EXED 518

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EXED 518 Group Project

Irene Alexander Robin Bush Suzie Kunze Linda
Shemwell
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_____ __ __ ________ ___
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Utica Elementary School
At the elementary level, these Non-Cognitive, or
Non-Academic Indicators are the Attendance Rate
and Retention Rate, which together make-up the
Non-Academic Index. Other indicators include the
Dropout Rate and Successful Transition to Adult
Life. These last two indicators are not measured
in the elementary setting.
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Utica Elementary School
The chart below gives the Non-Academic Indicators
for Utica Elementary
 
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Utica Elementary School
The chart below compares our scores to the
district and state
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H.E.S.
The K-5 school, in the 2002-2003 school year had
884 students. Their ISTEP scores in both math
and reading were all higher than the state
averages.
Their attendance rate was 97.0 compared to a
95.7 average for the state.
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H.E.S.
 
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H.E.S.

• SUSPENSIONS
• In 1999-200, H.E.S. had 71 suspensions
• In 200-2001, 59 suspensions.
• In 2001-2002, 42 suspensions.
• In 2002-2003, 53 suspensions.

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H.E.S.

• When compared to other elementary schools in the
  district,
• H.E.S. fell in the middle range.
• Research supports that time out of school is not
  successful.

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Owensboro 5-6 Center
2003-2004 total enrollment consists of 628
students
112 students, 18 are identified as students with
special needs

• Student Living Conditions
• 50 reside with a single
• parent
• 36 with two parents
• 5 with grandparents
• 2 in foster care
• 0.04 great-grandparent

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Owensboro 5-6 Center
Average daily attendance rate is 95.8, higher
than KYs average of 94.4.
The Owensboro 5-6 Center is a Title I school with
78 of its population receiving free and reduced
lunch.
At least 35 of the students attending the
Owensboro 5-6 Center are minority, or a race
other than Caucasian.
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Owensboro 5-6 Center
DISCIPLINE Suspension From August 2003, to
present, 21 regular education students and 12
special education students, or 57, have spent a
total of 62 days in out of school suspension.
Office Referrals From August 2003, to present,
281 out of class referrals (bus transportation,
hallway, cafeteria, assembly, and playground)
have been written. 513 classroom referrals
including disrespect, rule violations, teacher
insubordination, fighting, skipping class, sexual
harassment and homework related issues were also
documented
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Owensboro 5-6 Center
Of the 794 referrals, 362 or 46 were written
concerning students with special needs.
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Owensboro Middle School

• Owensboro Middle School is comprised of 598
  students
• in seventh and eighth grades.
• 306 students are in the eighth grade
• 80 of the eighth grade students are minorities
• 292 students are in the seventh grade
• 62 of the seventh grade students are minorities
  
• 107, or 19 of the total population receive
  special education
• services

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Owensboro Middle School
 
The rate of students receiving free and reduced
lunches is 62 at Owensboro Middle School.
 
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Owensboro Middle School
Dress code violations occur at the rate of 25 to
30 per day.

• OFFICE REFERRALS
• The following are increases from
• Fall of 2000 to Fall of 2003
• 65 increase in referrals for
• physical aggression
• 60 increase in referrals for
• disturbing class

Most academic classes are ability grouped.
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Solutions for Problems within our Schools
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Utica Elementary School

• Reasons for High Attendance Percentages
• Principal calls the homes of absent students on a
  daily basis
• School-wide encouragement of good attendance

Learning is natural at Utica Elementary. Grow to
be your best.
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Utica Elementary School

• Reasons for High Attendance Percentages
• The teachers try to meet each student at the door
  at the
• beginning of the school day.
• Fun activities for students who have perfect
  attendance
• are planned for the students by the guidance
  counselor
• and SBDM committee.

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Utica Elementary School

• Reasons for Decreased Retention Rate
• Our retention rates remain at ZERO largely due to
  the function
• of multi-age ungraded primary.
• This replacement of traditional kindergarten
  through third grade
• program allows for continual progress.
  Teachers can keep
• a child in the primary program an extra year
  without it being
• considered a true retention.
• Teachers can assign students to groups based on
  progress.
• Utica Elementary has established a tradition of
  individualized
• instruction for every student, which has
  resulted in continued
• achievement in the Primary Program.

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H.E.S.

• Utilizing C.L.A.S.S. in Evansvilles School
  System
• Connecting Learning Assures Student Success
  C.L.A.S.S.
• Based on the philosophy of All Children Can
  Learn
• Educators instruct with proven teaching
  strategies,
• curriculum that leads to responsible
  citizenship, and
• the biology of learning.

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H.E.S.

• Within C.L.A.S.S. schools, evidence of
  school-wide discipline
• practices is evident.
• A proactive teaching and encouragement of social
  skills is
• prominent throughout the schools.
• Learning has become meaningful and connected to
  real world
• experiences.

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H.E.S.

• Life Goals of C.L.A.S.S
• Treat people right
• Do the right thing
• Lifelong Guidelines of C.L.A.S.S.
• Active Listening
• Be Trustworthy
• Be Truthful
• No Put Downs
• Do Your Personal Best
• Life skills of C.L.A.S.S
• Caring, Common sense, Cooperation, Courage,
  Effort, Problem Solving, Friendship, Integrity,
  Responsibility

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Owensboro 5-6 Center

• To combat the growing number of office referrals,
  and
• problems in discipline school-wide, the CHAMPs
  approach
• was adopted and enacted during the 2003-2004
  school
• year.
• Why the need for a school-wide discipline model?
• Today, nearly 96 of students with disabilities
  are served in
• regular school buildings.
• The Individuals with Disabilities Act (IDEA),and
  subsequent
• amendments, incorporate a strong bias in favor
  of inclusive
• education.

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Owensboro 5-6 Center

• Through inclusion, special education may finally
  take its
• rightful place in the field of education.
• Because of IDEA, students with disabilities have
  certain
• rights concerning discipline that non-disabled
  students do
• not have.
• To combat discipline issues, teachers must
  identify the
• underlying cause of the inappropriate behavior.
  Through
• C.H.A.M.P.s, teachers are instructed on ways to
  identify
• the causes, triggers, and levels of behavior.

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Owensboro 5-6 Center

• Discipline should be a teaching mechanism, not
  just a means of containing the behavior.
• A school-wide discipline approach helps children
  with violent behavior in four important ways
• 1. Lays out an action plan for children to help
  themselves and each other.
• 2. Gives children a common language with which
  to express their feelings and communicate
  with peers and adults.
• 3. Provides students with the opportunity to
  learn and practice alternate skills under a
  variety of daily circumstances.
• 4. Puts the aggressive childs need for more
  intensive interventions within the positive
  context of something everyone else is leaning.

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Owensboro Middle School

• School wide discipline plans
• The school wide behavior plan needs to be
  developed by the
• total educational community.
• The strategies for the plan should be implemented
  school-wide.
• Establish clearly defined rules and expectations.
• Consequences for misbehavior must be clearly
  stated as well
• as the procedures to correct misbehaviors.

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Owensboro Middle School

• Positive reinforcement is an important aspect of
  school-wide
• behavior plans.
• Behavior plans should include procedures for
  encouraging
• expected behaviors and rewarding positive
  behaviors.
• The negative consequences should be combined with
  positive
• strategies for social skill instruction.
• Students should be taught replacement behaviors
  during
• social skill instruction.

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Owensboro Middle School

• Small mentoring groups can be used to instruct,
  model, role play,
• and review appropriate behaviors.
• Weekly social skill instruction could occur
  weekly in club meetings.
• Many children need instruction in appropriate
  school behaviors
• that will help them succeed.
• A mentoring system would encourage positive
  interaction among
• students, and faculty.

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References
Evansville Vanderburgh School Cooperation
homepage. www.evsc.k12.I.us Retrieved March 28,
2004 Canter, Lee. (2001). Assertive
Disciplinein and Beyond. Los Angelos Canter
Associates, Inc. Committee for Children (1997).
Second Step Middle School/Junior high, Level One.
Seattle Author. Kentucky Department of
Education. Commonwealth Accountability Testing
Systems School Report Card 2002-2003. Utica
Elementary School. How Our Students
Perform-Other Measures. Kentucky Department of
Education. Nonacademic Data Report Guidelines.
September 2003. Kentucky Department of
Education. Spring 2003 Performance Report
Accountability Trend. Utica Elementary
School. Payne, Ruby. (2001). A Framework for
Understanding Poverty. Highlands aha! Process,
Inc. Pederson, B., 2002, C.L.A.S.S. Toolbox,
C.L.A.S.S. 515 East Williams St., Lebanon, IN
Sprick, R., Garrison, M., Howard, L., (1998).
CHAMPs A Proactive Approach to Classroom
Management. Longmont, CO Sopris West U.S.
Department of Education USDOE. (1997). The
Individuals with Disabilities Education Act
IDEA (PL-105-17) 20 U.S.C.