Location

Ballroom F

Strand #1

Social & Emotional Skills

Strand #2

Family & Community

Relevance

Social and Emotional Skills / Family and Community: The feedback and monitoring program described in this session helps difficult-to-reach students improve their social and emotional skills by building relationships with adults and making students responsible for their own behavioral choices. It provides a collaborative framework that allows the school, the student and the student's family to work together toward common goals.

Brief Program Description

Positive relationships between adults and students in a climate of shared concern are key elements in student success. This session examines a formalized, easy-to-follow feedback and monitoring process that the presenter developed as a principal. The system helps disconnected students become connected – to adults, other students and their families.

Summary

This session examines a monitoring program that uses data to guide decision-making about school climate, classroom management and to support the needs of your most challenging students. It provides an operational, family-friendly framework for achieving positive school-wide, classroom and individual student success for your tough-to-reach students. Behavioral challenges take up a lot of teacher time, and most schools simply don’t have the time or infrastructure to design and implement strategies to meet every student’s needs. This program provides an operational framework for achieving positive school-wide, classroom and individual student success for tough-to-reach students, without special tools or staffing. It is based on a team approach that promotes communication, goal setting and constructive change, both at school and at home. Students are invested in their own progress and are recognized frequently for their successes. It gives teachers and administrators a data-based way to track students’ performance over time, resulting in a clearer picture of patterns and an understanding of behavioral trends. This highly interactive session will consist largely of small group discussions that are reported out to all participants. The presenter will use the audience’s real-life examples to illustrate the material in the session, and suggest strategies for implementing the principles of this program in their own schools. Participants will learn: what data should be collected; how to analyze those data; and how to use the information to inform behavioral practices and interventions. They will leave with the information they need for implementation in their own school.

Evidence

Monitoring interventions are among the most flexible, useful and effective strategies for students with academic and behavioral difficulties (Mitchum, Young, Wets & Benyo, 2001). They have demonstrated efficacy for targeting a range of academic abilities (Rock, 2005), self-help skills (Pierce & Schreibman, 1994), behavioral problems (Todd, Horner & Sugai, 1999), and social behaviors (Strain & Kohler, 1994). Monitoring and feedback systems are useful for students from preschool to adulthood and can be used with individuals at a variety of levels of cognitive functioning. In addition, researchers studying a similar feedback and monitoring system (Check & Connect) tracked 94 students in special education who had received the program for two years in middle school. By the end of 9th grade, treatment group students were significantly more likely than control group students to be enrolled in school (91% vs. 70%), to have persisted in school with no periods of 15-day absences (85% vs. 64%), and to be on track to graduate within five years (68% vs. 29%) (Sinclair et al., 2005).

Format

Individual Presentation

Biographical Sketch

Dr. Mickey Garrison, the founder of Educational Support Services, has been an educator for nearly 40 years. She received her doctorate degree in education from the University of Oregon, and holds an Oregon administrator license. She has served as a national consultant, elementary school principal and special education teacher, and recently retired from the Oregon Department of Education, where she served as the director of data literacy. Currently working as an educational consultant, Dr. Garrison specializes in training school teams to increase student achievement and improve behavior. An accomplished speaker, she has published extensively in the area of behavioral interventions.

Keyword Descriptors

feedback, monitoring, behavior, at risk, youth, self assessment, interventions

Presentation Year

2016

Start Date

3-8-2016 8:30 AM

End Date

3-8-2016 9:45 AM

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Mar 8th, 8:30 AM Mar 8th, 9:45 AM

“Improving Attendance, Attitude and Achievement for At-Risk Students”

Ballroom F

Positive relationships between adults and students in a climate of shared concern are key elements in student success. This session examines a formalized, easy-to-follow feedback and monitoring process that the presenter developed as a principal. The system helps disconnected students become connected – to adults, other students and their families.