×

Lemmer support plan designed to help kids

ESCANABA — Lemmer Elementary School has used a multi-tier support system for over 10 years to help students in first through third grades do academically and socially well. Teachers use the proactive Multi-Tiered System of Supports, also known as Positive Behavior Intervention and Supports, to identify students who need additional help in school sooner.

“The idea behind this approach is that researched-based interventions are applied to improve behavior and academic outcomes,” said Lemmer Elementary Principal Matt Reeves.

The support is for the whole being of the student, academic growth and achievement, behavior, social and emotional needs, and absenteeism, he said.

There are three tiers in the program. Tier one activities are for the entire school body. Tier two focuses on small group interventions, helping students from missing any core instruction or other Tier one activities. Tier three is more individualized. Tier one programs include Leader in Me, Social-Emotional Learning, Spirit Assemblies, Caught being a Leader, and Pizza with the Principal.

“We utilize tier one for what are considered whole-school interventions … students who need additional support are moved to Tier two,” said Reeves.

Recently, the Escanaba School Board heard presentations on two of the programs.

Lemmer Elementary Behavioral Interventionist Jonathan Moore has, what he calls, the Blue Room. It is a room where students practice a tier two program called Mindfulness/Self-Awareness. The students learn breathing, calming and concentration techniques. Moore’s students take their footwear off and stand on purple stenciled footprints in the room while doing stretches to calm down. Students start “Big Chest Press,” a calming activity, by relaxing their eyes, looking down on the floor and closing them while taking big breaths in and out slowly.

“This activity sets the students up for the class and they slow things down and take note of themselves,” said Moore.

Students follow a path from one movement to another into more mindful techniques. Moore says every movement is mindful and measurement is done through breathing. Students take turns leading the classroom. Activities are dependent on the day of the week. Yoga activities really work on concentration, according to Moore.

“At the beginning of the school year the students were really off balance, looking around seeing what other kids were doing,” said Moore. “But at this time of year, they are more balanced, focusing on themselves.”

Moore has previously worked with autistic children and learned how students can easily transition between stations in a classroom. Each student goes to a station for a short time and works on material. They move to the next when they are done.

“… in school we ask students to stop, move onto the next activity, while their minds are still working on getting the previous thing finished,” Moore said. “This is helping them transition through different things.”

For 50 minutes, students spend about two minutes at each station. Physical activities include a punching pad, trampoline, and obstacle courses.

“We move from high activity to slowing it down, just focusing on breath again,” said Moore.

Jenny Reynolds, Lemmer’s social worker, runs a program called Check in/Check out. Each morning, 23 students report to her room each morning to go over their goals for the day with Reynolds. Goals are set by the students’ teachers. The goals are worded in a positive manner and include the seven habits of the Leader in Me.

“We speak individually about each goal together. We talk about examples … definitions of some words,” said Reynolds. “At the end of the day, they come back to me with their check in/check out sheet.”

The program includes a point and reward system and provides additional support to students who need to meet their goals either socially, emotionally, or academically.

“If they get a certain amount of points, they get to play a game with me … they get a prize, candy or something in the treasure box,” said Reynolds. “If they did not make their goal, we discuss where difficulties came in and how they can improve on that the next day.”

The check in/check out sheets monitor progress and help the student manage their behavior.

“It really gives us a chance to check out data with the consultation of the teacher,” said Reeves. “Research behind this is saying when kids meet with another adult in the school building, and have a positive relationship, the more positive behaviors.”

As Reynolds goes through the goals with her students, they may change the goals for the next week.

“It seems more and more kids that come to school don’t come prepared for the social aspect in school,” said Reeves. “School staff are always looking to find a way to help the child learn and grow into making positive choices when faced with adversity and conflict.”

NEWSLETTER

Today's breaking news and more in your inbox

I'm interested in (please check all that apply)
Are you a paying subscriber to the newspaper? *
   

Starting at $4.62/week.

Subscribe Today