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Hillcrest School

Hillcrest School. Lebanon. Yellowjacket. P ersonal Responsibility In Delivering Excellence. Our philosophy is to address and correct behaviors not conducive to the educational and social development of our students, while preparing them to become productive members of society.

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Hillcrest School

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  1. Hillcrest School Lebanon

  2. Yellowjacket Personal Responsibility In Delivering Excellence Our philosophy is to address and correct behaviors not conducive to the educational and social development of our students, while preparing them to become productive members of society.

  3. Demographics: Southwest Missouri (40 miles southwest of Tan-Tar-A) 315 sixth grade students 12 Homerooms, 3 Teams of 4 (Math, Science and 2 ELA) 1 At-Risk Classroom 60% F/R lunch 7 Black 300 White 3 Hispanic 1 Asian 1 Native American 40 IEP students (2 Special Ed Teachers) 2 ELL All in one grade level  We are grade level centers: Esther (Pk-1) Maplecrest (2-3) Boswell (4-5) Hillcrest (6)

  4. Research • 2011 all teachers in the building went in groups to visit area schools who had MAP scores increasing faster than ours. • Those schools included Marshfield, Willard, Ozark and Nixa 6th grades. • Nov. 2011, we reviewed all the data from the school visits and decided what we could do now and lay out a plan for later. • This was going be our later (next year)

  5. Planning • A MAP boot camp was modeled after Nixa to do prior to MAP testing for a review. REACH (grading program) was based out of Ozark Upper Elementary School. • Our PRIDE program was modeled after Willard. • Teacher decisions had to be made. • Then they (Teacher/Para) went back to Willard to double check with the teaching staff there. • Central Office was informed of what we wanted to accomplish all along the way. • Goals were developed.

  6. Outcome • We visited with Boswell (5th grade) teachers to get them to make recommendations to their student intervention team. • Boswell SITeam and Hillcrest Principal with PRIDE teacher reviewed recommendations and narrowed down to 10. • Boswell teacher made the call to the parents to note recommendation to the program. • Glenda made contact with the students and parents to start the relationship process. • Changed our schedule and classes throughout the building. • New room has space for more of a home learning atmosphere and is self-contained.

  7. Goal • Provide educational assistance to students in need. • 1 teacher/1 para: 10 students • Reevaluate student progress each grading cycle. • Students placed in the program on an individual basis. • Students attend part-day or all-day based on need. • Attend Related Arts (PE, Art, etc.) with push-in class. • Considered a Tier III intervention according to PBS/RTI. • Not designed to help students with an IEP. • Return students to the regular classroom as soon as we feel they can be successful. • Improve classroom climate throughout the building.

  8. How? • Tailoring instruction to meet individual needs • Differentiate content, process, products, or the learning environment • Content – what the student needs to learn or how the student will get access to the information • Process – activities in which the student engages in, in order to make sense of or master the content • Products – culminating projects students create to rehearse, apply, and extend what was learned in a unit • Learning environment – the way the classroom works and • Ongoing assessment and flexible grouping • Reach out to individual/small groups to create the best learning experience possible feels

  9. Teaching Tips and Expectations for the “AT-RISK” Teacher Remember: These students WILL be disrespectful. These students WILL break rules. These students WILL do things you’ve never seen. That’s why they are “AT-RISK”. Try not to take these actions personally. Lead by example. Keep your directions simple. Redirect difficult students. Stop talking about it. Save your voice! A quiet student may not be a good thing. Greet students at the door with a smile, not a warning. Know when to hold’em and know when to fold em. Be active. Your job is two-fold. You are the last line of defense. Teach your students how to ask questions.

  10. Help Wanted! Boswell Educators Complete PRIDE application for each student Give PRIDE application to Boswell Administrator Boswell/Hillcrest Administrators Collect PRIDE applications Boswell SIT Team and Hillcrest PRIDE Team meet to 
discuss applications in order to narrow candidate list Boswell Educator/Administrator Contact chosen applicants' parent to talk up and sell 
program opportunity Send home information packet

  11. PRIDE Application

  12. PRIDE Application

  13. Sweating the Small Stuff! • Students have found they are important…not being pushed to the back or ignored. • Found their voice • Willing to take risks

  14. Sweating the Small Stuff! • Becoming a part of a family • Taking care of each other and their school home • School is a safe place • Get the help they need to learn and grow • Know their school family isn’t going to give up on them • Gained confidence even if the work is hard we can do it • Failure is not an option….being a fly on the wall isn’t an option….nobody else is going to do it for me

  15. Sweating the Small Stuff! • Eat when your hungry. • Eat breakfast in the room. • If I’m not instructing, don’t bother with asking to go to the bathroom. Sign out and go. Is there a procedure for that? • I’m not your Momma or your Maid! I love you but you’re cleaning up your own mess. • Don’t have a pencil…get one. • Need paper….check the toolbox • Set of textbooks at home and school

  16. Moving out • Monitor behaviors both academic and social. • Check behaviors with Related Arts classes. • Use formative and summative assessment data • Parent contact on a regular basis. • Home visits. • The door is always open. • ROW day return.

  17. Edward Elsea, Principal eelsea@lebanon.k12.mo.us @ThirdEd Glenda Admire, Teacher gadmire@lebanon.k12.mo.us @AdmireGlenda Hillcrest School 301 Hoover Lebanon, MO 65536 417-532-4681

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