Wasatch Elementary

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Wasatch Elementary

• Administrator Kathy Scott
• Building coordinator Jill Major
• Team members Leslie Hudson
• Ann Malmborg, Kate Hall,

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Intervention

• Increase the percentage of time at-risk
  students are successful in the classroom using a
  Behavior Education Program (BEP).

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Rationale

• Wasatch Elementary is an Title I urban school.
• According to a survey by the American Federation
  of Teachers (AFT)
• In urban elementary schools, 21 of teachers said
  they lost four or more hours of teaching time per
  week because of behavior problems in the
  classroom.
• According to a survey at Wasatch, 30 of teachers
  said they lost four or more hours of teaching
  time per week because of behavior problems in the
  classroom.

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Implementation Description

• Step 1
• Implement school-wide positive behavior supports
  and maintain a 41 ratio of positives to
  corrections.
• Input data in Encore

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Educate teachers in meetings before school starts
and throughout the year.Get 80 buy-in with
teacher incentivesTrack the data to make sure
the teachers and students are using the
school-wide behavior supports Our goal 41
ratio of Positives to Corrections
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Step 2

• Identify at-risk students who disrupt class by
  analyzing data entered on Encore.

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Data Indicators Joe Doe Citations

• Disrupting class 2
• Defiant in class 6
• Aggression in class 3
• Playground safety 1
• Total number of Citations 12

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Step 3

• Place Joe on check in/out (BEP)
• Track the amount of time Joe is SUCCESSFUL in the
  classroom
• Reward Joe for being successful in class

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Joes tracking card

• Joe checks in and out with a teacher mentor
  everyday.

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Analyze trends

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Step 4

• Ask, Is it working?
• Yes, then continue intervention and
• move toward self-management
• No? Time to take the data to case management.

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Data Discussion

• The data doesnt show the actual increase in
  classroom success, because our team didnt get
  baseline data. Oops!
• Even with this mistake, our students made a 6.6
  increase in success on the BEP.
• Teachers report a much higher increase in
  success.

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General Discussion

• The problem with not getting baseline data is
  that when the intervention was started, the
  student was excited, so there was immediate
  improvement. Thus, our beginning percentage
  showed that the student was achieving a high
  percentage of success in the beginning, when the
  reality was the student was not.
• How close did you get to your goal? The greatest
  success was a gain of 30. The least was a -12.
  
• What did you learn? Get baseline data!