The Story of Bernard Elementary School Keeping The SPARK The Story of Bernard Elementary School http://bernard.sd33.bc.ca November 5, 2013

PRESENTERS DAVID WELLINGHAM GRACE JONES CHERYL SMITH Presenters introduce themselves. Position, # of years at Bernard, etc.

SETTING BERNARD ELEMENTARY Urban school in Chilliwack, BC Inner-city school designation Currently enroll approximately 300 students Approximately one-third are Aboriginal, Metis, or claim Aboriginal ancestry Increasing multiculturalism 2011 census has Chilliwack population at 92,000. Growing city and school district. Mobile population – student migration over 25%. ELL. Four Nations are Skwah, Skway, Squlala, and Kwaw-Kwaw-A-Pilt.

SPARK The term SPARK was coined in 1998 SPARK is an acronym from the virtues: Safety Peace Attitude Respect Kindness

SPARK Staff began looking for a way to address concerns about student conduct and school environment ‘Necessity is the mother of invention’ – PLATO SPARK Committee started in 1999 and developed a Code of Conduct and lesson plans around SPARK virtues SPARK grew out of need to address student fights and disrespect. Teachers were afraid of students. Committee developed lesson plans around virtues. Lessons outcomes were very specific; saying ‘please’ and ‘thank you’. Example of lesson plans in binder.

SPARK Development of EBS at Bernard came from growth in three key areas: Students learning to show SPARK behaviors Staff development Building community From 1999 to 2001 SPARK had a classroom focus Staff learned about conflict resolution, dealing with defiance, restorative justice, and building a sense of team. They worked on making the school environment more welcoming (bulletin boards). Students and their parents were not connected to school.

Matrix From 2001 to 2003 SPARK became a school-wide focus Expectations were incorporated into a Quick Scale format Based on the Social Responsibility curriculum Staff developed ‘I statements’ and used performance standards

Matrix First ‘Matrix’ developed in 2003-2004 Expectations put onto posters identifying the different settings of the school Based on rubrics from the Seabird Island First Nation and other sites Took entire cycle of kids (K-6) to begin to establish SPARK culture. Bernard attended Making Connections Conference. Soon incorporated different settings into whole Matrix.

Matrix Virtues project also accompanied SPARK from 2004 to 2006 SPARK Committee planned lessons for each of the virtues for all classes 2011 Matrix review: Fewer settings Key phrase for all settings Committee developed lesson plans for all virtues for all grades. Virtues list in binder.

Matrix Rotation Students learn the matrix in September, January, and March The SPARK rotation began in 2008 September: Teacher teaches to class January: Committee member teaches expectations to class March: Peer Leaders teach to class

SPARKS SPARKS were given out from the very beginning SPARK draws were originally done in classrooms Student prizes given in weekly assembly SPARK draw now part of announcements with prizes given daily SPARK bins located in front of office Give SPARKS value – SPARK Store SPARKS used to go home and get parent signature. Prizes include bracelets, pencils, school supplies, books, classroom money. This year we draw 6 SPARKS every day – 3 primary – 3 intermediate plus 12 or so at monthly assembly. SPARKS were once color coded by month or by event (Christmas, St. Patrick’s Day). Give SPARKS value. Hoarding in desks. 2007 SPARK bins. External vs. internal rewards. ----- Meeting Notes (2013-10-31 15:13) ----- SPARKS given back at the end of each month.

SPARK Data for September 2013 563 SPARKS 22 Discipline referrals (9 from Red Zone)

SPARK Data for October 2013 745 SPARKS 49 Discipline referrals (14 from Red Zone)

Student Engagement Principal for the Day Lunch with Principal SPARK Challenge Student Announcements Self-evaluation Year-end Awards SPARK Challenge had multi-age groups do a SPARK activity. Year end awards (service, citizenship, athlete of the year) criteria was adjusted to reflect to reflect SPARK behaviors. Principal for the Day 2003. SPARK Challenge 2003. Student Announcements 2004.

Student Engagement Passports Tagging Writing projects Art projects Weekly/Monthly events Skits and plays Passports 2007-2011. SPARK Store 2004-2011. Swimming in June – No DRF get to go swimming.

Support Systems Code of Conduct DRF BRF Alternate Placement Check and Connect Reflection Sheets IEP School Goal EA in MPR for kids to do reflection sheets. Code of Conduct 2011. ----- Meeting Notes (2013-10-31 15:13) ----- Health & Career Curriculum - teach SPARK

Support Systems Bronco Buddies Peer Leaders Alpha Buddies Circles of Care House Teams/Games Classroom Buddies District Sharing

SWIS Concern areas: Classroom and playground Concern behaviors: Defiance and physical contact Referrals per year: 2007-08: 673 2008-09: 840 2009-10: 670 2010-11: 664 2011-12: 268 2012-13: 261 Part of decline due to Introduction of BRF. Started SWIS in 2006-07: 122 in May and June. Part of decline due to focus on Teacher/EA/Supervisory Adult following through with consequences. Part of decline due to change in lunch hour in 2010/11.

Surveys and Evaluation Surveys available through PBIS website to help with assessing and planning behavior supports in schools. SET (School-wide Evaluation Tool) is an external evaluation of implementation of the critical features of school-wide behavioral support 2000 and 2009: Implementation average of 87% Expectations Defined – 50%, Expectations Taught 90%, Reward System, 83%, Violations System 88%, Decision-Making 100%, Management 100%, District Support 100%

EBS Committee Committee meets on a monthly basis the week before a staff meeting Advisory committee 2013 Committee has 9 members Staff buy-in.