Truman Elementary. Creation of S/E/B ART Fall & Winter of 2006 –Started to look at areas to improve –Staff dialogue and PTO dialogue about what we want.

Truman Elementary

Creation of S/E/B ART

• Fall & Winter of 2006– Started to look at areas to improve– Staff dialogue and PTO dialogue about what we want children to

learn at Truman– Both groups reported that more important than academics, was

their desire for children to learn appropriate social skills

Building on What We Had

– The back of staff handbook had mini-lessons, literature connections, and activities tied to the life skills and lifelong guidelines from previous committee work

– Gathered TRIBES activities, lessons, books, United Streaming clips, and videos. Started to divide resources into primary and intermediate crates from which teachers could access.

Common Language

• We wanted to increase the use of common language• SEB ART piloted a new classroom behavior

communication form to match Lifelong Guidelines on the report card in the spring of 2007

• Wrote grant to help purchase common language posters and literature extensions

ACT

STUDY

DO

Plan for Continuous Improvement

Standardize Improve-ment

Study the Results

Try Out Improvement

Theory

PLAN

Analyze Causes

Define the System

AccessCurrent Situations

Began to Develop an Action Plan

PlanPlanDoDo

StudyStudyAct Act

Adding S/E/B Goal to SIP

Summer 2007 – Began process of going back and forth between ARDT/BLT and the S/E/B ART to

write our goal

Our revised version after getting deeper into the planning phase:

During the 2007-2008 school year K-5 Truman students will increase positive behaviors by 5% as measured by the behavioral expectations on

District Progress Reports.

PLAN - Reviewed Data

Source One: SWIS Data

• Only recording “major” incidents in SWIS system – results indicated a fairly low

frequency (0.45 office referrals per day)

Source Two: Report Card Data

Performance Targets:

% Consistent/Usually Spring 2007 2007/2008

Kindergarten 81% - Active Listening 86% - Active Listening

1st 96% - Active Listening & Personal Best

86% - Active Listening

2nd 61% - Active Listening 100% - Active Listening & Personal Best

3rd 93% - Responsibility & Personal Best

66% - Active Listening

4th 65% - Active Listening 98% - Responsibility & Personal Best

5th N/A – Active Listening 70% - Active Listening

How can we proactively teach students appropriate social skills?Teacher

s

Want materials and permission to teach social skills.

Methodology

Want and need a proactive and intentional approach to teaching social skills.

Materials

No standardized curriculum for S/E/B instruction.

K/5 Students

*Low frequency of “major” incidents requiring office referral.*Can improve responsibility or active listening skills, for example.

PLAN

PLAN

Looked again at research-based S/E/B programs, lessons, and

literature.

TRIBES CASEL

Second Step Literature-based lessons

DO

1 S/E/B common language skills and lessons will be taught at least one time per week for 30 minutes.

2 Teachers can use resources developed by S/E/B team.3 Behavior communication forms from the classroom used

so child can reflect on his/her choices.

Child’s Name__________________Homeroom Teacher _____________Date__________________________Time_________________________

Did not follow:(Please Check)

What was I doing wrong? _________________________________________________________________________________________________________________________________________________________________________________________________________________________What I should have been doing: _________________________________________________________________________________________________________________________________________________________________________________________________________________________

RESPECT: Shows tolerance and regard for people, property, and ideas

TRUSTWORTHINESS: Is truthful, reliable, and chooses to do the right thing

ACTIVE LISTENING: Listens attentively

RESPONSIBILITY: Follows directions and procedures; is dependable

PERSONAL BEST: Strives for high quality products and outcomes

DO

• Review report card data each trimester to monitor effectiveness of the plan.

In the meantime…

• Received grant, which helped to purchase literature to accompany lessons and Lifelong Guidelines posters with Truman faces which are framed and displayed throughout the building.

• Gathering information from teachers regarding lessons/materials on monthly feedback forms

RESPECT

Being courteous to yourself, others & property

In the meantime…

• Broadcasts and assemblies revisit Lifelong guidelines

• Teachers display student activities in the hallway which reflect Lifelong Guidelines

In the meantime…

• Looked at our at-risk student population data

• S/E/B ART members became year-long mentors to at-risk students across the grades in grades K-5. (Similar to 2X10 suggestion from fall in-service.)

In the meantime…

Harris Poll DataStudents reported:

• 15% rules not fair• 45% gossip is a problem• 19% students not well-behaved in school

In the meantime…

• Went into the classrooms and held class meetings regarding Harris Poll data.

• Completed Plus/Delta charts on rules and treatment of others at Truman.

• Collected and evaluated students’ ideas on how to improve.

• Shared with ARDT/BLT to consider and act upon students’ input - some positive changes were made.

In the meantime…

• Classroom teachers created student PDSAs for individuals struggling with respect for example.

STUDY

• Needed to get back to our data and our plan.– Fall results not yet recorded by January; SIP

review kept us accountable to our goals and we collected the necessary data so we could move on to the STUDY piece of the PDSA cycle.

What have we learned? PLUSES

+ Positive, team experience+ Teachers feeling that it’s

okay to take time for S/E/B

+ Teachers feeling support through lessons and having time to reflect on teaching in area of S/E/B

+ Easier to incorporate the teaching of skills into class meetings

+ Process has created a nice bridge for the implementation of next year’s Bullying & Harassment lessons

+ Common language has made it easier to talk with children outside our own classroom settings

What have we learned? DELTAS

▲We are “doing” many things – need to stay focused in order to determine whether or not what we are doing is effective

▲Need to create a more specific timeline in our SIP action plan

▲We could better tie things back to quality quadrants for S/E/B