WHITTIER:101 SERIES WHITTIER ELEMENTARY SCHOOL

OAK PARK SCHOOL DISTRICT 97

SEPTEMBER 14, 2019

AGENDA

1st Session:• SY20 School Improvement Plan

• MTSS – A Team Process

• SPED Team Process

• 504 plans

2nd Session:• MTSS – B

• Restorative Practices

• PBIS

SCHOOL IMPROVEMENT PLAN

Goal 1: English Language Arts (K-5- BAS)

35% of students in this group will move to Approaching or beyond

Below Expectations 35% of students in

this group will move to Meets or beyond

Approaching Expectations

Meets or Exceeds

90% of students in this group will remain in this group and continue to grow

Goal 2.a: Math -AimsWeb+ (K-1)

35% of students in this group will move to Moderate or Low Risk

High Risk

35% of students in this group will move to Meets or beyond

Moderate Risk

Low Risk

90% of students in this group will remain in this group and continue to grow

Goal 2.b: Math - Grade-Level Standards (2-5)

50% of tier 2 and tier 3 students in this group will move to Meeting or Exceeding

Below Grade-Level

Meeting or Exceeding

75% of the students will demonstrate meeting or exceeding grade-level major cluster standards as evidenced by classroom common formative and/or summative assessments.

Goal 3: School Behaviors and Attendance (K-5)

Reduce by 50% the racial disproportionality rate of students with Chronic Discipline Challenges (eg., a student with more than 5 Behavior Intervention Records (BIRs)) as measured by SWIS database.

Discipline

Every month, 90% of students will be present in school each day. Provide support to families of students who have less than a 90% attendance rate.

Attendance

MTSS & SPEDPROCESSES & PROCEDURES

GOAL OF MTSS

Accelerate and maximize student academic and social-emotional outcomes through

collaborative, data-informed problem solving to provide strategic supports and high quality

instruction.

MTSSDEFINITION

• Multi-Tiered Systems of Support

• Non-special Education

• Language Arts Specialist leads MTSS

Team at Whittier

• MTSS Team consists of: Language Arts Specialist, classroom teachers, Title I tutors, Student Support Specialist, Social

Worker, Instructional Coach, GTD

Teacher

MTSS TEAM PROCESS

• Students who score below the 20th percentile (Remediation support/intervention) or above the 70th percentile (Acceleration/Enrichment) on one or more sources of data are referred to this team

• The team develops interventions to match areas of need and/or extension opportunities,

interventions are implemented, and progress monitoring data is collected

• Interventions and progress monitoring data points are implemented and collected for at least 6 to 10 weeks (The goal is to have at least 8-10 data points)

• MTSS team meets every 6 to 8 weeks in order to review progress monitoring data for

students

MTSS TEAM PROCESS (CONT.)

• When students are not making sufficient progress the MTSS Team can: • (1) Implement a different intervention

• (2) Refer the student to the SPED Team (after enough data is collected)

• Parents are informed as to whether or not their child is referred to MTSS

• Classroom teachers/ Language Arts Specialist review(s) the child’s progress within MTSS

with the parent.

• Parents will also review their child’s MTSS data at parent-teacher conferences

MTSSINTERVENTION RESOURCES

Reading Math

•Fountas & Pinnell’s Leveled Literacy Intervention (LLI)•Words Their Way•Fundations•95% Group Phonics•Literacy Footprints Guided Reading Curriculum•Heggerty Phonemic Awareness (K/1)•Computer-based Resources:

○ RAZ Kids○ Lexia○ Moby Max

•Numeracy Consultants Math Intervention Program

•Eureka Math (reteach, previous level)•Computer-based Resources:

• Dreambox• Prodigy Math• Zearn• Khan Academy• Xtra Math• Moby Max

SPED TEAMDEFINITION

• Evaluates students suspected of possessing a disability

• Develops Individual Education Plans

• Consists of the following: Parents, School Psychologist, School

Social Worker, Occupational Therapist, Special Education Teachers, School Principal/Administrator, & General Education Teacher

SPED TEAMELIGIBILITIES

• Specific Learning Disability –Required to have received MTSS Supports

• Emotional Disability

• Other Health Impairment

• Orthopedic Impairment

• Visual Impairment

• Hearing Impairment

• Developmental Delay

• Speech Language Impairment

• Deaf Blindness

• Intellectual Impairment

• Traumatic Brain Injury

• Multiple Disabilities

THE IMPACT OF DATA

Sources of Data

MAP

AIMSWebBAS

SPED TEAMTEAM PROCESS

• Works under the framework of the Individuals with Disabilities Education Act (IDEA)

• Evaluates students suspected of possessing a disability

• Referrals for evaluation can come from MTSS team or parents

• Conducts Initial Evaluations & Re-evaluations for students receiving special education services (Once consent for evaluation is signed, the team has 60 school days to complete the evaluation)

• Parents are active team members of a SPED Team evaluating and developing an IEP for their child

504 PLAN

• In District 97, School Nurses and Building Assistant Principal or Student Support Specialist facilitate 504 plans

• 504 plans provided accommodations (not direct services), to students in school

• The student must possess a disability that requires specific accommodations be put in place in order to help the child access the general education setting

• 504 plans are developed annually with parents, teachers, and 504 plan building facilitators

CONTACT

CONCERN WHOM TO CONTACT CONTACT INFOMy child is not making academic progress in their general education classroom

Classroom Teacher Teacher email address or call 708-524-3080

My child may possess a disability or already has an identified disability

Classroom Teacher & Dr. Glover-Rogers

Teacher email address, dglover@op97.org or call 708-524-3080

My child may require a 504 plan Classroom Teacher & Nurse Hilary Winkelhake

Teacher email address, or hwinkelhake@op97.org

My child is not progressing within a school-based Tier 2 & 3 reading/ math intervention program

Classroom Teacher, Danielle Costanzo

Teacher email address or dcostanzo@op97.org

WHITTIER’S CULTURE & CLIMATE

CULTURE & CLIMATECORE GUIDING BELIEFS

Proactive relationships and a sense of belonging are at the heart of what we do each day.

When responding to student behavior as a school community we will:

● Use a restorative approach to teach effective behavior● Apply progressive discipline that takes into account the whole child ● Maintain the dignity of every child and high quality learning

environments in every classroom. ● Use a trauma informed lens

PBIS video

NEW: PBIS NEW STRUCTURE TIER 1 & TIER 2 TEAMS

TIER 1

Universal Team= School-wide Initiatives (100% of students)

Examples: station rotations, expectation matices, Second Step, Voice Level Poster

TIER 2

Secondary Systems Team= Targeted Interventions (20% of students)

Examples: CICO, Modified CICO, SAIG, Executive Functioning groups

NEW CLIMATE AND CULTURE COACHES SUPPORT TIER 1 & TIER 2 TEAMS

● Ms. Maggie Cahill is Whittier’s CCC

● CCC integrate PBIS/restorative practices/trauma-informed practices/SEL (within the school building & in the classroom)

● CCC supports schools on meeting SIP behavior goal

● CCC coach and support PBIS teams (meeting effectiveness/focus, applying problem solving process, addressing disproportionality)

● CCC coach (feedback/support) for school and classroom Tier 1 practices (working with leadership and teams)

RESTORATIVE PRACTICE

● Restorative Practices is an emerging social science that studies how to strengthen relationships between individuals as well as social connections within communities (inclusivity)

● Restorative Practices invites the victim, offender, and the community to address what went wrong, how it impacted the victim and problem solve ways to repair the situation (equitable).

● Restorative Practices

USAGE OF RESTORATIVE PRACTICES

The use of restorative practices helps to:

● reduce bullying ● increase self-advocacy ● strengthen a sense of belonging and community● restore relationships● provide effective leadership ● support problem solving

RESTORATIVE PRACTICES @ WHITTIER

● Community Building Activities (Circles)● Restorative Relationship Practices (Fair Processes)● Giving Precise Behavioral & Academic Expectations (creating a positive

environment that fosters learning)● Use of Least Invasive forms of Intervention (Nonverbal Intervention, Positive

Framing, Positive Group Correction)● Private Individual Correction● Family Conferences● Second Step Curriculum & Bullying Prevention Units