Pioneer Jr High
What conclusions have you reached about the fidelity of your PBIS program based on the data from the SAS, TFI and SWIS Reports (include multi year comparisons, if applicable)?:
Over the last three academic years, Pioneer’s Climate and Culture team has been fully constituted and has met on a monthly basis to analyze data and develop action plans. Our program has scored at least 60% in terms of implantation and evaluation of the Tier 1 program on the internal Tiered Fidelity Inventory. Self-Assessment Survey data show that at least 78% of staff agree that students are aware of the five school wide expectations and how they relate to behavior outside the classroom (up from 63% the previous year). 55% of staff agree that expected routines are taught directly and 47% say that good behavior is positively reinforced on a regular basis. Data from the TFI show that while the team has made a positive impact on the culture of the school with the communication of behavior expectations, we can improve on family/community involvement.
For the last two years, low-level discipline entries have increased from 31 to 869, but that is because last year was distance and hybrid learning. For assertive discipline (major incidents), in the 2019-2020 school year there were 22 suspensions; this year we have 24. This is about even given that the schools closed in March of 2020 and we are currently in mid-April of this school year.
We will just start to rate the fidelity of our Tier 2 program. We do have a Tier 2 monitoring team that meets regularly, and we have a Check In / Check out program.
Based on the data, what were the strengths of your PBIS program this year? (Include information from Tiers 1 & 2, if applicable):
The data collected during the TFI studies indicates that students and teachers are aware of the school-wide expectations and behavior reward system. Adult staff confirms that they distribute our Miner tickets for good behavior on a regular basis and the students sampled during the internal TFI confirmed that they are receiving tickets.
The broad base of students being rewarded for their good behavior can be observed on the days that the student store is open.
Data from the internal TFI also confirmed that classroom matrices are posted in the classrooms and there are school-wide signs around campus, but they reflect the previous behavior expectations. These changes had not been made last year due to distance learning, but they have now been updated since the internal TFI.
This year we have had eight students placed in our “Check in / Check out” program. Staff members were invited to serve as “check in mentors” for the students so each student had a specific adult checking in.
3. Based on the data, what actions will you take in the coming school year to improve the fidelity of your PBIS program? (Include information from Tiers 1 & 2, if applicable):
Through the SAS, a third of the staff reported that they had limited ability to participate in active decision-making based on patterns of student behavior. In addition, less than half of the staff reported that the school clearly defines problem behaviors, and only 50% of the staff reported that the school has formal strategies for informing families about expected behaviors at school. And the internal TFI revealed that though classroom matrices were posted, they were old and there was little evidence that teachers were connecting their classroom matrix to their comments to students about behavior expectations. Next year we will be looking for:
Increased reference to the classroom matrix
Increased use of positive comments and redirection
We will provide staff development when we return in August and monitor continuously and provide follow up training through the school year.
We plan to calendar opportunities for PRIDE expectations to be reviewed multiple times during the morning PSN (Pioneer Student News).
For our Tier 2 program, we will closely monitor behavior data and begin enrolling students in Check in / Check out as soon as necessary. A Tier 2 team will meet twice monthly to monitor data and make recommendations for individual students and the Tier 2 program as a whole.