Layton Elementary School

1
Layton Elementary School

• Darryl Denhalter-Principal
• Marci Flocken-Vice Principal
• Nathan Douglas-school psychologist
• Mike Bailey-school counselor
• Anne Pierce- kindergarten teacher
• Whitney Martinez-1st grade teacher
• Dorothy Hughes-3rd grade teacher
• Heidi Hunt-3rd grade teacher
• Jacque Reed-4th grade teacher
• Yvonne Speckman-5th grade teacher
• Karen Faddis-special education teacher

2
Principals 200 Club

• Students are able to earn SkyHawk Praise Notes
  for following school-wide procedures.
• Daily, students with Praise Notes have their
  names added to the Principals 200 Club board.
• When there are 10 in a row (vertically or
  horizontally) then they become members of the
  Principals 200 Club.
• Principals 200 Club members are given a 200 Club
  winner T-shirt.
• Principals 200 Club members are able to
  participate in the Prinicpals Mystery Activity,
  determined using a spinner.

3
Rationale

• Layton Elem. was trying to implement too many
  positive behavior supports at the same time, so
  none was working for everyone.
• We wanted to reward all students for correct
  behavior and wanted all staff to participate in
  the 200 club rewards.

4
Data indicators

• The primary data indicator was the number of
  SkyHawk Praise Notes recorded each month.
• A secondary indicator of the effectiveness of the
  intervention was the number of Office Discipline
  Referrals each month

5
Trends and changes in data indicators after
intervention

• The baseline data used was the number of SkyHawk
  Praise Notes given during 2006-2007.
• Monthly comparison of data showed that as
  positives were consistently increased, Office
  Discipline Referrals decreased.

6
Implementation Description

• Administration and staff met on the idea of
  consolidating the positive support programs into
  the Skyhawk praise notes and 200 club rewards
  program, and created a more efficient and
  positive intervention system. We were able to
  work out a program that received unanimous
  approval.
• The administration and staff were then trained on
  the implementation of the new positive support
  programs. An assembly was presented to the
  student body that modeled the new programs, and
  the programs were implemented school wide.
• We wanted a continued participation and buy in
  for the new support programs, so incentives were
  included for teachers and staff who participated
  in the programs.
• The programs are still operating in our school,
  and we are seeing some very positive results as
  evidenced by our data.

7
Most recent data

• There has been a marked increase of blue slips
  (positive reinforcements) and a significant
  decrease in office discipline referrals.
• There is a negative correlation between blue
  slips and office referrals which indicates that
  office discipline referrals decreased with an
  increase of positive reinforcements.

8
General Discussion

• We reduced the number of programs and simplified
  the reinforcement of all students.
• Our main goal was to unify our discipline
  program. By doing this we were able to increase
  our positive interventions and reduce our office
  referrals.
• We learned that one good unified approach is
  better than several individual programs.
• We wish we had known a better, more efficient way
  to collect data. Many teachers find it tedious
  and time consuming and therefore dont do it.