PBIS Presentation for PBIS Presentation for Collaborative Conference Collaborative Conference for Student Achievementfor Student Achievement

Presenters: Brian Hill and Presenters: Brian Hill and

Zach MorrowZach Morrow

IntroductionIntroduction Gamewell Middle School is a Gamewell Middle School is a

rural school nestled in the rural school nestled in the foothills of Western North foothills of Western North Carolina near Lenoir. We serve Carolina near Lenoir. We serve students from the Gamewell students from the Gamewell community, Cajahs Mtn. community, Cajahs Mtn. community, and parts of Lenoir, community, and parts of Lenoir, NCNC

• We serve a diverse population We serve a diverse population of 619 students. Our school is a of 619 students. Our school is a Title I school with 77% Free and Title I school with 77% Free and Reduced LunchReduced Lunch

• We have the most diverse We have the most diverse population of students of any population of students of any school in our county with the school in our county with the majority being white followed majority being white followed by our Black, Hispanic, by our Black, Hispanic, Multiracial, and Asian Multiracial, and Asian populations populations

• We also provide services to We also provide services to students who have differing students who have differing educational levels including educational levels including inclusion courses, AIG classes, inclusion courses, AIG classes, and classes for students who and classes for students who need specialized servicesneed specialized services

Why did we choose to become a Why did we choose to become a PBIS School?PBIS School?

Disciplinary issues were a major Disciplinary issues were a major problemproblem

Academic scores were low Academic scores were low School climate and atmosphere School climate and atmosphere

needed significant improvementsneeded significant improvementsLack of consistency in dealing with Lack of consistency in dealing with

disciplinedisciplineTurnover rates for teachers was highTurnover rates for teachers was high

What has the PBIS program done What has the PBIS program done for Gamewell Middle School?for Gamewell Middle School?

• Provided students with consistent rulesProvided students with consistent rules• Decrease time administrators have to spend with excessive Decrease time administrators have to spend with excessive

referralsreferrals• Helped us to develop a safer, more pleasant climate to work Helped us to develop a safer, more pleasant climate to work

and learn inand learn in• Provided parents with clear expectations and rulesProvided parents with clear expectations and rules• Decreased our total number of referrals and students in Decreased our total number of referrals and students in

ISS/OSSISS/OSS• Helped us to increase our test scores on EOGHelped us to increase our test scores on EOG’’s for the last s for the last

four school yearsfour school years• Allowed us to receive positive recognition for lowering Allowed us to receive positive recognition for lowering

discipline and raising academic achievement for four discipline and raising academic achievement for four consecutive school years with two years being exemplar level consecutive school years with two years being exemplar level recognitionrecognition

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

More signs for our students.More signs for our students.

Awards for GMSAwards for GMS’’s PBIS programs PBIS program

Expectations Around the Expectations Around the SchoolSchool

BRAVE AcronymBRAVE AcronymBB - Be Responsible - Be Responsible

RR - Respect - Respect

A A - Achieve- Achieve

VV - Value - Value

EE – Excel – Excel

• Our behavior matrix was developed at the module 1 Our behavior matrix was developed at the module 1 training in August 2007. training in August 2007.

• We developed the matrix based on information that We developed the matrix based on information that we had gathered by surveying our staff on the major we had gathered by surveying our staff on the major problems that they noticed within our school. problems that they noticed within our school.

• We focused on key the areas where most behavioral We focused on key the areas where most behavioral problems occurred then we clarified the types of problems occurred then we clarified the types of behaviors that we wanted our students to exhibit.behaviors that we wanted our students to exhibit.

• Copies of the Behavioral Matrix are displayed in all Copies of the Behavioral Matrix are displayed in all classrooms and throughout the whole school as classrooms and throughout the whole school as reminders of what is expected of our studentsreminders of what is expected of our students

• Lesson plans were developed by our PBIS Lesson plans were developed by our PBIS committee for each area so teachers can teach committee for each area so teachers can teach desired behavior at the start of the school yeardesired behavior at the start of the school year

 

Behavior MatrixBehavior MatrixExpectationsExpectations CafeteriaCafeteria MovementMovement ClassroomClassroom Rest RoomsRest Rooms BusBus AssembliesAssemblies

BBe Responsiblee Responsible Have lunch number Have lunch number readyreadyMaintain inside Maintain inside voicevoice

Stay to the right Stay to the right Walk directly to Walk directly to appropriate appropriate destinationdestination

Have all materials needed Have all materials needed for classfor classUse a calm voice and Use a calm voice and appropriate body language appropriate body language and always raise your and always raise your hand before speakinghand before speaking

Use facilities properlyUse facilities properlyTreat doors, Treat doors, partitions, and sinks partitions, and sinks with carewith care

Be at bus stop Be at bus stop on timeon time

Act appropriately to be a Act appropriately to be a rolerolemodel to othersmodel to others

RRespectespect Keep hands and Keep hands and feet to yourselffeet to yourselfBe polite to allBe polite to allCafeteria staff and Cafeteria staff and teachersteachers

Walk quietly so Walk quietly so others can continue others can continue to learnto learn

Follow adult directions Follow adult directions the first timethe first timeTreat others as you would Treat others as you would like to be treatedlike to be treatedBe honestBe honest

Allow the privacy of Allow the privacy of othersothers

Follow driver Follow driver directions and directions and speak nicelyspeak nicely

Applaud appropriatelyApplaud appropriately to show appreciationto show appreciation

AAchievechieve Follow directions Follow directions and proceduresand procedures

Follow directions Follow directions and procedures and procedures without reminderswithout remindersSilent during all Silent during all practice drillspractice drills

Listen with eyes and earsListen with eyes and earsGive your best effort and Give your best effort and make good choicesmake good choicesBe aware of raised hand Be aware of raised hand for silent queuefor silent queue

Flush toiletFlush toiletWash handsWash hands

Go directly to Go directly to your bus after your bus after school and school and promptly find promptly find your seat.your seat.

Remain seated and quietRemain seated and quietBe alert for signal to be Be alert for signal to be silentsilent

VValuealue Keep lunch area Keep lunch area cleanclean

Keep all areas free Keep all areas free of trash and litterof trash and litter

Keep track of your Keep track of your belongingsbelongingsValue the property of Value the property of othersothers

Report any vandalismReport any vandalism Report any Report any vandalism to vandalism to your driveryour driver

Be an active listener.Be an active listener.Keep eyes and ears Keep eyes and ears on presenterson presenters

EExcelxcel Only one trip Only one trip through lunch linethrough lunch lineWork toward Work toward ““Free Free Seating FridaySeating Friday””

Be a role model to Be a role model to othersothersArrive on timeArrive on time

Set goals to make better Set goals to make better gradesgrades

Complete task in a Complete task in a timely mannertimely mannerUse only at teacher Use only at teacher appointed timesappointed times

Keep bus cleanKeep bus clean Appropriate behavior Appropriate behavior leads to more leads to more assembliesassemblies

Student Consequence GridStudent Consequence Grid We developed the student consequence grid as a tool to We developed the student consequence grid as a tool to

develop consistency in student discipline in our schooldevelop consistency in student discipline in our school Students are given this sheet at the start of school so they Students are given this sheet at the start of school so they

know what behaviors will earn them a markknow what behaviors will earn them a mark Positive activities are rewarded with brave tickets while Positive activities are rewarded with brave tickets while

negative activities earn students a mark on their gridnegative activities earn students a mark on their grid Every 9 weeks the number of marks starts at zero so Every 9 weeks the number of marks starts at zero so

students have an opportunity to correct behaviors that they students have an opportunity to correct behaviors that they were marked for in the previous 9 weekswere marked for in the previous 9 weeks

Students can earn marks straight across the grid or if they Students can earn marks straight across the grid or if they reach 7 total marks in any area before they get to parent reach 7 total marks in any area before they get to parent contact/behavior packet their teacher will call their parent contact/behavior packet their teacher will call their parent and assign the behavior packetand assign the behavior packet

10 total marks results in a discipline referral10 total marks results in a discipline referral Team revises consequence grid yearly based on staff input Team revises consequence grid yearly based on staff input

and data analysisand data analysis

Student Consequence GridsStudent Consequence GridsName:Name:

Verbal Verbal WarningWarning

Student Student ConferencConferencee

Silent Silent LunchLunch

Call Call Parent/Parent/

Behavior Behavior PacketPacket

After-After-school school DetentionDetention

Parent Parent ContactContact

Class Class DisruptionDisruption

Disrespect to Disrespect to peerspeers

NoncomplianNoncompliancece

Property Property MisuseMisuse

TardyTardy

Out of SeatOut of Seat

At the start of the last school year we noticed that our At the start of the last school year we noticed that our bus referrals accounted for the second most referrals in bus referrals accounted for the second most referrals in our school. We developed the grid toour school. We developed the grid to

• Increase bus discipline consistency Increase bus discipline consistency • Provide students with an understanding of whatProvide students with an understanding of what’’s s

expected of them on the busexpected of them on the bus• Decrease discipline referralsDecrease discipline referrals• Provide the administration with documentation to show Provide the administration with documentation to show

parents when problems with a student occurs on the busparents when problems with a student occurs on the bus• I am happy to say that we have decreased our bus I am happy to say that we have decreased our bus

referrals from 55 last year to 24 this school yearreferrals from 55 last year to 24 this school year

• 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 email parents/guardians a students consequence at any time during the school year

• The In-School Suspension (ISS) coordinator inputs The In-School Suspension (ISS) coordinator inputs data into the SWIS system on a daily basis.data into the SWIS system on a daily basis.

• The PBIS Chairperson disaggregates data and The PBIS Chairperson disaggregates data and presents it to both the PBIS team at their monthly presents it to both the PBIS team at their monthly meeting and at the monthly faculty meeting.meeting and at the monthly faculty meeting.

• Data is used to pinpoint time of day, location, and Data is used to pinpoint time of day, location, and types of infractions for teacher and administrative types of infractions for teacher and administrative use in correcting problem areas and times.use in correcting problem areas and times.

• Data is used to refer students for Secondary Data is used to refer students for Secondary Interventions. Interventions.

• OSS and/or ISS rates have decreased for 4 straight yearsOSS and/or ISS rates have decreased for 4 straight years• EOG test scores have improved for four straight yearsEOG test scores have improved for four straight years• The school climate has greatly improvedThe school climate has greatly improved• Total number of referrals has decreasedTotal number of referrals has decreased• Students are spending more time in the classroomStudents are spending more time in the classroom• Administration is having to spend less time dealing with Administration is having to spend less time dealing with

behavioral problemsbehavioral problems• Attendance rates have increasedAttendance rates have increased• More staff members are staying at our schoolMore staff members are staying at our school• 80% of our students have less than 1 referral, 15.72 have 2-5, 80% of our students have less than 1 referral, 15.72 have 2-5,

and only 4.24% have six or more referralsand only 4.24% have six or more referrals• This school year we have seen a decrease in referrals of This school year we have seen a decrease in referrals of

94 from last year94 from last year

ISS/OSS Three Year ComparisonISS/OSS Three Year Comparison

0

100

200

300

400

500

600

700

800

OSS Events ISS Events OSS Days ISS Days

2008-2009

2009-2010

2010-2011

ISS/OSS Three Year Data Comparison

3 Year Referral Comparision

0

100

200

300

400

500

600

700

800

900

Referrals

2008-2009

2009-2010

2010-2011

4 Year Triangle Data 4 Year Triangle Data ComparisonComparison

2010-2011 Triangle Data2010-2011 Triangle Data

Triangle Data for 2011-2012Triangle Data for 2011-2012

ISS/OSS informationISS/OSS information

Through the use of our PBIS program Gamewell Through the use of our PBIS program Gamewell Middle School saw a decrease in the number of Middle School saw a decrease in the number of days of out of school suspension. Last year days of out of school suspension. Last year students were out of school for 363 days and this students were out of school for 363 days and this year the number was 339. This lead to us saving year the number was 339. This lead to us saving 144144 hours of classroom time for our students! hours of classroom time for our students!

Over the last two years we have saved Over the last two years we have saved 3441 hours 3441 hours of class time for students through the use of of class time for students through the use of PBISPBIS

Gamewell Middle also saw a decrease in the Gamewell Middle also saw a decrease in the number of events that involved OSS by 36 events. number of events that involved OSS by 36 events. This saved our administration This saved our administration 720 minutes720 minutes that that they didnthey didn’’t have to spend dealing with these t have to spend dealing with these referrals!referrals!

Referral DataReferral Data

Gamewell Middle school saw a decrease in the amount Gamewell Middle school saw a decrease in the amount of referrals from 2009-2010 school year to 2010-2011 of referrals from 2009-2010 school year to 2010-2011 school year by school year by 4848 referrals referrals

Resulting in our principals saving Resulting in our principals saving 960 960 minutes that minutes that they would have normally spend dealing with these they would have normally spend dealing with these referrals (Time based on 20 minutes per referral)referrals (Time based on 20 minutes per referral)

Over the last two years because of a decrease in Over the last two years because of a decrease in referrals our principals have saved referrals our principals have saved 4,9804,980 minutes of minutes of time that they would have otherwise had to deal with time that they would have otherwise had to deal with referralsreferrals

This translates to our administrators saving This translates to our administrators saving 82.382.3 hours of time or hours of time or 10.2510.25 days (based on 8 hour days (based on 8 hour workdays) workdays)

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

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

Be a Better BraveStudent 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 = GreatTeacher/Mentor Comments: _________________________________________________Parent Signature _______________________ Date _______________

Tertiary Level•Specialized individual plan for high risk Specialized individual plan for high risk studentsstudents•Functional Behavioral Assessment (FBA) Functional Behavioral Assessment (FBA) completedcompleted•Behavior Intervention Plan (BIP) put into Behavior Intervention Plan (BIP) put into placeplace•Student Support Team continues to work Student Support Team continues to work with student/parentswith student/parents

* SWIS - School-wide Information System

Academic AchievementAcademic Achievement

Through the use of our PBIS program we Through the use of our PBIS program we have also seen a positive increase in our have also seen a positive increase in our students scores on EOG testsstudents scores on EOG tests

2007-2008 Students at or above grade 2007-2008 Students at or above grade level: Reading 44.9 Math 61.1level: Reading 44.9 Math 61.1

2008-2009 Students at or above grade 2008-2009 Students at or above grade level: Reading 59.5 Math 76.8level: Reading 59.5 Math 76.8

2009-2010 Students at or above grade 2009-2010 Students at or above grade level: Reading 64.9 Math 80.23level: Reading 64.9 Math 80.23

2010-2011 Students at or above grade 2010-2011 Students at or above grade level: Reading 66.4, Reading 81.98level: Reading 66.4, Reading 81.98

4 Year Achievement Data

0

10

20

30

40

50

60

70

80

90

Reading Scores Math Scores

2007-2008

2008-2009

2009-2010

2010-2011

Reward SystemReward System

Brave Tickets are given on a daily basis by each staff Brave Tickets are given on a daily basis by each staff membermember

Students choose to either enter tickets in bi-Students choose to either enter tickets in bi-weekly/monthly drawings, purchase items from the weekly/monthly drawings, purchase items from the PBIS Store, purchase free seating during lunch, or PBIS Store, purchase free seating during lunch, or students with no marks for a two week period receive students with no marks for a two week period receive 20 minutes of free social time on Friday afternoons20 minutes of free social time on Friday afternoons

Students receiving no marks on their consequence Students receiving no marks on their consequence grids for each 9-weeks can participate in field trips, grids for each 9-weeks can participate in field trips, dances, free athletic event tickets, and earn free dances, free athletic event tickets, and earn free social timesocial time

All students who received no marks last year were All students who received no marks last year were given a certificate on awards day, and were invited given a certificate on awards day, and were invited to attend a swimming field trip/cookoutto attend a swimming field trip/cookout

Swimming Reward TripSwimming Reward Trip

End of Year Awards Day End of Year Awards Day

PBIS Student/Teacher Basketball PBIS Student/Teacher Basketball GameGame

Teachers and Teachers and students students participated in participated in a basketball a basketball game for to game for to support our support our school and school and PBIS program. PBIS program.

We had We had outstanding outstanding sportsmanship sportsmanship displayed and displayed and great great community community support. support.

PBIS Store and Parent ParticipationPBIS Store and Parent ParticipationParents are a part of the PBIS Parents are a part of the PBIS team meetings and are team meetings and are involved in the decision making involved in the decision making

Parents help by working at the Parents help by working at the PBIS StorePBIS Store

PBIS Store is stocked with PBIS Store is stocked with donated items students donated items students purchase with reward tokenspurchase with reward tokens

PBIS StorePBIS Store

If you have any questions please feel free to If you have any questions please feel free to email anyone at the addresses listed:email anyone at the addresses listed:

bhill@caldwellschools.com (Brian Hill)(Brian Hill)

zmorrow@caldwellschools.com (Zach Morrow)(Zach Morrow)