Hunter Elementary

1
Hunter Elementary

• Natalie Hansen and Janice Flanagan
  (administrators)
• Becki Monson (building coordinator)
• Joan Thompson, Miriam Childs, Judy Diaz, Julie
  Anderson, Sheryl Padjen, and Stephanie Evans
  (team members)
• Mishele Carroll (district coach)

2
Intervention

• BEP (Behavior Education Program)
• Individual tracking system to promote positive
  behaviors

3
Rationale

• Responses from our EBS (Effective Behavior
  Support) survey indicated a need to target
  At-Risk students and repeat offenders.
• We wanted to help those students change their
  inappropriate classroom and recess behaviors.

4
Data indicators

• Data sources were
• Monthly teacher reporting sheets
• Discipline Tracker
• Individual student baselines
• Individual student contracts and progress graphs

5
Trends and changes in data indicators after
intervention

• This is an individual student program, so a
  baseline indicator was established for each
  participating child.
• We were able to compare each students individual
  behaviors prior to participation in BEP with
  their behaviors while in the BEP. The majority
  of students showed a significant decrease in
  Think-times and ODRs.

6
Implementation Description

• UBI team members were trained in using the BEP.
  The team developed the Knights Quest program,
  including the student contract form.
• The BEP was presented to Hunters staff at an
  introductory August inservice meeting. Further
  training was given during an October faculty
  meeting.
• The UBI team shared data with the faculty of
  students whose behavior had improved while on the
  program. The UBI team examined monthly Discipline
  Tracker data to identify students who could
  benefit from the BEP. Teachers of those students
  were encouraged to refer them for the BEP.
• The Knights Quest program is still operating in
  our school. With the exception of a few changes,
  we plan on continuing this program next year.

7
Most recent data

• 18 students were referred and 15 have
  participated in the BEP.
• On the whole, At-Risk students classroom and
  recess behavior improved.

8
General Discussion

• Our intervention this year was targeting At-risk
  students and repeat offenders (middle of the
  triangle students). We had 18 students referred
  for participation in BEP.
• We had 3 students who graduated from BEP before
  the end of the school year!
• Of the 15 students who participated on the BEP,
  11 met their daily goal 80 of the time.
• Our experience and data indicate that the BEP is
  an effective program to use to help At-risk
  students improve their classroom and recess
  behaviors.
• Things we wish we had known before embarking on
  the UBI process The time commitment that UBi is
  for team members as well as how long of a process
  it is to fully implement. We also wish we had
  known that it can be difficult to get all
  teachers on board with full and appropriate
  participation.