PBIS Intervention Homerooms

Pine Grove Middle

Presented by: Angie Simpson Julie Dellone

Respectful and responsible behaviors Respectful and responsible behaviors are identified in various school settings. are identified in various school settings.

Posters are hung around the building Posters are hung around the building (i.e. classrooms, school buses, etc.)(i.e. classrooms, school buses, etc.)

Next Steps

After July Returning Team Meeting our PBIS committee meets to identify goals for the year.

Yellow/Red Zone

2009-2010 the committee decided to continue mentor homerooms for

behavioral and red /yellow zone students and expand the homerooms in the following areas:

Academic support 504 homerooms

IEP homerooms

Yellow/Red Zone ResultsStudentStudent Number of Office Number of Office

Referrals 2008-2009Referrals 2008-2009Number of Office Number of Office Referrals 2009-2010Referrals 2009-2010

11 1010 77

22 1212 1010

33 99 11

44 99 1313

55 1313 33

66 1212 1515

77 1010 99

88 44 44

99 33 22

Yellow/Red Zone ResultsStudentStudent Number of Office Number of Office

Referrals 2008-2009Referrals 2008-2009Number of Office Number of Office Referrals 2009-2010Referrals 2009-2010

1010 33 77

1111 RosedaleRosedale 22

1212 77 55

1313 EDED 66

Identification Process

Students are identified based on the following factors:

•STARS Discipline data•Academic concerns•Staff member recommendation•Students returning from Rosedale/Crossroads/etc.•IEP status•504 status

Important Factors

•Teacher Volunteers•Placement Personalities•Meeting with Parent and Student•Student Contract•Progress Report•Involve Math Teachers•To teach or not to teach?•Student may leave homeroom or check in on a predetermined schedule

CLASS RESPECT RESPONSIBLITY COMMENTS SIGN

Math *Raised hand to speak*Followed directions*Used appropriate language & volume

*Entered quietly*Completed all work*Came prepared*Cooperative

Language Arts *Raised hand to speak*Followed directions*Used appropriate language & volume

*Entered quietly*Completed all work*Came prepared*Cooperative

Reading /Foreign Language

*Raised hand to speak*Followed directions*Used appropriate language & volume

*Entered quietly*Completed all work*Came prepared*Cooperative

Science *Raised hand to speak*Followed directions*Used appropriate language & volume

*Entered quietly*Completed all work*Came prepared*Cooperative

Social Studies *Raised hand to speak*Followed directions*Used appropriate language & volume

*Entered quietly*Completed all work*Came prepared*Cooperative

Special #1__________

*Raised hand to speak*Followed directions*Used appropriate language & volume

*Entered quietly*Completed all work*Came prepared*Cooperative

Special #2__________

*Raised hand to speak*Followed directions*Used appropriate language & volume

*Entered quietly*Completed all work*Came prepared*Cooperative

** Please circle any behaviors that were exhibited in your classroom.**

Role of Homeroom Teacher

•Set goals•Identify Rewards•Daily Contact with the student during homeroom•Building Relationships/Trust•Communication with students’ teachers and parents

-Monthly email important information•Advocating for students•Follow student over the middle school years

Homeroom Period

7:55-8:20

•HW- assistance•Study Skills•Projects•Pep talks•Organization•Casual conversation•Review progress sheet and daily goals

504 Homerooms•Agenda Book checks•Notebook Dr.•Reminder of number of days until interim/end of quarter•Daily Pep Talks as needed•Read excerpts from 6 Important Things Teens Should Know with discussion•Homework and Study support•Test taking tips and mini lessons on test anxiety•Monthly emails to parents with important information and test taking and parenting tip•Flexible grouping in homerooms•TRACS for responsibility•Supply check•Allowed students to go and visit teachers as needed•Parents responded positively

IEP Homerooms

•Assistance with ‘work’•Re-teaching as needed•IAs and PAs were actively involved•Allowed students to go and visit teachers as needed•Many thankful comments and emails from parents•Peer coaching•Notebook organization•Gained academically and socially•Easier to “really know “ students on your caseload

The Student

•Daily Progress Sheet•Changes in Attitudes•Changes in Perceptions•Changes in Actions•Improvement in Behavior and Academics

The Truth About Intervention Homerooms

•Teachers perception of your role•Ups and Downs•Hard work•Feel more connected with student body•Learn interesting information

•Incredibly rewarding when you see improvement

Q & A