Holt Elementary School Davis School District

1
Holt Elementary SchoolDavis School District

• Team Members Cleve Dibble, Katrina L. Beddes,
  Mui Tran, Kim Shurtliff, Katie Higgens, Signe
  Robishaw, Dale Sheffer, Atsuyo Wright

2
Rationale

• We wanted a philosophy/framework for school wide
  behavior management.
• We were experiencing an almost unmanageable
  number of office referrals.
• Having difficulty with our repeat offender
  students.
• We lacked structure to teach expectations and
  recognize appropriate behavior.

3
Staff Survey Data 2005-2006

• Top 3 Classroom Priorities
• Problem behaviors receive consistent
  consequences.
• Procedures for expected and problematic
  behaviors are consistent with school-wide
  behavior model.
• Instructional and curriculum materials are
  matched to students abilities (math, reading,
  language).

4
Parent Survey Data, 2005-2006

• Completed at beginning of year.
• Parents reported all components of PBS were in
  place and rated them a medium priority.
• Questioned validity of parent survey, and talked
  to individual parents.
• This sample reported some confusion about the
  survey and unaware of the happenings in our
  school.
• Decided a school goal should be to increase
  communication with parents about PBS.

5
Student Survey Data, 2005-2006

• First through Third Grades
• 92 replied that they knew the school rules
• 94 indicated that they felt safe at recess
• Fourth through Sixth Grades
• 73 always felt safe at recess, 24 sometimes
  felt safe at recess, 2 never felt safe at recess
• 73 reported that teachers were always fair, 25
  reported that teachers were sometimes fair, 2
  reported that teachers were never fair.
• 80 reported that they always follow the rules,
  19 reported that they sometimes follow the
  rules, 1 reported that they never follow the
  rules.

6
Data Indicators

• UBI Team meets bi-monthly to review data
  related to our school priorities.
• Think Time Data
• Oops Ticket Data
• Office Referral Data
• Positive Referral Data

Students With Multiple Referrals
of referrals per term
So What? By reviewing these data statistics we
are able to check on our consistency, areas of
problems, ratio between positives and negatives,
and determine which students need more support.
7
Holt Elementary School Expectations

• Motto
• We will be in the right place, at the right time,
  doing the right thing.
• Expectations
• Be respectful.
• Be responsible.
• Be safe.

8
Interventions

• What If I Do
• Verbal Praise
• Praise Tickets
• 200 Club Cards
• End of semester and/or year-
• No Oops Tickets Certificates and treats

• What If I Dont
• Oops Tickets
• Office Referral
• Think Time
• Restricted Recess

9
Discipline Procedures

• Oops Tickets If the student was aware of the
  rule but choose to not follow it they will
  receive an Oops Ticket. This is a gentle
  reminder of the need to follow the school rules.
  When a student receives more than 2 oops tickets
  in a month period they will be assigned to three
  days of restricted recess.
• Office Referrals Students are referred to the
  office when their behavior is extreme or
  habitual. They will visit with an administrator
  about the behavior, parents will be contacted,
  and a plan will be made to assist the student to
  begin to follow the school rules. Students who
  have had an office referral will be assigned to 3
  days of restricted recess. There may be
  additional consequences attached as well (I.S.S.,
  O.S.S., HAWKS, etc.).
• Think Time All students at Holt Elementary
  deserve an environment in which they can learn.
  When other students disrupt that environment by
  disturbing the class, not following their
  teachers directions, or refusing to work, they
  will be sent to another classroom for think-time.
  While in that classroom the student will process
  why they were sent to think-time and what they
  need to do differently within their classroom.
  They will fill out a form with this information
  before returning to think time. Parents will be
  contacted if a student receives 3 or more
  think-times in a month.

10
Additional Interventions

• H.A.W.K.S.
• Helping a Winning Kid Succeed
• Sometimes students need more structure to be
  successful in school. These students are
  referred to our local case management committee.
  This is a committee of teachers, school
  counselor, school psychologist, and principal.
  The committee can recommend a student be placed
  in the H.A.W.K. program. In H.A.W.K.s, a student
  is assigned to an adult mentor. They check in
  with the mentor in the morning, review school
  rules and expectations, pick up a tracking sheet,
  and set a goal for the day. They then take the
  tracking sheet to the teachers and adults
  supervising them throughout the day for ratings
  on their behavior and academic efforts. At the
  end of the day they check back in with their
  tracker and check to see if their goal was
  reached. They are reinforced for meeting their
  goal and problem solve about areas in which they
  had difficulty.

HAWKEYE AWARD We are always keeping our eye
out on those students who have improved in some
way, whether it is academically or behaviorally.
These students are nominated by their teachers or
other staff members for the HAWKEYE award. The
award is given to the student in the principals
office, the classroom, or a parent conference
(whatever would be most reinforcing). The
student is also recognized at the monthly
assembly.
11
Additional Interventions
REWARDS 10 Fun story with the principal. 20
Extra recess. 30 Free choice at computer prep.
Time 40 Popcorn or popsicle party 50 Root
beer floats 60 Activity with the principal 70
1st class to lunch, eat at a special table 80
Mystery activity with the school counselor 90
Pizza Party 100 Movie and a popcorn party.

• Attendance/
• No Tardy Contest
• Each classroom that has 100 attendance and no
  tardies will receive a sticker on the chart.
  After 10 stickers they will receive a reward.

12
Next Steps

• Continue to monitor data and tighten up the
  referral system.
• Playground paint lines for classes to line up
  on and locations for restricted recess.
• Social skill monthly kick-off assembly and social
  skills lessons in every classroom.

13
2004-2006 Referrals (Oops Tickets, Think Time,
Office Referrals)
It is interesting to note that in the 2005-06
year, the number of students receiving only one
oops ticket or office referral for the term
decreased to zero. They either received zero
referrals or more than one referrral. We felt
this showed that the majority of students were
more aware of the rules.
14
Behavior Model

• Consistent with continuum of school wide positive
  behavior support.
• The majority of students (80) will do well in
  school with general positive support. (Primary
  Prevention)
• 15 will need more support and will be seen a few
  times during the year on referrals (Secondary
  Prevention)
• 5 of students will need major support and might
  be seen often in the referral process. (Tertiary
  Prevention)

15
2004-2005Referrals(Oops Tickets and Office
Referrals, No Think Time)

• Our data indicated we were moving toward the
  continuum of positive behavior support.
• We still saw a large number of students in the
  middle group (secondary prevention) with 1-3
  referrals, our goal was to reduce this to reflect
  15 of our student population.
• The students with 4 or more referrals consisted
  of larger than 5 of our population.

16
2005-20061st and 2nd Term Referral Totals(Oops
Tickets, Think Time, Office Referrals)

• In the second year of PBS our data indicates we
  are moving closer to the desired percentages.
• Think Time and BEP were implemented this year to
  address the middle tier (secondary prevention) or
  15 kids.