Cool Middle School

Conditions For Learning

 CMS Vision & Mission

Vision

Educating the whole child, every way, every day.

Mission

We strive to empower our community to take pride in Goodrell by showing resiliency, flexibility, and
open-mindedness.

We exist to prepare our students to be globally aware, informed, and inspired members of our
community.

We accomplish this by building relationships and providing engaging opportunities for all community
members.
 Target

CMS staff members will understand Health of

Core and Classroom Conditions data being
used by the building leadership team in order
to set goals and guide action steps.
 Data Set

Synthesis Considerations

● Objective observers
● Random classroom sampling
● Student and teacher perspective
● Number of visits (reliability)
● Face to face interviews & surveys
● Snapshot
● Individual versus team accountability
● Student centered
 Health of Core

Is our core curriculum for behavior sufficient for the majority of students? Are we
implementing with fidelity?

● % of students in the 0-1 L2+ referral range: 68% (national guideline >80%)
● T1 SET Total Score: 79.81% (national guideline >80%)
● TFI Total Score: 60% (national guideline >70%)
● Student Engagement (Gallup): 39%
● Student Hope (Gallup): 35%
Student Engagement Survey

Do you have an adult in this school you feel connected to? What makes you feel
connected to them?

Yes- 66% No- 34%

Most Common Responses:

* Feeling heard/staff willing to listen

* Can talk to staff, especially when upset

* Helpful & Caring

 Classroom Conditions

Are critical Tier 1 conditions in place in MOST classroom?

Establishing Rules and Procedures:

● Clear procedures are observed: 61.5%

● Clear traffic patterns are observed: 53.85%
● Rules are positively stated and posted: 15.38%
● Teacher uses cue for attention: 30.77%
 Classroom Conditions
Are critical Tier 1 conditions in place in MOST classroom?

Recognize adherence and lack of adherence to rules and procedures:

● A variety of strategies used to give positive feedback: 7%

● Positive to negative feedback ratio: 0.74 to 1(empirical research suggests
3:1 ratio
● Active supervision evident: 61%
● Pre-teaching of rule/procedure was used: 30%
● When rules not followed, calm and immediate error correction procedure
occurred: 69%
 Classroom Conditions
Are critical Tier 1 conditions in place in MOST classroom?

Recognize adherence and lack of adherence to rules and procedures (cont.)

● Variety of response strategies used

○ Prompt: 77%
○ Reteach: 0%
○ Redirect: 5%
 Classroom Conditions
Are critical Tier 1 conditions in place in MOST classroom?

Using engagement strategies when students are not engaged

● Teacher notices when students are not paying attention and takes action:
46%
● Opportunities to respond: 0.18:1 (empirical guidelines are 3:1)
 Classroom Conditions
Are critical Tier 1 conditions in place in MOST classroom?

Establishing and maintaining effective relationships

● Student-teacher interactions were objective, calm and controlled: 92%

● Affection for students observed: 76%
 Summary

FOCUS AREAS:

● Increase student “hope”

● Rules are regularly referred to by teachers
● Pre-teach and reteach rules and procedures. Increase positive to negative
feedback ratio to 3:1.
● Increase opportunities to respond (goal ratio 3:1)
● Increase observed affection for students
 Next Steps

● Establish SMART goals for each focus area

● Create and share action steps
● Determine system for monitoring and collecting data
more frequently
● Determine when and how data will be shared with staff
 School Board Modifications

● Replace school MV with District MV

● Place more emphasis on positive and challenges
● End with ideas on SB support of school
● Remove some of the classroom specific pieces (i.e. types of response
strategies used)