School Climate + Positive Behavior =

Academic Success!

How Positive Behavior Interventions and Supports (PBIS) Can Create a

Positive School Climate and Increase Student Achievement

Raising The Bar Summit

March 12, 2015

MOUNT VERNON CITY SCHOOL DISTRICT

DR. KENNETH R. HAMILTON, SUPERINTENDENT OF SCHOOLSMR. JAMAL DOGGETT, PRINCIPAL, LONGFELLOW ELEMENTARY SCHOOL

Longfellow Elementary School

Demographic Data

2

• Longfellow Elementary School is one of eleven

elementary schools located in Mount Vernon, NY

• Grade Configuration: Pre-K – 5

• Total Enrollment: 330 students (370 three-year average)

• Student Attendance Rate: 94%

• Title 1 Population: 82%

• Limited English Proficient: 5%

• Students with Disabilities: 25%

• Black or African American: 90%

• Hispanic or Latino: 8.4%

• Asian or Native Hawaiian/Other Pacific Islander: 0.6%

• White: 1%

3

What is PBIS?

“Positive Behavior Intervention and Support (PBIS) is a process for

creating school environments that are effective for achieving

academic and social goals. For some schools, PBIS will enhance

their current systems and practices, for others it will radically change

the culture for the better.”

The PBIS model is a research based strategy that is supported by

the New York State Education Department. The 3-tiered approach

reduces problem behavior as a barrier to student achievement.

Longfellow collected baseline data in 2011. The PBIS model was

fully implemented during the 2012-2013 school year.

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Where was Longfellow

Elementary School before

fully implementing PBIS?

5

Prior to implementing PBIS in September 2012:

There were over 120 student disciplinary referrals for the

2011-12 school year

There were 23 out-of-school student suspensions for the

2011-12 school year

Students with disabilities did not make adequate yearly

progress in ELA and Math on the New York State School

Report Card

In August 2012, Longfellow Elementary was designated

as a Focus School

Safety was a top priority for parents (verbal data)

6

• An important part of the PBIS process is prevention.

• The majority of students follow the school’s

expectations, and are acknowledged for their positive

behavior with tickets.

• Everyone uses a consistent set of behavior

expectations and rules through instruction, and

consistent practice.

• When some students do not respond to the behavioral

rules, our school views it as an opportunity to re-teach,

not punish.

How does PBIS work? 7

Primary Prevention (Tier 1):School- and Classroom-Wide Systems forAll Students, Staff, & Settings

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORT

Tertiary Prevention (Tier 3): Specialized / IndividualizedSystems for Students with High-Risk Behavior

Secondary Prevention (Tier 2):Specialized GroupSystems for Students with At-Risk Behaviors

Behavior Expectations

Longfellow Eagles SOAR !S – SafeO – Organized A – Accountable R – Responsible/Respectful

9

10

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PBISAcknowledgement System

• The acknowledgement system at Longfellow is

based on students earning tickets for demonstrating

school-wide expectations.

• Students, staff and parents are recognized in many

ways including: morning announcements,

assemblies, eagle wall of fame, bulletin board, etc.

Other incentives can include: free choice time,

certificates, extra gym time, lunch in the classroom,

homework pass, good note home, extra recess,

computer use, etc.

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How do we document discipline issues?

13

14

15

What accountability

systems are in place?

16

PBIS Online Data Reporting System

Eagles of The Week - names are

submitted to the PBIS Team every

Friday, and entered on Google

Docs. Students are acknowledged

on Monday during morning

announcements, and featured on

the “Eagle Wall of Fame.”

CLASS Friday - 10/3 Friday - 10/10 Friday - 10/17

Pre-K John

Pre-K Plaza

KC

KG

KH

KS

1G

1P

1K

1M

2WL

2H

2P

3E

3TS

3S

4C

4CA

4T

5H

5L

Gilpin -Speech

Marin - ESL

Johnson

Santore

Davis SPEECH

Bromley RESOURCE

ART

GYM

MUSIC

MEDIA

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18

OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH APRIL MAY STUDENT TOTAL

24 18 43 21 20 126

19 14 28 18 15 94

31 28 48 30 30 167

10 16 20 12 10 68

12 9 24 14 16 75

33 25 52 35 31 176

31 22 46 37 163

15 13 36 22 22 108

32 35 58 40 32 197

25 30 36 30 21 142

22 32 51 21 18 144

19 12 22 11 9 73

10 18 30 18 16 92

28 15 38 19 18 118

37 43 58 41 34 213

35 46 56 31 32 200

12 8 21 14 10 65

13 10 18 8 8 57

19 35 51 31 30 166

0

427 429 736 453 399 0 0 0 2444

Eagles of the Month – names are submitted to the PBIS Team at the

end of every month. Students, parents, and staff are acknowledged

during our Recognition Assemblies. 19

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Domain 1

Planning and Preparation

Domain 2

Classroom Environment

Domain 3

Instruction

Domain 4

Professional

Responsibilities

Knowledge of Students Classroom Environment Communication with

Students

Reflecting on Teaching

Knowledge of Resources Respect and Rapport Flexibility and

Responsiveness

Maintaining Accurate Records

Culture of Learning Communicating with Families

Managing Classroom

Procedures

Participating in a Professional Community

Growing and Developing Professionally

Teacher’s APPR and Danielson Framework

Observation evidence for PBIS can be entered in the following domains:

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Classroom

Acknowledgement: (Teacher Led)

• Every teacher has a system in

the classroom to acknowledge

students earning tickets for

demonstrating school-wide

expectations.

• Students are given incentives

such as free choice time,

certificates, extra gym time, lunch in the classroom,

homework pass, good note

home, extra recess, extra

computer use, etc.

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Let’s take a look

at what the

discipline referral data shows!!!

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0

20

40

60

80

100

120

140

2011-2012 2012-2013 2013-2014 2014-2015

Longfellow Elementary Yearly Discipline Referrals24

25

Longfellow Elementary Discipline Referrals By Type

6

49

75

1

32

1 1

16

2

19

1 1 1

7

1 1 22

5

1 1 13

1 1 10

6

1 0 0 0 0 0 0

Language Fighting Harrassment PropertyDamage

Disruption Disrespect Theft Dress Other

2011-2012

2/12/2013

2013-2014

2014-2015

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So what has this

done to our

suspensions?

27

0

5

10

15

20

25

30

2011-2012 2012-2013 2013-2014 2014-2015

Longfellow Elementary Yearly Suspension Totals

28

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

2013-2014 2014-2015

Bullying Incidents 29

0

0.5

1

1.5

2

2.5

3

3.5

Classroo

Playgro

Cafeteri

Hallway

Media

Gym

Music Bu

s

Other

2013-2014

2014-2015

Bullying Incidents By Location 30

0

0.5

1

1.5

2

2.5

3

3.5

GradeK Grade1 Grade2 Grade3 Grade4 Grade5 Grade6

2013-2014 2014-2015

Bullying Incidents By Grade 31

What has this done to

our student

achievement data?

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• Grade 3 Common Core ELA scores increased by 3% over two years

• Grade 3 Common Core Math scores increased by 1% over two years

• Grade 5 Common Core Math scores increased by 11% over two years

• Grade 6 Common Core Math scores increased by 13% over two years

• Five students were declassified over two years

BEST NEWS:

Longfellow Elementary School was removed from Focus School

Accountability Status in July 2014. Longfellow is currently a School in

Good Standing.

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What are parents,

students, and staff

saying about PBIS?

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• This is our second year administering a “School Climate

Survey” to parents, staff and students. Overall, we have

made gains in all areas, and the feedback continues to be

positive!

• The results from the parent survey were overwhelmingly

favorable (school environment, safety, and academic

rigor). Last year, 89 parents completed the survey with a

student enrollment of 380. This year, 92 parents completed

the survey with a student enrollment of 330.

• The next few slides illustrate a side-by-side comparison

showing the gains we have made from the 2013-2014

survey. In addition, you will see the new highlights/concerns

from this year’s survey results.

School Climate Survey 35

SCHOOL CLIMATE SURVEY RESULTS

(Year to Year Glance)PARENT SURVEY

(2013-2014) - 89 Participants (2014-2015) - 92 Participants

Top 3 Highlights:

97.8% of parents feel their child is 100%

treated with dignity and respect

93.2% of parents feel the school is 97.8%

making steady progress towards

steady progress towards higher

standards for teaching and learning

93.2% of parents feel they are 100%

treated with dignity and respect at

this school

Top Concerns:

*There were no parent concerns

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PARENT SURVEY: Top 3 Highlights for 2014-2015

92 Participants

100% of parents feel they are provided

adequate access to teachers for conferences

97% of parents feel the school has a clean

and inviting appearance

94.2% of parents know who to speak to if

if their child is being bullied

Top Concerns:

64% of parents are not familiar with Social

Emotional Learning

Parents are interested in workshops topics about Common Core,

Standardized Testing, finding resources outside of school (tutoring);

Math, ELA and Special Education.

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STUDENT SURVEY(Year to Year Glance)

(2013 - 2014) (2014-2015)

Top 3 Highlights: – 69 Participants (Grades 3-6) 123 Participants (Grades 3-5)

94% of students know the SOAR expectations 97.56 % 91% of students know what to do if they are being bullied 95.94% 99% of students feel their family wants them to do well in school 96%

Top 3 Concerns:80% of students are teased, picked on, or called names 57.72% 60% of students feel their teachers treat some students better than others (this question was removed from 2014/15 survey)48% of students sometimes feel unsafe in the hallways and bathrooms (this question was removed from the 2014/15 survey)

STUDENT SURVEY RESULTS - (2014-2015)

Top 3 Highlights: –123 Participants (Grades 3-5)93% of students feel safe at this school 96.75 feel teachers would help them if they needed it97.56% of students feel their teachers are proud when they do well.

Top 3 Concerns:67.79% of students are not familiar with Social Emotional Learning66.67% of students feel they are “Upstanders”42.28% of students feel bullying occurs mostly at lunch/recess (mostly 3rd & 4th graders)

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STAFF SURVEY (Year to Year Glance)

(2013-2014) (2014-2015)

Top 3 Highlights: – 50 Participants 31 Participants

94% of staff know how to address bullying issues 100%

90% of staff believe PBIS has promoted a positive school culture 96%

90% of staff feel bullying issues are effectively addressed 100%

Top 3 Concerns:

34% of staff is unaware of the Dignity for All Students Act 12% unaware

46% of staff feel the Breakfast in the Classroom has not had a positive impact on our school

(this question was removed from 2014/15 survey).

64% of staff feel the school does not foster an appreciation of staff diversity 16.1%

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STAFF SURVEY (2014-2015)

Top 3 Highlights: – 31 Participants

100% of staff feels the school has a warm and welcoming environment.

100% of staff feels they can refer struggling students to the Instructional Support Team for

academic and or social/emotional concerns.

93% of staff feels the school sets high academic standards and social/emotional success for all

students.

Top Concerns:

67% of staff is not familiar with Social Emotional Learning

41% of teachers would like more professional development in Common Core, 38.7%

social/emotional learning, and 35% in RTI.

83% of staff feels the school fosters an appreciation of cultural diversity

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Where are we going?

• Significant decreases in discipline referrals across all areas

• Reductions in suspensions

• Increased academic achievement

• Positive school culture (based on School Climate Surveys)

• Successful implementation of Tier 1 & 2 supports

• (Benchmarks of Quality Survey and CICO Data)

• Increased parent involvement

• Zero tolerance for bullying

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Important Take-Aways

• Set up a school-wide behavior plan that focuses on

the positive behaviors

• Create an acknowledgment system for

students……parents and staff too!

• Create a PBIS Team and build time into schedule to

meet; empower teacher leaders

• Look at your data and respond accordingly; present

data to your school community frequently

• Show the connection to academic outcomes

• Stay consistent!

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Questions/Comments

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