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Disadvantage of using office referral alone.

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Disadvantage of using office referral alone.

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By using the office referral alone to screen students into tier 2 systems you may not have a beneficial data to see how your classroom tier 1 process is going. Using another screener will give you more data and an overall picture of how your students are doing in tier 1 and determine potential tier 2 students.
Mike

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All students receive classroom instruction in the area of Leadership and Socio-Emotional Behavioral Health (SEBH).  This vehicle for delivery will be the Leader In Me program, with SEBH supplements from Classroom Guidance. Staff also completes the Saebr's screener 3 times a year. Students also complete Saebr's screeners. The staff meet with small groups and compare the data from the teacher's results to  student's  results. Once the data is reviewed then decisions are made as a team.
Mike

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Each school in the district is utilizing CASEL's indicators of Schoolwide SEL matrix to determine current reality of SEL Tier 1.  As a district we are piloting Second Step in 5 of the elementary schools. With 2 more schools starting to implement in February.  Additional supports are school based decisions based on need.  Among those supports are Zones of Regulation, Mindfulness, We Thinkers with support from the school guidance counselor.

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Research has shown that building the social-emotional competence of students is an important component of effective bullying prevention. SEL, or Life Skills, are linked to an 11 percentile point gain on academic achievement tests.  Kindergartners with higher social competence scores are more likely to attain a college degree, more likely to earn a high school diploma, and more likely to have a full-time job at age 25.

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Great post Cindy!
I loved the data about the percentile gains showing the importance of helping students with the social-emotional component. It really shows the importance of helping young kids start off with a great foundation. Thanks for sharing.
Mike

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Justin Post - Like the webinar video indicated office referrals are reactive to problems/situations where as the universal screener is proactive in identifying our tier 1 and 2 areas of concerns.  Referrals also pin point individual students where the screener is met to look and a broader picture of our system. 

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Justin Post - Like the webinar video indicated office referrals are reactive to problems/situations where as the universal screener is proactive in identifying our tier 1 and 2 areas of concerns.  Referrals also pin point individual students where the screener is met to look and a broader picture of our system. 

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Justin Post - Oelwein Elementary uses positive action curriculum, but has been moving more to the CASEL framework since it ties in with the state counseling standards. Our counselor and at rick coordinator are currently teaching it to all K-4 classrooms. Students also get explicit instruction 2-3 times a year for all areas of the school (Zones of regulation). Also have our General Husky E.D.G.E. acronym for our overall arching expected behaviors. Also incorporate Husky tickets (reward system for positive behaviors.)

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Justin Post - Oelwein Elementary uses positive action curriculum, but has been moving more to the CASEL framework since it ties in with the state counseling standards. Our counselor and at rick coordinator are currently teaching it to all K-4 classrooms. Students also get explicit instruction 2-3 times a year for all areas of the school (Zones of regulation). Also have our General Husky E.D.G.E. acronym for our overall arching expected behaviors. Also incorporate Husky tickets (reward system for positive behaviors.)

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Justin Post- agree with Mike- love the data. Wondering Cindy, where did you get it from?  We all know, and I don't think we are surprised, that having good foundational social and emotional skills, supports, and learning sets students up for academic success.  

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Justin Post- agree with Mike- love the data. Wondering Cindy, where did you get it from?  We all know, and I don't think we are surprised, that having good foundational social and emotional skills, supports, and learning sets students up for academic success.  

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Tier 1 supports:
PBIS Universal Practices:
Cadet Pride Expectations taught in the classroom, and practiced in all common areas at the start of each year to students grades PK-6. Reteach as needed.  Slide Show presentations of Cadet Pride Expectations provided to classrooms with expectations matrix.  Handbook of teachable lessons is provided to all teachers and is expected to be taught/and reviewed year and as needed.

Classroom procedure list is given to teachers to check off as they teach classroom procedures to the class at the start of the year.

Universal acknowledgement celebration is announced each month or bi-monthly depending on calendar school days with school-wide participation.  Event is "Kicked Off" with a school assembly or exciting video given out   to all classrooms.  Positive behavior is recognized with a cadet pride punch on the class punch ticket with a classroom goal.  We also have cadet pride bucks and fish tickets for using fish practices which are drawn daily and acknowledged over the sound system by the principal.  Their picture is placed on our "Fish" bulletin board.

We have class meetings each morning, we have developmental guidance class bi-weekly, with lessons provided on the off guidance week for additional SEL.  We use the Zones of Regulation school-wide, and have a peace room for all students.  We have a success teacher for additional student support, and Howie our therapy dog that visits all classrooms.

These supports can impact all three social, emotional, and academic domains.

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I found that we have missed some students that have fallen under the radar, due to just using attendance and behavior write-ups. Adding the SABERS adds another layer that can help identify students in need of support.

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You could be missing a large population of kids that may be internalizing their feelings and not acting out. Office referrals only captures certain pockets of kids. We know more kids may be dealing with things under the surface and they don't present like their peers. 

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You could be missing a large population of kids that may be internalizing their feelings and not acting out. Office referrals only captures certain pockets of kids. We know more kids may be dealing with things under the surface and they don't present like their peers. 

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All students K-6 receive instruction at the classroom level using research-based curriculum. In our district, we then screen students 3 times per year using the SAEBRS. That data provides information not only about individual student self assessment but teacher reported information. We can then provide Tier 2 interventions for students flagged at risk for social, emotional or academic risk. In addition, if more than 20% of one particular classroom is flagged at risk, we can do a class-wide intervention.