Juliette Low Elementary EBIS Presentation

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Juliette Low ElementaryEBIS Presentation

• Dr. Linda Canady, Principal
• November 2, 2005

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Purpose

• To create a safe environment for students,
  faculty and staff
• To improve classroom management
• Increase in quality instructional time
• Increase in student and teacher morale

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Bulldog BehaviorEBIS Slogan 3Rs

• Be Respectful
• Be Responsible
• Be Resourceful

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How have we taught expected behaviors?

• Classroom instruction on Bulldog Behavior
• Behavior matrixes posted in classrooms
• Use of Best Bulldog citations by all of faculty
  and staff
• Classroom and school-wide activities to promote
  desired behavior

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Data Analysis

• Number of Referrals
• Grade Levels
• Location of Incidence
• Time Intervals
• Individual student numbers
• Days of occurrence
• Motivation for behaviors

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Office Referrals thru 10/18/05
Problem Behavior
Source Clayton County MIS
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Incident InformationWhat does this tell us?

• Majority of office referrals are for serious
  incidences
• Majority of incidents involve more than one
  student (fighting, bullying)

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Referrals by Grade Level
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Grade LevelWhat does this tell us?

• Upper grades are more involved than lower grades
• 3rd Grade has highest incidence levels

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Referrals By Location(10/18/05)
Source Clayton County MIS
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Location InformationWhat does this tell us?

• Classroom is the biggest area of concern
• Hallway/Breezeway? Possible link to
  transitioning but we needed to look at the times
  of occurrence

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Referrals by time (10/18/05)
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Time IntervalsWhat does this tell us?

• Transitioning from the bus/breakfast into class
  and between classroom/lunch are problem areas
• Afternoon spikes have no clear-cut antecedent

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Referrals by Student
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Student ReferralsWhat does this tell us?

• Most students have only one referral
• Student with most referrals was a kindergartener
• Students with 4 5 referrals were special
  education students

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Referrals by Day
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Day of IncidenceWhat does this tell us?

• Middle to end of week are most involved times
• Why? Possible escalation of verbal
  confrontations between students during week
  (fighting)

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Motivators
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MotivationWhat does this tell us?

• Teachers were unable to identify the motivation
  on 40 of the 59 behavior referrals
• Peer attention and avoidance of work were the
  strongest motivators for behavior

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Analysis of BehaviorsWhat have we done?

• Change of classroom for kindergartner
• IEP meetings to readdress Behavior Intervention
  Plans
• Close collaboration between special ed. regular
  ed. teachers to help address behaviors

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• Increase administrator visibility in the
  lunchroom
• Checking duty posts in the morning to verify
  presence of adult monitors
• Roaming administrators in the morning
• Staff workshop Positive Classroom Management
  Strategies by Dr. Mickie Y. Mathes

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• Teacher awareness of problem areas/days/times
• Administrator meets buses and greets students in
  the morning tries to spot/handle problem
  behaviors before they escalate
• Need to work on FuBA completion/SST process for
  students with multiple incidences