Making School
School--wide
Improvements Through the
Use of PBIS
Presenters: Brian Hill and Zach
Morrow
I t d ti
Introduction
Gamewell Middle School is
Gamewell Middle School is a rural school nestled in the
foothills
foothills of Western
of Western
North Carolina near Lenoir. We
We serve students from serve students from
the Gamewell community, Cajahs
Cajahs Mtn. community, and Mtn community and
parts of Lenoir, NC
ƒ
•
•
•
OUR STUDENTS
We serve a diverse population
of 640 students. Our school is a
Title I school with over 80%
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
Multiracial,
populations
We also provide services to
students who have differing
g
educational levels including
inclusion courses, AIG classes,
and classes for students who
need
d specialized
i li d services
i
Why did we choose to become a
PBIS S
School?
h l?
Disciplinary issues were a major problem
z Academic scores were low
z School
S h l climate
li t and
d atmosphere
t
h
needed
d d
significant improvements
z Lack of consistency in dealing with
discipline
z Turnover rates for teachers was high
z
What has the PBIS program done for
G
Gamewell
ll Middle
Middl School?
S h l?
•
•
•
•
•
•
•
Provided students with consistent rules
Decrease time administrators have to spend with excessive
referrals
Helped us to develop a safer, more pleasant climate to work
and
d llearn iin
Provided parents with clear expectations and rules
Decreased our total number of referrals and students in
ISS/OSS
Helped us to increase our test scores on EOG’s for the last
five school years
Allowed us to receive positive recognition for lowering
discipline and raising academic achievement for five
consecutive school years with three years being exemplar
g
level recognition
PBIS A
Around
d 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.
Awards for GMS’s
GMS s PBIS program
Expectations
E
t ti
A
Around
d the
th School
S h l
BRAVE Acronym
zB - Be Responsible
zR - Respect
zA - Achieve
zV - Value
V l
zE – Excel
BEHAVIOR MATRIX
•
•
•
•
•
Our behavior matrix was developed at the module 1
training in August 2007.
We developed the matrix based on information that
we had g
gathered by
y surveying
y g our staff on the major
j
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.
Copies of the Behavioral Matrix are displayed in all
classrooms and throughout the whole school as
reminders
i d
off what
h t iis expected
t d off our students
t d t
Lesson plans were developed by our PBIS
committee for each area so teachers can teach
desired behavior at the start of the school year
Behavior Matrix
Expectations
Cafeteria
Movement
Classroom
Rest Rooms
Bus
Assemblies
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
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 ggood 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
l the
h property off
others
Report any vandalism
Report any
vandalism to
your driver
di
Be an active listener.
Keep eyes and ears
on presenters
Excel
Only one trip
through lunch line
Work toward “Free
Seating Friday”
Friday”
Be a role model to
others
Arrive on time
Set goals to make better
grades
Complete task in a
timely manner
Use onlyy at teacher
appointed times
Keep bus clean
Appropriate behavior
leads to more
assemblies
Student Consequence Grid
z
z
z
z
z
z
z
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
Positive
os t e act
activities
t es a
are
e rewarded
e a ded with
t b
brave
a e ttickets
c ets while
e negative
egat e
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
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
Team revises consequence grid yearly based on staff input and data
y
analysis
Name:
Student Consequence Grids
V b l
Verbal
Warning
Class
Disruption
Disrespect to
peers
Noncompliance
Property
Misuse
Tardy
Out of Seat
St d t
Student
Conference
Sil t
Silent
Lunch
Callll Parent/
C
P
t/ After
Aft Afterschool
Behavior
Detention
Packet
P
Parent
t
Contact
BUS CONSEQUENCE
GRID
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
Provide students with an understanding of what’s
expected
t d off them
th
on the
th bus
b
Decrease discipline referrals
Provide the administration with documentation to show
parents when problems with a student occurs on the bus
THE UNIQUE PBIS TEAM
COMMUNICATION TECHNIQUE
Google Docs Shared
Documents
Administration and Faculty
Record in Student Matrix
Administration and Faculty
Contact Parents
PBIS COMMUNICATION
TOOLS
• Every student has a consequence grid that is accessed by
y teacher or staff member in the school through
g
any
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 email parents/guardians a students
consequence at any time during the school year
Google Doc
Google Doc PBIS DATA
•
•
•
•
The InIn-School Suspension (ISS) coordinator inputs
data into the SWIS system
y
on a daily
y basis.
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
times.
Data is used to refer students for Secondary
Interventions.
WHAT DOES THE DATA
SHOW?
OSS and/or ISS rates have decreased for 5 straight years
EOG test scores have improved for five straight years
The school climate has greatly improved
Total number of referrals has decreased
Students are spending more time in the classroom
Administration is having to spend less time dealing with
behavioral problems
• Attendance rates have increased
• 86% of our students have less than 1 referral, 12% have 22-5,
and only 2% have six or more referrals (2011
(2011--2012)
• 2011
2011--2012 school year we saw a decrease in referrals of 178
from the 2010
2010--2011 school year
•
•
•
•
•
•
ISS/OSS information
z
z
z
Through the use of our PBIS program Gamewell Middle School saw a decrease in the number of days of out of school suspension. 2010‐
p
‐2011 students were out of school school suspension. 2010
for 339 days and last year the number was 195.5. This lead to us saving to us saving 861 861 hours of classroom time for our students!
hours of classroom time for our students!
Over the last three years we have saved 4431 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 60 events We saw a events that involved OSS by 60 events. We saw a decrease in ISS events by 66. This saved our administrators 2,520 administrators 2,520 minutes of time that they would minutes of time that they would have had to spend dealing with these referrals
ISS/OSS
/
Four Year Comparison
p
4 Year Referral Data Comparison for GMS
Referral Data
z
z
z
z
Gamewell Middle school saw a decrease in the amount of referrals from 2010
referrals from 2010‐‐2011 school year to 2011‐
2011 school year to 2011‐2012 school year by 178 year by 178 referrals
referrals
Resulting in our principals saving 3560 R
Resulting in our principals saving lti i i i l i 3560 minutes that they 6 minutes that they i t th t th would have normally spend dealing with these referrals (Time based on 20 minutes per referral)
Over the last three years because of a decrease in referrals our principals have saved 8540
our principals have saved 8540 minutes of time that they would have otherwise had to deal with referrals
This translates to our administrators saving 142.3
This translates to our administrators saving 142.3 hours of time or approximately 18 pp
y 18 days (based on 8 hour days (based on 8 hour y
time or approximately workdays) 4 Year Triangle Data Comparison
2010--2011 Triangle Data
2010
Triangle Data for 20112011-2012
Secondary Level
•Students at risk for more serious
problem behavior and need a little more
support
•Targeted
T
t d group or iindividual
di id l plan
l
(Check In/Check Out, Social Skills Group,
etc.)
•Plan is based on behaviors and is
evaluated on a regular basis
Check In/Check Out (CICO)
•Students problem behaviors are identified and
goals are formulated
•Student identifies a mentor to check in/out with
each day
•Progress is monitored by Be A Better Brave sheet
•Data is entered into SWIS
•Progress is monitored and outcomes evaluated by
St d t S
Student
Supportt T
Team (T
(Teacher,
h Ad
Administrator,
i i t t
Social Worker, Counselor, and Nurse)
Be a Better Brave
Student Name: _____________
Mentor: ___________________
Class
Total
Teacher Signature
Check In
1
0
1
2
0
1
2
0
1
2
2
0
1
2
0
1
2
0
1
2
3
0
1
2
0
1
2
0
1
2
4
0
1
2
0
1
2
0
1
2
5
0
1
2
0
1
2
0
1
2
6
0
1
2
0
1
2
0
1
2
Check Out
Rating Scale: 0 = Try Again
1 = Getting There
2 = Great
Teacher/Mentor Comments: _________________________________________________
Parent Signature _______________________ Date _______________
Tertiary Level
•Specialized individual plan for high risk students
•Functional Behavioral Assessment ((FBA))
completed
•Behavior Intervention Plan (BIP) put into place
•Student Support Team continues to work with
student/parents
WHAT OTHER TECHNOLOGICAL DATA
SYSTEMS DO WE USE?
SWIS
NCWise
Discovery
Assessments
* SWIS - School-wide Information System
NC Report
Cards
EVAAS
Academic Achievement
z
z
z
z
z
z
z
Through the use of our PBIS program we have also seen a positive increase in our students scores on EOG tests
2007‐‐2008 Students at or above grade level: Reading 44.9 Math 61.1
2007
2008‐‐2009 Students at or above grade level: Reading 59.5 Math 76.8
2008
9
g
g 59 5
7
2009‐‐2010 Students at or above grade level: Reading 64.9 Math 80.23
2009
2010‐‐2011 Students at or above grade level: Reading 66.4, Math 81.98
2010
2011‐‐2012 Students at or above grade level: Reading 66
2011
2012 Students at or above grade level: Reading 66.94 Math 94 Math 78.42 and our Science EOG scores went from 71.1 percent last year to 80.28 percent this year
Each year we have seen an increase in either Reading and/or Math and our composite EOG scores have risen each year since PBIS implementation
90
80
70
60
2007-2008
2008-2009
2009-2010
50
2010-2011
2011-2012
40
30
20
10
0
Reading Scores
Math Scores
R
Reward
d System
S t
Brave Tickets are given on a daily basis by each staff member
Students choose to either enter tickets in mid year and end of the year
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 morning
z Students receiving no marks on their consequence grids for each 99weeks can participate in field trips, dances, free athletic event tickets,
and earn free social time
z 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
z This y
year we p
plan to take our students to Hickoryy Crawdads game
g
and
recognize them on awards day
z
z
Swimming Reward Trip
Swimming Reward Trip
PBIS Reward Trip Cont
Cont.
End of Year Awards Day
PBIS Student/Teacher Basketball
Game
Game
Teache s and
Teachers
students
participated in a
basketball game
g
for to support
our school and
PBIS program.
z We
W had
h d
outstanding
sportsmanship
displayed and
great community
support.
z
Weekly Reward Winners
CHRISTMAS DRAWING
Each December Gamewell Middle
School gets a visit from Santa
Claus during our Christmas
drawing Santa brings many
drawing.
prizes for the students to try and
win through ticket drawings
during his visit.
PBIS St
Store
QUESTIONS
If you have any questions please feel free to
email anyone at the addresses listed:
bhill@caldwellschools.com
(Brian Hill)
bhill@ ld ll h l
zmorrow@caldwellschools.com (Zach Morrow)