Transcript Prince William County Public Schools Enrollment

Maintaining A Researchbased and Data-driven
ESD Program
Charlottesville, Virginia
July 22, 2010
Success through
Organization
Attitude &
Respect
Presentation Objectives
Disaggregation of discipline data
Examination of research-based
supports
Maintaining an ESD program
BRMS Enrollment
Date Opened: September, 2002
Fall 2002 - 812
Fall 2003 - 1103
Fall 2004 - 1342
Fall 2005 - 1536
Fall 2006 - 1737
Fall 2007 - 1272
Fall 2008 - 1420
Fall 2009 - 1532
Projected enrollment for Fall 2010: 1620
Building capacity= 1,200
BRMS Demographics
2009-2010
•
•
•
•
•
•
10%
10%
12%
2%
5%
61%
African American
Asian/Pacific Islander
Hispanic
Indian/Alaskan
Unspecified
White
BRMS Discipline Data after Adopting Effective
School-wide Discipline Program
in September 2005
Code of Behavior Disciplinary Referrals
Number of Referrals
1200
1000
800
600
400
200
0
20022003
20032004
20042005
20052006
20062007
Years
20072008
20082009
20092010
Number of Students
Students with 10 or more Referrals
25
20
15
10
5
0
20022003
20032004
20042005
20052006
20062007
Years
20072008
20082009
20092010
Top Five Violations
•
•
•
•
•
Bus Violation
Horseplay (Not Fighting)
Disrespect/Inappropriate Behavior
Disruption: classroom/campus
Obscene/Inappropriate Language
or Gesture
Number of Referrals
Special Education Student Referrals
180
160
140
120
100
80
60
40
20
0
20022003
20032004
20042005
20052006
20062007
Years
20072008
20082009
20092010
Decreased Student Referrals
by Disability
•
•
•
•
•
•
Intellectual Disabilities - 9 to 10
Speech and Language - 3 to 1
Emotional Disability (self-contained) - 6 to 3
Learning Disability (self-contained) - 30 to 17
Emotional Disability (resource) - 8 to 1
Learning Disability (resource) – 17 to 32
Bull Run Middle’s
Response to Intervention
Tier 3
Intensive, Individual Interventions
1-5% 1-5%
Tier 2
5-10%
5-10% Targeted Group Interventions
Tier 1
80-90%
80-90%
Universal Interventions
Bull Run Middle’s Tier 1 Interventions
Behavior Support
Academic Support
•SOAR
•Code of Behavior
•Honor Code
•Olweus/Class Meetings
•Post Cards
•SOAR Cards
•Assemblies
•Bus Meetings
•CFA Scantron Achievement
Series
•Parent Conferencing
•Homework Club
•PLC’s
•Robert Marzano Reading
Strategies
•Dan Mulligan Math Strategies
80-90%
Universal Interventions:
All students
Preventive and proactive
Bull Run Middle’s Tier 2 Interventions
Behavior Supports
• SOAR School
• Parent Notification
Form
• SIP Form
Academic Support
5-10%
Targeted Group
Interventions:
Some students (At Risk)
High Efficiency
Rapid Response
• Study Island
• ESOL Sheltered
Classes
• CLIMBS ESOL
Strategies
Behavior Reflections
Name: ________________________
Date: ___________________
Reasons for My Behavior
(What was I trying to accomplish?)
Consequences of My Behavior
(What should happen now?)
Description of
My Behavior
(What was I doing?)
How did your actions make you feel?
How did your actions make others feel?
Student: ____________________________
Teacher: ___________________________
Parent: _____________________________
Bull Run Middle’s Tier 3 Interventions
•
•
•
•
Behavior Support
Academic Support
Mentor Program
Target Students
Attendance Program
FBA/BIP plans
• VGLA
• Remediation
Classes
• Mentors
• SRA
Corrective Reading
1-5%
Intensive, Individual
Interventions:
Individual student
Assessment-based
High intensity, durable
Maintenance
Components:
• Infusion of the program
• Calendar
• Monthly Meetings
• Staff development (new students,
staff and substitutes)
• Research and data-driven decisions
Current
Status
Effective School-Wide Discipline
Resources
Comprehensive Internet Resources
for Developing and Implementing a Program
• www.pbis.org
U. S. Office of Special Education Programs, Technical Assistance Center
on Positive Behavioral Interventions and Supports
• www.ttac.odu.edu
Effective Schoolwide Discipline in Virginia: A Statewide Initiative to
Support Positive Academic and Behavioral Outcomes for All Students
Other Resources
• Kohn, Alfie. Beyond Discipline: From Compliance to Community
[10th Anniversary Addition]. ASCD, 2006.
• Greene, Ross W. Lost At School: Why Our Kids with Behavioral
Challenges Are Falling Through the Cracks and How We Can Help
Them. Scribner, 2008.
Contact
• Mrs. Yvonne Donley [email protected]
• Mrs. Jodi Puhlick [email protected]
• Mrs. Heather Wiskeman [email protected]
www.bullruneagles.org