SPED

SPED Literacy Intervention Team Step 1: Develop Inquiry Based Questions, Identify Priority Standard/Skill and Present Data

The team identified reading comprehension as the priority in the literacy intervention classes.

Assessment: DAZE reading comprehension grades 3, 4 and 5 depending on the level of the intervention class. The assessment is a timed reading assessment that can be given to a group.

** Individual Teacher Data: **

80% and higher || **Percentage of Advance Students ** || **Number of Proficient Students ** 70-79% || **Percentage of Proficient Students ** || **Number of Partially Proficient Students ** 60-69% || **Percentage of Partially Proficient Students ** || **Percentage of Not Proficient Students ** Below 60% || **Percentage of Not Proficient Students ** ||
 * || **Number of Students ** || **Number of Advance Students **
 * **Teacher **

Troch Block 5 <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Book C || **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">12 ** ||   ||   ||   ||   ||   ||   || **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">9 ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">100% ** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Teacher **

<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Troch <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Block 6 <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Book D || **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">9 ** ||   ||   ||   ||   || **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">1 ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">10% ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">8 ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">89% ** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Teacher **

<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Troch <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Block 7 <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Book D || **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">8 ** ||   ||   ||   ||   ||   ||   || **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">8 ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">100% ** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Teacher **

<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Chrisbens <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Block 4 <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Book B || **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">14 ** ||   ||   ||   ||   ||   ||   || **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">14 ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">100% ** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Teacher **

<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Chrisbens <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Block 5 <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Book C || **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">7 ** ||   ||   ||   ||   ||   ||   || **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">7 ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">100% ** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Teacher **

<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Chrisbens <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">2nd Ed. Book B  <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Block 6  || **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">14 ** ||   ||   ||   ||   ||   ||   || **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">14 ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">100% ** ||


 * Step 2: Analyze Data to Determine Root Causes**

1. On task
 * Strength – what?

2. Focused on completing the test to their best abilities.

3. Drawing on limited background knowledge.

4.

5. || Inferences – why? 1. The students feel some success so they work hard.

2. Close to ability level so this limits frustration.

3. Feel safe in this class as it is designed to help them work at their ability level.

4. In second administration we removed the time constraint and students seemed to open up to the assessment even more.

5.

<span style="display: block; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; tab-stops: 62.0pt center 114.3pt; tabstops: 62.0pt center 114.3pt; text-align: center;">***root causes*** || 1. Vocabulary
 * Weakness – what?

2. Fluency

3. Context clues – using this strategy

4.

5. || Inferences – why? 1. Lots of English language learners who have limited experience with English vocabulary.

2. Many students have not mastered the basic literacy skill of decoding so they are spending a lot of time decoding words as they are reading the passage.

3. Most students have never been explicitly taught the strategy of using context clues – also the limited vocabulary and lack of automaticity almost makes it impossible to use this strategy effectively.

<span style="display: block; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-align: center;">***root causes*** || The percentage of **Language! Intervention students** scoring proficient or higher in **comprehension** will increase from **25%** to **50%** by the end of semester one as measured by **Dibels Daze - Comprehension** administered on December 8th,2010. ** Step 4: Select Common Teaching Strategies ** <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 300%; text-align: center;">Story folders to improve comprehension <span style="font-family: Calibri; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">1. Mondays – re-reading story, sequencing events with pictures or words <span style="font-family: Calibri; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. Tuesdays – identifying grammar pieces – nouns, verbs, advectives, adverbs (will continue to add grammar pieces as these are mastered) <span style="font-family: Calibri; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">3. Wednesday – using Blueprint or outline for writing to find main ideas and complete the organizer. <span style="font-family: Calibri; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">4. Thursday – using Blueprint of outline to identify supporting details and complete the organizer. <span style="font-family: Calibri; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">5. Friday – vocabulary focus using a Define It organizer to create definitions for three vocabulary words from the story.
 * Step 3: Establish Smart Goal**
 * <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 300%; text-align: center;">**Instructional**

<span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 200%; text-align: center;">***must support/match the root causes identified in step 2*** || <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 200%; text-align: center;">Language! templates <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 200%; text-align: center;">Daze readings || <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 300%; text-align: center;">Processes <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 200%; text-align: center;">Doing all this during our warm-up at the beginning of class – 5 minutes. ||
 * <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 300%; text-align: center;">Resources

<span style="height: 65.35pt; margin-left: 6in; margin-top: -27pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; visibility: visible; width: 52.65pt; z-index: 1;">  **   STEP 1: DEVELOP INQUIRY BASED QUESTIONS, IDENTIFY PRIORITY STANDARD/SKILL AND PRESENT DATA   ** **  Assessment Prompt:   ** <span style="border-bottom: windowtext 2.25pt solid; border-left: windowtext 2.25pt solid; border-right: windowtext 2.25pt solid; border-top: windowtext 2.25pt solid; display: block; mso-element: para-border-div; padding-bottom: 1pt; padding-left: 4pt; padding-right: 4pt; padding-top: 1pt;"> <span style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 10pt; mso-border-alt: solid windowtext 2.25pt; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;"> “Which of the following statements show respect and which show disrespect? Circle ‘R’ if the statement shows respect or ‘D’ if the statement shows disrespect. (Go definition of respect and disrespect. For lower students, use ‘good behavior’ and ‘bad behavior’ language.  <span style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 10pt; mso-border-alt: solid windowtext 2.25pt; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">      <span style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 10pt; mso-border-alt: solid windowtext 2.25pt; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">      <span style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 10pt; mso-border-alt: solid windowtext 2.25pt; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;"> <span style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 10pt; mso-border-alt: solid windowtext 2.25pt; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;"> **  Individual Teacher Data:   **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;"> || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Number of Students  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Number of Advance Students  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Percentage of Advance Students  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Number of Proficient Students  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Percentage of Proficient Students  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Number of Partially Proficient Students  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Percentage of Partially Proficient Students  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Percentage of Not Proficient Students  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Percentage of Not Proficient Students  ** ||
 * ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Teacher ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Tracy Servies  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">7  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">64%  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">1  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">9%  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">2  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">18%  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">1  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">9%  ** ||
 * ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Teacher ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Joyce Edwards  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">2  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">20%  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">3  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">30%  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">4  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">40%  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">1  ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">10%  ** ||

**  Adams City High School   ** <span style="height: 65.35pt; margin-left: 6in; margin-top: -27pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; visibility: visible; width: 52.65pt; z-index: 3;">     **   STEP 2: ANALYZE DATA TO DETERMINE ROOT CAUSES   **

<span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l6 level1 lfo3; text-indent: -0.25in;"> 1. Transiton- question 1, 6 & 10 <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l6 level1 lfo3; text-indent: -0.25in;"> 2. Achieve- 4, 5, 10 <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l6 level1 lfo3; text-indent: -0.25in;"> 3. <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l6 level1 lfo3; text-indent: -0.25in;"> 4. <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l6 level1 lfo3; text-indent: -0.25in;"> 5. ||  Inferences – why? <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo4; text-indent: -0.25in;"> 1. Question 10 referred to borrowing a shovel from a neighbor and cleaning it before returning. Students may be more respectful in their community than in school? <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo4; text-indent: -0.25in;"> 2. Students are now doing recycling and question 4 refers to picking up trash. <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo4; text-indent: -0.25in;"> 3. ***Behavior in community is better than at school. <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo4; text-indent: -0.25in;"> 4. Question 5 relates to throwing fireworks at cars and students mostly knew it was not appropriate. <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo4; text-indent: -0.25in;"> 5. <span style="line-height: normal; margin: 0in 0in 0pt; tab-stops: 62.0pt center 114.3pt; text-align: center;">  ***root causes***    || <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l0 level1 lfo5; text-indent: -0.25in;"> 1. Transition- question 7, 9, 12 <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l0 level1 lfo5; text-indent: -0.25in;"> 2. Achieve- question 1 & 8 <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l0 level1 lfo5; text-indent: -0.25in;"> 3. <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l0 level1 lfo5; text-indent: -0.25in;"> 4. <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l0 level1 lfo5; text-indent: -0.25in;"> 5. ||  Inferences – why? <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l3 level1 lfo6; text-indent: -0.25in;"> 1. Question 7 refers to obeying rules at home and students may not have rules at home and many did not understand what obeying means. <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l3 level1 lfo6; text-indent: -0.25in;"> 2. Major school climate issue refers to question 9 about being quiet when someone is speaking. <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l3 level1 lfo6; text-indent: -0.25in;"> 3. Question 8 refers to strangers and Achieve are afraid to talk to strangers even though the answer is respect. <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l3 level1 lfo6; text-indent: -0.25in;"> 4. <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l3 level1 lfo6; text-indent: -0.25in;"> 5. ***root causes***   ||
 * Strength – what?
 * Weakness – what?

**  Adams City High School   ** <span style="height: 65.35pt; margin-left: 6in; margin-top: -27pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; visibility: visible; width: 52.65pt; z-index: 5;">     **   STEP 3: ESTABLISH SMART GOAL   ** The percentage of __Career Development__ students scoring proficient or higher in __respectful behavior__ will increase from __39%__ to __50%__ by the end of __Decembe__r as measured by __What do you Think?__ administered on __September 15th.__ **  Adams City High School   ** <span style="height: 65.35pt; margin-left: 6in; margin-top: -27pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; visibility: visible; width: 52.65pt; z-index: 7;">     **   STEP 4: SELECT COMMON TEACHING STRATEGIES   **

<span style="line-height: 300%; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: 16.4pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-list: l5 level1 lfo1; text-indent: -0.25in;"> 1. Constantly refer to respect in various situations ex. Teachable moments. <span style="line-height: 300%; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: 16.4pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-list: l5 level1 lfo1; text-indent: -0.25in;"> 2. Visible posters stating expected behaviors. <span style="line-height: 300%; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: 16.4pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-list: l5 level1 lfo1; text-indent: -0.25in;"> 3. Daily checklist used to build points to individual awards. <span style="line-height: 300%; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: 16.4pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-list: l5 level1 lfo1; text-indent: -0.25in;"> 4. Behavior point system. <span style="line-height: 300%; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: 16.4pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-list: l5 level1 lfo1; text-indent: -0.25in;"> 5. Monthly awards/parties <span style="line-height: 300%; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: 16.4pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-list: l5 level1 lfo1; text-indent: -0.25in;"> 6. Video tape and take pictures of behavior. <span style="line-height: 300%; margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: 16.4pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;">  ***must support/match the root causes identified in step 2***    || <span style="line-height: 300%; margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: 16.4pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;">  Rewards, posters, behavior charts. <span style="line-height: normal; margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: 16.4pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> <span style="line-height: normal; margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: 16.4pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> <span style="line-height: normal; margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: 16.4pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: right;"> <span style="line-height: normal; margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: 16.4pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: right;"> <span style="line-height: normal; margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: 16.4pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> <span style="line-height: normal; margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: 16.4pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: right;"> <span style="line-height: normal; margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: 16.4pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: right;">     || <span style="line-height: 300%; margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: 16.4pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;">   Processes <span style="line-height: 300%; margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: 16.4pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;"> <span style="line-height: 300%; margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: 16.4pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">   ||
 * <span style="line-height: 300%; margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: 16.4pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;">  Instructional
 * <span style="line-height: 300%; margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: 16.4pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;">  Resources

**  Adams City High School   ** <span style="height: 65.35pt; margin-left: 6in; margin-top: -27pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; visibility: visible; width: 52.65pt; z-index: 9;">     **   STEP 5: DETERMINE RESULTS INDICATORS   ** If __the teacher is modeling respectful behavior__ then __it is expected that the students will respond likewise.__ ** If =  ** explicitly state what the teacher behaviors will look like when implementing the common instructional strategies. ** Then  ** = explicitly state the student impact and student behavior that will be observed ***just stating the behaviors

<span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -0.25in;"> 2. If the teacher talks to their peers respectfully…. <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -0.25in;"> 3. If the teacher references and acknowledges respectful behavior… <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -0.25in;"> 4. If the teacher explicitly teaches actions of disrespect… <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -0.25in;"> 5. If the teacher evaluates and conferences with students…  || <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l4 level1 lfo7; text-indent: -0.25in;">  1. Then the students will speak respectfully to the teacher. <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l4 level1 lfo7; text-indent: -0.25in;"> 2. Then the students will speak respectfully to their peers. <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l4 level1 lfo7; text-indent: -0.25in;"> 3. Then the students will be able to identify when an action is respectful. <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l4 level1 lfo7; text-indent: -0.25in;"> 4. Then the students will be able to identify when actions are disrespect. <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l4 level1 lfo7; text-indent: -0.25in;"> 5. Then the students will be able to identify their own strengths and weaknesses when relating to respect and disrespect. ||
 * ** IF  ** …teacher behaviors    ||   **  THEN  ** …student behaviors    ||
 * <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -0.25in;"> 1. If the teacher talks to the students respectfully…

**  Adams City High School   ** <span style="height: 65.35pt; margin-left: 6in; margin-top: -27pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; visibility: visible; width: 52.65pt; z-index: 11;">     **   STEP 6: MONITOR AND EVALUATE RESULTS   **

Partially implemented- to master these skills, it will take our students the entire school year. ***reasons implementation was incomplete or did not occur  ||   Has this activity had impact? Yes, students are starting to monitor each other’s disrespectful behavior and are able to give more examples of correct and incorrect behavior. Achieve students are responding much better to pictures and role-playing. Tweener group is responding better to role-playing and explicit instruction. ***reasons expected impact did or did not occur  || Achieve students are quicker to realize when they are being disrespectful. They are beginning to understand expectations. Tweener group have gone from disrespectful behavior to recognizing other peers disrespectful behavior and verbalizing problems. ||  Suggested adjustments or recommendations… Continuous practice and repetition of modeling, role-playing and social stories. Explicit instruction on respectful and disrespectful behavior. ||  We are still working on improving these behaviors. This process will take all year and is a work in progress. ||  Other relevant information… We are still working on improving these behaviors. This process will take all year and is a work in progress. ||
 * Has this strategy been implemented?
 * Evidence of actual impact on instructional practice and/or student learning…
 * Reflections…