended Writing, and Math Problem-Solving across All Classrooms (RACE, SOLVE, SCIENTIFIC PROCESS, GLOBE)
Differentiated Instruction Graphic Organizers Planner Use for Organization & Communication Check for Understanding (Formative & Summative
Assessments; Sharepoint; Edmodo)/ Re-teach as Needed Peer Support – Study Buddies/ Small Group Learning/ Tutoring
Parent Contact/ Involvement PBIS Student Sounding Board Teach, Model, Reinforce, Re-teach, & Reward Appropriate Expected
Behavior ROCKS Incentives for Positive Behaviors Institute for Excellence & Ethics Attitude & Effort Rubric with Monthly
Student Directed ROCKS/ Behavior/ Citizenship Goals 8:1 Leading with Positive Reinforcement Positive Referrals Clear, High Expectations Posted in Classroom Engage Learners with Innovative/ High Energy Lessons Planner Use for Organization & Communication Proximity Teaching/ Seating Change to Promote Student Engagement Peer Support/ Mentors
ROCKS Reward SystemROCKS Values-Respect, Ownership, Choice,
Knowledge, Safety
-The PBIS Classroom-PBIS and Citizenship Grades-ROCKS Ticket Economy
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ROCKS Citizenship Rubric
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R O C K SRespect Ownership Choices Knowledge Safety
5Student is almost always respectful to everyone, everywhere, including
him/herself, and encourages others to do the same.
Student is almost always aware of his/her actions and
accepts responsibility for his/her choices and behavior. Student encourages others to
take responsibility.
Student almost always makes mature and responsible
choices that reflect the values of RMS. Student encourages
others to make positive choices.
Student is almost always an active learner and uses
opportunities at school and beyond to seek as much knowledge as possible.
Student encourages others to do the same.
Student is almost always aware of his/her surroundings,
makes safe choices, and encourages others to
demonstrate safe behavior.
4 Student is consistently respectful to everyone, everywhere, including
him/herself.
Student is consistently aware of his/her actions and accepts
responsibility for his/her choices.
Student consistently makes mature and responsible
choices that reflect the values of RMS.
Student is consistently an active learner and uses
opportunities at school and beyond to seek as much knowledge as possible.
Student is consistently aware of his/her surroundings and
makes safe choices.
3 Student is often respectful to everyone, everywhere, including him/herself.
Student is often aware of his/her actions and accepts
responsibility for his/her choices.
Student often makes mature and responsible choices that
reflect the values of RMS.
Student is often an active learner and uses opportunities at school and beyond to seek
as much knowledge as possible.
Student is often aware of his/her surroundings and
makes safe choices.
2 Student is sometimes respectful to others including
him/herself.
Student is sometimes aware of his/her actions and accepts
responsibility for his/her choices.
Student sometimes makes mature and responsible
choices that reflect the values of RMS.
Student is sometimes an active learner and uses opportunities at school and beyond to seek
as much knowledge as possible.
Student is sometimes aware of his/her surroundings and
makes safe choices.
1 Student is inconsistent in showing respect for others
and/or him/herself.
Student is inconsistently aware of his/her actions and accepts
responsibility for his/her choices.
Student is inconsistent in making mature and
responsible choices that reflect the values of RMS.
Student is inconsistent as an active learner and fails to use opportunities at school and
beyond to develop their knowledge.
Student is inconsistently aware of his/her surroundings and fails to make safe choices.
R.O.C.K.S. Tickets
Our currency, our economy, our responsibility
Increase/ decrease flow Sustain value, avoid inflation Keep it simple Classroom and school-wide
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Classroom Incentives What do I want my classroom to
look like? Develop a menu of ways for
students to earn rewards Find incentives that will help
them grow as a student and be successful in your room
Free is our friend
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Privileges Honor Card (VIP or ABC card)
Early entry before school Library access Random drawings
ROCK Pile seating at assemblies
Front of the line passes Teacher auction Rockin’ Raider Lunches
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Recognition Raider of the
Month Team
assemblies Positive
referrals REACH
assemblies
3A’s for athletics
Perfect attendance
Academic medals
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Leading With the Positive
Partnerships Parent Involvement- SPUD Night
Students and Parents Understanding Development
The PBIS Team Parents, Students, Community
Community partnerships- donations, volunteer time, mentor programs Grand-friend Program Ft. Carson Adopt A School
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How Do We Sustain It? Continue to get feedback Develop meaningful community
relationships Stay creative and cutting edge Stay synchronized (ask your kids for
help!) Keep it simple Keep it fresh
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The Russell Journey - Continued 2009 –District implemented Second Step 2010 – Something missing 2011- Power2Achieve
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Russell Game Plan Benchmark current state (baseline starting
point) and strategic (long-term) goals. Develop a school-wide system that integrates
RTI, PBIS, and Character Education. Balance tactical (short-term) and strategic
(long-term) goals. Apply strategies to overcome obstacles to
goal achievement. Develop the attitude and effort needed to
revise and continuously improve. Increase frequency and quality of planner use
by students and teachers.
Integrating RtI, PBIS, and Character Education
Institute for Excellence & Ethics (IEE)
www.excellenceandethics.org
List the words you think of
when someone says Character
I Heard Activity
Toolkit1.1
Toolkit1.1
Toolkit1.1
Toolkit5.1
ROCKS Review for second semester
Our goal for second semester and beyond for our students
Attitude and Effort Rubric
Plot where you are nowToolkit4.2
Academics Rate yourself
1 = Not so good 2= I did ok
3= I did great
On the following questions
Academics1) Am I getting the grades I want?2) Do I do all my homework?3) Do I turn in my homework?4) Do I get help from a teacher or other staff member
when I need it?5) Do I always show up to class prepared?6) Do I always use my planner?7) Do I know what my grades are before I get a grade
check?8) Do I distract the teaching or learning?9) Is the work that I do good enough to hang in the
hall?
ROCKS1) Do I respect class mates and adults at Russell in
a way that that my parents would be proud of?2) Do I own my actions even if they might make me
look bad? 3) Do I make choices that I would be ok with if they
made front page news?4) Am I always an active learner, and encourage
others to be as well?5) Do I keep myself and others safe in every way?6) Am I always in class on time? 7) Do I make comments that make others feel bad?
Did you have any 1’s or 2’s? Can you think of a specific reason why
you got a 1 or a 2. Write down what you need to do better
so that you can get a 3. If there are more than one areas that you
need to improve can you combine them? If not pick the one that will help you the
most.
LET'S REFLECT ON THE 2012-2013 FIRST SEMESTER
The function of education is to teach one to think intensively and to think critically... Intelligence plus character – that is the goal of true education.— Martin Luther King Jr.
JULIE WILLIAMS [email protected] 719-328-5202KYLE BAKER
WWW.D11.ORG/RUSSELLHELPFUL WEBSITES
CHARACTER EDUCATION PARTNERSHIP - WWW.CHARACTER.ORG
COLORADO TRAILBLAZER SCHOOLS TO WATCH -
WWW.COLORADOSCHOOLSTOWATCH.COMINSTITUTE FOR EXCELLENCE AND ETHICS –
WWW.EXCELLENCEANDETHICS.ORG
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