Strategic Plan: PBIS

Our Strategic Plan and PBIS

Planning for educational success is no easy feat and we take it very seriously at Esperero Canyon Middle School.  In this entry, I want to update you how we are progressing on our District Strategic Plan in terms of Positive Behavioral Interventions and Supports (PBIS)

This is our goal as written in our part of the CFSD Strategic Plan:

1.13 Continue to use Positive Behavioral Interventions and Supports (PBIS) to identify and provide interventions in order to increase self-directed critical thinkers.  Data teams will identify students who require intervention.


What Does School-Wide PBIS Emphasize? (from www. PBIS.org)
In general, SWPBS emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of these practices.

These four elements are guided by six important principles:

• Develop a continuum of scientifically based behavior and academic interventions and supports
• Use data to make decisions and solve problems
• Arrange the environment to prevent the development and occurrence of problem behavior
• Teach and encourage prosocial skills and behaviors
• Implement evidence-based behavioral practices with fidelity and accountability
• Screen universally and monitor student performance & progress continuously

 What Outcomes are Associated with Implementation of PBIS?
Schools that establish systems with the capacity to implement PBIS  with integrity and durability have teaching and learning environments that are

• Less reactive, aversive, dangerous, and exclusionary, and
• More engaging, responsive, preventive, and productive
• Address classroom management and disciplinary issues (e.g., attendance, tardies, antisocial behavior),
• Improve supports for students whose behaviors require more specialized assistance (e.g., emotional and behavioral disorders, mental health), and
• Most importantly, maximize academic engagement and achievement for all students.

How are we implementing PBIS school wide?

1.  WE ESTABLISH EXPECTATIONS EARLY ON!

Through the teaching and reinforcement of the Eagle Honor Code and the EC 10,  students are

schooled in the norms of our school in the first weeks of the academic year. We reinforce these norms throughout the year with such programs as Student of the Quarter.  We have also started a chapter of National Junior Honor Society (NJHS) which honors the academic and behavioral achievements of students at ECMS.  NJHS members  will also provide tutoring and support for their fellow ECMS students and eventually to students at our feeder schools, Canyon View and Ventana Vista.

2.  WE MODEL, COACH AND HELP STUDENTS LOOK AT THEIR OWN BEHAVIORAL AND ACADEMIC DATA!

Our administrative team and counselors have taken on a personal challenge to coach students who are having behavioral issues in making better choices.  Many times that includes going to the student in the classroom and redirecting by modeling the desired behavior.  Administrators, counselors and our ISS coordinator also engage in data talks with students who need redirection.  The special education team and school psychologist meet weekly with ECMS administration to discuss students who may require additional assistance.  

Our counselors conduct several groups for students.  The groups are conducted during lunch and are designed to give additional behavioral, social, and emotional support based on teacher recommendations and parent approval.  

3.  WE ARE VIGILANT ABOUT IDENTIFYING STUDENTS WHO NEED HELP AND GET THEM THE HELP THEY NEED!

We have identified students in grade level teams who need a variety of supports and interventions.  Support structures include after school study halls and lunch time homework assistance. 

Interventions can be distinguished from supports in the following way:  intervention is "extra time" outside of the school day.  Frequency, intensity, and time (FIT) are elements that we consider carefully when assessing the efficacy of interventions.  

4.  NUMERACY INTERVENTIONS

Our math intervention structure includes time on Wednesday morning before school starts and after school four days a week.  It also targets students who score "approaching" in math.  Other interventions include online programs that are highly structured and geared to move students forward.

5.  LITERACY SUPPORTS

Literacy support structures are in place in our Social Studies and Science classes.  This year,  the Social Studies and Science teams are focusing on developing writing-to-learn strategies in conjunction with the Common Core State Standards.  The district has provided us with a part-time literacy coach to help teachers develop and implement these research-based strategies.  Such best practices allow students to hone their critical thinking skills by using writing-to-learn strategies.

On Tuesdays and Thursdays, we have implemented D.E.A.R. (Drop Everything and Read) time during the first 10 minutes of period 1 (which is 10 minutes longer than other periods of the day to allow for announcements which we no longer do on Tuesdays and Thursdays).

This has made it necessary for students to always have a book checked out from the library.  D.E.A.R.  results in approximately 80 extra reading minutes per month; multiply that by 9 months in a school year and it comes out to approximately 720 minutes.  Furthermore, self-selected reading  increases the chances for high levels of engagement. 

6.  WE CONSTANTLY MONITOR STUDENT PROGRESS!
Our faculty is constantly reviewing our student outcomes in grade level teams, data teams, and individual teacher conferences with administrators.   Our "data-driveness" allows us to constantly assess our efforts and make the necessary adjustments in order in order to move students forward.  


Thanks to all of our parents!  You are great partners who support us in every way in our work.  Happy New Year to everyone!