Wakelon Elementary

Exemplar Application PowerpointDate: 2014-2015

NC DPI PBIS

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PBIS Team Information• Anna Decker (adecker@wcpss.net)- School

Counselor- Co-Chair, Notetaker/Facilitator• Kim Reilly (kreilly@wcpss.net)- School Counselor-

Co-Chair, Notetaker/Facilitator• Shanda Vann- Kindergarten Teacher• Robyn Reynolds- 1st Grade Teacher• Jessica Cariveau- 2nd Grade Teacher• Marcia Winn- 3rd Gr Teacher, Time keeper• Andrea Thomas- 4th Grade Teacher• Christine Ford- 5th Grade Teacher• Michelle Evans- Special Education Teacher• Richard Gray- PE Specialist

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Demographics

• Wakelon Elementary, WCPSS• LEA: 920, Wake County• Region: 3

• Address: 8921 Pippin Rd

Zebulon, NC 27597

• Phone Number: (919)404-3844

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Demographics, continued

• Grades Served: PK-5

• Enrollment Number: 528

• Number of faculty/staff members■ Administration: 2

■ Office Staff: 4

■ Regular Education Teachers: 27

■ Special Education/ESL/AG Teachers: 7.5

■ Teaching Assistants: 12

■ Specialists: 5

■ Intervention Teachers: 4.5

■ Support Staff: 8

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Demographics, continued

• Gender Breakdown■ Males: 282

■ Females: 246

• Ethnicity breakdown■ American Indian/Alaska Native: 0.1%

■ Asian: 0.8%

■ African American: 39.0%

■ White: 23.1%

■ Hispanic/Latino: 34.3%

■ Multi-Racial: 2.7%

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Tier 1 ImplementationSystems of Practice & Organizational Structures

•Bones are given to individuals who demonstrate positive behavior. Once a certain number of bones are earned, students can choose a reward from one of the following matrices: K-2 Matrix or 3-5 Matrix.•Compliment Cards are given to classes who demonstrate positive behavior. They earn rewards according to Group Reinforcement Plan.•We have Expectations Posters posted throughout the building, which include the following: Classroom Expectations, Bus Expectations, Cafeteria Expectations, Dismissal Expectations, Fire Drill Expectations, PE Expectations, Hallway Expectations, Media Expectations, Restroom Expectations. To access all of this information can be referenced on this BARKS Expectations Summary.

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Tier 1 ImplementationSystems of Practice & Organizational Structures

•We give Positive Referrals to students who go above and beyond with B.A.R.K.S behavior. Staff can hand-in the positive referrals to administration, and they call home to make a positive report. •We have paws on the floor to help with the flow of traffic and to make it very clear to students where they are expected to walk in the hallway.•We show our B.A.R.K.S. Video at the beginning and middle of each year to remind students what is expected of them in various areas in the building.•We use this Flowchart to help staff respond to problem behavior appropriately and consistently.•We also share SIRS Incidents Definitions with staff so they have a clear understanding of what each of the incident types means.

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Tier 1 ImplementationSystems of Practice & Organizational Structures

•Wakelon’s Behavior Wall: As each class reaches 10 compliment cards, their class name goes on a doghouse. Then as each class reaches 25 compliment cards their class picture gets put up on their class’ doghouse.

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Tier 1 ImplementationSystems of Practice & Organizational Structures

•Compliment Cards: When classes receive compliment cards for positive class behavior, teachers display Compliment Cards outside of their classrooms.

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Tier 1 ImplementationSystems of Practice & Organizational Structures

•Students that have accumulated 100 bones throughout the school year or are nominated by their teacher for exemplifying B.A.R.K.S expectations consistently during the school year are able to place their handprint on our K-2 or 3-5 B.A.R.K.S Wall of Fame

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Tier 1 ImplementationSystems of Practice & Organizational Structures

•Throughout the school hallways and stairs, red paw prints indicate where students should walk to demonstrate their best Hallway B.A.R.K.S.

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Tier 1 ImplementationData to Support Growth: Sustainability & Durability

•Implementation Inventory Results for Universal Implementation■ A: School-Wide Practices

■ School-Wide Practices % = 96%■ B/C: Systems to Support Universal Systems

■ School-Wide Systems % = 100%■ D: Data-Based Decision Making

■ School-Wide Data % = 100%■ School-Wide % = 99%

•We scored 99% for 2014-2015, which shows gradual improvement of our Tier

1/Universal Level of Implementation since 2011.

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Year Universal Implementation Score

2011-2012 75.5%

2012-2013 83%

2013-2014 91%

2014-2015 99%

Tier 1 ImplementationData to Support Growth: Sustainability & Durability

•BSET Scores 2014-2015

•ODR Reports

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School-Wide Expectations

Expectations Posted and

Visible

DB Decision Making

Campus Problem

Areas

Five Classroom Staff and Student

Talks

Total Points

Total Score(Total

Points * 2)

2 5 5 8 28 48 96

Year Number of Referrals

2012-2013 605

2013-2014 442

2014-2015 349

Tier 2 ImplementationSystems of Practice, Organizational & Structures

●Problem-Solving Group Meetings○ 1) Kid Talk: teachers meet with their PLT in order to discuss concerns and

consider possible interventions.

○ 2) After an intervention is in place, the teacher monitors how things are

working and provides an update during the next Kid Talk.

○ 3) Based on how things are going, the team may advise the teacher to

continue as is or complete a Tier II Behavior Form and submit it to the Tier

II Team.

●Check-In Check-Out Initiatives○ We have teachers fill out our Bulldog Buddies Referral Form if they feel a

student is a good candidate for out CICO program○ We use Daily CICO Summary Line Graph to record data. ○ Students receive a Daily Behavior Chart based on B.A.R.K.S expectations

●Others○ Pyramid of Interventions (need to click on Download)

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Tier 2 ImplementationData to Support Growth: Sustainability & Durability

•Implementation Inventory Results for Secondary Implementation■ E: Secondary/Small Group Practices

■ Secondary Practices % = 100%■ F: Systems to Support Secondary

■ Secondary Systems % = 100%■ G: Secondary Data-Based Decision-Making

■ Secondary Data % = 100%■ Secondary %= 100%

•We scored 100% for 2014-2015, which shows gradual improvement of our Tier 2/Secondary Level of Implementation since 2011.

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Year Secondary Score

2011-2012 47.5%

2012-2013 90%

2013-2014 73%

2014-2015 100%

Tier 2 ImplementationData to Support Growth: Sustainability & Durability

•Throughout the 9 weeks of check-in/check-out implementation participants weekly average percentage of points increased from 76.5% for week 1 to 87% for week 9. This shows a 14% increase over a 9 week period.

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Tier 2 ImplementationData to Support Growth: Sustainability & Durability

•Before participating in check-in/check-out participants showed a weekly average of 0.5 ODR per week. During participation in check-in/check-out participants showed an average of 0.33 ORD per week. This represents an average decrease of 0.17 ODR per week after beginning participation in CICO.

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Tier 2 ImplementationPossible Action Items to Grow Initiative

In This Area Next Year

•Action Plan 2014-2015

•Continued Action Item for Next Year: Develop criteria for

identifying students who could benefit from check-in/check-

out in hopes that more students can be appropriately

referred and benefit from the program.

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Tier 3 ImplementationSystems of Practice, Organizational & Structures

•Students in Tier III, in the past, have received a Daily Behavior Chart that is tied to our B.A.R.K.S. expectations as part of their Behavior Improvement Plan (BIP). The daily behavior chart has also been sent home in the student’s home language in the past. This is an example of a Behavior Chart in Spanish. •Students’ with BIP’s receive various positive reinforcements for meeting behavior goals. Bones, Positive Notes Home in the student’s home language and “I’m Proud of You” Cards have been two successful strategies implemented in the past. •To determine the type of reinforcement that is most motivating for the student, a Forced Choice Reinforcement Menu is used.

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Tier 3 ImplementationData to Support Growth: Sustainability & Durability

•This chart depicts the average # of instances of undesired behavior per day before and after BIP implementation. There was a 85.83% reduction in undesired behavior throughout the duration of the BIP.

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Tier 3 ImplementationData to Support Growth: Sustainability & Durability

•This chart depicts the average # of ODR per day before and after BIP implementation. There was a 100% reduction in ORD throughout the duration of the BIP.

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Tier 3 ImplementationData to Support Growth: Sustainability & Durability

•Implementation Inventory Results for Tertiary Implementation■ H: Tertiary/Individual Practices

■ Tertiary Practices % = 100%■ I: Systems to Support Tertiary/Individual Interventions

■ Tertiary Systems % = 100%■ J: Tertiary Data-Based Decision Making

■ Tertiary Data % = 100%■ Tertiary % = 100%

•We scored 100% for 2014-2015, which shows gradual improvement of our Tier 3/Tertiary Level of Implementation since 2011.

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Year Tertiary Score

2011-2012 85%

2012-2013 85%

2013-2014 95%

2014-2015 100%

Tier 3 ImplementationPossible Action Items to Grow Initiative

In This Area Next Year

•Action Plan 2014-2015•New action item for next year: Develop criteria and support

strategies for teacher for aiding in identifying students who

might be good candidates for a FBA/BIP.

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Integration of Initiatives• MTSS/RTI

• Character Education

• Bully prevention programs

• Classroom strategies

• Attendance: Golden Compliment Card

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Integration of Initiatives• RTI

■ Our Tier III team meets weekly with teachers and parents (if they choose to attend) to discuss students who are in need of academic and/or behavior interventions to help them be successful.

■ Kid Talk meetings are held by grade level every 6 weeks to discuss students struggling with academics and or behavior.

■A Tier II team will be in place next year (15-16) to further

aid in successful student interventions.

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Integration of Initiatives• Character Education

■ One student from each class is nominated by their teacher and/or class to receive the monthly Character Education Award.

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Integration of Initiatives• Bullying Prevention Program

■ We used books provided by WCPSS to guide our bullying prevention program this year

■ Weird! Dare! and Tough! are part of the Weird Series by Erin Frankel. They are true-to-life stories of bullying from all perspectives: the target, the bystander, and the child doing the bullying.

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Integration of Initiatives• Classroom Strategies

■ Specialists hand out compliment cards to classes that are following the B.A.R.K.S. during specials.

■ In counseling special, students need to earn 4 compliment card puzzle pieces by the end of class in order to earn a compliment card. They earn puzzle pieces throughout the class by following their B.A.R.K.S.

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Integration of Initiatives• Classroom

Strategies■ Classroom teachers use

bones on a regular basis to reward individuals for their positive behavior

■ Some teachers integrate how they use Class Dojo with the distribution of bones. A certain number of Dojo points results in a certain number of bones.

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Integration of Initiatives

• Attendance:

Golden Compliment Card■ At the end of each quarter, one class from each

grade level with the best overall attendance receives the Golden Compliment Card. The Golden Compliment Card is hung outside the classroom’s door and is worth 3 regular compliment cards. We tie attendance in with RESPONSIBILITY, which is a part of our B.A.R.K.S. and Character Education program.

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Outcome Data-Showing Growth

●Academic Achievement: End-of-Grade Test Data○Re-normed in 2012-2013, which explains the discrepancy in scores

between 2011-2012 and 2012-2013.

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2012-2013% Proficient

2013-2014% Proficient

2014-2015% Proficient

EOG Composite score 46 52 *53*unofficial

Outcome Data-Showing Growth

• ODR Reports

• Attendance

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Year Number of Referrals

2012-2013 608

2013-2014 442

2014-2015 349

Year Overall Attendance Percentage

2012-2013 94%

2013-2014 95.03%

2014-2015 95.24%