Transcript Kennedy Middle School

Kennedy Middle School
Reaching For Excellence Together
Middle School Concept
Polan
House
Cantwell
House
Fox
House
Monday
House
Williams
House
Lenser
House
Glaser
House
Ripplinger
House
Gaskell
House
LD
CD
Traditional
No connection between
regular education
and Special Education
6-1
6-3
7-2
7-1
7-3
6-2
8-2
8-3
ED
8-1
CA
Mainstreaming
6-1
Lots of
connections...
CA
….Lack of
communication
6-2
6-3
7-1
7-2
LD
ED
CD
Our kids…..
8-3
8-2
8-1
7-3
….Your kids
Goal

Determine a process of alternative
programming to support all students.
Beliefs:
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*There are enough students who have educational needs that warrant
alternative programming.
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*All educators have the responsibility to try to meet the needs of students
in the educational setting.
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*Study skills and organizational skills are integral components to teach in
alternative programs for students in special services, and students who are
at-risk.
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*Participation in alternative programs is based on need, not grade level.
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*Knowing how and why students learn the way they do is important.
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*Alternative programs will be more successful when the parents and
teachers work together.
Parameters:
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*Students will be viewed as "our" students, and programs
will be for all students.
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*Initiatives will be generated and implemented by teams.
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*Teams will share the initiatives and demonstrate that the
building leadership team criteria for the site initiatives have
been met.
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*The alternative programs will foster and align with the
school's beliefs, vision, and mission.
LD
CD
ED
Collaborative Model
Special
Education
teachers are
integrated
into each
house which
enables a
common prep
and meeting
times.
6-1
6-2
6-3
7-1
7-2
7-3
8-3
8-2
8-1
CA
LC
Admin
Teams work
collaboratively
to meet the
needs of all
students
academically
and
behaviorally at
team meetings.
Learning Center
The Learning
Center supports all
students in both
special education
and regular
education students.
Modifications and
accommodations
are provided to
meet the needs of
students.
6-1
6-2
6-3
7-1
7-2
7-3
8-3
8-2
8-1
CA
LC
Admin
This provides
classroom support
for every classroom
throughout the
building.
Team teaching
opportunities are
realized with most
special education
teachers teaming in
up to four classes
each.
Special Education Team Meeting
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IEP Scheduling
Behavioral Plans
Brainstorming
Aide Scheduling
Sub Scheduling
IEP Process and
Procedures
Sharing Expertise
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Sharing Professional
Articles
Sharing Materials
Venting and Support
Training
Planning
Advice
Doughnuts
Change? Why change?
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Hurt
Unappreciated
Unacknowledged

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


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Confusion
Anxiety
Resistance
Frustration
“Treadmill”
Fear
Resentment
Overwhelmed
MANAGING COMPLETE
CHANGE
+
SKILLS
+
INCENTIVES
+
VISION
+
SKILLS
+
INCENTIVES
+
VISION
+
SKILLS
X
+
INCENTIVES
VISION
+
SKILLS
+
VISION
+
SKILLS
+
+
SKILLS
+
VISION
X
VISION
+
ACTION PLAN
= CHANGE
RESOURCES
+
ACTION PLAN
= CONFUSION
+
RESOURCES
+
ACTION PLAN
= ANXIETY
INCENTIVES
X
+
RESOURCES
+
ACTION PLAN
= RESISTENCE
INCENTIVES
+
RESOURCES
X
+
ACTION PLAN
= FRUSTRATION
+
RESOURCES
+
ACTION PLAN
INCENTIVES
RESOURCES
(Taken from the work of Parker Palmer. Adapted by Knoster from Enterprise Group, LTD.)
X
= TREADMILL
Polan
House
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Polan
House
Polan House Team
Heather Janke Language
Arts/ Math
Cindy Polan
Reading/Language Arts
Jane Mandich Language
Arts/World Cultures
Keith Musloff
Science/Language Arts
Anne Kraemer Special
Education
Pam Koskovich - Aide
What does the Data say?
2004 School Improvement Retreat
Data Review
Special Education Trends
Scores in the range represent the percentage of students with/without a disability
achieving proficient/advanced
levels on the 8th grade WKCE.
2002-03
2003-04
Range
Subject
With Disability
Range
W/O Disability
Gap
With Disability
W/O Disability
Gap
Reading
50
96
46
61
94
33
Language
16
82
66
36
89
53
Math
40
94
54
27
83
56
Science
44
94
50
42
87
45
Social Studies
84
97
13
70
97
27
Review with the 1997 data; prior to implementing the KMS
“Collaborative Model
What does the Data say?
1997
100
80
60
40
20
0
Lang. Arts
Rdg
Science
Math
Students With
Students W/O
Soc. Studies
What does the Data say?
2002
100
80
60
40
20
0
Lang. Arts
Rdg
Science
Math
Students With
Students W/O
Soc. Studies
What does the Data say?
1997 VS 2002
100
80
60
40
20
0
Lang. Arts
Rdg
Science
Math
Students With
Students W/O
Soc. Studies
What does the Data say?
2003
100
80
60
40
20
0
Lang. Arts
Rdg
Science
Math
Students With
Students W/O
Soc. Studies
What does the Data say?
1997 VS 2003
100
80
60
40
20
0
Lang. Arts
Rdg
Science
Math
Students With
= 32 of 280
Students W/O
= 248 of 280
Soc. Studies
Collaboration is the Key
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Common Goal
Distributed Leadership
Common Rewards and
Responsibilities
T-Together
E-Everyone
A-Achieves
M-More
Differences become blurred….
Similarities become clear….
Team Teaching
T Drive
Improved communication through District Computer network
Student At A Glance
School Plans
E-MAILS
Dear Staff,
I have typed up information regarding Brady M. that I would appreciate you sharing with your
homeroom group students. Although Brady is in 7th grade, he is in the halls when all students
are in the halls and therefore 6th and 8th grade students may have opportunities to interact with
him. We are trying to help Brady develop more appropriate social skills so,
1) If Brady yells/says "I am stupendous," a response may be "Hi Brady, How's it going?"
2) If Brady swears or makes an inappropriate comment, a response may be "That's not nice
language for a 7th grader."
3) If Brady is yelling, a response may be "Please talk quieter."
7th Graders:
4) When playing basketball during commons, encourage Brady to share the ball by asking him
to pass to you. When you get a rebound, you could also take a shot before passing the ball
back to Brady.
5) Brady will be eating lunch in B-13. I am looking for students to sign up in groups of 2-3 to
have lunch with Brady. If anyone is interested, please let your homeroom group teacher know
and I will set up a lunch schedule.
Thanks for everyone's help.
Joy
Kennedy Middle School
GERMANTOWN, WISCONSIN