Lowery Elementary School

Data Analysis and Interventions

August – November 2007

Background:

• 97% free or reduced lunch• Most students live in

single/extended family homes• 27% of our population is classified

as Special Education. • 3rd and 4th grade• Population of 315

1954

1178

1013

173

0

200

400

600

800

1000

1200

1400

1600

1800

2000

2004-05 2005-06 2006-07 2007-08

Discipline Referrals by Year

Behavior Impacts

Referrals

1954

11781013

1730

500

1000

1500

2000

2500

2004-05 2005-06 2006-07 2007-08

SPS

63.1

64.8

72.2

58

60

62

64

66

68

70

72

74

2004-05 2005-06 2006-07 2007-08

School Performance

Score

Every Lowery Elementary Lion

for a quality education by beingRespectful, Obedient, Attentive, Responsible, and

Self-disciplined.

Expectations were taught by station rotation in the following areas:

•Hallway•Cafeteria•Restroom•Bus •Classroom•Incentives

Tree Maps of expectationsare placed on

walls as a visual reminder for

students.

Discipline

• Students are taught “expectations” through lessons taught the first 3 weeks of school and during booster sessions throughout the year when needed.

LiteratureLiterature is used to reinforce key expectations.

Students also role-play role-play negative & positive behavior.

Accepting “NO” for an AnswerObjective: Students will be able to understand why they should not question authority and accept “No” for an answer. Teach: Explain why it is important to not question authority and respond appropriately when a staff member tells you “NO” by using tree map. Draw the tree

map on board and let students brainstorm why we should accept “NO” for an answer to ROAR! *Make sure following points are discussed:

To be Respectful: We need to listen and not argue when staff tells us “NO” even though we may not agree.

To be Obedient: It is just the right thing to do. The adults know what is best for us. Even when we do not agree, we should still accept “NO” for an answer.

To be Attentive: Listen and be aware of what’s going on. If you are in the middle of a test, your teacher will probably say “NO” if you ask to go to the bathroom.

To be Responsible: We need to listen and not argue when staff tell us “NO” and then respond appropriately by saying “yes, Mam.”

To be Self-disciplined: You should not get angry when someone tells you “NO” but should say “Yes, Mam.”

Role-Play Positive Example:Student: Raise your hand and ask the teacher if you can go get a drink of water. Teacher: Say, “No, not right now. I need for you to do your work and then at break you can get your drink.”Student: Say, “Okay, I will get it at the break. Thanks.”Teacher: Say, “You’re welcome, and if you finish your work early I will let you get your drink a few seconds before the bell rings.”

Role-Play Negative Example:Student: Raise your hand and ask the teacher if you can go get a drink of water. Teacher: Say, “No, not right now. I need for you to do your work and then at the break you can get your drink.”Student: Say, “Why not, I am so thirsty and all I want is a drink. You are so unfair. It will just take me a minute.”Teacher: Say, “I said no!” and walk away.

Check For Understanding Play game: Divide the class equally into two groups, one on each side of the classroom. In the middle of the room place two

chairs, one with a “happy face” for accepting “NO” for an answer and one with a “sad face” for NOT accepting “NO” for an answer. Explain that the first students from each row will start the game. When you read the statement(see below), the two students will decide if he accepted “NO” for an answer correctly or incorrectly, then they race to the appropriate chair. Each player who reaches the correct chair first earns one point for his or her team. Keep score on the board as the game progresses. Individual – create example non example chart for accepting ‘NO” for an answer

Statement for Accepting “NO” for an answerCameron said “Yes, Mam” after his teacher told him he could not go get his book from the library. The teacher did not let Susie play the game with her friends until her work was completed. Susie then completed her work quietly and was able to play the

game with her friends.The teacher told Mary she could not have water. Mary replied, “Why not?”John kept asking his teacher to go to the bathroom after she told him “No!”•

OBEDIENTObjective: The students will be able to define and give examples of what it means to be

obedient.Teach:Teach using PowerPoint the five keys to obedience. The teacher will read “The Circus Elephant” to students to further explain the meaning of

obedient. Students should listen to see if the elephant displays the five keys of obedience. Discuss as class referring back to PowerPoint as needed.

Role-Play Positive Example:Teacher: “____ please get out your notebook and pencil so we can begin our lesson and you

won’t get behind.Student: “ Yes, Ms. ___” Student gets out notebook and pencil just as the teacher said to.Role-Play Negative Example:Teacher: “ ___ please get out your notebook and pencil so we can begin our lesson and you

won’t get behind.Student: “ I don’t feel like working today, so I don’t need to get out my pencil and notebook.”

Student does nothing that the teacher told him/her to do.Check for Understanding:Students will complete 5 keys of obedience craft(see below) in pairs and write how the elephant

was obedient in the story on the back of each key. The Five Keys of Obedience Craft

-Tell students to imagine a door that has five different locks, requiring five separate keys Even though each key “works” on the same door, it cannot open it alone. In the same way, true obedience comprises several “keys.” One used a part from the others in not complete.

-Have the children cut out five paper keys. Punch holes in the tops with the hole punch. Have the children write on each key: “Immediately!” “Cheerfully!.” “Completely!.” “Without complaining!,” and “Extra Mile!” Lace each pairs key ring with a string through the holes punches in the tops of their keys. Tie the ends together to form a “key ring”

DisciplineInfractions

are marked on conduct sheets with tally marks.

Students receive consequences.

1 mark = “A” 2 marks = “B” 3 marks = “C” 4 marks = “D” 5 marks = “F” warning conference no snacks conduct slip/ extended day referral

time out log parent contact parent conference

•Our system includes opportunities for naturally occurring reinforcements (punch for exhibiting our 5 expectations) as well as rewards for good behavior in conduct (punch for A in conduct, snacks for A or B, behavior bash for A, B, C,.)

Student Incentives

Lion Store

• Students earn punches throughout the week for demonstrating good behavior.

• On Thursday, students can redeem punches from the Lion Store for incentives (hat pass, pencils, sunglasses pass, erasers, popcorn ticket, etc…)

Behavior Bash•A behavior bash is held once a month

for students who demonstrate good behavior. To qualify, student can not receive any referrals or conduct slips for the whole month.

•The bash consist of various activities which encourage good behavior because students want to attend.

SnackSnacks!!!s!!!

• Students have the opportunity to buy snacks everyday for staying on an “A” or “B” in conduct. Once a week, free popcorn is given to students with good behavior.

• Staff members also receive a duty free lunch on the 1st of the month for perfect attendance from the previous month.

• Names are also raffled for a special prize.

• Parking spot raffled for teacher with perfect attendance all week.

Staff Incentives

PBS October Meeting • Data showed referrals for disrespect, disobedient, and fighting

referrals from September were high. • Because of this, booster lessons were implemented on respecting

peers and adults, and conflict management strategies.

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November Data

Analysis

• During our November meeting we brainstormed ideas to reduce infractions/referrals since we are coming to high referral month according to last years data (February 07 was our highest month)

• Flag referral system will begin next Monday as a positive spin to monitor # of referrals. Everyday that a class does not have a referral issued they will place a star on their flag. After every 5 stars, incentive will be given. After 25 (month), they will get a bigger incentive like pizza party, etc.

Discipline Referrals

42

96

118

82

12

37

70

54

0

20

40

60

80

100

120

140

August September October November

2006-07

2007-08

November discipline by IncidentsWillful disobedience, 9, 17%

disrespect, 11, 20%

profane language, 1, 2%

Immoran/vicious, 4, 8%Injurious conduct, 9, 17%

disrubs school, 5, 9%

throws harmful, 1, 2%

fi ghting, 4, 8%

other serious, 7, 13%

assault/ battery, 2, 4%

Discipline by Time

4

1

4 4

1 1

3

12

3

6

21

0

2

4

6

8

10

12

14

9:30

10:00

10:30

11:00

11:30

12:30 1:

001:

302:

002:

303:

003:

30

Discipline by Grade Level

3rd, 15, 28%

4th, 39, 72%

Discipline by Gender

Male , 41, 76%

Female, 13, 24%

Discipline by SPED

Regular Ed, 42, 78%

SPED, 12, 22%

September- 37 October – 70 November - 51

Discipline by Action

16

10

2

5 4

1816

6

12

18

15

11

3

1012

0

5

10

15

20

Detention In-SchoolSuspension

SaturdayDetention

Suspended Time Out

September October November

Discipline by Location

Classroom, 32, 60%Gym, 7,

13%

Hall , 11, 21%

Other, 3, 6%

• Behavior Coaching – 13 students

• Positive phone calls & postcards home

• Why-try

• Second Step

• Positive Referrals• Social Worker – 16 students case load -20 max

• Special Needs Counselor – parent classes also

• Guidance Counselor completes lessons in classroom

Interventions

# of referrals per child

26

75 6

1 1 1 1 0 1 2

0

5

10

15

20

25

30

# 1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11

# of referrals

# o

f st

ud

ents

76% of students have received no referrals

• If a child doesn’t know how to read, we teach.”If a child doesn’t know how to read, we teach.”

• If a child doesn’t know how to swim, we teach.”If a child doesn’t know how to swim, we teach.”

• If a child doesn’t know how to multiply, we teach.”If a child doesn’t know how to multiply, we teach.”

• If a child doesn’t know how to drive, we teach.”If a child doesn’t know how to drive, we teach.”

• If a child doesn’t know how to behave, we punish.” If a child doesn’t know how to behave, we punish.”

John Herner (NASDE President)John Herner (NASDE President)

Lowery Elementary School

Shelia Savoy, Principal

savoys@apsb.org

225-473-2530

www.lapositivebehavior.com