Part 1

Part 2

Frank Schofield is the Principal of Midvale Middle School (where I first started my career). Previous Elementary principal, and High School Teacher.

  • Co-taught classes about 50% Special Ed and 50% regular ed classes.
  • Uses Math Computation assessment for benchmark data.
  • Seeing growth in other classes as well. Setting clear curricular goals and plan for achieving goals is key to success.
  • Merry Christmas Midvale More data that Frank shared with his class.
  • Structure is not ideal, but clear learning goals and targets are.
  • Math Block plans in Canyons District (.doc)
  • Reflex Math
  • Canyons District Curriculum Map for Math 6th Grade, 7th Grade, 8th Grade
  • More resources for math in his district
  • Teachers look at data, decide where learning will go, and then make plans to make sure kids are ready.
  • Teachers share some goals with students, but the focus is that teachers are making the goals.
  • Giving Common Formative Assessments, but not using them yet to their full potential.
  • Math lab class for students who need help in automaticity, co-taught for kids who are in acquisition phase.
  • 55-minute class periods. Math lab is 55 minutes in addition to math class.
  • Teachers follow the model that they have been exposed to.

Part 2

  • Behavior discussion
  • Educator's Handbook vs. Student Information System. Went to SIS to maintain consistency with district standards.
  • From nearly 500 office discipline referrals last November to about 140 this November.
  • School-wide behavioral expectations, clear guidelines of what goes to office and what stays in classroom.
  • Counter days. Counting how many times teachers gave positive feedback in a day.
  • Motivaiders
  • GymBoss
  • Administrative intervention - How to deal with students that are escalated. Research and practices that came out of boys town.
  • Detailing what they are doing positively, telling them what you need them to do.
  • Get details from teacher, find root cause of problem.
  • Address only that issue. Teach them how to act, then practice.
  • Practice apology to teacher. Teacher accepts apology and welcomes student back to class.
  • Positive behaviors have improved.
  • Got better at process and flowchart for behavioral interventions.
  • Teams have taken more ownership on modifying student behavior.
  • Assistant principal former social worker and has one of the best minds on behavioral support systems.
  • Major vs. Minor behaviors. Profanity: aggressive = major; conversational = minor
  • Frequent Fliers numbers are shrinking.
  • For some Administrative Intervention will not work. So, they have implemented level systems for those students.
  • Constantly moving from one level to another. You are either improving or not. Very time intensive, check in and check out with administrator.
  • Check-n-Connect - works with students and families as a mentor for an hour a week. High-fliers who have problems in and out of school.
  • Tier 3 interventions will not help if you don't have the Tier 1 supports in place.
  • How to be a transformative principal: Use teams. Find people who are committed to being transformative and ready to look at data and have hard discussions.