This"Back to School" presentation for parents and our community outlines the learning focus for this year and highlights the work that has been done at our favorite school of learning, Wilkeson Elementary.

2. WELCOME BACK Families
Back -to -School 2014
• NEW Family FACES
• PTA
• SCHEDULE for Evening
• ACHIEVEMENT DATA
• Wilkeson Way
• STAR Expectations
6:00 – Overview and Introduction
6:20 – Clean Up Chairs and Head
to Classrooms
*Non-School Age kids can be checked in at the
Gym.
6:30 – Session 1 in Classrooms
7:00 – Session 2 in Classrooms

3. Welcome Back

4. WELCOME BACK Families
Back -to -School 2014
• NEW Family FACES
• PTA
• SCHEDULE for Evening
• ACHIEVEMENT DATA
• Wilkeson Way
• STAR Expectations
6:00 – Overview and Introduction
6:20 – Clean Up Chairs and Head
to Classrooms
*Non-School Age kids can be checked in at the
Gym.
6:30 – Session 1 in Classrooms
7:00 – Session 2 in Classrooms

5. Purpose For Tonight
• Share the Wilkeson Way
• Put Faces with Names
• Begin the 2 way communication
• Kids showcase school/class
• Share Curriculum & Grade Expectations
• Assessment Data
• How to Support Kids in their learning

6. Achievement & Growth

7. Achievement & Growth
2.8
22.2
2013-14 Grade 5 MSP Science
27.8 27.8
44.4
72.2
80
70
60
50
40
30
20
10
0
Wilkeson
L1
L2
Not Met
L3
L4
Met

8. Achievement & Growth
SCHOOL PROGRAMS
Bridges Math
Imagine-It Reading
Reading Mastery
READING Standards
• Students reading fluently,
comprehending, make conclusions,
identifying themes, and analyzing the
variety of texts.
MATH Standards
• Students fluently adding/subtracting &
multiplying/dividing whole numbers,
fractions, solving a variety of multi-step
problems with various strategies,
developing and applying their geometric
and algebraic understanding
ONLINE TOOLS
IXL.com – Math
Raz-Kids.com - Reading

9. Achievement & Growth

10. Achievement & Growth

11. This YEAR!!

12. Our Commitment to Improve
• *Positive Behavior Support (Building Wide)
• *Students monitoring their learning progress
• *Communicating Academic Progress
NOTE: Change in Reporting Calendar
STAFF INTROS

14. Communication
Parents
•Email or phone calls anytime
• (Drop byes are difficult!)
•School or home meetings by calling ahead
•Sharing concerns: Teacher  Office!

15. Routines for Success
1. Come to school on-time – every day 8:50 School
Open
2. Listen and follow directions – right away
3. Complete your BEST work – all the time
4. Read, come prepared, and participate in discussion
5. Communicate regularly with Teachers

16. Volunteer at School
1. Help in classroom
2. Help the teacher (take a project home)
3. Join WatchDOGS (Dads, Uncles, Grandpas, Adults)
4. Help with PTA events
5. Participate in field trips
6. Come to STAR Assemblies
7. Camp Read A Lot
Note: Schedule time and complete volunteer form for
background check.

17. Attendance Policy Changes
ABSENCES
• Absences from school shall be classified as either excused or
unexcused absence.
• Elementary School: More than 30 minutes late to school and
leaving more than 30 minutes early from school will constitute
a half-day absence.

18. Attendance Policy Changes
EXCUSED ABSENCES
♦ An excused absence is any absence that has the approval of both the parent/guardian and the school.
To excuse an absence, the parent/guardian must call or send a note to the Main Office within 48 hours of the
absence. Please give the following information: student’s full name, date of absence(s), reason for absence,
and parent/guardian signature (if a note).
If a parent/guardian does not phone or send a written note of clearance within 48 hours, the absence is
considered unexcused.
♦ An excused absence shall not be granted if the school deems the absence(s) may cause a serious adverse
effect upon the student’s academic progress.
♦ If the parent/guardian and the school are not in agreement or the school/district deems an absence to
cause serious adverse effect upon the student’s educational progress, the absence shall be considered
unexcused.

19. Attendance Policy Changes
LATE ARRIVAL (TARDY)
It is vital that student be on time to every class every day; when
students are late to class, they disrupt the instruction in the
classroom.
Elementary Schools: Your teacher will take attendance every
morning.
Students who are not in class when the bell rings are tardy.
Elementary- When a student has been tardy five times; it will be
recorded in our system as an unexcused absence.

20. Collaborating with PTA
Why should you join the PTA?
-National Membership Benefits
-Next meeting, November 4th
2013-2014 Fundraising Plan
-Walk-A-Thon, October 3rd
-Auction March 28th

21. Collaborating with PTA
Things we sponsor, offer, and do:
-WatchD.O.G.S, Kick off is September 23rd 6:30pm
-Family Fun Nights (Bingo January, Movie Nights, etc.)
-Square 1 Art
-Popcorn Fridays and Student Store
-Enrichment days, assemblies, field trips
-Technology Updates

22. Schedule of Events
6:00 – Overview and Introduction
6:20 – Clean Up Chairs, Check in Young Kids, and Head to Classrooms
6:30 – Session 1 in Classrooms
7:00 – Session 2 in Classrooms
Non-School Age kids can be checked in at the Gym.

23. PBIS: Data

24. PBIS: Data

25. PBIS: Data

26. PBIS: Data

27. School-wide PBIS is:
A framework for establishing the social culture and behavioral supports
needed for a school to be an effective learning environment for all
students.

28. 1-5% 1-5%
5-10% 5-10%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
80-90% 80-90%
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
Responsiveness to Intervention
Academic Systems Behavioral Systems
Circa 1996

30. PBIS Team Action Plan
Action Plan
Precise Problem Statement/Present
Level of
Performance/Implementation
(What, When, Where, Who, Why)
Goal/Vision Actions Steps Who? By When?
Our staff will understand and apply
effective positive interactions with
our students, other staff members
and families. ( 4 to 1 Ratios)
Staff will understand the
importance of positives
interactions with students.
Staff will learn quick easy ways
to positively interact with
students.
Educate our PBIS Team
Assign research jobs this summer
Plan a day in august to meet and
discuss our findings
Use the Building day in August to
educate all staff
All Staff

31. PBIS Team Action Plan
Action Plan
Precise Problem Statement/Present Level
of Performance/Implementation
(What, When, Where, Who, Why)
Goal/Vision Actions Steps Who? By When?
Wilkeson PBIS team needs a strategy to
efficiently run and manage our PBIS
meetings.
We will implement TIPS Training on TIPS PBIS Team End of School
Year
Observe other who are currently using
it
Start using TIPS

32. PBIS Team Action Plan
Action Plan
Precise Problem Statement/Present Level of
Performance/Implementation
(What, When, Where, Who, Why)
Goal/Vision Actions Steps Who? By When?
Wilkeson Staff will understand and deliver effective
positive interactions with students, families and other
staff members.
Students and staff at Wilkeson will be able to define
and truly understand what Trust and Respect look like
and be able to implement to others.
Staff will understand the importance of
positives interactions with students.
Staff will learn quick easy ways to positively
interact with students.
Kids will be able to define Trust and Respect
Talk with kids about Trust and Respect define
it in kid friendly language
Educate our PBIS Team
Assign research jobs this summer
Plan a day in august to meet and discuss our
findings
Use the Building day in August to educate all staff 2014-2015
Define in Kid Friendly Language
Second Step Curriculum

33. When Talking To Students
4dsM

34. The Power of Correcting
Social Errors
• Upholds and demonstrates the importance of expectations
• Restores order to the learning environment
• Interrupts the inappropriate behavior and prevents practices of that behavior
• Capitalizes on teachable moments; the learner is active
• Gives the child a chance to learn to be successful; to learn valuable social skills
• Increases the probability of future correct behavior
• Decreases future time out of learning
• Builds relationships with students
• Maintains a positive learning environments

35. Positive Specific Feedback
• Specifically describes the behavior
• Provides reasons and rationales
• Help kids learn appropriate social behavior
• Will increase the likely hood that the behavior will continue in
the future
• Can change the climate and the learning conditions

36. Social Errors
For many students they do not
know how to perform the expected
behavior appropriately or don’t know
it well enough to routinely use it at
the appropriate times this is because
they understand what is expected
but do not know the skill well
enough to perform it easily or not
understand why it is important.

37. Less Effective Feedback
General praise or commonly used phrases such as
good job, though important for a pleasant
classroom, are inadequate for building and
sustaining desired behavior.

38. Effective Positive Feedback
1. Specifically describe the behavior:
• Explicitly define what was done that you want to
continue.
• Like a video-tape replay.
• Expressed using the words of classroom
expectations.
“When I said it was time to begin, you
cleared off your desk, got your materials
out immediately, and began working
quickly.”

39. Effective Positive Feedback
2. Provide a rationale:
• Explain the reason why the behavior is important.
• Teach the benefits of the behavior and the impact it
has on them and others.
• Typically includes stating the classroom expectation
and what the student might expect could happen if
they use the appropriate behavior.
“Getting started right away shows
cooperation, and you will likely have
less homework.”

40. Effective Positive Feedback
3. Can include a positive consequence:
• Positive feedback alone may be sufficiently reinforcing.
• When behavior requires a great deal of effort, pairing verbal
feedback with tangible or activity reinforcement may be
helpful.
• When using a positive consequence, always pair with specific
positive feedback.
• Promote ownership; student
“earns,” teachers do not “give.”
“Because you got started so quickly,
you have earned a Cardinal Card.”

41. It’s Nothing Personal
We want kids to do
the appropriate
behavior because
of the benefits to
them rather than
simply to please
the teacher.

42. MO SW-PBS
Sincere and Appropriate
• Use a genuFineee, dwbaramc, ksincere response that is
appropriate for the situation and the individual.
• Use a variety of phrases, showing spontaneity and
credibility.
• Find own style to communicate sincere care and
concern.
“Super job walking quietly in your group! That shows respect
to everyone. Thank you.”
“Wow! What a great job of accepting correction. You looked
right at me, said ‘okay,’ and didn’t argue or complain.
When you do that you show respect and you can learn
and avoid mistakes in the future. Why don’t you be the
first to leave class today.”
15
5

43. Positive Feedback
• Essential to change and sustain behavior.
• Recognizes successes or efforts at tasks that are difficult for
the child.
• While general praise contributes to a pleasant classroom, it is
insufficient to build and sustain desired behavior.
• Students need clear specific feedback on classroom
expectations and behaviors.
MO SW-PBS 15
4

44. More Examples
• “Dolly, you stopped and took some time to think about your
decision and then walked away from Sam. That wasn’t easy,
but it can help to avoid an argument.”
• “Hey Pedro, thanks for throwing your trash away. That shows
cooperation and respect for our classroom. You earned a Bee
ticket to add to our class hive. We are getting close to our
goals!”
• “Jasmine, thanks for being on time to class. That’s important
at school and when you are on the job.”

45. Behaviors thatP imrpeacfte strurdeendt a Affedct,u clotm pBliaenche,aavndiolearrsning:
• Proximity–communicate privately at 20” with individual
students; communication across the room reserved for
information intended for entire group only
• Listening–pause, attend thoughtfully to the student
• Eye Contact–communicate at eye level; look student in the
eye when instructing or directing; hold eye contact briefly
for compliance
• Pleasant Voice–use calm pleasant voice when talking with,
praising, and correcting students
• Smiles–pleasant facial expression and frequent smiles
• Touch–appropriate brief nurturing touch
• Use of Student’s Name–begin interactions with student name
and use frequently during interactions
MO SW-PBS
15
3

46. Activity: Personal Reflection
Example
• Challenging Activity and Misbehavior: Beginning
of class students walk around, talk out
• Specific classroom expectation or procedure: Sit
in seat, read warm-up activity on Smart Board,
begin to work on warm-up activity with voices
off.
• Effective Positive Feedback you will say: “Thanks
for getting to work right away with your voice
off. That helps you focus and take
responsibility for your learning.”
• Write the specific day and time you are going to
give the Effective Positive Feedback. Tomorrow,
first hour!
MO SW-PBS

47. PBIS: Action Plan
1. Tier 1 and Tier 2 Curriculum Implementation
2. Increase 4:1 Positives to Correctives
3. Communicate and monitor Students’ Knowledge of STAR
Expectations
4. Implement a Team Protocol for (TIPS)

48. PBIS: Common Expectations
Group Discussion
- Common Area Expectations
- STAR Common Expectations Rotation
- B.I. Reports
- Grade Level Matrix