charles m. russell middle school of the performing arts and science

Julie Williams, Principal

Character Plus November 28, 2012

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 JULIE.WILLIAMS@D11.ORG 719-328-5202KYLE BAKER

KBAKER@EXCELLENCEANDETHICS.ORG208-691-5944

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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