Positive Behavior Support Summary

We also give our staff the opportunity to participate in the following surveys:

The surveys provide us a great deal of information when planning building-wide action steps for the upcoming years. It allows us to review and analyze different aspects of our building related to Tier I, Tier II and Tier III foundational features to make our building successful. Each year we continue to strive and utilize the valuable data that we have at our fingertips to make informed decisions for our building.

In regards to Tier II support, our grade-level teams meet every eight weeks at what we call our Tier II Discussions. Tier II Discussions take place during plan-time and consist of 4-5 grade level teachers, counselor, special education teacher, literacy coach, Boone County Mental Health Coalition representative and administrators. Our grade level teachers refer students to Tier II with either academic or behavior concerns. As a building, we have created an Existing School Data Inventory that has specific criteria to help teachers determine if they should refer students to Tier II for support. This Existing Data School Inventory includes many academic assessments that all students complete as well as Office Discipline Referrals, Minor Disciplinary Infractions, Attendance and Mental Health Checklist concerns. We review the Existing School Data Inventory to make sure that it is current with all building-wide assessments.

Once a student is referred to Tier II, the team develops an action plan that includes a specific intervention, data collection component and a review date for the intervention. At the four week mark of the intervention, the Tier II Core Team (Administrators, Counselors, Literacy Coach and Boone County Mental Health Rep) will review Tier II follow-up forms to check the progress of the interventions. If a teacher is not observing progress with the intervention, the Tier II Core Team will divide and touch base with staff to adjust the intervention. In another four weeks we then meet at Tier II Discussions to determine if the intervention was successful, continue intervention or refer this student to the Tier III Problem Solving Team based on the data that was being collected.

It is amazing how the Primary has come together to meet the needs of our students over the past three years. The numbers above show the amount of work that our teachers are pouring into our kids each and every day! Our classroom teachers do a great job of identifying and supporting students that need extra support in academics or social/emotional. Many of our staff are involved with academic and/or behavioral interventions put in place as a result of our Tier II and Tier III meetings. Another shout-out needs to go to the Reading Support Team. They have been instrumental in providing literacy support with many of these Tier II and Tier III interventions.

Our Counselors continue to implement the Second Steps curriculum during their GROW classes. Second Steps provides a great opportunity for our students to learn how to feel connected with others, identify their strong feelings and become better equipped to be problem-solvers. When they are not teaching, our counselors provide individualized and group services for our students to strengthen their social and emotional skills.

Our RESET Room Teacher, Mrs. Murphy has been a great asset for the Primary. Mrs. Murphy is involved with many of our students' Tier II and Tier III Action Plans by providing support through morning check-ins, being available for scheduled breaks, providing academic support and most of all giving students a space to regulate their emotions. Mrs. Murphy and the RESET Room provides an opportunity for students to receive support in a timely manner. The Primary is grateful to have this great resource for our students!

Burrell’s School-Based Services continues to be a great resource for our building and we are seeing positive results from this partnership. Burrell works very closely with our counseling team to connect with students and their families to provide support in the school setting. Burrell sends a behavioral health provider to our building 1-2 times a week to provide these services. Being able to have these services in our school allows students to stay in school and miss less instructional time. It is great to help students and their families access this support through Burrell and meet their social and emotional needs!

As a building, we are continually recognizing our students that follow the expectations by giving both positive-specific feedback and Eagle Tickets. Our staff can also recognize students with a Positive Office Referral. If a student receives a Positive Office Referral then they get to come down to the office to celebrate with one of their parents. A picture is taken of the student and the teacher that recognized them to be shared on our Southern Boone Primary Facebook Group.

We also wanted to create a systematic way for parents and community members to recognize our staff. The Primary SUPER EAGLE Staff Recognition gives our community the opportunity to celebrate and recognize staff members at Southern Boone Primary that go above and beyond for our students. Our staff are dedicated professionals that strive to provide the best educational experience for all students. When a parent fills out the form it creates a custom certificate for the specific staff member being recognized. Every staff member that has received recognition has been very grateful and it is a small token to let them know how much they are appreciated!

This year our building completed two Data-Based Decision Making Solution Plans for the months of December and March/April. The PBS Team made this a priority for addressing one of our BSIP Action Step: 3.1.2: We will analyze behavioral data to identify areas of need and students in need of specific interventions. The purpose of the DBDM/Solution Plan is to guide our​ SW-PBS school team to use Office Discipline Referral (ODR) data to develop a plan for improving student behavior school wide. The DBDM/Solution Plan is based on the 4 steps required for any data based decision making process (Tilly 2008). These steps are as follow:

1. Identify and define the problem

2. Determine "why" the problem exists

3. Develop a schoolwide "Solution Plan"

4. Progress monitor/evaluate the plan

For the month of December, we focused on reviewing cafeteria expectations. Classroom teachers reviewed what it meant to be Safe, Respectful and Responsible in the Cafeteria. Each lunch shift had the opportunity to earn three Principal Pride Stars. The lunch shift, for each grade-level, that had the most Principal Pride Stars at the end of the week earned a special treat the following week at lunch. During the end of March and the beginning of April, we focused on reviewing our playground expectations. Classroom teachers reviewed what it meant to be Safe, Respectful and Responsible on the Playground. Recess duty teachers were asked to provide positive feedback to students that were following the expected behaviors. Duty teachers would keep track of those following the expectations on the playground. The cohort from each grade that received the most tallies was able to receive extra recess the following week.

In January, the Primary was able to move our monthly PBS assemblies back to in-person. It has been great celebrating successes with students, staff and their families. We continue to provide a YouTube Live option for those that are unable to join us. We have several different recognitions for our students. Classroom teachers are able to recognize students in two different categories: Rising to Excellence Award and Star Student Award. Special teachers (Art, Music, PE, GROW, Library) recognize students specific to the work that is done in their class and also select a class that has demonstrated the Eagle Three and other positive characteristics in their particular classroom by giving them a traveling trophy. Students have enjoyed being able to show off the trophy in their classroom for the month. Our school was awarded the Gold Level Award from DESE in 2020-2021, for our implementation of Tier I-III supports.

We are very thankful to have The Eagle Nest (our calm down space) in the elementary school. This has allowed our students to be able to take a break when needed, get extra help, and provide support with behaviors or academics. Mrs. Lentz has done a great job of meeting students where they are emotionally and being able to help them. She helps all students by allowing them to take a break in her space, giving them some extra love, and always having a positive attitude. We feel that The Eagle Nest has had a positive impact on our students and the data reflects that.

Number of students who utilize the Eagle’s Nest frequently as a direct result of their Tier 2 or Tier 3 behavior intervention plan: 11

*8 students from Tier 2

*3 students from Tier 3

Number of students who are scheduled to come to the Eagle Nest for a break (These students have scheduled breaks lasting up to 10 minutes per visit, with an average of 3 visits per day) as a part of their Tier 2 or Tier 3 behavior intervention plan : 9

Total assigned caseload of Students for Eagle’s Nest Teacher: 20

Other students (not on a tier 2 or tier 3 intervention plan) are allowed to go to the Eagle Nest to “calm down” before going back to class when needed.

Below is data that compares the number of office referrals over the last three years.

We would like to continue to have The Nest be offered in our school for students to use when they need support. This has been a very supportive resource for our students and teachers. We are excited to continue to grow this program to support all staff and students.

Unfortunately, we are still struggling with having students who have IEPs receive a number of major office referrals. Please look at our data below that shows students who have 5 or more Major Office Referrals. Of these 16 students, 9 of them have an IEP. We are open to ideas on how to provide more support for our students and their teachers.

At Southern Boone Middle School we have incorporated all tiers of PBS into the daily operation of the middle school. Our behavioral data is reviewed each month by our PBIS team and shared with staff. Every classroom teacher teaches PBIS lessons using the Second Step Curriculum, working on relationships and character development in a small group during “Eagle Time”. Eagle Time is a 31-minute period of the day where students have PBS lessons, RTI for academic support, and relationship building time . PBS lessons and instruction are given through the Second Step program which utilizes curriculum based on trending national patterns of social, emotional, and mental health data.

Twice a month, the Tier II team reviews the “existing school data report” which helps identify at-risk students who reach a certain number of absences and tardies, have D’s or F’s, frequently request to leave class to visit the counselor or nurse, and office referrals. This collection of data has helped us make decisions based on students of highest need and also helped us identify the appropriate interventions for these students.

Tier III meets on an as needed basis regarding individual students who may need additional support either academically and/or behaviorally. The middle school has worked to increase our use of individual interventions such as individual counseling, one on one social skills instruction, and a modified check and connect.

Referral:

• April 11, 2022 - 177

• April 11, 2021 - 127

The Middle School has multiple statistics we use to evaluate the effectiveness of PBIS implementation:

• Students earn “Eagle Bills” for meeting and exceeding behavior expectations as they are defined on our school-wide matrix. Students can purchase various rewards with their Eagle Bills. For example, a few of the rewards they can purchase are admin run the mile with you you, lunch table eats first, Open Gym pass, special events, participation in pep rally, or SBMS gear from our student store. Eagle Bills are the Middle School’s main form of positive reinforcement. During the year, we had 3500 Eagle Bills redeemed. This data shows teacher support for positive reinforcement as well as the level of positive student behaviors increasing.

• Our student recognition system, which is our “Student of the Quarter,” acknowledges students’ positive behaviors. Each teacher nominates a student who exemplifies behaviors from our PBS matrix by being safe, respectful, and responsible. We partnered with Central Bank of Boone County to create yard signs with each student’s name and “Student of the Quarter” on it. Teachers deliver signs in groups and surprise each child, with parents being notified ahead of time. Central Bank of Boone County also sponsors a pizza lunch for nominated students. This program has been very well received by students, teachers, families, and our communities. .

• Staff perception of PBS is important to the fidelity of PBS implementation. Teachers and support staff recently completed the Self-Assessment Survey (SAS) providing their perception of PBS. We will use that information for future professional development and building-wide PBS trainings.

• The school conducted 2 culture surveys to staff in October and January. We conducted one culture survey to students in January. This gave us a baseline of where students and staff members believe our school culture currently stands. Students and Staff members were able to give suggestions on how to improve our culture, which was evaluated during our PBS team meeting.

• Within the surveys, we asked each student to identify their Trusted Adult at the Middle School. At the beginning of the year, through the Mental Health Survey, 64.38% of students indicated they have a trusted adult. Through our survey in January, 80.5% of students listed a specific staff member they trusted at the Middle School. After our Counselor spoke to the students who did not have a trusted adult, and clarified the survey question, the percent of students with a trusted adult increased to 93.4%.

• Use the data from the multiple surveys sponsored by the Missouri School-Wide Positive Behavior Support (SW-PBS) organization to help guide areas for improvement.

• Second Step Curriculum

• PBS Lessons are incredibly teacher friendly

• Implemented for the full year

• Implemented with fidelity across the building

• Student handouts are pushed to Eagle Time Google Classrooms

• RTI

• Two days a week

• Students can work with with teachers in a small group

• Reteaching

• Missing Assignments

• Students with high academic performance can choose to go to a Social Time area

• Gym, Cafeteria, Makerspace, Library, Board Games, Trivia, etc.

• Special Events:

• 7th/8th Grade Dance

• 6th Grade Dance

• 8th Grade Lock In

• Field Trips

• Mizzou Day for 8th Grade

• According to the Student School Culture survey students rated the Overall School Culture a 7 out of 10.

• Focus on increasing overall School Culture by adding Student Council sponsored events:

• Pep Assemblies

• Teacher/Student (friendly) Competitions

• Spirit Weeks

• CandyGram Sales

• Food Drive

• Door Decorating Competitions

With the addition of 5th grade in the coming year, the middle school team is looking forward to adapting our systems to meet the needs of students in 5th - 8th grade. We have a strong foundation and will continue to build with incoming staff and students.

At the end of this school year and next school year, we are hoping to analyze the Mental Health checklist data in more detail to outline a game plan of school-wide lessons, activities, assemblies, and events prior to the school year starting.

Tier III will work towards becoming more systematic and meeting on a regular basis similar to the structure of our current Tier II team. This will include implementing action plans as well as focusing more on the function of the student’s behavior and/or academic needs. Also, we will work towards adding targeted intervention options that meet specific needs of individual students.

• In cooperation with the PBIS program, the school conducted 2 surveys (TFI and SAS) to analyze the implementation of all the different facets of PBIS. The school is using this information to see what areas we have implemented well, areas we need to improve, and also areas we need to communicate more effectively.

• We conducted Culture surveys that were completed by all students and nearly all staff members. This survey was conducted to get a current feel of the culture, climate, and morale of the students and staff members. The school was able to create a baseline number rating for the culture. Through opinions and ideas of the students and staff, we were able to identify different problem areas as well as very creative ideas on how to improve our overall school culture.

• Students take the Boone county Mental Health checklist. The checklist covers attention and academic issues, peer relations, externalizing behavior, internalizing behavior, school engagement, emotional regulation, etc. Our counselors do a great job working with the coalition to analyze the data. We use the data to intervene with students and families to provide extra support or resources, as well as provide individual, small group, and school wide interventions.

• 3rd Hour Advisory and Academic Support

• Advisory class is every Wednesday

• This time is for for students to interact with peers (grade level), build relationships with advisors, utilize character building activities, and positively reinforce expectations.

• Academic Support is 4 days per week

• This is a time when teachers can focus more on students who are needing extra assistance in certain classes or it allows students to receive enrichment from some teachers.

• Students who have met the grade and attendance requirements have earned their 3rd hour time to be spent doing leisure activities in the Gym, Library, Commons, Auditorium, or outside in supervised areas.

• Culture Surveys conducted and analyzed, as described in the previous section.

• More Focused Tier II meetings

• During the meetings, we analyze current student data, which consists of: Behavior Referrals, Attendance rate, Tardies, Grades, Teacher referral

• We also have a way teachers can refer students to the Tier II team for more help in providing resources or interventions.

• The Tier II interventions have resulted in removing barriers to student success by providing students/families counseling support, materialistic resources, changing the students schedules, enrolling students in intervention courses, etc.

We are working to better serve our students and staff by…

• Using the information received from the Student and Staff Culture Surveys to make changes to a variety of aspects regarding the High School.

• Analyzing the data from the surveys addressing the implementation of PBIS in the High School.

• Make changes to better implement different aspects of PBIS that works for our students and staff at our High School.

• Building our knowledge and expertise of the Tier II interventions, then being able to implement the interventions effectively.

• Continuing to elevate our Academic Support/Advisory intervention model

• Continuing to recognize positive student and staff achievements through a variety of venues.