Churchland Academy Elementary School Ralph Snowden Dennis

Demographics Cohort 3- began implementation

Discipline Process Flowchart Team review process – Data- old referrals reviewed Types of the incidents for referrals written Reviewed discipline process – Preventative measures in place based on review of data (old referrals reviewed)

Data Collection Tool Intervention/Referral From Minor and major incidents Aligned with data system (SWIS) Plans to revise – Lessons learned (color coding) – Minor and Major – Include interventions on the flowchart – Staff training

Teaching Matrix and Lesson Plans Process

Where did we start? Hallway (teacher survey, visual inspection, noise level,) Single, Straight, and Silent Procedures put in place Students monitoring one another

Cafeteria Lesson Plans Dennis taught students procedures in cafeteria in advance of taking students to lunch Plans for the future-6 th graders modeling with younger students and teachers teaching

But, the biggest location was classroom Data did not match staff perception by location (hallway vs classroom) and incident( disrespect vs fighting-majors only) Share exercise team did with reviewing minor referrals Future – – Share exercise with minor incidents with staff – share schoolwide data with staff on-going

Using the Data System Any comparison data before and after – SASI data was helpful for general/broad data – SWIS data reports precision Slides from Williamsburg presentation Precision statements-show graphs Plans for future Integrating behavior and academic – Multiple data sources- working towards efficient process for using multiple data sources – Use existing teaming structures (grade levels) to correlate academic and behavior data

SWIS Data System Input major and minor Minor –mining the data for supporting classroom teachers SASI and SWIS- took extra 30 seconds Daily 15 minutes Using data for interventions Accurate information-keeping it current for more than one admin accessing data

Using Data to Support Students Decision Rule for Intensive Support 5-6 major referrals SHOW swis graph

Using Data to Support Students Individual students (5 or more referrals) – ESD plus Team (includes classroom teacher, family, student, school psychologist) reviewed to write BIP with PBIS Plans for future – Began review of behavioral and academic data together to support students

Using Data to Support Staff Classroom Show graphs used to support staff – Coach in building was able to approach teachers in supportive way to have dialogue around data and help with initial problem-solving in a non- threatening, nurturing way – Used Intervention form to have opportunity to dialogue with teacher and provide support Plan staff development using tiered framework- all, some, and a few

Using data to support SIP goals

Outcome data Here is where we are on the journey WILLIAMSBURG

Moving forward Data use Teaming structures aligned Using multiple data sources