The 2011 PBIS Leadership Conference will be held August 16 & 17 at the Kalahari Resort in Wisconsin Dells. This year's conference is intended for school PBIS leadership team members who have already been trained at the Universal/Tier 1 level. Conference attendees will gain knowledge to enhance PBIS implementation. Leadership teams will also have the opportunity to hear implementation examples from other Wisconsin schools.
For more information on the conference, breakout strands, presenters, and to register, visit the Wisconsin PBIS Network conference webpage.
Sheridan Elementary School is a diverse school located in Sheboygan, Wisconsin. We are in our second year of implementing PBIS and have created some unique interventions based on our school population and needs. One of those interventions was creating mentoring groups at the Universal level. Although mentors are typically a Tier 2 intervention, the needs of Sheridan’s students suggested a greater demand for mentors within the building; thus, the intervention became a Universal one.
In order to truly appreciate our success story, it is necessary to have a background of our school population. Below are some contributing factors for the creation and implementation of the mentoring groups that have been
- School ethnicity: 76 percent non-white students
- Economic status: 82 percent economically disadvantaged
- English proficiency: 51 percent not proficient in English
These factors indicated that majority of Sheridan’s students have one or more "trauma data points," meaning that many students face one or more types of trauma in their lives on a daily basis. Students clearly needed strong relationships within the school setting; thus, the mentoring groups were developed.
All staff members, including the teachers, the administrator, the counselor, the educational assistants, and other support staff, have been assigned a mentoring group that consists of six to eight students, all of the same grade level. The groups meet for a half hour every Monday morning. The only requirement of mentors is to teach the Cool Tool lesson of the week during this time. This format has allowed students to have more practice with the Cool Tool skills and have strengthened the adult-student relationships within the building.
Many mentors have taken their role as "mentor" to an even higher level, incorporating many bonding experiences for their groups. Some of these experiences include having lunch together, spending recess together, recognizing birthdays, and being available for students before or after school.
The mentoring groups have had a positive effect on our school climate. On the most recent school climate survey, 98 percent of all students have reported feeling connected to two or more adults in the building since the groups have begun in fall.
Hampton's PBIS team has been focusing on bus referrals, which compromise more than 50 percent of their incident referrals. They identified the three buses generating the most referrals and reviewed the bus expectations with the students on those buses. Three teams were created to compete for best bus behavior.
Mr. Konz, the school social worker, made three charts with each student’s name on it. Every day a student was incident free they received a smiley face to add to the chart for their team. They also expanded their "Caught You Being Good” tickets and made a specialized ticket for bus behavior. Those tickets were given to the bus drivers to hand out, and a special weekly drawing has held for bus behavior. Mr. Konz reported that increasing numbers of bus tickets are being given out by the drivers. Referrals decreased from a high of 83 in October to only 16 in January!
Congratulations to Hampton's PBIS team for following the PBIS process, identifying an area of concern, developing a plan that includes teaching and reinforcing new skills, and tracking its effectiveness.
For Horizon Elementary School, the 2010-11 school year has been deemed “The Year of The Playground.” Our Universal PBIS Team met over the summer and reviewed our SWIS data and determined that the majority of our ODRs were occurring on the playground. We created a playground action plan for the 2010-11 school year, which included the following steps (these are in addition to the existing program we had already established):
- Divide the playground into four separate areas and rotate students on a weekly basis.
- Keep specific ODR data based on each playground area
- During the first week of school, specifically teach the use of playground equipment and the rules for specific games. This was completed twice with each class – it was led once by the playground assistants and once by the classroom teacher.
- After the classes complete the teaching and modeling sessions, classes receive a classroom “Playground Passport” that is stamped for each area of the playground.
- Hold a school-wide assembly to acknowledge each class for completing their playground teaching sessions.
- Develop a quarterly plan for re-teaching and reviewing playground routines and rules.
- Use more frequent recognition with our existing acknowledgment system (Hawk awards) for positive behaviors on the playground.
- After a review of 2009-10 playground data, our Tier 2 created booster groups of students with high numbers of playground referrals. We started the year with additional teaching to these students of the playground rules and routines.
- Initiate frequent review of Playground ODRs. Once a student has three playground ODRs they would attend a playground booster session to practice and model the correct playground behaviors. After four weeks of the booster playground group, the students would shadow a playground assistant for two weeks and acknowledge other students who demonstrated positive playground behaviors.
- Create a playground CICO form for students who were having behavioral issues only on the playground
Data were kept on the number of ODRs in each of the designated areas of the playground. The area that had the highest number of ODRs in September was wall ball and the grade with the highest number of ODRs was 4th grade. Based on this data, the Universal Team met in the beginning of October and created the following interventions which were implemented during October:
- Each week a different 4th grade class was assigned to play wall ball, instead of all three classes playing together.
- Wall ball rules were re-taught.
- Playground booster sessions were held for students with three or more ODR.
Month Number of Referrals
This was such a huge success for our entire PBIS team, our wonderful playground assistants, and our dedicated staff. Every member of our school had a part in this plan, and it was the connected efforts of everyone that reduced our number of ODRs from 27 to four within a two-month time period. We used data to drive our action plan for the 2010-11 school year, and we continued to use updated data to assess and alter our plan to address the needs of our students. And it WORKED!
The Wisconsin PBIS Network rolled out the first phase of the school recognition process this year. Schools recognized at this first phase will be identified as Wisconsin PBIS Network Schools of Merit. We would like to thank everyone for putting so much time and effort into their applications! We loved reading each application that we received; it is so moving to read about the positive effects that the PBIS process is having in schools throughout Wisconsin! Twenty-two applicants were selected to receive Wisconsin PBIS Network School of Merit acknowledgement this year. These schools will be recognized at the 2011 PBIS Leadership Conference this summer, and letters from the Wisconsin PBIS Network and the Wisconsin Department of Public Instruction will be sent to their district administrator. The schools will also be listed on the WisconsinPBIS Network website. Congratulations to:
- Altoona – Altoona Middle
- Altoona – Pederson Elementary
- Appleton – Kaleidoscope Academy/Roosevelt Middle
- Brown Deer – Brown Deer Middle
- Crivitz – Crivitz Elementary/Middle
- Eau Claire – Robbins Elementary
- Hamilton – Woodside Elementary
- Janesville – Wilson Elementary
- Madison – Lowell Elementary
- Madison – O’Keeffe Middle
- Madison – Sherman Middle
- Monroe – Northside Elementary
- Shawano – Hillcrest Primary
- Shawano – Olga Brener Elementary
- Sheboygan – Grant Elementary
- Sheboygan – Longfellow Elementary
- Sun Prairie – Horizon Elementary
- Sun Prairie – Royal Oaks Elementary
- Sun Prairie – Westside Elementary
- Tomah – Tomah Middle
- Wauwatosa – West High
- Wauwatosa – Wilson Elementary
Kudos also goes to all of the schools that used the Benchmarks of Quality fidelity tool this school year! As reported in the last edition of the PBIS Post, the OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports recommends that each PBIS school completes the Benchmarks of Quality annually in the months of March, April, or May. The tool allows teams to assess their progress toward implementing the critical elements of PBIS and assists them with creating an action plan to strengthen their PBIS implementation. In the 2010-11 school year we saw a more than 400 percent increase in the number of schools completing a Benchmarks of Quality with 256 schools submitting Benchmarks of Quality scores through the PBS Surveys website by May 15, 2011!! Each of these schools now have scores that will help them to develop action plans to enhance their PBIS implementation in the 2011-12 school year. Great job everyone!!