Title I A - School Improvement
Indistar - Comprehensive Achievement Indicators - Five Key Areas of Effectiveness
Indistar - District and School Structure and Culture
Indistar - District and School Structure and Culture - 1.1
Indistar - District and School Structure and Culture - 1.1
Five Key Areas of Effectiveness
District and School Structure and Culture
Family and Community Involvement
Teaching and Learning
Technical and Adaptive Leadership
The school’s principal and staff work together to create a safe, respectful, culturally-inclusive environment with consistent school rules and expectations.
How does this look in schools when well implemented?
The principal, office manager, counselor, teachers, and classified staff are consistently welcoming, engaging, and supportive of each parent, child, and community member who engages with the school. Visitors and school community members feel valued and respected as a result of each interaction with the school’s principal and staff as a result of timely communication, intentional care provided to support their requests/needs and to honor their perspective through actions taken and services provided to their family and student. All staff are friendly, able to communicate with parents and students in their native language or access translation support in a timely manner.
Staff, student, and parent behavior expectations have been communicated by the principal in newsletters and during assemblies, teacher classroom letters, reinforced constantly through classroom lessons led by teachers and/or counselors, and school rules which have been visibility displayed throughout the school and reinforced during instances of teachable moments with students. A school wide system of behavior has been established and all staff members have had adequate professional development in restorative justice practices in order to promote healthy relationships as an alternative approach to handle behavioral problems and to provide positive feedback to students who are exhibiting safe and respectful behaviors individually and as a class in an environment that understands and cares for all cultures equally.
Students receive annual training in the fall regarding expected student behavior and are coached by all staff on a daily basis in order to correct behaviors that may inhibiting to school performance and to encourage students who are doing well to continue performing accordingly through modeling. Appropriate school staff collaborate with parents to reinforce student behaviors necessary for student academic success on the child’s trajectory of learning towards graduation.
What are practicing educators and educational researchers finding to use as models known for proven results to support this work? (Please note that this is not an inclusive list.)
Safe Supportive Schools
- American Institutes for Research (AIR) under a contract from the U.S. Department of Education operates this website. This training toolkit is made up of two modules that address bullying in classrooms. Specifically, it is designed for trainers to assist teachers in cultivating meaningful relationships with students while creating a positive climate in the classroom.
Creating a Healthy Learning Enviornment
- Connecticut State Board of Education’s position statement on Creating a Healthy Learning Environment that is Physically, Emotionally and Intellectually Safe.
- The National Dropout Prevention Center/Network (NDPC/N) was begun in 1986 to serve as a clearinghouse on issues related to dropout prevention and to offer strategies designed to increase the graduation rate in America's schools. Over the years, the NDPC/N has become a well-established national resource for sharing solutions for student success. It does so through its clearinghouse function, active research projects, publications, and through a variety of professional development activities. In addition, the NDPC/N conducts a variety of third-party evaluations and Program Assessment and Reviews (PAR).
School-wide Positive Behavior Support (SW-PBS) Implementers’ Blueprint and Self-Assessment
- For schools as they consider adoption of SW-PBS, to describe key features, illustrate processes, structures, and supports of SW-PBS.
Northwest Positive Behavior Intervention & Support (NW PBIS) Network Website
Oregon Department of Education PBIS Blueprint
U.S. Department of Education Office of Special Education Programs PBIS Self-evaluation Tool
- This self-evaluation tool is recommended for use by schools which have already started to implement PBIS to assess a school’s fidelity of implementation. The tool may be used by school staff as a pre/post assessment each year to gauge progress in the eight different areas of implementation. (Note: full and sustainable implementation of PBIS usually takes 3-5 years and must be evaluated/recalibrated on an ongoing basis).
American Psychological Association article "What do positive student-teacher relationships look like in the classroom?"
Institute of Education Science / What Works Math & Reading RTI Implementation video for the primary grades
RTI for ELLs
National Center for Culturally Responsive Educational Systems presentation “Considerations When Using RTI Models with Culturally Diverse Students.”
RTI in Reading for English Language Learners
06/06/2013 (111.49 KB)
Sharon Vaughn, Ph.D. & Alba Ortiz, Ph.D. article on Response to Intervention in Reading for English Language Learners.
Operations - Ed. Specialist, Title I-A, Ed. Technology
School Improvement - Education Specialist
School Improvement - Education Program Specialist
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