November 21, 2023 • 29 mins
Have you ever wondered how data can be used to positively influence behavior management in schools? Join us for an engaging discussion with Becky Miller, Assistant Principal at Minerva Elementary, as we uncover the truth. With her admirable passion for children and love for data, Becky transitioned from the classroom to administration to take her mission to the next level.
During our enlightening chat, Becky opens up about the integral role of data in Positive Behavior Intervention Support (PBIS). She provides an intriguing glimpse into the workings of Minerva Elementary, with an example of how behavior data helped identify patterns and reasons behind a student's daily meltdowns. This led to an effective action plan, highlighting the power of data. Furthermore, Becky shares valuable advice on the importance of understanding the "why" behind a child's behavior, and why relationship-building experiences reign supreme over monetary rewards.
In the final leg of our discussion, Becky illuminates her experience with data-driven decision-making in PBIS. She walks us through how it facilitated her in pinpointing the root causes of student behavior. Her insights stress the significance of a data-driven approach in creating a system of positive reinforcement and discipline based on evidence. If you're intrigued by how data can reveal crucial insights into student behavior, this episode promises to be a memorable one.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:08):
Welcome to PBIS.
Journey to Genius.
Are you in the process ofimplementing PBIS?
Are you wondering where tostart?
You are in the right place.
We are here to support you.
Stay tuned.
Speaker 2 (00:27):
Welcome back.
We are PBIS Journey to Geniusand I am Diane Farrell and I'm
here with Diane Ruff, and we areeducators that have worked
together for many years.
We put a positive behaviorintervention and support system
together in our school system,which has gotten a lot of school
awards and recognition.
But now we're sharing ourjourney with you through a
(00:50):
podcast every week.
We're sharing our trials, oursuccesses, so that we might help
you in your positive behaviorintervention journey.
All right, diane, what were wetalking about last week?
Speaker 1 (01:03):
All right.
So our last episode we had ourChristine Hunt in here and we
talked a lot about creating thematrix and the three big rules.
This week we want to talk aboutthe importance of tracking
behavior data.
We're one of the main parts ofthe Tier 1 for PBIS and so we've
got to be able to track thatdata.
(01:23):
And here to help us discussthat is Becky Miller, and she is
the assistant principal here atthe Minerva Elementary, so
welcome, becky.
Speaker 2 (01:32):
Thank you All right.
So, as you all know, if you'vebeen listening to us, every time
we have a guest on, we ask whydid you get into education and
what was your aha that's keptyou there?
You're going to treat Becky thesame way.
So, mrs Miller, what is your?
Why?
Speaker 3 (01:50):
My why certainly is I've always had a passion for
children, whether it be becauseof having a big family oldest of
six children, alwaysbabysitting.
I've always loved school, so Idid extracurriculars.
It just seemed the naturalthing to do.
Did you play school when youwere little?
(02:10):
I played school when I yes, Itortured my siblings, my little,
my little brothers, especiallythey were 10 years younger than
I was.
We did 4-H so I was a Cloverbudadvisor.
So I had my little Cloverbudand we would do our project.
Speaker 2 (02:25):
I didn't know.
That's what they were called.
Well, this is before.
Speaker 3 (02:27):
you're actually a 4-H-er.
You're a Cloverbud first, allright.
So yes we would do little unitson sheep and pigs.
Speaker 1 (02:36):
So all the 4-H-ers out there, yeah, you know what a
Cloverbud is.
Speaker 2 (02:39):
Yep, you know what a Cloverbud is.
Speaker 3 (02:41):
So just seemed natural You're a-ha, my a-ha, my
a-ha.
I can't believe it's been 29years.
So the two a-has were my firstyear of teaching.
You know the overwhelming, thelearning, a new system, a new
(03:01):
programs, managing kids,managing parents, collaborating
with my colleagues and then itjust that all kind of fell into
place and then you got settledinto doing that and getting
better and tweaking everythingas you go along To your first,
to my first year asadministrator in 2010.
(03:24):
So now you're switched gears.
Now I switched gears.
Instead of worrying about aclassroom to manage, it was a
building.
I was assistant principal atthat time but the overwhelming
that first year overwhelming,meeting new faces.
It was a large building, thepower of collaboration with all
of those teachers my principalfor sure that was.
(03:50):
You know that overwhelmed me.
But then you look back and youthink, oh my gosh, if I would
have had something like what Iknow now with PBIS, I could have
done it so much better.
Speaker 2 (04:01):
And this is why we talked to had Becky come in.
Actually, the idea behind thispodcast came from my daughter.
So my daughter was talking tome, who's a teacher down in
Florida, and we were talkingabout PBIS and I was talking to
Diana about it and she's likewhat if you don't have the
administrative support?
You know, mom, what if youdon't have it?
(04:23):
And we talked in our earlierpodcast that we were lucky to
have that administrative supportand I said, well, you know what
drives administrators andthat's data.
So we decided to form a podcastabout what will sell your
administrators on PBIS being agreat thing if they're not
totally sold already.
And that's data.
(04:43):
So when Becky came to us, shesaid she was from a different
junior.
She was at a junior high beforethen.
Speaker 1 (04:49):
So before we go there , though.
Go ahead.
Why did you go intoadministration?
Yeah, that's a good question.
Speaker 3 (04:54):
Well it took me out of the classroom.
Speaker 1 (04:56):
What took me out of the classroom?
Because you were in theclassroom for about.
Speaker 3 (05:00):
I was in the classroom for 15 years, weren't
you 10, 12,?
15 years.
Yes, 12 years, because weactually made the move.
Speaker 1 (05:06):
I think, at the same time, we pretty much we did yes.
Speaker 3 (05:10):
When I was teaching here, you were the lead mentor
and I was a mentor at the middleschool, but why I went into?
Well, I mean, the opportunitycame, I brought my data.
I had data.
We sit down, we had lunch, itall was with data.
Like you said, or like yourdaughter was saying, what if the
(05:33):
admin are?
Speaker 1 (05:33):
you know On board, yeah, and data drives decisions.
Data drives decisions.
Speaker 3 (05:38):
Just by nature in my classroom what was data driven?
And then it became for thebuilding.
I was the reading guru or thedata guru for reading progress.
Back then it was Lexiles.
Everybody was all about the SRI.
We take the SRI every.
It was every month.
So I had all that data andtracking and I had at risk
(05:58):
kiddos that I was teaching inspecial ed so we made tremendous
growth but I had all that datato support it so I had something
to sit down with at.
The interview was really whatit was.
So I had my little binder and soI was doing the leadership
things already in my buildingwith data that I thought I could
(06:20):
you could take to the nextlevel.
Speaker 1 (06:21):
I could take to the next level.
Speaker 3 (06:22):
Yeah.
So I just I loved the classroom.
I was on board in the classroom.
Speaker 2 (06:29):
It kind of came unexpectedly and you just you
know, and I loved the fullcircle of Becky because she went
from an assistant principal,then moving on to a curriculum
director and then moved herselfback to assistant principal.
Look at that.
And now she's back withchildren again, which you know
because as a curriculum,director, and that's why I left
you left with adults.
I mean you are helping adults.
Speaker 3 (06:51):
I miss the children, farrell.
That's why I wanted to come,all right.
Well, that's awesome, I did.
Speaker 2 (06:56):
Well, when Becky came to us because she came to us
two years ago, this is yoursecond year, right, and when you
came to us, you had differentsystems at your old job.
Now remember that was severalyears ago, because you've been a
curriculum director here forhow long, oh I was uh, how long,
how many?
Was it 12?
Speaker 3 (07:13):
No, I think it was nine, nine years, okay, so it's
been a while since you were aprincipal.
Oh yeah, 2010.
Speaker 2 (07:19):
But you did have systems in place back then, Of
course you had to.
So what were your choices ofsystems back then?
What did you use?
Speaker 3 (07:29):
Oh, we do well, everybody used what was your
office referral system like backthen, do you remember?
Speaker 2 (07:34):
Yeah, it was.
Speaker 3 (07:35):
Dazzle.
Everybody used Dazzle at thattime.
Okay, Infractions and actionsright, okay.
So when an office, whether Ientered the data or the
secretary entered the data, itwas an office referral write up
and we had infractions, are whatrules they break in the
handbook?
And the action was what was theconsequence or what was the
(07:56):
punishment in this?
Speaker 2 (07:57):
sense.
Okay, I like what you say.
What action did they break inthe handbook?
Were there listed behaviorsthat were meant an office?
Speaker 3 (08:05):
referral Dazzle was matched to our handbook.
Speaker 2 (08:09):
Okay, so it was speaking the same language,
because we kind of talked in oneof our earlier podcasts that
that's one of the big things wedid with PBS is put major and
minor.
We set those out Like what isdesignated as an office referral
, what's the classroom?
And that wasn't really clear,but you're saying it was clear.
Speaker 3 (08:28):
It was in terms of.
That was our reporting system.
That's where they went.
Now, when I went there, I wasfollowing suit as the assistant
principal to the gentleman whowas the assistant principal, so
he had, for example, the majorsand minors.
The building had brainstormedand had the majors and minors
designated.
There was a chart for that.
(08:49):
I do.
I do certainly remember that.
So they knew, the teachers knew, and what was coming.
We didn't have lots of kidsdown the office because teachers
thought it was major.
That was not the case.
Everybody was pretty clear onmajors and minors, I felt.
Speaker 2 (09:09):
And maybe that's more prevalent at a middle school,
maybe Because she was a middleschool and we're coming from the
elementary world when thatisn't as prevalent.
As to what designates Cause wetalked about how some teachers
have different definitions ofthat.
Speaker 1 (09:22):
Compare that now to.
You're out of it for a whilenine years you come back, and so
we have a system set up calledSwiss and how to track the data.
And then what?
So compare the two like arethey about the same as what
you're used to or a little bitdifferent?
Speaker 3 (09:43):
Or I think, in terms of the framework of reporting
data out, I'm accustomed to, wewould.
I would do a discipline reportevery quarter and we could
generate the list of infractionslike the most you know, most
role broken you know,disobedience or insubordination.
Right, where did it happen?
(10:03):
The bus or lunch?
I could do that with theinformation, but, like today we
had, but with Swiss, and this ismy second year with Swiss today
we had a discipline meeting orPBS meeting, and the report that
we shared with the team todayis very detailed, more explicit,
(10:25):
more information.
Speaker 2 (10:28):
So before we get into that, Diane talk a little bit
about what Swiss is and how weget it economically.
So Swiss is actually.
People don't know.
Speaker 1 (10:37):
A data driven program for schools, and the way we
acquired it was through thecounty.
The county at the time wouldtrain us in PBIS and then they
actually said we were kind oftold we had to use it at the
time.
Now I don't know if that's thecase now, because we've been
(10:58):
using Swiss since probably 2015.
And it's one.
Speaker 2 (11:01):
S right S-W-I-S, s-w-i-s yeah, not like
Switzerland, no.
Just saying, and I don'tremember what the acronym stands
for but you got it moreeconomically if you were a PBIS
school, didn't you?
Yes?
Speaker 1 (11:16):
we did and if we were trained by a person at SST-9,
so that person from SST-9,county person came out, trained
us and then we were able to getit very very economic.
Speaker 2 (11:28):
Is that still the way Do?
Speaker 3 (11:30):
we not it's like $500 .
Speaker 2 (11:31):
Yes, which is a lot less than what it really is.
I think.
Speaker 1 (11:34):
As long as you're a PBIS school, just so you know
out there, and so if you'recurious to know about this
particular software, all youneed to do is just Google
S-W-I-S discipline program andit will pop up.
I believe it's Schoolwide.
Intervention System Maybethat's what it is.
Speaker 3 (11:52):
Oh yeah, that's probably what it Nice, that's a
good job, that's a good acronym,schoolwide Intervention System.
I love it, gold star for me.
Speaker 1 (11:59):
There we go.
So, yes, one of the big thingsthat they taught us at the time,
and is still very important, isnot only knowing when the
infraction happens, knowing whena child misbehaves.
When is it happening?
The time of day, the location,the day of the week so that you
(12:25):
can really break that down andbegin to really try to figure
out a child.
The whole reason to do that isto create an intervention for
the child, which is what we saidSwiss is all about.
Speaker 2 (12:37):
So, yeah, do you want to go ahead and then talk about
yeah, talk a little bit abouthow you About the meeting today,
since you've started using it,because you're new to it and
what you like about it and maybewhat you use today in the
meeting.
Speaker 3 (12:51):
Well, the report I'm looking at here, that we brought
and discussed today at themeeting, shows the average
referrals per day, per month,multi-year.
So we go back as far as 2019-20school year.
So there's a table that showsthe trend line for the past five
years.
So on the first page here weare looking at for the month of
(13:11):
October, November, so it goes bymonth.
So you have all the monthslisted for the past five years
and an easy little table.
We noticed today that at ourNovember meeting we are
currently at 37 office referralsfor the month of November,
Whereas last year at this pointlast year we were at 75, the
(13:32):
year before that, 95.
So then you can see the trenddata for that.
We range from 70 to 90.
In the month of November,However, we were at 37 right now
.
Speaker 2 (13:43):
So right away, okay, so you see that data, it's 37.
That's significant.
Speaker 1 (13:48):
I mean that's half.
That's really significant andin a building.
Speaker 2 (13:51):
remember, we have 850 kids in this building, so it's
a large elementary, secondlargest.
So for 37 office referrals for850 kids, that's wonderful.
So think now, when you talkabout that, what's different,
what have you emphasized, put inplace that you think might be
making that happen?
Speaker 3 (14:12):
We had discussed towards the end of last year and
then, as we reviewed last year,rolling into this year, putting
a stronger emphasis on the 10day reward.
All the classrooms do a 10 dayreward system.
They keep track, not 10consecutive days, but when a
kiddo gets a 10 day reward theyhit 10 good days, good choices,
(14:35):
all green stamps.
They get a and acknowledgementfor that.
And so we've increased that,building wide.
Speaker 2 (14:46):
A little bit more administrative support in that
too, aren't you?
Because it was a little bit inthe past, wasn't it Diane Moore,
the teacher it was, it was justmore classroom teachers doing
that, and so last year wethought what if the office jumps
on board?
Speaker 1 (14:58):
To help, support To support, and so some of the
things that we've implemented,that's really taken off.
Speaker 3 (15:03):
That's really taken off Well.
Speaker 2 (15:06):
Name a couple of those things you do that you're
so busy doing now.
Yeah, I'm running around like anut acknowledging kids instead
of discipline kids, but isn't itgreat that she's acknowledging
good behavior instead ofpunishing poor choices?
Speaker 3 (15:16):
100%.
So at the end of every day wedo announcements and I receive
texts.
I receive emails from teachers.
We're celebrating readinggrowth, whether it be Lexia,
whether it be 40 book challenge,matter of the grade level.
We're celebrating.
We're shouting these kids outbecause that's being very
responsible on working on yourreading skills.
(15:38):
So I'm giving shout outs foryou know their academics math
lift off extra math completions.
They graduate from certainlevels for math Facebook famous
you know that's been a big one.
Speaker 2 (15:55):
They hit that 10 day reward.
Speaker 3 (15:57):
They hit a 10 day reward.
They get to choose fromdifferent things.
So Facebook famous is an option.
They're posted on Facebook andthen we do a Polaroid out here
on the bulletin board.
But the joke of the day, theylove to come down at the end of
our announcements each day andthey just do a corny joke Becky
started this last year.
Speaker 2 (16:17):
It's hysterical.
She just picks a joke of theday and the kids get to do the
punchline.
It's hysterical.
Speaker 3 (16:22):
No, now the kids are doing the joke, Farrell.
They come down and they havethe joke.
We have to filter it first.
Speaker 2 (16:28):
You remember everyone , I retired, so I am not here
this year.
So this is all the fun thingsthat started to happen at the
end of last year.
Speaker 3 (16:35):
So those are the ones I can think of right now that
we do.
But we just started tellingwhat the acknowledgements like
the we're telling the amount ofor the numbers of
acknowledgements that we dothroughout the day versus a
referral Right?
So right now we just starteddoing this, probably the past
(16:56):
five days, because we justneeded to somehow capture this
we were doing between 12 to 15acknowledgements a day for
appropriate behaviors versus,you know, three to five office
referrals.
Speaker 1 (17:10):
So that's data, so and that's just scratching the
surface, because we also one ofthe big ones that they really
like is eating with a friend Inour building kindergarten
through fifth grade.
They all eat with theirclassrooms and in past years we
would let fifth grade, towardsthe end of the school year,
begin to eat, you know, with anyfriend they wanted and not sit
(17:34):
with their class.
But now we stick with alwayseat with your classroom.
We did that at the end of lastyear so that that 10 day reward
becomes great big.
I'm going to work really hardso I can choose to eat lunch
with a friend.
So that's not even included inyour tallies so far.
And then all of the ones thatthe teachers just have.
(17:55):
You know kids pick to eat withtheir teacher.
They pick to sit in the specialchair or and do you see, all
these aren't monetary rewards.
Speaker 2 (18:07):
So some of the things you know.
The big drawbacks that I haveheard about PBIS is oh, they
just go to the office to gettrinkets in it.
It's a lot of money and it'sjust little, and that's not what
it?
Speaker 1 (18:18):
needs to be.
Speaker 2 (18:19):
In fact, it's better to have experiences.
Speaker 1 (18:22):
Experiences and relationship building
experiences, because even ifthey get to eat with that friend
that's in another classroom,they're working on a
relationship and you know theyget that special seat in the
cafeteria.
Coming down to the office, it'sreally about the relationships.
Speaker 2 (18:38):
Plus, everyone sees that they have earned that.
So like AIDS and cafeteriaworkers and other people like
that can acknowledge thembecause they see that happening.
Speaker 1 (18:47):
And that's happening.
So, you know, again,acknowledging we think the big
difference here in the drop isthe acknowledgement system, for
sure and acknowledging bothbehaviors, the expected
behaviors, and working on theiracademics both ways.
And we are a leader in meschool, so we're in our third
(19:08):
year of leader in me, so we'vekind of blended the two together
, you know.
So, creating leaders in throughthis in the school, in the
classroom, and so and again thatacknowledgement system.
So we're gonna continue.
We asked our tier one teamtoday, if they, how could we
(19:29):
report more of theacknowledgement system, because
other schools use, like Dojo andthat's an acknowledgement
system.
Speaker 2 (19:36):
So you're seeing the data on who's all being
acknowledged, or I think yourdaughter participated in another
one, the PBIS rewards, which isa bump when you were talking
about that other school and thebeads in the idea.
So PBIS rewards is the onewhere you actually have a
downloaded app and then eachchild has a like a name tag that
(19:58):
has their picture and a barcodeon it, and then you bump them,
so you take your phone which hasthe app on it, and if they're
doing something well or you justbump them and then that data
goes right to the office.
Speaker 1 (20:10):
And then you can see.
Speaker 2 (20:11):
Now, that's a system that you know we've talked about
investing in, so it's an idea.
It's kind of like Class Dojo,but it's for the whole building.
Everyone would have the app ontheir phone and then bump them
throughout the building.
Speaker 3 (20:24):
So that's just an idea.
Speaker 1 (20:25):
Another idea of that whole acknowledging case
Everywhere doing good things,sure, so we could get into a
whole another podcast on theacknowledgement system, and we
will.
That is a big deal, but todaywe just want to talk about you
know, it's really important tolook at your data every month
and share it with your staff.
(20:46):
So today we met with our PBISTier 1 team and shared the data,
but then when we have a staffmeeting, we share out the same
data to everyone.
The where my hope is, our hopeis, is that the Tier 1 team will
take it back to the grade levelTBT, the teacher based team,
(21:06):
because you give them copies ofthose reports.
We do, but then I also thinkthat it's really important that
a staff meeting to continue toshare out.
So do you want to talk a littlebit more about what we've
learned from the data?
Speaker 3 (21:17):
this month.
Yeah, the referrals by grade.
We learned that for the monthbetween October 18th and
November 15th, grade one has themost office referrals, with 14,
followed by second grade withtwo, and that's just by the
grade.
By the grade level, we havereferrals by students.
(21:38):
We have one.
We have one little girl inthird grade with six office
referrals.
She's leading the way and theother she's followed closely by
a second grader with four, andthere's names on here as well.
But when you can go to each ofthese kiddos and drill down to
(21:59):
see like I'm giving you thebuilding snapshot of this with
each of these kiddos, boy, youcan drill down to see what the
behavior is, where it'shappening, time of day, what day
of the week, specifically as welook at creating a plan,
because they're both on behaviorplans.
Speaker 2 (22:14):
That's what I wanna say.
Why is that so important toknow where it's happening and
why?
Because you're looking forpatterns and you're looking for
reasons.
We all believe that childrenreact to situations mostly for a
reason, and so there's good inevery single child.
Speaker 1 (22:31):
And so we wanna know what.
Here's an aha.
Yes, do it, and you'll rememberthat aha moment.
Speaker 2 (22:35):
Do the aha.
I know what you're doingbecause you're looking at me.
Speaker 1 (22:38):
I know.
So we had a fourth grader yearsago, right?
Speaker 2 (22:42):
Years ago.
Speaker 1 (22:42):
When we first started , the Swiss and he was melting
down at around 11 o'clock everyday and we didn't even realize
the time we didn't.
We just go oh, he's meltingdown again, we get down, we get
him out of class or we empty theclassroom.
Speaker 2 (22:56):
He's under the desk.
Speaker 1 (22:57):
All the things.
And so one of us thought whydon't we look at the data?
Yeah, let's look at the data.
So we looked at the data and loand behold, it was happening at
around 11 o'clock almost everyday in the classroom.
Well, we come to find out whenwe talk to him about it that,
first of all, our fourth gradehas a very long time to be in
class.
(23:17):
They don't even Extreme longmorning we eat lunch until one
o'clock.
Speaker 3 (23:22):
I think at that time it was one o'clock.
Speaker 2 (23:24):
Now they do have a snack, but and they do get them
up in the classroom, but it'sstill it is, it's still academic
for many hours.
Speaker 1 (23:31):
Maybe he wasn't bringing a snack all the time.
Speaker 2 (23:33):
I don't think so.
Speaker 1 (23:34):
So we determined, in talking with him and looking at
the time, that he was needing abreak.
He needed to get out and walkaround, take a break.
So we actually assigned him tothe custodian.
Speaker 2 (23:46):
He went to the cafeteria To help the custodian
and help open up kindergartenthings, just for like 10 minutes
.
Now he's a fourth grader, sohe's good at that and he thought
he was amazing.
Yes, he was a helper, so he gota snack and he went to the
kindergarten lunch and he helpedopen up things, which you know,
if you're a kindergartenteacher, is very tedious.
Speaker 1 (24:04):
So he did that and he was only out of class for about
10 minutes, but when you thinkabout all the meltdowns he was
having, he was causing a bigcommotion in the classroom.
Speaker 2 (24:12):
That was probably lasting 10 to 15 minutes and
that was when fourth grade wasreally having a snack and a
transition time anyway.
So he really wasn't missingthat much curriculum.
But it changed behavior.
Speaker 1 (24:23):
So the idea behind that is, when you're looking at
data and you're looking at whyJust by giving him a break
Looking for the why, like yousaid, drilling down.
Speaker 2 (24:31):
And looking at that and without this seeing the time
of day, we never would have putthat together.
Speaker 1 (24:36):
No.
Speaker 2 (24:37):
Never would have put that together as, oh my gosh,
why is it always happening here?
So that's one of the manyreasons, and I know Diane was
looking at me as soon as youwere talking about that, because
that's happened many times withdifferent students since then,
but that was our very first one.
Speaker 1 (24:51):
That was our aha moment.
Speaker 2 (24:52):
Aha, yes, and it worked, and so that was an even
bigger aha.
Yes, but you know, if you don'thave this yet, because when I
was talking to my daughter theydon't have Swiss yet, so that's
not there you can do this inyour very own room.
I talked about that.
Start with how many times areyou reprimanding children?
(25:13):
Are you talking to children?
Are you saying a student's name?
Just make little marks, collectyour own data, then put some
PBIS things in place in yourroom.
Do some acknowledgement systemsthings and see if your data
changes.
You can do this before andafter data is easy to do just in
your room.
Speaker 1 (25:31):
And then we always said, success is contagious.
Speaker 2 (25:34):
So if you do it and then your partner teacher sees
that it's decreasing yourreferrals or your reprimands or
you're even having to say astudent's name, then if they do
it, and then they do it, andthey do it Now administrators
are gonna start to think aboutthis.
Speaker 3 (25:49):
If your dad is showing decrease, they're gonna
wanna jump on that Well, andthen also as we drill down, but
for kiddos, like I'm lookingright here for referrals by
behavior for this time period,you know physical aggression and
defiance for the two leadinginfraction I guess would be two
leading behaviors.
So when we drill down and lookat it specifically to a kiddo
(26:12):
and if it is, you know, physicalaggression or defiance, we now
do small group retaching.
Speaker 2 (26:21):
This is started just this year.
Speaker 3 (26:22):
Talk about that a minute Small group instruction
for a handful of kids who arealso struggling with defiance,
for example.
You know, because we look attheir data, we look at repeat
offenders.
Oh look, we have two or threethat are struggling with the
same behavior.
They shore up two or threetimes a week at 230 for about a
15, 20 minute lesson on, youknow, being respectful, raising
(26:45):
your hand before speaking.
We do practice and we teachthese appropriately.
So that was something that wasan aha moment to me.
Imagine that we're a schoolright and we're teaching
appropriate behavior as well.
So that's happening.
So that might be also part ofthe why we are significantly
lower.
Speaker 2 (27:06):
Yeah, that is a second thing you've put in place
this year and I think that'samazing that you are you know
that's a tier two intervention.
You know that's really awesomethat you're teaching that
behavior in a special time in aday, addressing the specific
behavior.
Speaker 3 (27:17):
Where it's happening playground, classroom, bus,
hallway it can be reenacted youknow yes.
Speaker 2 (27:25):
Take them out there to physically show them, so that
is super awesome.
Well, we're about at the end, Iknow.
So our message today was aboutdata, data, data and
administrators are driven bydata, and if you can show that
it's working, like Miss Miller,becky, thank you so much for
coming today, and then that's agood way to get that into your
(27:46):
school.
Speaker 1 (27:46):
It is, and then using the data to begin to correct
those behaviors, to reteach thebehaviors to the desired
behaviors that we want teachingkids what it looks like and
sounds like to be safe,responsible and respectful.
And the data tells usspecifically where to start.
And so you know, data is veryimportant.
Again, we use the Swissmanagement system, but there's a
(28:09):
lot of systems out there theDojo, couple of other ones that
will help you with that.
Of course, if you have anyquestions, you can always email
us at pbisjourneyforgenius atgmailcom.
Speaker 2 (28:22):
And we have recently established a Facebook page and
an Instagram.
So if you want to visit those,their pbisjourney to genius,
Facebook and on Instagram,that'll give you highlights and
captions of our podcast and thenlinks to be able to access it
and listen on your own.
Speaker 1 (28:40):
So thanks so much, and we want to hear from you,
because we will yes, we willreach out back to you with your
questions, your comments, butdefinitely thank you for staying
with us.
Speaker 2 (28:52):
We are episode seven Data Driven.
Speaker 1 (28:55):
My name is Diane Farrell and this is I'm Diane
Ruff.
Join us next week on PBISJourney to Genius.
Seriously, 앉y 5.
Welcome to PBIS.
Journey to Genius.
Are you in the process ofimplementing PBIS?
Are you wondering where tostart?
You are in the right place.
We are here to support you.
Stay tuned.
Speaker 2 (00:27):
Welcome back.
We are PBIS Journey to Geniusand I am Diane Farrell and I'm
here with Diane Ruff, and we areeducators that have worked
together for many years.
We put a positive behaviorintervention and support system
together in our school system,which has gotten a lot of school
awards and recognition.
But now we're sharing ourjourney with you through a
(00:50):
podcast every week.
We're sharing our trials, oursuccesses, so that we might help
you in your positive behaviorintervention journey.
All right, diane, what were wetalking about last week?
Speaker 1 (01:03):
All right.
So our last episode we had ourChristine Hunt in here and we
talked a lot about creating thematrix and the three big rules.
This week we want to talk aboutthe importance of tracking
behavior data.
We're one of the main parts ofthe Tier 1 for PBIS and so we've
got to be able to track thatdata.
(01:23):
And here to help us discussthat is Becky Miller, and she is
the assistant principal here atthe Minerva Elementary, so
welcome, becky.
Speaker 2 (01:32):
Thank you All right.
So, as you all know, if you'vebeen listening to us, every time
we have a guest on, we ask whydid you get into education and
what was your aha that's keptyou there?
You're going to treat Becky thesame way.
So, mrs Miller, what is your?
Why?
Speaker 3 (01:50):
My why certainly is I've always had a passion for
children, whether it be becauseof having a big family oldest of
six children, alwaysbabysitting.
I've always loved school, so Idid extracurriculars.
It just seemed the naturalthing to do.
Did you play school when youwere little?
(02:10):
I played school when I yes, Itortured my siblings, my little,
my little brothers, especiallythey were 10 years younger than
I was.
We did 4-H so I was a Cloverbudadvisor.
So I had my little Cloverbudand we would do our project.
Speaker 2 (02:25):
I didn't know.
That's what they were called.
Well, this is before.
Speaker 3 (02:27):
you're actually a 4-H-er.
You're a Cloverbud first, allright.
So yes we would do little unitson sheep and pigs.
Speaker 1 (02:36):
So all the 4-H-ers out there, yeah, you know what a
Cloverbud is.
Speaker 2 (02:39):
Yep, you know what a Cloverbud is.
Speaker 3 (02:41):
So just seemed natural You're a-ha, my a-ha, my
a-ha.
I can't believe it's been 29years.
So the two a-has were my firstyear of teaching.
You know the overwhelming, thelearning, a new system, a new
(03:01):
programs, managing kids,managing parents, collaborating
with my colleagues and then itjust that all kind of fell into
place and then you got settledinto doing that and getting
better and tweaking everythingas you go along To your first,
to my first year asadministrator in 2010.
(03:24):
So now you're switched gears.
Now I switched gears.
Instead of worrying about aclassroom to manage, it was a
building.
I was assistant principal atthat time but the overwhelming
that first year overwhelming,meeting new faces.
It was a large building, thepower of collaboration with all
of those teachers my principalfor sure that was.
(03:50):
You know that overwhelmed me.
But then you look back and youthink, oh my gosh, if I would
have had something like what Iknow now with PBIS, I could have
done it so much better.
Speaker 2 (04:01):
And this is why we talked to had Becky come in.
Actually, the idea behind thispodcast came from my daughter.
So my daughter was talking tome, who's a teacher down in
Florida, and we were talkingabout PBIS and I was talking to
Diana about it and she's likewhat if you don't have the
administrative support?
You know, mom, what if youdon't have it?
(04:23):
And we talked in our earlierpodcast that we were lucky to
have that administrative supportand I said, well, you know what
drives administrators andthat's data.
So we decided to form a podcastabout what will sell your
administrators on PBIS being agreat thing if they're not
totally sold already.
And that's data.
(04:43):
So when Becky came to us, shesaid she was from a different
junior.
She was at a junior high beforethen.
Speaker 1 (04:49):
So before we go there , though.
Go ahead.
Why did you go intoadministration?
Yeah, that's a good question.
Speaker 3 (04:54):
Well it took me out of the classroom.
Speaker 1 (04:56):
What took me out of the classroom?
Because you were in theclassroom for about.
Speaker 3 (05:00):
I was in the classroom for 15 years, weren't
you 10, 12,?
15 years.
Yes, 12 years, because weactually made the move.
Speaker 1 (05:06):
I think, at the same time, we pretty much we did yes.
Speaker 3 (05:10):
When I was teaching here, you were the lead mentor
and I was a mentor at the middleschool, but why I went into?
Well, I mean, the opportunitycame, I brought my data.
I had data.
We sit down, we had lunch, itall was with data.
Like you said, or like yourdaughter was saying, what if the
(05:33):
admin are?
Speaker 1 (05:33):
you know On board, yeah, and data drives decisions.
Data drives decisions.
Speaker 3 (05:38):
Just by nature in my classroom what was data driven?
And then it became for thebuilding.
I was the reading guru or thedata guru for reading progress.
Back then it was Lexiles.
Everybody was all about the SRI.
We take the SRI every.
It was every month.
So I had all that data andtracking and I had at risk
(05:58):
kiddos that I was teaching inspecial ed so we made tremendous
growth but I had all that datato support it so I had something
to sit down with at.
The interview was really whatit was.
So I had my little binder and soI was doing the leadership
things already in my buildingwith data that I thought I could
(06:20):
you could take to the nextlevel.
Speaker 1 (06:21):
I could take to the next level.
Speaker 3 (06:22):
Yeah.
So I just I loved the classroom.
I was on board in the classroom.
Speaker 2 (06:29):
It kind of came unexpectedly and you just you
know, and I loved the fullcircle of Becky because she went
from an assistant principal,then moving on to a curriculum
director and then moved herselfback to assistant principal.
Look at that.
And now she's back withchildren again, which you know
because as a curriculum,director, and that's why I left
you left with adults.
I mean you are helping adults.
Speaker 3 (06:51):
I miss the children, farrell.
That's why I wanted to come,all right.
Well, that's awesome, I did.
Speaker 2 (06:56):
Well, when Becky came to us because she came to us
two years ago, this is yoursecond year, right, and when you
came to us, you had differentsystems at your old job.
Now remember that was severalyears ago, because you've been a
curriculum director here forhow long, oh I was uh, how long,
how many?
Was it 12?
Speaker 3 (07:13):
No, I think it was nine, nine years, okay, so it's
been a while since you were aprincipal.
Oh yeah, 2010.
Speaker 2 (07:19):
But you did have systems in place back then, Of
course you had to.
So what were your choices ofsystems back then?
What did you use?
Speaker 3 (07:29):
Oh, we do well, everybody used what was your
office referral system like backthen, do you remember?
Speaker 2 (07:34):
Yeah, it was.
Speaker 3 (07:35):
Dazzle.
Everybody used Dazzle at thattime.
Okay, Infractions and actionsright, okay.
So when an office, whether Ientered the data or the
secretary entered the data, itwas an office referral write up
and we had infractions, are whatrules they break in the
handbook?
And the action was what was theconsequence or what was the
(07:56):
punishment in this?
Speaker 2 (07:57):
sense.
Okay, I like what you say.
What action did they break inthe handbook?
Were there listed behaviorsthat were meant an office?
Speaker 3 (08:05):
referral Dazzle was matched to our handbook.
Speaker 2 (08:09):
Okay, so it was speaking the same language,
because we kind of talked in oneof our earlier podcasts that
that's one of the big things wedid with PBS is put major and
minor.
We set those out Like what isdesignated as an office referral
, what's the classroom?
And that wasn't really clear,but you're saying it was clear.
Speaker 3 (08:28):
It was in terms of.
That was our reporting system.
That's where they went.
Now, when I went there, I wasfollowing suit as the assistant
principal to the gentleman whowas the assistant principal, so
he had, for example, the majorsand minors.
The building had brainstormedand had the majors and minors
designated.
There was a chart for that.
(08:49):
I do.
I do certainly remember that.
So they knew, the teachers knew, and what was coming.
We didn't have lots of kidsdown the office because teachers
thought it was major.
That was not the case.
Everybody was pretty clear onmajors and minors, I felt.
Speaker 2 (09:09):
And maybe that's more prevalent at a middle school,
maybe Because she was a middleschool and we're coming from the
elementary world when thatisn't as prevalent.
As to what designates Cause wetalked about how some teachers
have different definitions ofthat.
Speaker 1 (09:22):
Compare that now to.
You're out of it for a whilenine years you come back, and so
we have a system set up calledSwiss and how to track the data.
And then what?
So compare the two like arethey about the same as what
you're used to or a little bitdifferent?
Speaker 3 (09:43):
Or I think, in terms of the framework of reporting
data out, I'm accustomed to, wewould.
I would do a discipline reportevery quarter and we could
generate the list of infractionslike the most you know, most
role broken you know,disobedience or insubordination.
Right, where did it happen?
(10:03):
The bus or lunch?
I could do that with theinformation, but, like today we
had, but with Swiss, and this ismy second year with Swiss today
we had a discipline meeting orPBS meeting, and the report that
we shared with the team todayis very detailed, more explicit,
(10:25):
more information.
Speaker 2 (10:28):
So before we get into that, Diane talk a little bit
about what Swiss is and how weget it economically.
So Swiss is actually.
People don't know.
Speaker 1 (10:37):
A data driven program for schools, and the way we
acquired it was through thecounty.
The county at the time wouldtrain us in PBIS and then they
actually said we were kind oftold we had to use it at the
time.
Now I don't know if that's thecase now, because we've been
(10:58):
using Swiss since probably 2015.
And it's one.
Speaker 2 (11:01):
S right S-W-I-S, s-w-i-s yeah, not like
Switzerland, no.
Just saying, and I don'tremember what the acronym stands
for but you got it moreeconomically if you were a PBIS
school, didn't you?
Yes?
Speaker 1 (11:16):
we did and if we were trained by a person at SST-9,
so that person from SST-9,county person came out, trained
us and then we were able to getit very very economic.
Speaker 2 (11:28):
Is that still the way Do?
Speaker 3 (11:30):
we not it's like $500 .
Speaker 2 (11:31):
Yes, which is a lot less than what it really is.
I think.
Speaker 1 (11:34):
As long as you're a PBIS school, just so you know
out there, and so if you'recurious to know about this
particular software, all youneed to do is just Google
S-W-I-S discipline program andit will pop up.
I believe it's Schoolwide.
Intervention System Maybethat's what it is.
Speaker 3 (11:52):
Oh yeah, that's probably what it Nice, that's a
good job, that's a good acronym,schoolwide Intervention System.
I love it, gold star for me.
Speaker 1 (11:59):
There we go.
So, yes, one of the big thingsthat they taught us at the time,
and is still very important, isnot only knowing when the
infraction happens, knowing whena child misbehaves.
When is it happening?
The time of day, the location,the day of the week so that you
(12:25):
can really break that down andbegin to really try to figure
out a child.
The whole reason to do that isto create an intervention for
the child, which is what we saidSwiss is all about.
Speaker 2 (12:37):
So, yeah, do you want to go ahead and then talk about
yeah, talk a little bit abouthow you About the meeting today,
since you've started using it,because you're new to it and
what you like about it and maybewhat you use today in the
meeting.
Speaker 3 (12:51):
Well, the report I'm looking at here, that we brought
and discussed today at themeeting, shows the average
referrals per day, per month,multi-year.
So we go back as far as 2019-20school year.
So there's a table that showsthe trend line for the past five
years.
So on the first page here weare looking at for the month of
(13:11):
October, November, so it goes bymonth.
So you have all the monthslisted for the past five years
and an easy little table.
We noticed today that at ourNovember meeting we are
currently at 37 office referralsfor the month of November,
Whereas last year at this pointlast year we were at 75, the
(13:32):
year before that, 95.
So then you can see the trenddata for that.
We range from 70 to 90.
In the month of November,However, we were at 37 right now
.
Speaker 2 (13:43):
So right away, okay, so you see that data, it's 37.
That's significant.
Speaker 1 (13:48):
I mean that's half.
That's really significant andin a building.
Speaker 2 (13:51):
remember, we have 850 kids in this building, so it's
a large elementary, secondlargest.
So for 37 office referrals for850 kids, that's wonderful.
So think now, when you talkabout that, what's different,
what have you emphasized, put inplace that you think might be
making that happen?
Speaker 3 (14:12):
We had discussed towards the end of last year and
then, as we reviewed last year,rolling into this year, putting
a stronger emphasis on the 10day reward.
All the classrooms do a 10 dayreward system.
They keep track, not 10consecutive days, but when a
kiddo gets a 10 day reward theyhit 10 good days, good choices,
(14:35):
all green stamps.
They get a and acknowledgementfor that.
And so we've increased that,building wide.
Speaker 2 (14:46):
A little bit more administrative support in that
too, aren't you?
Because it was a little bit inthe past, wasn't it Diane Moore,
the teacher it was, it was justmore classroom teachers doing
that, and so last year wethought what if the office jumps
on board?
Speaker 1 (14:58):
To help, support To support, and so some of the
things that we've implemented,that's really taken off.
Speaker 3 (15:03):
That's really taken off Well.
Speaker 2 (15:06):
Name a couple of those things you do that you're
so busy doing now.
Yeah, I'm running around like anut acknowledging kids instead
of discipline kids, but isn't itgreat that she's acknowledging
good behavior instead ofpunishing poor choices?
Speaker 3 (15:16):
100%.
So at the end of every day wedo announcements and I receive
texts.
I receive emails from teachers.
We're celebrating readinggrowth, whether it be Lexia,
whether it be 40 book challenge,matter of the grade level.
We're celebrating.
We're shouting these kids outbecause that's being very
responsible on working on yourreading skills.
(15:38):
So I'm giving shout outs foryou know their academics math
lift off extra math completions.
They graduate from certainlevels for math Facebook famous
you know that's been a big one.
Speaker 2 (15:55):
They hit that 10 day reward.
Speaker 3 (15:57):
They hit a 10 day reward.
They get to choose fromdifferent things.
So Facebook famous is an option.
They're posted on Facebook andthen we do a Polaroid out here
on the bulletin board.
But the joke of the day, theylove to come down at the end of
our announcements each day andthey just do a corny joke Becky
started this last year.
Speaker 2 (16:17):
It's hysterical.
She just picks a joke of theday and the kids get to do the
punchline.
It's hysterical.
Speaker 3 (16:22):
No, now the kids are doing the joke, Farrell.
They come down and they havethe joke.
We have to filter it first.
Speaker 2 (16:28):
You remember everyone , I retired, so I am not here
this year.
So this is all the fun thingsthat started to happen at the
end of last year.
Speaker 3 (16:35):
So those are the ones I can think of right now that
we do.
But we just started tellingwhat the acknowledgements like
the we're telling the amount ofor the numbers of
acknowledgements that we dothroughout the day versus a
referral Right?
So right now we just starteddoing this, probably the past
(16:56):
five days, because we justneeded to somehow capture this
we were doing between 12 to 15acknowledgements a day for
appropriate behaviors versus,you know, three to five office
referrals.
Speaker 1 (17:10):
So that's data, so and that's just scratching the
surface, because we also one ofthe big ones that they really
like is eating with a friend Inour building kindergarten
through fifth grade.
They all eat with theirclassrooms and in past years we
would let fifth grade, towardsthe end of the school year,
begin to eat, you know, with anyfriend they wanted and not sit
(17:34):
with their class.
But now we stick with alwayseat with your classroom.
We did that at the end of lastyear so that that 10 day reward
becomes great big.
I'm going to work really hardso I can choose to eat lunch
with a friend.
So that's not even included inyour tallies so far.
And then all of the ones thatthe teachers just have.
(17:55):
You know kids pick to eat withtheir teacher.
They pick to sit in the specialchair or and do you see, all
these aren't monetary rewards.
Speaker 2 (18:07):
So some of the things you know.
The big drawbacks that I haveheard about PBIS is oh, they
just go to the office to gettrinkets in it.
It's a lot of money and it'sjust little, and that's not what
it?
Speaker 1 (18:18):
needs to be.
Speaker 2 (18:19):
In fact, it's better to have experiences.
Speaker 1 (18:22):
Experiences and relationship building
experiences, because even ifthey get to eat with that friend
that's in another classroom,they're working on a
relationship and you know theyget that special seat in the
cafeteria.
Coming down to the office, it'sreally about the relationships.
Speaker 2 (18:38):
Plus, everyone sees that they have earned that.
So like AIDS and cafeteriaworkers and other people like
that can acknowledge thembecause they see that happening.
Speaker 1 (18:47):
And that's happening.
So, you know, again,acknowledging we think the big
difference here in the drop isthe acknowledgement system, for
sure and acknowledging bothbehaviors, the expected
behaviors, and working on theiracademics both ways.
And we are a leader in meschool, so we're in our third
(19:08):
year of leader in me, so we'vekind of blended the two together
, you know.
So, creating leaders in throughthis in the school, in the
classroom, and so and again thatacknowledgement system.
So we're gonna continue.
We asked our tier one teamtoday, if they, how could we
(19:29):
report more of theacknowledgement system, because
other schools use, like Dojo andthat's an acknowledgement
system.
Speaker 2 (19:36):
So you're seeing the data on who's all being
acknowledged, or I think yourdaughter participated in another
one, the PBIS rewards, which isa bump when you were talking
about that other school and thebeads in the idea.
So PBIS rewards is the onewhere you actually have a
downloaded app and then eachchild has a like a name tag that
(19:58):
has their picture and a barcodeon it, and then you bump them,
so you take your phone which hasthe app on it, and if they're
doing something well or you justbump them and then that data
goes right to the office.
Speaker 1 (20:10):
And then you can see.
Speaker 2 (20:11):
Now, that's a system that you know we've talked about
investing in, so it's an idea.
It's kind of like Class Dojo,but it's for the whole building.
Everyone would have the app ontheir phone and then bump them
throughout the building.
Speaker 3 (20:24):
So that's just an idea.
Speaker 1 (20:25):
Another idea of that whole acknowledging case
Everywhere doing good things,sure, so we could get into a
whole another podcast on theacknowledgement system, and we
will.
That is a big deal, but todaywe just want to talk about you
know, it's really important tolook at your data every month
and share it with your staff.
(20:46):
So today we met with our PBISTier 1 team and shared the data,
but then when we have a staffmeeting, we share out the same
data to everyone.
The where my hope is, our hopeis, is that the Tier 1 team will
take it back to the grade levelTBT, the teacher based team,
(21:06):
because you give them copies ofthose reports.
We do, but then I also thinkthat it's really important that
a staff meeting to continue toshare out.
So do you want to talk a littlebit more about what we've
learned from the data?
Speaker 3 (21:17):
this month.
Yeah, the referrals by grade.
We learned that for the monthbetween October 18th and
November 15th, grade one has themost office referrals, with 14,
followed by second grade withtwo, and that's just by the
grade.
By the grade level, we havereferrals by students.
(21:38):
We have one.
We have one little girl inthird grade with six office
referrals.
She's leading the way and theother she's followed closely by
a second grader with four, andthere's names on here as well.
But when you can go to each ofthese kiddos and drill down to
(21:59):
see like I'm giving you thebuilding snapshot of this with
each of these kiddos, boy, youcan drill down to see what the
behavior is, where it'shappening, time of day, what day
of the week, specifically as welook at creating a plan,
because they're both on behaviorplans.
Speaker 2 (22:14):
That's what I wanna say.
Why is that so important toknow where it's happening and
why?
Because you're looking forpatterns and you're looking for
reasons.
We all believe that childrenreact to situations mostly for a
reason, and so there's good inevery single child.
Speaker 1 (22:31):
And so we wanna know what.
Here's an aha.
Yes, do it, and you'll rememberthat aha moment.
Speaker 2 (22:35):
Do the aha.
I know what you're doingbecause you're looking at me.
Speaker 1 (22:38):
I know.
So we had a fourth grader yearsago, right?
Speaker 2 (22:42):
Years ago.
Speaker 1 (22:42):
When we first started , the Swiss and he was melting
down at around 11 o'clock everyday and we didn't even realize
the time we didn't.
We just go oh, he's meltingdown again, we get down, we get
him out of class or we empty theclassroom.
Speaker 2 (22:56):
He's under the desk.
Speaker 1 (22:57):
All the things.
And so one of us thought whydon't we look at the data?
Yeah, let's look at the data.
So we looked at the data and loand behold, it was happening at
around 11 o'clock almost everyday in the classroom.
Well, we come to find out whenwe talk to him about it that,
first of all, our fourth gradehas a very long time to be in
class.
(23:17):
They don't even Extreme longmorning we eat lunch until one
o'clock.
Speaker 3 (23:22):
I think at that time it was one o'clock.
Speaker 2 (23:24):
Now they do have a snack, but and they do get them
up in the classroom, but it'sstill it is, it's still academic
for many hours.
Speaker 1 (23:31):
Maybe he wasn't bringing a snack all the time.
Speaker 2 (23:33):
I don't think so.
Speaker 1 (23:34):
So we determined, in talking with him and looking at
the time, that he was needing abreak.
He needed to get out and walkaround, take a break.
So we actually assigned him tothe custodian.
Speaker 2 (23:46):
He went to the cafeteria To help the custodian
and help open up kindergartenthings, just for like 10 minutes
.
Now he's a fourth grader, sohe's good at that and he thought
he was amazing.
Yes, he was a helper, so he gota snack and he went to the
kindergarten lunch and he helpedopen up things, which you know,
if you're a kindergartenteacher, is very tedious.
Speaker 1 (24:04):
So he did that and he was only out of class for about
10 minutes, but when you thinkabout all the meltdowns he was
having, he was causing a bigcommotion in the classroom.
Speaker 2 (24:12):
That was probably lasting 10 to 15 minutes and
that was when fourth grade wasreally having a snack and a
transition time anyway.
So he really wasn't missingthat much curriculum.
But it changed behavior.
Speaker 1 (24:23):
So the idea behind that is, when you're looking at
data and you're looking at whyJust by giving him a break
Looking for the why, like yousaid, drilling down.
Speaker 2 (24:31):
And looking at that and without this seeing the time
of day, we never would have putthat together.
Speaker 1 (24:36):
No.
Speaker 2 (24:37):
Never would have put that together as, oh my gosh,
why is it always happening here?
So that's one of the manyreasons, and I know Diane was
looking at me as soon as youwere talking about that, because
that's happened many times withdifferent students since then,
but that was our very first one.
Speaker 1 (24:51):
That was our aha moment.
Speaker 2 (24:52):
Aha, yes, and it worked, and so that was an even
bigger aha.
Yes, but you know, if you don'thave this yet, because when I
was talking to my daughter theydon't have Swiss yet, so that's
not there you can do this inyour very own room.
I talked about that.
Start with how many times areyou reprimanding children?
(25:13):
Are you talking to children?
Are you saying a student's name?
Just make little marks, collectyour own data, then put some
PBIS things in place in yourroom.
Do some acknowledgement systemsthings and see if your data
changes.
You can do this before andafter data is easy to do just in
your room.
Speaker 1 (25:31):
And then we always said, success is contagious.
Speaker 2 (25:34):
So if you do it and then your partner teacher sees
that it's decreasing yourreferrals or your reprimands or
you're even having to say astudent's name, then if they do
it, and then they do it, andthey do it Now administrators
are gonna start to think aboutthis.
Speaker 3 (25:49):
If your dad is showing decrease, they're gonna
wanna jump on that Well, andthen also as we drill down, but
for kiddos, like I'm lookingright here for referrals by
behavior for this time period,you know physical aggression and
defiance for the two leadinginfraction I guess would be two
leading behaviors.
So when we drill down and lookat it specifically to a kiddo
(26:12):
and if it is, you know, physicalaggression or defiance, we now
do small group retaching.
Speaker 2 (26:21):
This is started just this year.
Speaker 3 (26:22):
Talk about that a minute Small group instruction
for a handful of kids who arealso struggling with defiance,
for example.
You know, because we look attheir data, we look at repeat
offenders.
Oh look, we have two or threethat are struggling with the
same behavior.
They shore up two or threetimes a week at 230 for about a
15, 20 minute lesson on, youknow, being respectful, raising
(26:45):
your hand before speaking.
We do practice and we teachthese appropriately.
So that was something that wasan aha moment to me.
Imagine that we're a schoolright and we're teaching
appropriate behavior as well.
So that's happening.
So that might be also part ofthe why we are significantly
lower.
Speaker 2 (27:06):
Yeah, that is a second thing you've put in place
this year and I think that'samazing that you are you know
that's a tier two intervention.
You know that's really awesomethat you're teaching that
behavior in a special time in aday, addressing the specific
behavior.
Speaker 3 (27:17):
Where it's happening playground, classroom, bus,
hallway it can be reenacted youknow yes.
Speaker 2 (27:25):
Take them out there to physically show them, so that
is super awesome.
Well, we're about at the end, Iknow.
So our message today was aboutdata, data, data and
administrators are driven bydata, and if you can show that
it's working, like Miss Miller,becky, thank you so much for
coming today, and then that's agood way to get that into your
(27:46):
school.
Speaker 1 (27:46):
It is, and then using the data to begin to correct
those behaviors, to reteach thebehaviors to the desired
behaviors that we want teachingkids what it looks like and
sounds like to be safe,responsible and respectful.
And the data tells usspecifically where to start.
And so you know, data is veryimportant.
Again, we use the Swissmanagement system, but there's a
(28:09):
lot of systems out there theDojo, couple of other ones that
will help you with that.
Of course, if you have anyquestions, you can always email
us at pbisjourneyforgenius atgmailcom.
Speaker 2 (28:22):
And we have recently established a Facebook page and
an Instagram.
So if you want to visit those,their pbisjourney to genius,
Facebook and on Instagram,that'll give you highlights and
captions of our podcast and thenlinks to be able to access it
and listen on your own.
Speaker 1 (28:40):
So thanks so much, and we want to hear from you,
because we will yes, we willreach out back to you with your
questions, your comments, butdefinitely thank you for staying
with us.
Speaker 2 (28:52):
We are episode seven Data Driven.
Speaker 1 (28:55):
My name is Diane Farrell and this is I'm Diane
Ruff.
Join us next week on PBISJourney to Genius.
Seriously, 앉y 5.
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