1 penn elementary school esd: effective school-wide discipline, an integrated approach
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Penn Elementary School
ESD: Effective School-wide Discipline, an integrated approach
Penn Elementary’s Alignment of Academic and Behavioral Interventions
80-90% 80-90%
5-10% 5-10%
1-5% 1-5%
Tier 1
Universal Interventions
Tier 1
Universal Interventions
Tier 2
Targeted Group Interventions
Tier 2
Targeted Group Interventions
Tier 3
Intensive, Individual Interventions
Tier 3
Intensive, Individual Interventions
Academic Systems Behavioral Systems
Penn Elementary’s Tier 1 Interventions
80-90% 80-90%
Guided Reading
Student Feedback
Differentiation Relationships Universal Interventions:
All students
Preventive and proactive
Academic Systems Behavioral Systems
Baldridge
Data Notebook
Scroll Roll
Looping
Hydration
Effective Instruction
Research Based
Movement (Brain
Gym)
Guidance Lessons
Bully Prevention
Scroll Roll
Guidance Lessons
Code of Expectations
Zero Hero
Teaching Behaviors
Quality Student
Baldridge
Penn Discipline Plan
Class Marks
Announcements
MARK
Sign & Return
Teaching Classroom Systems
Penn Elementary’s Tier 2 Interventions
Early Alert Child Study Reading
Resource SRA Soar Learning Lab Math Resource PALS
Intervention Guidance
Groups ESOL Literature
Support ESOL Tutoring Brain Gym
Each one Reach one
Early Alert Child Study BEP CICO Guidance
Groups Peer Mediation
Mentors
5-10% 5-10%
Academic Systems Behavioral Systems
Targeted Group Interventions:
Some students (At Risk)
High Efficiency
Rapid Response
Penn Elementary’s Tier 3 Interventions
Reading Recovery ESOL Tutoring CS Plan CCS Mentoring (1 on 1)
CCS Outside Resources FBA/BIP CS Plan Mentor
Behavioral Systems
1-5% 1-5%
Intensive, Individual Interventions:
Individual student
Assessment-based
High intensity, durable
Academic Systems
Penn Elementary’s Alignment of Family Support
80-90% 80-90%
5-10% 5-10%
1-5% 1-5%
Tier 1
Universal Interventions
Tier 2
Targeted Group Interventions
Tier 3
Intensive, Individual Interventions
Penn Elementary’s Tier 1 Interventions
80-90%
Universal Interventions:
All students
Preventive and proactive
Family Support
Back to School NightsPTOAdvisory Council MeetingsWelcome letter and packetPenn Point Monthly NewsletterAgenda (communication tool)Family Fitness NightsLA and Math Game NightsGoal Setting Conferences
Penn Elementary’s Tier 2 Interventions
PEP program Angel Tree BEP Conference Day Agenda (with
specific notes for a group of students)
Parent phone calls (specific group of students)
Sign and Return
5-10% 5-10%
Family Supports
Targeted Group Interventions:
Some students (At Risk)
High Efficiency
Rapid Response
Penn Elementary’s Tier 3 Interventions
Child Study Comprehensive Child Study BEP (when individualized) Referrals to outside agencies Parent phone calls (individual
issues) Note home targeted to an
individual student REDI Office Referral Forms
1-5% 1-5%
Intensive, Individual Interventions:
Individual student
Assessment-based
High intensity, durable
Family Support
Positive Behavioral Support
• Classroom √MARKS
• Individual √MARKS
• Mini- √MARKS
M.A.R.K.
M odel Self ControlA ttitudeR espectK indness
Individual MARKS
• Individual MARKS can be given out by any member of the staff and are given to the student that is “caught in the act” of showing one of the MARK characteristics.
• The MARK is a sticker. We encourage our parents to ask their child WHY they received the MARK.
Mini-MARKS
• Mini-MARKS can be given out by any member of the staff and are given to a student who is following established school procedures, such as, in cafeteria; in hallway; in restrooms; or at recess. Procedures were developed by students and are reviewed during Friday Class Meetings.
• The Mini-MARK is a small token that has the name of student written on the back. A drawing each Friday AM is held to recognize one student from each grade level with a “prize” from the Guidance Counselor.
What does our Discipline Data
tell us?
0
5
10
15
20
25
30
35
40
45
Sept Nov. Jan. March May
2006-2007
2007-2008
2008-2009
Office Referrals by month
Office Referrals by location
0
20
40
60
80
100
120
140
160
Bus Bus Stop Caf é ClassExtra Curr. Gy m Halls Library Other Play groundRestroom
School
Grounds
2008-2009
Detention Data
0
5
10
15
20
25
30
35
40
45
Sept. Nov. Jan. March May
2006-2007
2007-2008
2008-2009
Sign and Return Data
0
20
40
60
80
100
120
140
160
Sept Nov Jan. March May
2005-2006
2006-2007
2007-2008
2008-2009
Bully Reports By Year
ZERO HERO Program
• Data analysis showed that we had a spike in Office Referrals in Jan./Feb./March time frame
• ZERO HERO Program recognizes students who do not have any major discipline problems during the month
• A celebration is held in honor of these students and a note from the Principal goes home to the parents
BEP (Behavior Education Plan)
• BEP’s are used with students who are in need of Tier-2 behavioral support
• There is a CICO (Check-in and Check-out) connection between the student and his/her mentor on a daily basis with parent support/signature
• BEP’s involve the daily tracking of points throughout the day and the use of the PDSA problem-solving process to facilitate improvement
Define the Problem
Study/Check the Results
Try out the
Theory
Write an Improvement
Theory
Analyze Root Cause
Assess the Current Situation
Standardize or Abandon
Plan for Continuous Improvement
1
2
3
45
6
7
PLAN
DO
STUDY
ACT
Student PDSA (for BEP)
Student and Mentor look at “gap” between actual points and desired goal for points.
Student is not responding to classroom interventions & likely to be suspended for behavior.
Student & mentor discuss “why” student was unable to meet goal.
If ________ (root cause of behavior problem) is addressed then student will meet goal & improve behavior at school.
Actions to be taken by student are described and agreed upon by student & mentor
Record daily points to check results of actions taken by student
Decision is made to keep actions in place or to change actions.
K-2 BEP Daily Chart
3-5 BEP Daily Chart
BEP Data Chart
Students Name
0
20
40
60
80
100
1 4 7 10 13 16 19 22 25 28 31 34 37 40 43 46 49 52 55 58 61 64 67
BEP Data Chart
Students Name
0
10
20
30
40
50
60
70
80
90
100
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41
Student PDSA
15 students (grades K-5) were not responding to classroom behavior interventions. These students were characterized as likely to be suspended during the 08-09 school year.
Positive Results: By placing these students in a PDSA model for behavior (BEP Plan with a daily check-in/check-out mentor), 80% of these students were notsuspended during 08-09.
Penn’s ESD Journey
• Coaching and Quarterly Data Sessions with grade level teams have been key
• Use of data to continuously examine the “facts” about our discipline issues
• Reflective approach that elicits staff feedback for improvement
• Rapid response through a 3-tiered approach provides support to all students along continuum
ESD Coaches & Administration
• Carolyn Lamm, PWCS Coordinator of Behavioral Support [email protected]
• Lauren Curran, PE Teacher, ESD Coach [email protected]
• Erin Schneider, Guidance Counselor, ESD Coach [email protected]
• Jane Wheeless, Principal [email protected]