St. John Fisher College

Cohort 17

July 8, 2011

We are committed to educating students in order to achieve the highest level of District and State standards while fostering positive character development in a safe and caring

community.We monitor student progress through ongoing

assessment, social interactions, and displays of student work.

Collaboratively, we evaluate and reflect upon our practices and make adjustments to

benefit each child’s overall achievement.

LONGRIDGE VALUES

CollaborationCommunityCooperation

DiversityLifelong Learning

MotivationPride

RespectResponsibilityRight to Learn

Service

• Student population of approximately 820 students

• (2) Co-Principals, (1) Assistant Principal• 110 professionals and support staff including:

– (5) reading recovery teachers, (2) reading specialists, (2.8) math intervention teachers, (2) speech/language teachers, (1) counselors, (2.5) social worker, (3) ESOL teachers and (11) teaching assistants, (.5) half-time behavior specialist for 8:1:1

• 3.7% of the students are English language learners (ELLs)

• 62% of the students at Longridge qualify for free or reduced lunch.

• Approximately 6.18% of the students have Individualized Education Plans

• Special education students are supported by:– (1) 8:1:1 self-contained classroom grades 3-5

(Social/Emotional) – (1) 8:1:1 self-contained classroom grades 3-5

(Autism)– (1) Integrated Co-Teach classroom at each

grade level K-5.

Longridge contains the following number of sections at each grade level:– (4) Half-Day Pre-Kindergarten classes

– (6) Kindergarten classes

– (6) First grade classes

– (5) Second grade classes

– (6) Third grade classes

– (5) Fourth grade classes

– (5) Fifth grade classes

•Increase Parental Involvement

•Increase Communication between School and Home

•Increase Communication between Home and School

•Maintain/Recruit Highly Qualified Teachers

Early Intervention: (Kindergarten-2nd Grade)

Reading Recovery Teachers (5):• Kindergarten Lab (K Lab)• Reading Recovery (1st Grade)• Reading Lab (2nd Grade)

Math Intervention Teacher (1)

Integrated Co-Teaching (K-2nd Grade)• Leveled Literacy Intervention

Academic Intervention Services: (3rd-5th Grade)

Reading Specialists (2):• Intermediate Reading Labs• Leveled Literacy Intervention

Math Intervention Teacher (1.8)

Integrated Co-Teaching (3rd-5th Grade)• Leveled Literacy Intervention

All Grade Levels

(2) Social Workers

(.5) Social Worker (8:1:1)

(.5) Behavioral Specialist (8:1:1)

(1)Counselor

(1) Psychologist

Creating Supportive Learning Environments through Positive Behavioral Intervention &

Supports

•School-Wide Initiative

•Basis for all student behaviors

•Established common language among students and all adults:

Respectful, Responsible, and Ready to Learn

All the Time On the Bus In the Hallway: Arrival /

Dismissal

In the Hallway: Instructional

Time

In the Cafeteria

Classroom

Be Respectful Have a positive

attitudeGive your best effortUse self controlHelp out othersRespect personal Space/PropertyBe considerate of those around you Be on timeBe honestFollow directions the first timeMove safely Be well restedBe accepting of consequences for your actions

Stay seated Voice level 1

Stay to the rightVoice level 1-2

Keep hands to self. Stay to the rightVoice level 0

Voice level 2Eat and touch only your own food

To Be Determined

in Each Classroom

BeResponsible

Stay seated Manage belongings on and off the bus Follow safety rules

Walk with a purposeWalk safely

Make good choices even when others are not aroundWalk with a purpose

Stay seatedClean up your foodTreat toys and materials with careEat a healthy lunch

Be Ready to

Learn

Be ready to get off the bus Take your belongings with you

Go straight to your destinationStop for announcements and pledge

Be aware of your environmentHave all your materials with you

Be ready to leave with your teacherEat first, then play

Longridge School-Wide Rules

School Improvement Plan

3. Daily review of school expectations (via PBIS posters, verbal reminders, disbursement of dolphin tickets, etc.)

All staff Daily 9.14.10PBIS Monthly Meetings

Decrease in discipline referral rates

4. Daily use of reward system All staff Daily 9.14.10PBIS Monthly Meetings

Data Wall: Dolphin tickets displayed outside of classrooms.

Number of individual students receiving dolphin tickets.

5. Review SIP School Improvement Team (SIT)

Sue Streicher Jeremy Smalline Shannon Heller

01.11.11 Revised SIP

School Improvement Plan

PBIS Committees

• School Spirit

• Parent Outreach

• Community Outreach

• Student Outreach Support

• Rewards & Celebrations

• Lesson Committee

• Asset Team Leaders

Positive Behavioral Interventions and Supports (PBIS) Longridge Staff SurveyWe are working to improve our school in regards to our PBIS program. This survey is to find out what our staff members think as it relates to the implementation of this program and to compile and utilize data as it relates to the effectiveness of our school-wide initiative.

Please respond to every item by indicating on a scale of 1-5, where 1 represents I strongly Disagree and 5 represents I strongly Agree. Please circle each of your answers.

Thank you for taking time to help us make our school a better place for everybody.

1. I feel that the current Longridge PBIS program is effective. 1 2 3 4 5 N/ A2. I hear and witness examples of common PBIS language utilized 1 2 3 4 5 N/A by all stakeholders throughout the building.3. I am utilizing or have viewed the SuperKid lesson plans. 1 2 3 4 5 N/A4. I feel that I understand or have seen our PBIS reward system in use. 1 2 3 4 5 N/A5. I see evidence of the PBIS SuperKid lessons being utilized. 1 2 3 4 5 N/A6. Students treat each other respectfully in the cafeteria. 1 2 3 4 5 N/A7. Students treat each other respectfully in the hallways. 1 2 3 4 5 N/A8. Students treat each other respectfully on the playground. 1 2 3 4 5 N/A9. Students treat each other respectfully in classrooms. 1 2 3 4 5 N/A10. Students treat other respectfully on the bus to and from school. 1 2 3 4 5 N/A

YES NO

1. I am responsible in the dining hall.

2. I am responsible on the bus.

3. I am respectful in my classroom.

4. I am respectful in the hallway.

5. I am ready to learn every day.

6. I learn about the 3Rs from skits on the imagination stations.

7. I know how to earn dolphin tickets.

8. I see other kids being respectful.

9. My teacher gives out dolphin tickets.

10. I feel safe at Longridge.

Dolphin Reward System

Buddy SystemStudent/Buddy Data Collection Sheet

Student Name: ________________________________________

Teacher Name: ________________________________________

Date:

Academic Update:

Parent Contact:

Attendance:+/-

Behavior:

Organization Check:

Family EventsFamily Game Night*

Minute to “Fin-it”*

Tops Cooking School*

Greece Public Library Night*

Cookies with Rudolph

Harvest Night

Story Night

Open Library

Tops Cooking School

Tops Cooking School

Teaching with Poverty in MindEric Jensen

• June 2, 2010 School Improvement Plan

Feedback from Staff– Significant increase in the social/emotional

needs of our students– 62% of Longridge students receive

Free/Reduced price lunch– Staff requesting more knowledge on how to

support our students

Our Plan of Action• Incorporate “Jensen” strategies into all staff

meetings• Additional staff attending Eric Jensen

Conference on March 30, 2011 with ongoing rollout to staff– Book Study– New classroom strategies– 1 staff meeting a month dedicated to this topic

• PBIS SMART Goal will integrate this work into the action plan for the 2011-2012 school year

• Distributed Leadership/APPR

Communication

Dolphin Splash

Bulletins

Personal Phone Calls

Connect-Ed

PTA Meetings

Sub-Committees