Transcript Friendship Valley Elementary Pat Dorsey Debbi Gosnell February 14, 2008

Friendship Valley Elementary
Pat Dorsey
Debbi Gosnell
February 14, 2008
Friendship Valley
 Located
in Carroll County
 Kindergarten through 5th grade
 444 students
 Demographics
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Minority
FARM
SPED
 Began
implementation in 2005-2006
PBIS Team Members

Pat Dorsey-Principal
 Debbi GosnellSLP/Team Leader
 Kimberly Muniz- School
Psych/Coach
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Assistant Principal
Guidance Counselor
Support Room Assistant
Classroom teachers from
grades K,1,2,3,4,5
Art Teacher
“We believe optimal student achievement can be attained by utilizing a
proactive systems approach for creating and maintaining a safe and
effective learning environment.” FVE PBIS Team
How did we begin PBIS

Began with a conversation between principal and
school psychologist as a result of questions from
the School Improvement Team.
 Psychologist presented an overview of PBIS at a
staff meeting in the spring of 2006.
 Staff expressed an interest, administrator
attended forum, commitment was established,
and a team attended the New Team Training.
 To help staff see a need for PBIS, data was
compiled and shared with staff.
Review of Data: Support Room
Referrals
200
185
173
180
160
140
128
120
100
78
80
60
40
20
0
2002-2003
2003-2004
2004-2005
2005-2006
Review of Data: Office Referrals
300
276
251
250
200
260
242
171
150
100
50
0
2001-2002
2002-2003
2003-2004
2004-2005
2005-2006
at
io
-S
tu
d
.
l
n
ef
er
ra
sA
tc
k
Ph
y
R
din
t
t-S
32
Bu
s
ub
or
sT
hr
r/P
hy
Po
l
29
In
s
Ve
Sc
h
be
y
20
10
0
ef
us
O
pe
ct
es
isr
60
50
40
30
R
D
Review of Data: Referrals by
Problem Behavior 05-06
80
70
72
49
37
15
1st year
 Staff
buy-in
 Student buy-in
 Home-School connection
 Presentation to PTO
 Celebrations
 Areas for improvement
 Staff Survey
What does PBIS look like at FVE?
 Theme:

“Catch the Wave”
Expectations- Respect, Responsibility, Ready
to Learn

Student Wave

Flowchart of rewards

Response hierarchy for behavior violations
Classroom
 Listen
effectively
I am
Respectful
 Keep self to
self
Hallway
 Walk quietly
 Flush
 Stay in line
 Wash hands
 Keep self to
self
 Keep self to
self
 Use an inside
voice
 Follow
directions
 Keep hallway
clean
 Make good
choices
 Follow
directions
 Keep it clean
 Use water
and paper
wisely
consequences
I am
Ready to
Learn
Cafeteria
 Use an inside
voice
Recess
 Use
equipment
properly
 Stay in seat
 Use kind
words
I am
Responsible  Accept
Bathroom
 Report
problems to
teacher
 Come
prepared
 Walk with a
purpose
 Use materials
appropriately
 Face forward
in line
 Quietly
return to
class
 Promptly
begin work
Bus
 Use kind
words
 Share
 Use an inside
voice
 Use kind
words
 Keep self to
self
 Follow
directions
 Keep self to
self
 Follow
directions
 Sit facing
forward
 Keep tables
and floor
clean
 Clean-up
equipment
when done
 Report
problems to
bus driver
 Report
problems to
cafeteria staff
 Be alert
 Healthy foods
and drinks
 Line up when
called
 Promptly walk
to class/locker
 Walk quietly
and line up
when asked
 Face forward
in line
 Take all
belongings
with you
 Raise hand
for help
 Keep self to
self
 Do your best
 Return to
class with
teacher
Student Waves
Flowchart of Rewards
Student
Receives Wave
Classroom
Recognition of
behavior (verbal)
Announcement made on Friday
at 2pm to empty classroom fish
bowls into grade level tanks
located in the lobby
During Monday morning
announcements, 3 students from each
grade will be recognized, receive a
tangible reward, and have their picture
taken to be displayed
Student places one wave
into classroom fish bowl
and marks name on class
list
Student takes second wave
home to parents
Quarterly dolphin
celebrations will be held
for students who have 0/1
office referral
Supporting Documents

Brochure
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Problem Solving Form: K-2

Problem Solving Form: 3-5

Level One form (LID)

Referral Form
Feedback from Staff- 1st year
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We were catching the children “doing good” by rewarding them with waves.
More emphasis on good behavior and not bad behavior
Called students names over the announcements
Students had their picture on the wall
Same school wide expectations
Students were able to pick prizes
Pressure sensitized waves – students were able to take one home
School unity across the board with discipline
Common language, expectations
Consistency
The children were more apt to display positive behaviors to earn waves and to
attend the quarterly celebrations
Catching positive behaviors with the waves
Waves were a real motivator for all students
Same language throughout the school
The wave wall
Being able to reward children for good behavior
Established expectations
Great beach party activities outside!!
Celebrations
 Recognized
as a PBIS Green Ribbon
Exemplar School
2nd Year
 Fundraising
 Student
Celebrations
 Staff Celebrations
 Special Areas Intervention
 Establishing procedures for the levels of
behavior
Response to behavior violations
Level 1
Response to behavior violations
Level 2
Response to behavior violations
Level 3
2nd Year feedback
 Have
you heard what our staff says about
PBIS?
Administrator Perspective
 Cost-Benefit Analysis
 Focus
on the positives
 Consistency
 Data
and common language
Cost Benefit Analysis
FVES
30603060
18401840
This Year
Time
Regained
12201220
Last Year
3500
3000
2500
2000
1500
1000
500
0
Student Minutes
Admin Minutes
DATA

Trend data over the
past 4 years
 Support Room
Referrals
 Office Referrals

Referrals by problem
behavior
Office Referrals
Support Room Referrals
Sharing Data with Staff
 Staff
Meetings
 Pacing
Meetings
Questions
 Pat

Dorsey: Principal
[email protected]
 Debbi

Gosnell: Team Leader
[email protected]
 Kimberly

Muniz: Coach
[email protected]