Kennedy Middle SchoolKennedy Middle School

Reaching For Excellence Reaching For Excellence TogetherTogether

Middle School ConceptMiddle School Concept

PolanPolan

HouseHouseCantwellCantwell

HouseHouseFoxFox

HouseHouse

MondayMonday

HouseHouseWilliamsWilliams

HouseHouseLenser Lenser

HouseHouse

Glaser Glaser

HouseHouseRipplingerRipplinger

HouseHouseGaskell Gaskell

HouseHouse

TraditionalTraditional

6-1

6-3 7-1

7-2

CA

8-3

8-2

8-1

7-3

LD

ED

CD

6-2

No connection between regular education and Special Education

6-1 7-1 7-2

CA 8-3 8-2 8-1 7-3

LD ED CD

6-2

Mainstreaming

Lots of connections...

….Lack of communication

6-3

Our kids…..

….Your kids

GoalGoal

Determine a process of alternative programming to support all students.

Beliefs: *There are enough students who have educational needs that warrant alternative

programming.

*All educators have the responsibility to try to meet the needs of students in the educational setting.

*Study skills and organizational skills are integral components to teach in alternative programs for students in special services, and students who are at-risk.

*Participation in alternative programs is based on need, not grade level.

*Knowing how and why students learn the way they do is important.

*Alternative programs will be more successful when the parents and teachers work together.

Parameters:

*Students will be viewed as "our" students, and programs will be for all students.

*Initiatives will be generated and implemented by teams.

*Teams will share the initiatives and demonstrate that the building leadership team criteria for the site initiatives have been met.

*The alternative programs will foster and align with the school's beliefs, vision, and mission.

LDLD CDCD EDED

Collaborative ModelCollaborative Model

6-1 6-3

7-1 7-2

CA

8-3 8-2 8-1

7-3

6-2

LC Admin

Special Education teachers are integrated into each house which enables a common prep and meeting times.

Teams work collaboratively to meet the needs of all students academically and behaviorally at team meetings.

Learning CenterLearning Center

6-1 6-3

7-1 7-2

CA

8-3 8-2 8-1

7-3

6-2

LC Admin

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.

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 Special Education Team MeetingMeeting

IEP SchedulingIEP Scheduling Behavioral PlansBehavioral Plans BrainstormingBrainstorming Aide SchedulingAide Scheduling Sub SchedulingSub Scheduling IEP Process and IEP Process and

ProceduresProcedures Sharing ExpertiseSharing Expertise

Sharing Professional Sharing Professional ArticlesArticles

Sharing MaterialsSharing Materials Venting and SupportVenting and Support TrainingTraining PlanningPlanning AdviceAdvice DoughnutsDoughnuts

Change? Why change?Change? Why change?

ConfusionConfusion AnxietyAnxiety ResistanceResistance FrustrationFrustration ““Treadmill”Treadmill”

FearFear ResentmentResentment OverwhelmedOverwhelmed

HurtHurt UnappreciatedUnappreciated UnacknowledgeUnacknowledge

dd

MANAGING COMPLETE MANAGING COMPLETE CHANGECHANGE

+ + + + =

+ + + + =

+ + + + =

+ + + + =

+ + + + =

+ + + + =

CHANGE

CONFUSION

ANXIETY

RESISTENCE

FRUSTRATION

TREADMILL

VISION

VISION

VISION

VISION

VISION

VISION

X

SKILLS

SKILLS

SKILLS

SKILLS

SKILLS

SKILLS

X

INCENTIVES

INCENTIVES

INCENTIVES

INCENTIVES

INCENTIVES

INCENTIVES

RESOURCES

RESOURCES

RESOURCES

RESOURCES

RESOURCES

RESOURCES

XX

ACTION PLAN

ACTION PLAN

ACTION PLAN

ACTION PLAN

ACTION PLAN

ACTION PLANX(Taken from the work of Parker Palmer. Adapted by Knoster from Enterprise Group, LTD.)

PolanPolanHouseHouse

Polan HousePolan House Polan House TeamPolan House Team Heather Heather JankeJanke Language Language

Arts/ MathArts/ Math Cindy Cindy PolanPolan

Reading/Language ArtsReading/Language Arts Jane Jane MandichMandich Language Language

Arts/World CulturesArts/World Cultures Keith Keith MusloffMusloff

Science/Language ArtsScience/Language Arts Anne Kraemer Special Anne Kraemer Special

EducationEducation Pam Koskovich - AidePam Koskovich - Aide

                                

What does the Data say?What does the Data say?2004 School Improvement Retreat2004 School Improvement Retreat

Data ReviewData Review

Special Education TrendsScores in the range represent the percentage of students with/without a disabilityachieving proficient/advanced levels on the 8th grade WKCE.

Subject

2002-03 2003-04

Range Range

With Disability 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

Special Education TrendsScores in the range represent the percentage of students with/without a disabilityachieving proficient/advanced levels on the 8th grade WKCE.

Subject

2002-03 2003-04

Range Range

With Disability 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?What does the Data say?

RdgLang. Arts

MathScience

Soc. Studies

0

20

40

60

80

100

Students With Students W/O

1997

What does the Data say?What does the Data say?

RdgLang. Arts

MathScience

Soc. Studies

0

20

40

60

80

100

Students With Students W/O

2002

What does the Data say?What does the Data say?

RdgLang. Arts

MathScience

Soc. Studies

0

20

40

60

80

100

Students With Students W/O

1997 VS 2002

What does the Data say?What does the Data say?

RdgLang. Arts

MathScience

Soc. Studies

0

20

40

60

80

100

Students With Students W/O

2003

What does the Data say?What does the Data say?

RdgLang. Arts

MathScience

Soc. Studies

0

20

40

60

80

100

Students With Students W/O

1997 VS 2003

= 32 of 280 = 248 of 280

Collaboration is the KeyCollaboration is the Key Common GoalCommon Goal Distributed LeadershipDistributed Leadership Common Rewards and Common Rewards and

ResponsibilitiesResponsibilities

T-TogetherT-Together E-EveryoneE-Everyone A-AchievesA-Achieves M-MoreM-More

Differences become blurred….

Similarities become clear….

Team TeachingTeam Teaching

T DriveT Drive

Improved communication through District Computer network

Student At A GlanceStudent At A Glance

Microsoft Word Document

School PlansSchool Plans

Microsoft Word Document

Dear Staff,Dear Staff,I have typed up information regarding Brady M. that I would appreciate you sharing with your 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 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 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, 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?"    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     2) If Brady swears or makes an inappropriate comment, a response may be "That's not nice language for a 7th grader."language for a 7th grader."    3) If Brady is yelling, a response may be "Please talk quieter."    3) If Brady is yelling, a response may be "Please talk quieter."

7th Graders:7th Graders:    4) When playing basketball during commons, encourage Brady to share the ball by asking     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 him to pass to you.  When you get a rebound, you could also take a shot before passing the ball back to Brady.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     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 have lunch with Brady.  If anyone is interested, please let your homeroom group teacher know and I will set up a lunch schedule.and I will set up a lunch schedule.

Thanks for everyone's help.Thanks for everyone's help.JoyJoy

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Kennedy Middle SchoolKennedy Middle School GERMANTOWN, WISCONSINGERMANTOWN, WISCONSIN