PBS: Elementary Sites

Fort St John, February 20, 2014.

AgendaDeveloping a matrix – maintaining a matrix

Teaching to the matrix

How to make your matrix your culture

School wide SR lessons that pertain to the matrix

Startup activities, special themes

Using data other than ODR

Student surveys

Tier 2 – in the classroom

Teaching to the MatrixHow is it currently done?

How is it reinforced?

How is it instructionally corrected?

Your Matrix=Your CultureDoes your matrix reflect what is important in

your school and community?

Your Matrix=Your CultureHow to infuse the school day with matrix

language, especially the acronym.

What do you currently do?

An interesting staff exercise:

School Wide SR lessonswww.sd38.bc.ca

Departments

Area Counsellor Team

ACT lessons

Benefits of common language and skill set – especially outside of the classroom in non-structured time

School Wide EventsMy Own Two Hands

Bucket Filler

Special Events – Valentines:

http://www.cbc.ca/player/News/TV%20Shows/The%20National/Only%20in%20Canada/ID/2319405101/

Data other than ODR’sSpecific problem

Student surveys

Hallway Behaviour during Class Time

Before lessons and implementation:

At the end of February and the beginning of March, 5 staff members(non enrolling staff – resource teachers, librarian, administrators and educational assistant) observed classes, groups and individuals in the hallway.

The behaviours being recorded were: Noise levelWalking Hands to selfIn line

They were recording the behaviours as: Fully meeting expectationsApproaching expectationsNot meeting expectations 

Implementation:

At the April staff meeting, the staff was given a lesson plan to teach their students and the methods of teaching and practicing were discussed. 

During the second and third weeks of April, the same 5 staff members again observed classes, groups and individuals. 

It is important to note that the rest of the school staff was unaware of the observations both pre and post implementation.

Defined BehavioursBehaviours were clearly defined so that

observations would be consistent.

Eg. Noise level: 1. Meeting expectations – silence

2.Approaching expectations – some low level noise

3.Not meeting expectations – noisy

In the pre implementation observations 50 classes, 34 groups and 35 individuals were observed.

 

In the post implementation observations 42 classes, 17 groups and 12 individuals were observed.

The small numbers of groups and individuals in the post observation makes the data not as reliable as the data is for whole classes, but the improvements shown in all categories were dramatic.

 

Pre Implementation- Class(50 classes observed)

noise level

walking hands to self

in line0%

20%

40%

60%

80%

100%

not meetingapproachingmeeting

Pre and Post Teaching:Noise Level- classes

pre teach

post teach

0%

20%

40%

60%

80%

100%

meetingapproachingnot meeting

Pre and Post Teachingwalking - classes

pre teach

post teach

0%

20%

40%

60%

80%

100%

meetingapproachingnot meeting

Pre and Post TeachingHands to Self - Classes

pre teach

post teach

0%

20%

40%

60%

80%

100%

meetingapproachingnot meeting

Pre and Post Teaching:In line - classes

pre teach

post teach

0%

20%

40%

60%

80%

100%

meetingapproachingnot meeting

Behaviour at School - Student Survey

Date: ___________________________ Your Grade: ______________

Please circle yes or no if you agree with the following statements:

YES NO I feel safe at school.

YES NO I feel safe before school.

YES NO I feel safe in the classroom.

YES NO I feel safe during nutrition break and lunch.

YES NO I feel safe after school.

The places in the school I feel the MOST safe are: ____________________________________

The places in the school I feel the LEAST safe are: ____________________________________

Survey YES NO Students at my school follow

the_________expectations.

YES NO Students at my school treat each other with respect.

YES NO Students at my school treat teachers with respect.

YES NO Teachers at my school treat students with respect.

YES NO Students regularly intimidate other students at school.

The biggest problem with behaviour in my school is: __________________________________

 

_____________________________________________________________________________

Survey YES NO I can tell an adult at my school if I have a problem.

YES NO I feel connected to at least one adult at my school.

YES NO Teachers and staff are clear about what they expect from me.

YES NO Teachers and staff acknowledge students for doing things the right way.

 

Please list the behaviour expectations at _________ School: __________________________________ 

________________________________________________________________________________ 

Tier 2 My experience that not enough students in an

elementary school require Tier 2 CICO to make it an efficient systemic use of time.

Because of this, I have implemented with a resource teacher and a classroom teacher.

Day BeforeRecess

AfterRecess

After-noon

Score Teacher

Parent

Mon

Tues

Thurs

Fri

Score

Behaviour Progress Chart NameDate

Expectations: 1. 2.3.

Day BeforeRecess

AfterRecess

After-noon

Score Teacher

Parent

Mon 1 3 2 6

Tues 2 3 3 8

Wed 2 2 3 7

Thurs 1 3 3 7

Fri 1 2 2 5

7 13 13 33

Behaviour Progress Chart NameDate

Expectations: 1.supplies 2. listening 3.hand up Goal: 30

Questions?????

If not now, you can contact me at nbeninger@sd38.bc.ca