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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 LAMMCR@pwcs.edu

• Lauren Curran, PE Teacher, ESD Coach CURRANLC@pwcs.edu

• Erin Schneider, Guidance Counselor, ESD Coach SCHNEIEJ@pwcs.edu

• Jane Wheeless, Principal Wheelsjm@pwcs.edu