School Climate + Positive Behavior = Academic Success! How Positive Behavior Interventions and Supports (PBIS) Can Create a Positive School Climate and Increase Student Achievement Raising The Bar Summit March 12, 2015 MOUNT VERNON CITY SCHOOL DISTRICT DR. KENNETH R. HAMILTON, SUPERINTENDENT OF SCHOOLS MR. JAMAL DOGGETT, PRINCIPAL, LONGFELLOW ELEMENTARY SCHOOL
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Jamal Doggett: School Climate + Positive Behavior = Academic Success!
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School Climate + Positive Behavior =
Academic Success!
How Positive Behavior Interventions and Supports (PBIS) Can Create a
Positive School Climate and Increase Student Achievement
Raising The Bar Summit
March 12, 2015
MOUNT VERNON CITY SCHOOL DISTRICT
DR. KENNETH R. HAMILTON, SUPERINTENDENT OF SCHOOLSMR. JAMAL DOGGETT, PRINCIPAL, LONGFELLOW ELEMENTARY SCHOOL
Longfellow Elementary School
Demographic Data
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• Longfellow Elementary School is one of eleven
elementary schools located in Mount Vernon, NY
• Grade Configuration: Pre-K – 5
• Total Enrollment: 330 students (370 three-year average)
• Student Attendance Rate: 94%
• Title 1 Population: 82%
• Limited English Proficient: 5%
• Students with Disabilities: 25%
• Black or African American: 90%
• Hispanic or Latino: 8.4%
• Asian or Native Hawaiian/Other Pacific Islander: 0.6%
• White: 1%
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What is PBIS?
“Positive Behavior Intervention and Support (PBIS) is a process for
creating school environments that are effective for achieving
academic and social goals. For some schools, PBIS will enhance
their current systems and practices, for others it will radically change
the culture for the better.”
The PBIS model is a research based strategy that is supported by
the New York State Education Department. The 3-tiered approach
reduces problem behavior as a barrier to student achievement.
Longfellow collected baseline data in 2011. The PBIS model was
fully implemented during the 2012-2013 school year.
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Where was Longfellow
Elementary School before
fully implementing PBIS?
5
Prior to implementing PBIS in September 2012:
There were over 120 student disciplinary referrals for the
2011-12 school year
There were 23 out-of-school student suspensions for the
2011-12 school year
Students with disabilities did not make adequate yearly
progress in ELA and Math on the New York State School
Report Card
In August 2012, Longfellow Elementary was designated
as a Focus School
Safety was a top priority for parents (verbal data)
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• An important part of the PBIS process is prevention.
• The majority of students follow the school’s
expectations, and are acknowledged for their positive
behavior with tickets.
• Everyone uses a consistent set of behavior
expectations and rules through instruction, and
consistent practice.
• When some students do not respond to the behavioral
rules, our school views it as an opportunity to re-teach,
not punish.
How does PBIS work? 7
Primary Prevention (Tier 1):School- and Classroom-Wide Systems forAll Students, Staff, & Settings
94% of students know the SOAR expectations 97.56 % 91% of students know what to do if they are being bullied 95.94% 99% of students feel their family wants them to do well in school 96%
Top 3 Concerns:80% of students are teased, picked on, or called names 57.72% 60% of students feel their teachers treat some students better than others (this question was removed from 2014/15 survey)48% of students sometimes feel unsafe in the hallways and bathrooms (this question was removed from the 2014/15 survey)
STUDENT SURVEY RESULTS - (2014-2015)
Top 3 Highlights: –123 Participants (Grades 3-5)93% of students feel safe at this school 96.75 feel teachers would help them if they needed it97.56% of students feel their teachers are proud when they do well.
Top 3 Concerns:67.79% of students are not familiar with Social Emotional Learning66.67% of students feel they are “Upstanders”42.28% of students feel bullying occurs mostly at lunch/recess (mostly 3rd & 4th graders)
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STAFF SURVEY (Year to Year Glance)
(2013-2014) (2014-2015)
Top 3 Highlights: – 50 Participants 31 Participants
94% of staff know how to address bullying issues 100%
90% of staff believe PBIS has promoted a positive school culture 96%
90% of staff feel bullying issues are effectively addressed 100%
Top 3 Concerns:
34% of staff is unaware of the Dignity for All Students Act 12% unaware
46% of staff feel the Breakfast in the Classroom has not had a positive impact on our school
(this question was removed from 2014/15 survey).
64% of staff feel the school does not foster an appreciation of staff diversity 16.1%
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STAFF SURVEY (2014-2015)
Top 3 Highlights: – 31 Participants
100% of staff feels the school has a warm and welcoming environment.
100% of staff feels they can refer struggling students to the Instructional Support Team for
academic and or social/emotional concerns.
93% of staff feels the school sets high academic standards and social/emotional success for all
students.
Top Concerns:
67% of staff is not familiar with Social Emotional Learning
41% of teachers would like more professional development in Common Core, 38.7%
social/emotional learning, and 35% in RTI.
83% of staff feels the school fosters an appreciation of cultural diversity
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Where are we going?
• Significant decreases in discipline referrals across all areas
• Reductions in suspensions
• Increased academic achievement
• Positive school culture (based on School Climate Surveys)
• Successful implementation of Tier 1 & 2 supports
• (Benchmarks of Quality Survey and CICO Data)
• Increased parent involvement
• Zero tolerance for bullying
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Important Take-Aways
• Set up a school-wide behavior plan that focuses on
the positive behaviors
• Create an acknowledgment system for
students……parents and staff too!
• Create a PBIS Team and build time into schedule to
meet; empower teacher leaders
• Look at your data and respond accordingly; present