Transcript Lowery Elementary School - Louisiana State University

Lowery Elementary School
Data Analysis and Interventions
August – November 2007
Background:
• 97% free or reduced lunch
• Most students live in
single/extended family homes
• 27% of our population is classified
as Special Education.
• 3rd and 4th grade
• Population of 315
2000
1954
Discipline Referrals by Year
1800
1600
1400
1178
1200
1013
1000
800
600
400
173
200
0
2004-05
2005-06
2006-07
2007-08
Referrals
2500
2000
1954
1500
1178
1000
Behavior
Impacts
1013
500
173
0
2004-05
2005-06
2006-07
2007-08
SPS
74
72.2
72
School
Performance
Score
70
68
66
64
62
64.8
63.1
60
58
2004-05
2005-06
2006-07
2007-08
Every Lowery Elementary Lion
for a quality education by being
Respectful, Obedient, Attentive, Responsible, and
Self-disciplined.
Expectations were taught by station
rotation in the following areas:
• Hallway
• Cafeteria
Tree Maps of
expectations
• Restroom
are placed on
walls as a visual
reminder for
• Bus
students.
• Classroom
• Incentives
Discipline
• Students are taught “expectations” through
lessons taught the first 3 weeks of school
and during booster sessions throughout the
year when needed.
Literature is used to reinforce
key expectations.
Students also role-play
negative & positive behavior.
Accepting “NO” for an Answer
Objective: Students will be able to understand why they should not question authority and accept “No” for an answer.
Teach: Explain why it is important to not question authority and respond appropriately when a staff member tells you “NO” by using tree map. Draw
the tree map on board and let students brainstorm why we should accept “NO” for an answer to ROAR! *Make sure following points are
discussed:
To be Respectful: We need to listen and not argue when staff tells us “NO” even though we may not agree.
To be Obedient: It is just the right thing to do. The adults know what is best for us. Even when we do not agree, we should still accept “NO”
for an answer.
To be Attentive: Listen and be aware of what’s going on. If you are in the middle of a test, your teacher will probably say “NO” if you ask to go
to the bathroom.
To be Responsible: We need to listen and not argue when staff tell us “NO” and then respond appropriately by saying “yes, Mam.”
To be Self-disciplined: You should not get angry when someone tells you “NO” but should say “Yes, Mam.”
Role-Play Positive Example:
Student: Raise your hand and ask the teacher if you can go get a drink of water.
Teacher: Say, “No, not right now. I need for you to do your work and then at break you can get your drink.”
Student: Say, “Okay, I will get it at the break. Thanks.”
Teacher: Say, “You’re welcome, and if you finish your work early I will let you get your drink a few seconds before the bell rings.”
Role-Play Negative Example:
Student: Raise your hand and ask the teacher if you can go get a drink of water.
Teacher: Say, “No, not right now. I need for you to do your work and then at the break you can get your drink.”
Student: Say, “Why not, I am so thirsty and all I want is a drink. You are so unfair. It will just take me a minute.”
Teacher: Say, “I said no!” and walk away.
Check For Understanding
Play game: Divide the class equally into two groups, one on each side of the classroom. In the middle of the room place two
chairs, one with a “happy face” for accepting “NO” for an answer and one with a “sad face” for NOT accepting “NO” for
an answer. Explain that the first students from each row will start the game. When you read the statement(see below),
the two students will decide if he accepted “NO” for an answer correctly or incorrectly, then they race to the appropriate
chair. Each player who reaches the correct chair first earns one point for his or her team. Keep score on the board as
the game progresses. Individual – create example non example chart for accepting ‘NO” for an answer
Statement for Accepting “NO” for an answer
Cameron said “Yes, Mam” after his teacher told him he could not go get his book from the library.
The teacher did not let Susie play the game with her friends until her work was completed. Susie then completed her work quietly and was able to play
the game with her friends.
The teacher told Mary she could not have water. Mary replied, “Why not?”
John kept asking his teacher to go to the bathroom after she told him “No!”
•
OBEDIENT
Objective: The students will be able to define and give examples of what it means to be
obedient.
Teach:
Teach using PowerPoint the five keys to obedience.
The teacher will read “The Circus Elephant” to students to further explain the meaning of
obedient. Students should listen to see if the elephant displays the five keys of obedience.
Discuss as class referring back to PowerPoint as needed.
Role-Play Positive Example:
Teacher: “____ please get out your notebook and pencil so we can begin our lesson and you
won’t get behind.
Student: “ Yes, Ms. ___” Student gets out notebook and pencil just as the teacher said to.
Role-Play Negative Example:
Teacher: “ ___ please get out your notebook and pencil so we can begin our lesson and you
won’t get behind.
Student: “ I don’t feel like working today, so I don’t need to get out my pencil and notebook.”
Student does nothing that the teacher told him/her to do.
Check for Understanding:
Students will complete 5 keys of obedience craft(see below) in pairs and write how the elephant
was obedient in the story on the back of each key.
The Five Keys of Obedience Craft
-Tell students to imagine a door that has five different locks, requiring five separate keys Even
though each key “works” on the same door, it cannot open it alone. In the same way, true
obedience comprises several “keys.” One used a part from the others in not complete.
-Have the children cut out five paper keys. Punch holes in the tops with the hole punch. Have the
children write on each key: “Immediately!” “Cheerfully!.” “Completely!.” “Without
complaining!,” and “Extra Mile!” Lace each pairs key ring with a string through the holes
punches in the tops of their keys. Tie the ends together to form a “key ring”
Discipline
Infractions are marked
on conduct sheets
with tally marks.
Students receive
consequences.
1 mark = “A”
warning
2 marks = “B”
conference
3 marks = “C”
no snacks
time out log
4 marks = “D”
conduct slip/
parent contact
5 marks = “F”
extended day referral
parent conference
Student Incentives
• Our system includes
opportunities for naturally
occurring reinforcements
(punch for exhibiting our 5 expectations)
as well as rewards for good
behavior in conduct (punch for A
in conduct, snacks for A or B, behavior bash
for A, B, C,.)
•
•
Students earn
punches
throughout
the week for
demonstrating
good behavior.
On Thursday,
students can
redeem
punches from
the Lion Store
for incentives
(hat pass, pencils,
sunglasses pass, erasers,
popcorn ticket, etc…)
Lion Store
Behavior Bash
•A behavior bash is held once a month
for students who demonstrate good
behavior. To qualify, student can not
receive any referrals or conduct slips for
the whole month.
•The bash consist of various activities
which encourage good behavior because
students want to attend.
Snacks!!!
• Students have
the opportunity to
buy snacks
everyday for
staying on an “A”
or “B” in conduct.
Once a week,
free popcorn is
given to students
with good
behavior.
Staff Incentives
• Staff members also receive a duty
free lunch on the 1st of the month
for perfect attendance from the
previous month.
• Names are also raffled for a special
prize.
• Parking spot raffled for teacher
with perfect attendance all week.
PBS October Meeting
• Data showed referrals for disrespect, disobedient, and fighting
referrals from September were high.
• Because of this, booster lessons were implemented on respecting
peers and adults, and conflict management strategies.
8
8
6
4
3
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9
8
7
6
5
4
3
2
1
0
• During our November meeting we brainstormed ideas to
reduce infractions/referrals since we are coming to high
referral month according to last years data (February 07
was our highest month)
• Flag referral system will begin next Monday as a positive
spin to monitor # of referrals. Everyday that a class does
not have a referral issued they will place a star on their
flag. After every 5 stars, incentive will be given. After 25
(month), they will get a bigger incentive like pizza party,
etc.
Discipline Referrals
140
118
120
96
100
82
70
80
60
54
42
37
40
20
2006-07
12
0
August
September
October
November
2007-08
November
Data
Analysis
November discipline by Incidents
assaul t / bat t er y, 2, 4%
Wi l l f ul di sobedi ence, 9, 17%
ot her ser i ous, 7, 13%
f i ght i ng, 4, 8%
t hr ows har mf ul , 1, 2%
di sr espect , 11, 20%
di sr ubs school , 5, 9%
pr of ane l anguage, 1, 2%
I nj ur i ous conduct , 9, 17%
I mmor an/ vi ci ous, 4, 8%
Discipline by SPED
Discipline by Time
14
12
12
SPED, 12,
22%
10
8
6
6
4
4
4
3
4
2
1
1
3
1
2
1
Regular Ed,
42, 78%
9:
30
10
:0
0
10
:3
0
11
:0
0
11
:3
0
12
:3
0
1:
00
1:
30
2:
00
2:
30
3:
00
3:
30
0
Discipline by Gender
Discipline by Grade Level
Female, 13,
24%
3rd, 15, 28%
4th, 39, 72%
Male , 41,
76%
October – 70
September- 37
November - 51
Discipline by Action
18
18
20
16
16
15
15
10
12
12
11
10
10
6
5
2
5
3
4
0
Detention
In-School
Suspension
September
Saturday
Detention
October
Suspended
November
Time Out
Discipline by Location
Other, 3,
6%
Hall , 11,
21%
Gym, 7,
13%
Classroom,
32, 60%
Interventions
•
•
•
•
•
•
•
•
Behavior Coaching – 13 students
Positive phone calls & postcards home
Why-try
Second Step
Positive Referrals
Social Worker – 16 students case load -20 max
Special Needs Counselor – parent classes also
Guidance Counselor completes lessons in
classroom
# of referrals per child
30
26
76% of students have
received no referrals
# of students
25
20
15
10
7
5
6
5
1
1
1
1
#6 #7
#8
0
1
2
0
#1
#2 #3
#4
#5
# of referrals
#9 #10 #11
•
•
•
•
•
If a child doesn’t know how to read, we teach.”
If a child doesn’t know how to swim, we teach.”
If a child doesn’t know how to multiply, we teach.”
If a child doesn’t know how to drive, we teach.”
If a child doesn’t know how to behave, we punish.”
John Herner (NASDE President)
Lowery Elementary School
Shelia Savoy, Principal
[email protected]
225-473-2530
www.lapositivebehavior.com