Fix School Discipline Toolkit for Educators | Page 54
Additionally, we started taking and recording data.
We have three data tracking systems. First, we
use Google Docs to create a database for tracking
office referrals. Second, Mr. Jones inputs that data
into ZANGLE, which is the district-wide student
information system. Finally, we also use a program
called School-Wide Information System (SWIS),
which tracks where and when behavioral incidents
occur and tracks Tier 2 PBIS interventions, such as
Check-in/Check-out systems, for individual students.
CJ: We created a video handbook for our parents.
We created a video because the community wants to
know what’s going on in our school.
BA: Fortunately, after that first year of redesign no
one left. Changing the culture of a school is difficult
and you have to work with some teachers who don’t
necessarily agree. Of course, there is still a lot of
work to do.
What does PBIS look like on a daily basis?
BA: At our school, there are three tiers of
interventions. At Tier 1, all students are taught that
our school-wide rules and expectations in all areas
of the school are to be responsible, respectful, and
hardworking. Students are taught lessons from the
Second Step curriculum about three times a week
in their classrooms. There is also a clear positive
behavior support system with rewards for good
behavior that is witnessed in all areas of the school.
The students earn Panther Way tickets that can be
redeemed. Tier 1 serves about 90% of our students.
Tier 2 includes Check In/Check Out procedure
for about 6% of students who need a more focused
attention. If there is a student exhibiting behavior
that goes against the school-wide expectations, we
create a contract with that student, detailing the
targeted behavior. That student then checks in with
us, or another designated adult, in the morning,
before recess, before lunch and at the end of the day.
The staff member is responsible for detailing whether
the student needs support or is doing well managing
his/her behavior.
Tier 3 is for individual students who need the most
intensive instruction. At this level, intervention
can take many forms, including working with the
parents of that student in the school and referral to
the counselor. In order to make what we’re doing
meaningful, we need to spend time talking to kids
52
How we can fix school discipline
about the PBIS and SEL systems at school.
Former Principal Aydlett discusses the Tier 1
interventions, Second Step and positive behavior
reinforcement system with two 4th grade
students and a 1st grade student.
BA: So, what happens when you are caught doing
good in school?
4th grade boy: You earn Panther Way tickets when
you are being good. The Green tickets are for recess
for being helpful, like helping to put balls away. The
orange tickets are for the cafeteria by not cutting in
line or running around. Then kids write their name
on the ticket and put them in a bucket. If your name
is picked out of the bucket, you can get privileges
like playing on the iPad, or helping count the tickets,
or eating lunch on stage or with the Principal or Vice
Principal.
BA: Teachers teach SEL lessons from the Second
Step curriculum about three times per week. This
includes 5-10 minute transitional videos and pictures.
Let’s take a look at a classroom implementing the
curriculum.
BA opens the door to the classroom. So, in this first
grade classroom, students are mastering Focusing
Attention, Self-talk – calming yourself down when you
are angry or upset - and Avoiding Distractions.
BA stops outside the first grade classroom, where
a first grader shares a picture of 3 students doing
schoolwork and one student looking around the room.
The first grader points at the picture and explains:
1st Grade Girl: He’s not focusing attention, and we
are helping him focus attention.
BA: How is he not focusing attention?
1st Grade Girl: Everyone is working and he’s looking
at them and not his paper.
BA: What are some things he can do to focus his
attention?
1st Grade Girl: He could look at his own paper and
not get distracted.
BA opens the door to a fourth grade classroom where
students are playing a “Name That Emotion” game.
One student goes to the front of the classroom, picks
an emotion from the board and models it for the rest