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