Churchland Academy Elementary School

Ralph SnowdenDennis

Demographics

• Cohort 3- began implementation

Discipline Process

• Flowchart• Team review process– Data- old referrals reviewed• Types of the incidents for referrals written• Reviewed discipline process

– Preventative measures in place based on review of data (old referrals reviewed)

Data Collection Tool

• Intervention/Referral From• Minor and major incidents• Aligned with data system (SWIS)• Plans to revise– Lessons learned (color coding)– Minor and Major – Include interventions on the flowchart– Staff training

Teaching Matrix and Lesson Plans

• Process

Where did we start?

• Hallway (teacher survey, visual inspection, noise level,)

• Single, Straight, and Silent• Procedures put in place• Students monitoring one another

Cafeteria

• Cafeteria• Lesson Plans• Dennis taught students procedures in

cafeteria in advance of taking students to lunch

• Plans for the future-6th graders modeling with younger students and teachers teaching

But, the biggest location was classroom

• Data did not match staff perception by location (hallway vs classroom) and incident( disrespect vs fighting-majors only)

• Share exercise team did with reviewing minor referrals

• Future –– Share exercise with minor incidents with staff– share schoolwide data with staff on-going

Using the Data System• Any comparison data before and after– SASI data was helpful for general/broad data– SWIS data reports

• precision • Slides from Williamsburg presentation• Precision statements-show graphs• Plans for future• Integrating behavior and academic– Multiple data sources- working towards efficient process

for using multiple data sources– Use existing teaming structures (grade levels) to correlate

academic and behavior data

SWIS Data System

• Input major and minor• Minor –mining the data for supporting

classroom teachers• SASI and SWIS- took extra 30 seconds • Daily 15 minutes• Using data for interventions• Accurate information-keeping it current for

more than one admin accessing data

Using Data to Support Students

• Decision Rule for Intensive Support• 5-6 major referrals• SHOW swis graph

Using Data to Support Students

• Individual students (5 or more referrals)– ESD plus Team (includes classroom teacher,

family, student, school psychologist) reviewed to write BIP with PBIS

• Plans for future– Began review of behavioral and academic data

together to support students

Using Data to Support Staff

• Classroom • Show graphs used to support staff– Coach in building was able to approach teachers

in supportive way to have dialogue around data and help with initial problem-solving in a non-threatening, nurturing way

– Used Intervention form to have opportunity to dialogue with teacher and provide support

• Plan staff development using tiered framework- all, some, and a few

Using data to support SIP goals

Outcome data

• Here is where we are on the journey• WILLIAMSBURG

Moving forward

• Data use• Teaming structures aligned• Using multiple data sources