PBIS Genesis Promise Academy By Dr Philip Hickman

PBIS Genesis Promise Academy By Dr. Philip Hickman

Discuss in triad groups • What are the issues faced in the area of Equity and Diversity in today's schools? • What ways have you tried to address Equity or diversity or both?

Definitions Equity Diversity • Equality is ensuring individuals or groups of individuals are treated fairly and equally and no less favorably, specific to their needs, including areas of race, gender, disability, religion or belief, sexual orientation and age. • Diversity aims to recognize, respect and value people’s differences to contribute and realize their full potential by promoting an inclusive culture for all.

promote equality and diversity • We can promote equality and diversity by: • treating all students fairly • creating an inclusive culture for all students • ensuring equal access to opportunities to enable students to fully participate in the learning process • enabling all students to develop to their full potential • equipping staff and students with the skills to challenge inequality and discrimination in their work/study environment • making certain that any learning materials do not discriminate against any individuals or groups • ensuring sure policies, procedures and processes don't discriminate

WAR STORIES

The Purpose of Education is to guide the human potential (our youth) for innovation, ingenuity, creative capacity building and engaged power that stimulate(s) skills, talents, identity formation for self knowledge and social responsibility. Pedagogical Framework for Implementation Academic Core Component: Students will Problem - Solving Component: Focus be readers, writers, critical thinkers, around what we want our communities to entrepreneurs, mathematicians and speakers. be, service, entrepreneurs, outcome based results and self-sufficiency. Psycho-Social Component: Built around Raymond Corsini’s - 4 Rs - Respect (mutual) - Responsibility - Resourcefulness - Responsiveness *PBIS Embedded within Each Component of the Framework 1) Parental participation and empowerment (two-way symmetrical – involvement) that constructs active ownership and investment. 2) On-going engaged professional development for educators and administrators for accountability and sustainability 3) A commitment to a talent development approach in developing a “new” generation of committed and “highly effective” teachers through competitive compensation, aggressive recruitment strategies and qualified certification. 4) Establishing effective continuous improvement-based evaluation systems, both formative and summative that monitors, measures, and evaluates performance benchmarks, as exemplars for quality teaching and learning. 5) Establishing congruent cultural connectors and competency benchmarks between the school, community and stakeholders. 6) Assure innovation, creativity and efficacy in education. 7) Acknowledge and assure that life is learning and education must utilize community assets to extend education beyond the classroom and school to real world experience and application.

Whole Group Instruction (Direct Instruction) Introducing New Material Review of Material Informal Assessment Check for Understanding Student Feedback Guided Pratice Slowly release students "Do Now" (teacher students rotate) Individual Pratice Reg Ed. Teacher Special Ed Teacher Para

High Impact Centers 1. Three to four work stations per 20 students. 2. All high impact centers will require there to be some form of student feedback and progress monitoring for each student. (Rigor is not hard) 3. All centers must have posted lesson/learning objectives that the student is able to understand. 4. A high impact center has each group of students assigned some type of role or responsibility. 5. High impact centers are differentiated with a level of progressive difficulty 1 5 2 H. I. C 4 3

PBIS/Academic Response to Intervention 10% 5%%% 85% 10% 5% 5% 85% 1 0%

It is important that the core curriculum is not manipulated. CORE CURRICULUM ALIGNED TO GRADE LEVEL EXPECTATIONS

Common Assessments COMMON ASSESSMENTS ARE TO ENSURE A PROPER AND APPROPRIATE VIEW OF THE PERFORMANCE OF YOUR STUDENTS AND TO MAKE MODIFICATIONS BOTH WITHIN A CLASSROOM AND ALSO SCHOOL WIDE

TECHNOLOGY AND TECHNOLOGYBASED INTERVENTIONS AND SKILL BASED DIFFERENTIATED TUTORING

• Skill based differentiated tutoring • Adaptive assessments • Study island technology -based student learning and practice • M. A. P. folders goal setting and student progress monitoring • Morning mood • Explicit phonics instruction • Positive behavior support system • Incorporate behavior instruction into the curriculum • Professional learning community model • Direct teacher growth mindset

a term to mean that students’ behaviors in low social economic schools are motivated through heighten or hypersensitive emotions and not through rational logical prediction or framework E-MOTIVES

4 Rs • Respect • Responsiveness • Responsibility • Resourcefulness

• Replacement Behavior • No Suspensions • Large Counseling Support • Built into discipline system • Development of self worth

• 5 positive for every one negative • Encouragement instead of praise

Thank You THE END