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PBIS Presentation for Collaborative Conference for Student Achievement Presenters: Brian Hill and Zach Morrow Zach Morrow.

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Presentation on theme: "PBIS Presentation for Collaborative Conference for Student Achievement Presenters: Brian Hill and Zach Morrow Zach Morrow."— Presentation transcript:

1 PBIS Presentation for Collaborative Conference for Student Achievement Presenters: Brian Hill and Zach Morrow Zach Morrow

2 Introduction Gamewell Middle School is a rural school nestled in the foothills of Western North Carolina near Lenoir. We serve students from the Gamewell community, Cajahs Mtn. community, and parts of Lenoir, NC Gamewell Middle School is a rural school nestled in the foothills of Western North Carolina near Lenoir. We serve students from the Gamewell community, Cajahs Mtn. community, and parts of Lenoir, NC

3 We serve a diverse population of 619 students. Our school is a Title I school with 77% Free and Reduced Lunch We serve a diverse population of 619 students. Our school is a Title I school with 77% Free and Reduced Lunch We have the most diverse population of students of any school in our county with the majority being white followed by our Black, Hispanic, Multiracial, and Asian populations We have the most diverse population of students of any school in our county with the majority being white followed by our Black, Hispanic, Multiracial, and Asian populations We also provide services to students who have differing educational levels including inclusion courses, AIG classes, and classes for students who need specialized services We also provide services to students who have differing educational levels including inclusion courses, AIG classes, and classes for students who need specialized services

4 Why did we choose to become a PBIS School? Disciplinary issues were a major problem Disciplinary issues were a major problem Academic scores were low Academic scores were low School climate and atmosphere needed significant improvements School climate and atmosphere needed significant improvements Lack of consistency in dealing with discipline Lack of consistency in dealing with discipline Turnover rates for teachers was high Turnover rates for teachers was high

5 What has the PBIS program done for Gamewell Middle School? Provided students with consistent rules Provided students with consistent rules Decrease time administrators have to spend with excessive referrals Decrease time administrators have to spend with excessive referrals Helped us to develop a safer, more pleasant climate to work and learn in Helped us to develop a safer, more pleasant climate to work and learn in Provided parents with clear expectations and rules Provided parents with clear expectations and rules Decreased our total number of referrals and students in ISS/OSS Decreased our total number of referrals and students in ISS/OSS Helped us to increase our test scores on EOGs for the last four school years Helped us to increase our test scores on EOGs for the last four school years Allowed us to receive positive recognition for lowering discipline and raising academic achievement for four consecutive school years with two years being exemplar level recognition Allowed us to receive positive recognition for lowering discipline and raising academic achievement for four consecutive school years with two years being exemplar level recognition

6 PBIS Around GMS If you walk around GMS, you will see many posters and signs that serve as reminders of the expectations that we have for our students More signs for our students.

7 Awards for GMSs PBIS program

8 Expectations Around the School BRAVE Acronym B - Be Responsible B - Be Responsible R - Respect R - Respect A - Achieve A - Achieve V - Value V - Value E – Excel E – Excel

9 Our behavior matrix was developed at the module 1 training in August Our behavior matrix was developed at the module 1 training in August We developed the matrix based on information that we had gathered by surveying our staff on the major problems that they noticed within our school. We developed the matrix based on information that we had gathered by surveying our staff on the major problems that they noticed within our school. We focused on key the areas where most behavioral problems occurred then we clarified the types of behaviors that we wanted our students to exhibit. We focused on key the areas where most behavioral problems occurred then we clarified the types of behaviors that we wanted our students to exhibit. Copies of the Behavioral Matrix are displayed in all classrooms and throughout the whole school as reminders of what is expected of our students Copies of the Behavioral Matrix are displayed in all classrooms and throughout the whole school as reminders of what is expected of our students Lesson plans were developed by our PBIS committee for each area so teachers can teach desired behavior at the start of the school year Lesson plans were developed by our PBIS committee for each area so teachers can teach desired behavior at the start of the school year

10 Behavior Matrix ExpectationsCafeteriaMovementClassroom Rest Rooms BusAssemblies Be Responsible Have lunch number ready Maintain inside voice Stay to the right Walk directly to appropriate destination Have all materials needed for class Use a calm voice and appropriate body language and always raise your hand before speaking Use facilities properly Treat doors, partitions, and sinks with care Be at bus stop on time Act appropriately to be a role model to others Respect Keep hands and feet to yourself Be polite to all Cafeteria staff and teachers Walk quietly so others can continue to learn Follow adult directions the first time Treat others as you would like to be treated Be honest Allow the privacy of others Follow driver directions and speak nicely Applaud appropriately to show appreciation to show appreciation Achieve Follow directions and procedures Follow directions and procedures without reminders Silent during all practice drills Listen with eyes and ears Give your best effort and make good choices Be aware of raised hand for silent queue Flush toilet Wash hands Go directly to your bus after school and promptly find your seat. Remain seated and quiet Be alert for signal to be silent Value Keep lunch area clean Keep all areas free of trash and litter Keep track of your belongings Value the property of others Report any vandalism Report any vandalism to your driver Be an active listener. Keep eyes and ears on presenters Excel Only one trip through lunch line Work toward Free Seating Friday Work toward Free Seating Friday Be a role model to others Arrive on time Set goals to make better grades Complete task in a timely manner Use only at teacher appointed times Keep bus clean Appropriate behavior leads to more assemblies

11 Student Consequence Grid We developed the student consequence grid as a tool to develop consistency in student discipline in our school We developed the student consequence grid as a tool to develop consistency in student discipline in our school Students are given this sheet at the start of school so they know what behaviors will earn them a mark Students are given this sheet at the start of school so they know what behaviors will earn them a mark Positive activities are rewarded with brave tickets while negative activities earn students a mark on their grid Positive activities are rewarded with brave tickets while negative activities earn students a mark on their grid Every 9 weeks the number of marks starts at zero so students have an opportunity to correct behaviors that they were marked for in the previous 9 weeks Every 9 weeks the number of marks starts at zero so students have an opportunity to correct behaviors that they were marked for in the previous 9 weeks Students can earn marks straight across the grid or if they reach 7 total marks in any area before they get to parent contact/behavior packet their teacher will call their parent and assign the behavior packet Students can earn marks straight across the grid or if they reach 7 total marks in any area before they get to parent contact/behavior packet their teacher will call their parent and assign the behavior packet 10 total marks results in a discipline referral 10 total marks results in a discipline referral Team revises consequence grid yearly based on staff input and data analysis Team revises consequence grid yearly based on staff input and data analysis

12 Student Consequence Grids Name: Verbal Warning Student Conference Silent Lunch Call Parent/ Behavior Packet After- school Detention Parent Contact Class Disruption Disrespect to peers Noncompliance Property Misuse Tardy Out of Seat

13 At the start of the last school year we noticed that our bus referrals accounted for the second most referrals in our school. We developed the grid to At the start of the last school year we noticed that our bus referrals accounted for the second most referrals in our school. We developed the grid to Increase bus discipline consistency Increase bus discipline consistency Provide students with an understanding of whats expected of them on the bus Provide students with an understanding of whats expected of them on the bus Decrease discipline referrals Decrease discipline referrals Provide the administration with documentation to show parents when problems with a student occurs on the bus Provide the administration with documentation to show parents when problems with a student occurs on the bus I am happy to say that we have decreased our bus referrals from 55 last year to 24 this school year I am happy to say that we have decreased our bus referrals from 55 last year to 24 this school year

14 Google Docs Shared Documents Administration and Faculty Record in Student Matrix Administration and Faculty Contact Parents

15 Every student has a consequence grid that is accessed by any teacher or staff member in the school through Google.docs All teachers have the same expectations and consequences for each student = consistency in discipline. With consistency comes increased time on-task for students in the classroom = teachers work together Teachers are trained on this system at the start of the year and they can parents/guardians a students consequence at any time during the school year

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19 The In-School Suspension (ISS) coordinator inputs data into the SWIS system on a daily basis. The In-School Suspension (ISS) coordinator inputs data into the SWIS system on a daily basis. The PBIS Chairperson disaggregates data and presents it to both the PBIS team at their monthly meeting and at the monthly faculty meeting. The PBIS Chairperson disaggregates data and presents it to both the PBIS team at their monthly meeting and at the monthly faculty meeting. Data is used to pinpoint time of day, location, and types of infractions for teacher and administrative use in correcting problem areas and times. Data is used to pinpoint time of day, location, and types of infractions for teacher and administrative use in correcting problem areas and times. Data is used to refer students for Secondary Interventions. Data is used to refer students for Secondary Interventions.

20 OSS and/or ISS rates have decreased for 4 straight years OSS and/or ISS rates have decreased for 4 straight years EOG test scores have improved for four straight years EOG test scores have improved for four straight years The school climate has greatly improved The school climate has greatly improved Total number of referrals has decreased Total number of referrals has decreased Students are spending more time in the classroom Students are spending more time in the classroom Administration is having to spend less time dealing with behavioral problems Administration is having to spend less time dealing with behavioral problems Attendance rates have increased Attendance rates have increased More staff members are staying at our school More staff members are staying at our school 80% of our students have less than 1 referral, have 2-5, and only 4.24% have six or more referrals 80% of our students have less than 1 referral, have 2-5, and only 4.24% have six or more referrals This school year we have seen a decrease in referrals of 94 from last year This school year we have seen a decrease in referrals of 94 from last year

21 ISS/OSS Three Year Comparison

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23 4 Year Triangle Data Comparison

24 Triangle Data

25 Triangle Data for

26 ISS/OSS information Through the use of our PBIS program Gamewell Middle School saw a decrease in the number of days of out of school suspension. Last year students were out of school for 363 days and this year the number was 339. This lead to us saving 144 hours of classroom time for our students! Through the use of our PBIS program Gamewell Middle School saw a decrease in the number of days of out of school suspension. Last year students were out of school for 363 days and this year the number was 339. This lead to us saving 144 hours of classroom time for our students! Over the last two years we have saved 3441 hours of class time for students through the use of PBIS Over the last two years we have saved 3441 hours of class time for students through the use of PBIS Gamewell Middle also saw a decrease in the number of events that involved OSS by 36 events. This saved our administration 720 minutes that they didnt have to spend dealing with these referrals! Gamewell Middle also saw a decrease in the number of events that involved OSS by 36 events. This saved our administration 720 minutes that they didnt have to spend dealing with these referrals!

27 Referral Data Gamewell Middle school saw a decrease in the amount of referrals from school year to school year by 48 referrals Gamewell Middle school saw a decrease in the amount of referrals from school year to school year by 48 referrals Resulting in our principals saving 960 minutes that they would have normally spend dealing with these referrals (Time based on 20 minutes per referral) Resulting in our principals saving 960 minutes that they would have normally spend dealing with these referrals (Time based on 20 minutes per referral) Over the last two years because of a decrease in referrals our principals have saved 4,980 minutes of time that they would have otherwise had to deal with referrals Over the last two years because of a decrease in referrals our principals have saved 4,980 minutes of time that they would have otherwise had to deal with referrals This translates to our administrators saving 82.3 hours of time or days (based on 8 hour workdays) This translates to our administrators saving 82.3 hours of time or days (based on 8 hour workdays)

28 Secondary Level Students at risk for more serious problem behavior and need a little more supportStudents at risk for more serious problem behavior and need a little more support Targeted group or individual plan (Check In/Check Out, Social Skills Group, etc.)Targeted group or individual plan (Check In/Check Out, Social Skills Group, etc.) Plan is based on behaviors and is evaluated on a regular basisPlan is based on behaviors and is evaluated on a regular basis

29 Check In/Check Out (CICO) Students problem behaviors are identified and goals are formulatedStudents problem behaviors are identified and goals are formulated Student identifies a mentor to check in/out with each dayStudent identifies a mentor to check in/out with each day Progress is monitored by Be A Better Brave sheetProgress is monitored by Be A Better Brave sheet Data is entered into SWISData is entered into SWIS Progress is monitored and outcomes evaluated by Student Support Team (Teacher, Administrator, Social Worker, Counselor, and Nurse)Progress is monitored and outcomes evaluated by Student Support Team (Teacher, Administrator, Social Worker, Counselor, and Nurse)

30 Be a Better Brave Student Name: _____________ Mentor: ___________________ ClassTotalTeacher Signature Check In Check Out Rating Scale: 0 = Try Again1 = Getting There2 = Great Teacher/Mentor Comments: _________________________________________________ Parent Signature _______________________Date _______________

31 Tertiary Level Specialized individual plan for high risk studentsSpecialized individual plan for high risk students Functional Behavioral Assessment (FBA) completedFunctional Behavioral Assessment (FBA) completed Behavior Intervention Plan (BIP) put into placeBehavior Intervention Plan (BIP) put into place Student Support Team continues to work with student/parentsStudent Support Team continues to work with student/parents

32 SWIS NC Report Cards EVAAS Discovery Assessments NCWise * SWIS - School-wide Information System

33 Academic Achievement Through the use of our PBIS program we have also seen a positive increase in our students scores on EOG tests Through the use of our PBIS program we have also seen a positive increase in our students scores on EOG tests Students at or above grade level: Reading 44.9 Math Students at or above grade level: Reading 44.9 Math Students at or above grade level: Reading 59.5 Math Students at or above grade level: Reading 59.5 Math Students at or above grade level: Reading 64.9 Math Students at or above grade level: Reading 64.9 Math Students at or above grade level: Reading 66.4, Reading Students at or above grade level: Reading 66.4, Reading 81.98

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35 Reward System Brave Tickets are given on a daily basis by each staff member Brave Tickets are given on a daily basis by each staff member Students choose to either enter tickets in bi-weekly/monthly drawings, purchase items from the PBIS Store, purchase free seating during lunch, or students with no marks for a two week period receive 20 minutes of free social time on Friday afternoons Students choose to either enter tickets in bi-weekly/monthly drawings, purchase items from the PBIS Store, purchase free seating during lunch, or students with no marks for a two week period receive 20 minutes of free social time on Friday afternoons Students receiving no marks on their consequence grids for each 9-weeks can participate in field trips, dances, free athletic event tickets, and earn free social time Students receiving no marks on their consequence grids for each 9-weeks can participate in field trips, dances, free athletic event tickets, and earn free social time All students who received no marks last year were given a certificate on awards day, and were invited to attend a swimming field trip/cookout All students who received no marks last year were given a certificate on awards day, and were invited to attend a swimming field trip/cookout

36 Swimming Reward Trip

37 End of Year Awards Day

38 PBIS Student/Teacher Basketball Game Teachers and students participated in a basketball game for to support our school and PBIS program. Teachers and students participated in a basketball game for to support our school and PBIS program. We had outstanding sportsmanship displayed and great community support. We had outstanding sportsmanship displayed and great community support.

39 PBIS Store and Parent Participation Parents are a part of the PBIS team meetings and are involved in the decision making Parents are a part of the PBIS team meetings and are involved in the decision making Parents help by working at the PBIS Store Parents help by working at the PBIS Store PBIS Store is stocked with donated items students purchase with reward tokens PBIS Store is stocked with donated items students purchase with reward tokens

40 PBIS Store

41 If you have any questions please feel free to anyone at the addresses listed: (Brian Hill) (Zach Morrow)


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