Current Service Delivery Model

OHS Theory of Action

If all OHS staff collaborate purposefully to:
design engaging tasks that require critical thinking, reading, writing and problem solving;
give students ample opportunities, support and feedback;
measure and reflect on students work; and
adjust plans and actions based on evidence of students learning
then all students will show growth as critical thinkers, readers, writers and problem solvers skills for success at OHS and in future endeavors (college, career, and community).
Describe:
What do the
teachers do?
What do the paras
do?
What do the
students do?
What does happen
vs. what should
happen?

What works? (What conditions,

what actions, for which
students)
What doesnt work (What
conditions, what actions, for
which students)

Questions
Issues

Resourc
e 9/10

Teachers/paras:

note what
students are
working on

circulate / help
students

get tests from

drawer

deal with
behaviors

do grade checks
with students

work with small

groups and
individuals

list assignments,
tests with due
dates

build
relationships

assist with
organization

communicate
with case
managers and RE
teachers
Students:

some students
work

some avoid work

some need
constant
redirection/hand
holding
Does vs. Should:

Students should
be more engaged
for greater portion
of class

should work
more
independently

use methods of
organization

be aware of
work/due dates

be more
proactive in

What works:
when resource
staff know exactly
what the
assignments are
decent ratio of
students to
teachers 5:1 need
dependent when
teachers/paras
are with students
they support in
classes.
What doesnt work:
Too many
students in one
resource
too many
behavior kids in
one hour
when numbers
grow as
schedules
change, can be
difficult to be
effective
when
teachers/paras
are not with
students that they
support to be able
to effectively work
with students.

Extreme student neediness;

many kids need constant 11 to get anything done
Students not following
school policies, get in power
struggle
Freshmen should
automatically have 2
resource hours, especially if
they are pulled for other
services
Grading/credit for resource
needs to be revisited
Someone from 9/10 should
be at ALL 8th grade IEP
meetings to help determine
needs
No time to pre-teach or reteach.
Volume of work kids get in
their various classes
Would be great if RE
teachers came to resource
or had resource hours for
each hour to get extra help.
For example, there would
be a science teacher
available every hour for a
science resource so we can
send students to for extra
help.

Resourc
e 11/12

Pull-out
classes
(list
specific
class)

Daily check-ins,
monitoring behavior
Gives tests, assists
in homework
supervises/assists with
online PLATO
Teacher needs to
spend more time
actively engaged with
students.
Para- Works one
on one with specific
students.
Students - Work
either individually or
with an adult
Some students
spend time on their
phones or computer
What happens vs.
what should?
Student
dependent: some work
appropriately and
others try anything to
avoid work and spend
time on their
phones/computer.
some students
dont have work and
then disrupt the rest of
the kids (Do all need a
resource? If they were
sent to a regular study
hall, there would be
less behavior
issues/more one-onone work with students
who need the
assistance.
English Skills 9-10:
(Aligned)
Teacher Role:
Take English 9/10
Curriculum and pair
it down to
manageable parts.

What works? - Working

one-on-one, or one-ontwo is effective.
Checking in with
everyone to make sure
they are able to get
started, and building
relationships with them.
What doesnt work? Kicking students out to
reflection. Need to pick
battles effectively. Kids
escalate and then shut
down for the whole day
rather than a period.
Resource as a holding
pen. -Students drop out
of classes and are
placed in Resource as a
place to hang out They
create a disruption and
decrease the service to
the students who need
it.
Students who are in few
or no regular ed classes
dont need to be in more
than one Resource. they
probably have
instructional needs that
arent being met.

English Skills 9-10: (Aligned)

What works:
Taking the 9/10
curriculum and breaking
it down into manageable
pieces.
Students usually pass

Staff not always

working/assisting/m
onitoring students in
resource periods.
Grouping and
placement in
resources is not any
more efficient than
if it were computer
generated.

We should look
again at how we
can include
students in reg ed
classes by calling
the course
something

Creating lessons
and activities that
engage the student.
Grading
Leading lessons.
Support students
individually.
create assessments
based on individual
needs.
Behavior
Management
Para Role:
Take lead roles in
lessons.
Support students
individually.
Behavior
Management
Supporting teacher
activities.
Student Role:
Some students
work, some dont.
Some are engaged,
some are not,
depending on the
activity.
Students Should:
Take ownership of
their learning.
Be in a regular ed
setting where
modifications can
be made.
Adaptive Science
(modified)
Teacher Role
Modify the
curriculum for
different levels of
academic learners.
Grading
Create
assessments
Creating lessons in
which students are
able to use their

the class.
Reading/Writing skills
are worked on.
More
individual/personalizatio
n can occur.
Skills can be learned
with the right group of
students.
Conferencing with
students.
Students can feel
success in English.
Co-teaching with
English teacher would
be beneficial.

What doesnt work?

Combined grade levels
at this time.
Groups of students that
are together.
Getting through the
curriculum.
Scheduling conflicts.
Different teacher every
year.
Adaptive Science (Modified)
What works?

different - EX:
instead of
advanced speech
kids do basic
speech in the
same classroom.
The problem I run
into, however, is
that basic skills
kids do the exact
same work, same
amount and same
expectations, but
the class is called
something
different???
English Skills 9-10
(Aligned)
Students are not
getting all the
curriculum due to
it being 9/10
English. Previous
years, were
aligned but not
to the extent of
what they are this
year. Some
students will not
receive the
English 9 or 10
curriculum,
depending on
what they
received the
previous year. It
has to be on a
rotating basis.
Not enough time
to get through the
curriculum.
Not enough time
to personalize the
class.
Students could be
included in the
regular ed setting
if the English 9 or
10 classes were
modified,

devices and/or
hands on activities
for are non-verbal
students.
Behavior
Management
Teaching the
lessons
Para Role:
Support students
individually.
Behavior
Management
Support teacher
during activities
Blend in their
experiences and
lead small break out
sections.
Students Role and
Students Should:
To be engaged in
the classroom
activity through
discussion, taking
notes, or classroom
work.
To be a positive role
model for their
peers in class.
Willing to learn,
share what they
know, and ask
questions on what
they dont know.

personalized,
brought down to
the learners level,
and truly cotaught.

What is overlooked or not addressed by our current delivery of services?

Teachers are programming for students who are pulled out completely to an
individualized setting out of the classroom environment.
How do the students who are participating in pull out individualized setting obtain credits
required for graduation?
We are not teaching our EBD students any positive replacement behaviors or problem
solving skills. Expectations are inconsistent when they are placed with a number of

different staff. They dont learn where the boundaries are and the staff member with the
higher expectations bears the brunt of behavior.
We need to be teaching soft skills, work habits, job skills to some of our students
Restorative justice? The consequences for inappropriate behavior are fairly weak and
dont do much to prevent recurrence

Other concerns?

Training time

IEP required team meetings (including paras and teachers) having time to occur