Rocky Mountain Middle School UBI Team

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Rocky Mountain Middle School UBI Team

• Principal Sheldon Case
• Building coordinator Dan Dahl
• District coach Allan Whitmore
• Team members Jean North, Alice Roper,
• Ashleigh Cramer,
• Gloria Lloyd, Adam Hagan,
• Phyllis Jensen,
• Steve Sanderson,

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Goal

• Currently in the Wasatch School District all of
  the elementary schools have found success by
  implementing UBI. In order to create further
  consistency for our students, we have begun
  utilizing Positive Behavior Supports in the
  middle school this year. Our goal this year was
  to continue creating a climate of consistency and
  positivism, not only within our school, but
  across the entire district.

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Rationale

• We wanted to choose a goal that supported a broad
  vision of success that impacted not only our
  school, but that could potentially affect
  children across the entire district.
• From a school standpoint, we could see the
  positive effect UBI had on the elementary schools
  in our district and wanted to share in that
  success.
• We could see that by creating consistency from
  class to class, school to school, from teacher to
  teacher, etc. that everyone would benefit.

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Data indicators

• This year we have taken the majority of our data
  from Office Discipline Referrals and Staff
  Observations.

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Trends and changes in data indicators

• This years data collection included In School
  Suspensions (ISS), Lunch Detentions (LD),
  Detentions (DT), and Out of School Suspensions.
• Because we had this data from last year we were
  able to compare trends from year to year as well
  as from term to term.
• It would have been helpful to be able to
  determine where the problems were occurring
  (physical location) as well as exactly what
  behaviors resulted in the LDs and ISSs.

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Implementation

• Implementing our UBI plan was very natural for
  our students. Every 6th grade student entering
  our school came from a UBI elementary. The
  students already know the UBI plan.
• Our school-wide rules almost mirror the rules of
  our 4 feeder elementary schools.
• As we worked on school expectations for specific
  areas (cafeteria, hallways, bathrooms, etc.) we
  solicited feedback from students and staff. The
  students, under teacher direction, actually
  created the final expectations matrix.

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Implementation

• To help implement UBI we started the year with a
  staff meeting where the UBI principals were
  explained and discussed.
• Due to a general feeling from some staff that
  too many programs are being shoved down our
  throats from the upper levels in the
  school/district we knew we had to take a very
  laid back approach to implementation and give UBI
  a chance to speak for itself. Once teachers see
  the potential benefits we then expected buy-in
  from staff.
• Occasionally the UBI team would take time during
  staff meeting throughout the year.
• We were met with virtually no resistance!

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Implementation

• We have provided staff with some incentives.
  Staff lunches and breakfasts have been provided
  as a Thanks for helping out with UBI this year.
• We also have had teacher drawings for the
  teachers who have taken a more active role in
  supporting UBI. (all staff were eligible) We
  have awarded hot air balloon rides, car wash
  cards, etc.
• Teacher input has been solicited and honored with
  the changes that have been made.

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Implementation

• Because we have not wanted to rush teachers with
  the implementation we are just now to the point
  that we can begin to share actual data with the
  teachers to show the successes we are having.

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Final data

• Data Showing ISS numbers by term comparing this
  year to last year.
• We are pleased with the results 1st and 2nd term
  and feel that the lack of significant progress
  3rd term may be due in part to the weather.
  (Really long winter)

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Final data

• Data Showing LD numbers by term comparing this
  year to last year.
• During 3rd term this year, Mr. Case (our
  principal) had finally had enough with gum
  chewers, that we started referring them to LD.
  That policy has since been reversed.

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Final data

• Data Showing DT numbers by term comparing this
  year to last year.
• We look forward to seeing the 4th term numbers.

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Plans for adjustment

• Although we have not had much discussion yet on
  what we need to adjust for next year there are
  two major areas that we feel need to be
  addressed.
• We are in the process of making sure the data we
  gather is more specific. We need to see exactly
  where in the school our problems are occurring as
  well as what time of the day.
• We also need to improve the way we are explicitly
  teaching expectations to the students.

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Discussion

• We know that we have moved very slowly this year,
  but feel that it was important to do so in our
  school.
• We look forward to seeing where we go in the
  coming years.