Truman Elementary

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Truman Elementary
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Creation of S/E/B ART

• Fall Winter of 2006
• Started to look at areas to improve
• Staff dialogue and PTO dialogue about what we
  want children to learn at Truman
• Both groups reported that more important than
  academics, was their desire for children to learn
  appropriate social skills

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Building on What We Had

• The back of staff handbook had mini-lessons,
  literature connections, and activities tied to
  the life skills and lifelong guidelines from
  previous committee work
• Gathered TRIBES activities, lessons, books,
  United Streaming clips, and videos. Started to
  divide resources into primary and intermediate
  crates from which teachers could access.

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Common Language

• We wanted to increase the use of common language
• SEB ART piloted a new classroom behavior
  communication form to match Lifelong Guidelines
  on the report card in the spring of 2007
• Wrote grant to help purchase common language
  posters and literature extensions

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• Began to Develop an Action Plan

Plan for Continuous Improvement
Plan Do Study Act
Study the Results
Try Out Improvement Theory
Analyze Causes
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Adding S/E/B Goal to SIP

• Summer 2007 Began process of going back and
  forth between ARDT/BLT and the S/E/B ART to write
  our goal
• Our revised version after getting deeper into the
  planning phase
• During the 2007-2008 school year K-5 Truman
  students will increase positive behaviors by 5
  as measured by the behavioral expectations on
  District Progress Reports.

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PLAN - Reviewed Data

• Source One SWIS Data
• Only recording major incidents in SWIS system
  results indicated a fairly low frequency (0.45
  office referrals per day)

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Source Two Report Card Data
Performance Targets Performance Targets Performance Targets
Consistent/Usually Spring 2007 2007/2008
Kindergarten 81 - Active Listening 86 - Active Listening
1st 96 - Active Listening Personal Best 86 - Active Listening
2nd 61 - Active Listening 100 - Active Listening Personal Best
3rd 93 - Responsibility Personal Best 66 - Active Listening
4th 65 - Active Listening 98 - Responsibility Personal Best
5th N/A Active Listening 70 - Active Listening
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PLAN

How can we proactively teach students appropriate
social skills?
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PLAN

• Looked again at research-based S/E/B programs,
  lessons, and literature.

• TRIBES
• CASEL
• Second Step
• Literature-based lessons

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DO

• S/E/B common language skills and lessons will be
  taught at least one time per week for 30 minutes.
• Teachers can use resources developed by S/E/B
  team.
• Behavior communication forms from the classroom
  used so child can reflect on his/her choices.

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Childs Name__________________ Homeroom Teacher _____________ Date__________________________ Time_________________________ Did not follow (Please Check) What was I doing wrong? _________________________________________________________________________________________________________________________________________________________________________________________________________________________ What I should have been doing _________________________________________________________________________________________________________________________________________________________________________________________________________________________
RESPECT Shows tolerance and regard for people, property, and ideas What was I doing wrong? _________________________________________________________________________________________________________________________________________________________________________________________________________________________ What I should have been doing _________________________________________________________________________________________________________________________________________________________________________________________________________________________
TRUSTWORTHINESS Is truthful, reliable, and chooses to do the right thing What was I doing wrong? _________________________________________________________________________________________________________________________________________________________________________________________________________________________ What I should have been doing _________________________________________________________________________________________________________________________________________________________________________________________________________________________
ACTIVE LISTENING Listens attentively What was I doing wrong? _________________________________________________________________________________________________________________________________________________________________________________________________________________________ What I should have been doing _________________________________________________________________________________________________________________________________________________________________________________________________________________________
RESPONSIBILITY Follows directions and procedures is dependable What was I doing wrong? _________________________________________________________________________________________________________________________________________________________________________________________________________________________ What I should have been doing _________________________________________________________________________________________________________________________________________________________________________________________________________________________
PERSONAL BEST Strives for high quality products and outcomes What was I doing wrong? _________________________________________________________________________________________________________________________________________________________________________________________________________________________ What I should have been doing _________________________________________________________________________________________________________________________________________________________________________________________________________________________
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DO

• Review report card data each trimester to monitor
  effectiveness of the plan.

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In the meantime

• Received grant, which helped to purchase
  literature to accompany lessons and Lifelong
  Guidelines posters with Truman faces which are
  framed and displayed throughout the building.
• Gathering information from teachers regarding
  lessons/materials on monthly feedback forms

RESPECT Being courteous to yourself, others
property
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In the meantime

• Broadcasts and assemblies revisit Lifelong
  guidelines
• Teachers display student activities in the
  hallway which reflect Lifelong Guidelines

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In the meantime

• Looked at our at-risk student population data
• S/E/B ART members became year-long mentors to
  at-risk students across the grades in grades K-5.
  (Similar to 2X10 suggestion from fall
  in-service.)

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In the meantime

• Harris Poll Data
• Students reported
• 15 rules not fair
• 45 gossip is a problem
• 19 students not well-behaved in school

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In the meantime

• Went into the classrooms and held class meetings
  regarding Harris Poll data.
• Completed Plus/Delta charts on rules and
  treatment of others at Truman.
• Collected and evaluated students ideas on how to
  improve.
• Shared with ARDT/BLT to consider and act upon
  students input - some positive changes were
  made.

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In the meantime

• Classroom teachers created student PDSAs for
  individuals struggling with respect for example.

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STUDY

• Needed to get back to our data and our plan.
• Fall results not yet recorded by January SIP
  review kept us accountable to our goals and we
  collected the necessary data so we could move on
  to the STUDY piece of the PDSA cycle.

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What have we learned? PLUSES

• Positive, team experience
• Teachers feeling that its okay to take time for
  S/E/B
• Teachers feeling support through lessons and
  having time to reflect on teaching in area of
  S/E/B
• Easier to incorporate the teaching of skills into
  class meetings

• Process has created a nice bridge for the
  implementation of next years Bullying
  Harassment lessons
• Common language has made it easier to talk with
  children outside our own classroom settings

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What have we learned? DELTAS

• We are doing many things need to stay focused
  in order to determine whether or not what we are
  doing is effective

• Need to create a more specific timeline in our
  SIP action plan
• We could better tie things back to quality
  quadrants for S/E/B