May 2014 Students administered Developmental Studies District Wrap May 2014 May 2014 Developmental Center Development Project Scales Around Zone Studies Center Coordinator Development Project Scales (QPR) of the Strategic Initiative Key: P = Process, O = Outcome Oct 2011 Jan 2012 April 2012 July 2012 Oct 2012 Jan 2013 2013 July 2013 Oct 2013 P O It is critical to provide a separate rating for the process of implementation (activities) and outcomes (early evidence of change as well as short-term outcomes and final outcomes). District Strategic Objective 3: Ensure success for all students through the development of students’ social B. Overall Lead (Objective): and emotional wellness. Ivone Medeiros, Executive Director of Special Education C. Initiative Number and Description: SO3.4 D. Short term and Final Outcomes from the Initiative: E. Overall Lead (Initiative): Provide differentiated support to students on identified social emotional needs. Short Term Outcomes District Wrap Around Zone Students on tier 2 and tier 3 show an Coordinator The wraparound zone initiatives (positive youth improvement in SEL skills as measured by development, positive school and classroom climate, and selected instruments such as Developmental home-school connections) represent core or tier 1 learning Studies Center Scales. conditions in non-academic areas of focus. We understand Students on tier 2 and tier 3 plans show an that even with a sound core experience a small percent of increase in pro-social behaviour as measured by students will still need tier 2 and tier 3 supports for the a 5% decrease in office referrals, suspensions, development of social emotional skills. Similar to the tiered and individual student absenteeism, measured at model of (academic) instruction outlined in Strategic least quarterly. Objective 2, Initiative 3, the district embarked on redesigning Outcomes a tiered model for non-academic needs based on the MTSS Students’ social emotional learning needs are framework during the summer of 2012. The tenets of data being met within the tiered model of behaviour driven decision making, referrel to Instructional Support and therefore, the number of referrals to Special Teams, and progress monitoring written for the academic Education for emotional and behavioural disabilities concerns declines by 5%.
May 2014 Students administered Developmental Studies Center Development Project Scales District Wrap Around Zone Coordinator May 2014 May 2014 Developmental Studies Center Development Project Scales (QPR) of the Strategic Initiative Key: P = Process, O = Outcome Oct 2011 Jan 2012 April 2012 July 2012 Oct 2012 Jan 2013 2013 July 2013 Oct 2013 P O It is critical to provide a separate rating for the process of implementation (activities) and outcomes (early evidence of change as well as short-term outcomes and final outcomes). District Strategic Objective 3: Ensure success for all students through the development of students’ social and emotional wellness. B. Overall Lead (Objective): Ivone Medeiros, Executive Director of Special Education C. Initiative Number and Description: SO3.4 Provide differentiated support to students on identified social emotional needs. The wraparound zone initiatives (positive youth development, positive school and classroom climate, and home-school connections) represent core or tier 1 learning conditions in non-academic areas of focus. We understand that even with a sound core experience a small percent of students will still need tier 2 and tier 3 supports for the development of social emotional skills. Similar to the tiered model of (academic) instruction outlined in Strategic Objective 2, Initiative 3, the district embarked on redesigning a tiered model for non-academic needs based on the MTSS framework during the summer of 2012. The tenets of data driven decision making, referrel to Instructional Support Teams, and progress monitoring written for the academic D. Short term and Final Outcomes from the Initiative: Short Term Outcomes Students on tier 2 and tier 3 show an improvement in SEL skills as measured by selected instruments such as Developmental Studies Center Scales. Students on tier 2 and tier 3 plans show an increase in pro-social behaviour as measured by a 5% decrease in office referrals, suspensions, and individual student absenteeism, measured at least quarterly. Outcomes Students’ social emotional learning needs are being met within the tiered model of behaviour and therefore, the number of referrals to Special Education for emotional and behavioural disabilities concerns declines by 5%. E. Overall Lead (Initiative): District Wrap Around Zone Coordinator
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