Mentor School

Morrisonville Elementary School

Collaborative data-based decision-making for effective evidence-based instruction and behavior intervention

School: Morrisonville Elementary School
District: Saranac Central School District
Grade Level: Elementary
Region: East (RFF contact)

Video: Meet Principal Brad Ott

Demographics

• Grades: K-5 (Ridge)
• Enrollment: 326
• Needs/Resource Category: Average
• Free & Reduced Lunch: 35%
• SWD

Racial & Ethnic

• White: 95%
• Black or African American: 2%
• Hispanic or Latino: 1%
• Asian or Pacific Islander: 1%

Co-Teaching

Video: Fortune Ellison, Special Education Teacher and Literacy Coach and Peggy Rabideau, AIS Reading

Practice Description

• Morrisonville initiated a co-teaching model to address needs of students with severe behavior issues (various disability identifications) because the 8/1/1 classes serving them in the building were not effective.
• Students with disabilities are fully integrated into all areas of the school. This school ensures that students with disabilities are part of all areas and activities in the school. In co-taught classes, instruction is planned, implemented, evaluated, and adjusted collaboratively, and special education teachers are key stakeholders in all grade level team meetings.
• Co-taught classes are rotated among general education teachers, resulting in not only a full investment of all staff in all kids, but in a skill exchange among educators that benefits not only the children with moderate to severe disabilities for whom the co-teaching model was originally developed, but all the kids in the school.

PBIS

Video: School Psychologist Catherine Defayette and School Counselor Marie Denis

Practice Description

• The PBIS model was initiated in 2005 when they were asked to consider being a pilot for the PBIS initiative, and attended a presentation on the practice.
• The stress is on the positive with no evidence of punishment. In addition, there is explicit effort to modify or differentiate for those children who may need a different "bar" to qualify for the rewards.

Literacy

Video: Fortune Ellison, Special Education Teacher and Literacy Coach and Noelle Cannon, Literacy Coach and RTI Provider.

Practice Description

• Morrisonville initiated the literacy program in 2006 and have used the ongoing support of SUNY Pla

Data Collection & Analysis

Video: School Psychologist Tracie McCarthy

• Data are collected through several established tools (STEP, DIBELS, running records, PAST, ACTERS and daily behavioral data for IEP students) as well as through student word samples for qualitative analysis. Data are used in initial screening as well as to establish benchmarks and to monitor progress.
• The school analyzes data longitudinally and to the degree possible, by cohort to make decisions about systemic changes to instruction.
• The school schedule is developed to ensure that all grade level teams have common planning time during and at the end of the day as well as common, duty free lunches. Team meetings include all educators - general and special education teachers, teaching assistants, literacy coach, psychologists, and social worker.

Professional Development & Technical Assistance

Video: Noelle Cannon, Literacy Coach

• The district has demonstrated a commitment to supporting the practices in the school through resource allocation, including access to regular job-embedded professional development opportunities.

Leadership

Video: School Psychologist Tracie McCarthy

• The principal has been a crucial element in development of these practices, but has worked to distribute leadership and develop internal capacity.

Evidence of Impact

Video: Peggy Rabideau, AIS Reading