2014-15 Annual PBIS Report · 2014-15 Annual PBIS Report ... PBIS Tier 1 training for the school...

2014-15 Annual PBIS Report

Office of Student Discipline & Behavioral Interventions

Gwinnett County Public Schools 723 Hi Hope Road, Lawrenceville, GA 30043

Phone: 770-513-6607 • Fax: 770-513-6840

2014-2015 Annual PBIS Report i

PBIS Outcome and Evaluation Data for 2014-15 Annual Report

I. Positive Behavioral Interventions and Supports (PBIS) ..................................... 1

II. PBIS in Gwinnett County Public Schools 2014-15

a. PBIS Coaches Survey ................................................................................. 2

b. PBIS Coaches Survey Open Ended Responses ......................................... 3

c. GCPS Schools Receiving Tier 1 Training................................................... 4

d. Tier 1 Training Evaluation......................................................................... 5

III. Implementation and Outcome Data

a. Average Benchmarks of Quality Scores by Year ....................................... 6

b. High Implementing Schools for 2014-15 .................................................. 7

c. Change in Discipline Outcomes 2011-12 and 2012-13: Elementary ......... 8

d. Change in Discipline Outcomes 2011-12 and 2012-13: Middle ................ 9

e. Change in Discipline Outcomes 2011-12 and 2012-13: High ................... 10

f. Change in Discipline Outcomes 2013-14 and 2014-15: Elementary ........ 11

g. Change in Discipline Outcomes 2013-14 and 2014-15: Middle ................ 12

h. Change in Discipline Outcomes 2013-14 and 2014-15: High ................... 13

IV. District Implementation

a. Future of PBIS in Gwinnett County Public Schools ................................. 14

b. District Leadership Team .......................................................................... 15

c. District One-Year Implementation Goals ................................................. 17

d. District Three-Year Implementation Goals .............................................. 17

e. District Five-Year Implementation Goals ................................................. 17

V. Appendix

a. GCPS Schools Actively Implementing PBIS in 2014-15 ........................... 18

b. GCPS Schools Actively Implementing PBIS in 2015-16 ........................... 19

c. Map of GCPS Actively Implementing PBIS in 2015-16 ............................ 20

d. GCPS Schools Recognized by GaDOE ....................................................... 21

2014-2015 Annual PBIS Report 1

POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (PBIS)

Gwinnett County Public Schools supports the implementation of PBIS to create positive,

caring school climates where all students are successful academically and behaviorally.

PBIS organizes adults and students to create a social culture in schools that encourage

positive behavior and interactions, while discouraging problem behaviors. This social

culture leads to a safer environment where students achieve academically and build

positive relationships with each other and with adults.

PBIS helps staff members to build a positive social culture, schoolwide, through the

followings steps:

• A school-based PBIS Team leads the PBIS work in the school.

• The school team develops schoolwide expectations and rules in settings across

campus and highly visible in every setting.

• Expectations and rules are taught and re-taught.

• Discipline referral processes and procedures are consistent throughout the school.

• Data are used to help track progress and identify areas to target for intervention.

• An acknowledgement system is used to encourage and model appropriate behavior

and effective consequences are developed and used to discourage inappropriate

behavior.

The PBIS team supports the implementation of PBIS throughout the school by developing

positive behavioral expectations in all settings and providing instruction as to what these

positive behaviors look like in various settings. When students meet these behavioral

expectations, the teachers, staff members, and administrators recognize and celebrate

these positive behaviors through a formal acknowledgement system.

Furthermore, instead of relying on negative consequences, by excluding students via In-

School Suspension (ISS) or Out-of-School Suspension (OSS), the school seeks first to

provide more supports and interventions to be successful in the social culture of the school.

This additional support is formally organized through multi-tiered levels of support: Tier 1

(Schoolwide), Tier 2 (Targeted), and Tier 3 (Intensive). The PBIS framework emphasizes

preventive practices to ensure a safe and supportive school climate so that all students

achieve high levels of academic success.


PBIS COACHES SURVEY

Description of Data: The graph below shows the average response from the local school PBIS Coaches about the technical assistance the coach and local school received from the Office of Student Discipline and Behavioral Interventions. Of the 29 respondents, 19 coaches are teachers, seven are counselors, and three are instructional coaches. There were responses from each level: ES (10), MS (15), and HS (4).

Explanation of Data: Coaches provided feedback in the survey on the following scale: 5 = Excellent / Strongly Agree; 4 = Good / Agree; 3 = Satisfactory / Neutral; 2 = Unsatisfactory / Disagree; 1 = Poor / Strongly Disagree. The PBIS District Coordinators will use this feedback to improve services and technical assistance to the local schools.


PBIS COACHES SURVEY OPEN-ENDED RESPONSES

“The school visits we were able to make this year were valuable. PBIS coaches need

a supplement (extended day or a period off for PBIS). It is a LOT of work if you are

teaching a full load of classes.”

“Each team member should be given a stipend like Department Chairs receive. This

will help reduce team turnover and it will be a more coveted position.”

“There needs to be more support from the county. A coordinator needs to be at the

team meetings at the local schools at least once a semester.”

“Our school needs administrative support for PBIS to be successful and needs the

District Leadership Team to hold all of the administrators accountable to support

the local PBIS team. Directive needs to come from the top and not just let a handful

of teachers “figure it out” for the whole school. Our team of teachers on the local

PBIS team did not have any support and no buy-in to make PBIS successful, as

much as we tried; many of our suggestions were ignored or shot down. I feel we

deserved the poor score we got on our evaluation because we are hindered to do

what is in best interest for the students and implementing the PBIS framework with

fidelity. “

“I think it is valuable when other schools share what they are doing (ex: when

Archer HS & Dacula MS presented). I like the full day coaches meetings, makes it

easier to get away from the building when it’s a full day instead of half day. Thank

you for the support!”

“It was valuable to get new ideas and collaborate with other coaches. We noticed

that we have a lot of the same struggles and we were able to collaborate in ways to

help both schools improve. It was a great experience. Thank you!”

Description of Data: The PBIS Coaches were asked to provide comments as to how effectively the PBIS District Coordinator provided technical assistance to the PBIS Coaches and the local school. The PBIS District Coordinator will use this feedback to improve technical assistance and support to the PBIS coaches and the local schools.


GCPS SCHOOLS RECEIVING TIER 1 TRAINING

Description of Data: The graph below depicts the number of schools receiving initial PBIS Tier 1 training for the school years 2009-10 through 2014-15. Schools attend Tier 1 training in the school year prior to fully implementing PBIS.

Explanation of Data: The Office of Student Discipline and Behavioral Interventions has conducted Tier 1 training for 60 GCPS schools since the 2009-10 school year. In the 2012-13 school year, no GCPS schools received Tier 1 training as the Georgia DOE recommended that the district shift the annual Tier 1 training from April to January to allow schools to engage in a full year of “readiness” prior to implementing PBIS. The readiness year gives the school the time to build an effective PBIS framework and obtain buy-in from its stakeholders. During the 2014-15 school year, 22 GCPS schools attended Tier 1 training and five schools currently implementing PBIS attended as a refresher for their PBIS Team.


TIER 1 TRAINING EVALUATION

Description of Data: The graph below shows the average response to evaluation questions for participants in the Tier 1 trainings that the PBIS staff conducted during January and February of 2015. The items were rated as 5 = Excellent / Strongly Agree; 4 = Good / Agree; 3 = Satisfactory / Neutral; 2 = Unsatisfactory / Disagree; 1 = Poor / Strongly Disagree.

Explanation of Data: Participants at trainings provided by PBIS staff during the 2014-15 school year rated all aspects of the training as very effective.


AVERAGE BENCHMARKS OF QUALITY SCORES BY YEAR

Description of Data: The graph below depicts the average Benchmarks of Quality (BOQ) scores for schools implementing PBIS, by year, from 2010-11 through 2014-15.

Explanation of Data: The Benchmarks of Quality (BoQ) evaluation tool consists of a total of 53 items arranged into 10 subscales: (1) PBIS Team, (2) Faculty Commitment, (3) Effective Discipline Procedures, (4) Data Entry, (5) Expectations and Rules, (6) Reward System, (7) Lesson Plans for Teaching Behavioral Expectations, (8) Implementation Plan, (9) Classroom Systems, and (10) Evaluation. Researchers Cohen, Kincaid, and Childs (2007) found that schools that score at or above 70% of total points on the BoQ see reductions in office discipline referral rates. Thus, a score of 70% or greater on the BoQ is considered representative of implementing PBIS with fidelity.


HIGH-SCORING SCHOOLS FOR 2014-15

ELEMENTARY SCHOOLS

Bethesda Ferguson Peachtree

Cedar Hill Lawrenceville Simonton

Corley Lilburn Sycamore

Partee

MIDDLE SCHOOLS

Couch Jones Richards

Creekland Lilburn Snellville

Dacula McConnell Summerour

Duluth Moore Sweetwater

Grace Snell Pinckneyville Trickum

Hull Radloff

HIGH SCHOOLS

Archer Grayson Mountain View

OTHER SCHOOLS & PROGRAMS

GIVE Center East GIVE Center West Hopper Renwick School

Description of Data: During the 2014-15 school year, 35 GCPS schools were actively implementing PBIS. The vast majority of these schools (94%) scored 70% or greater on the Benchmarks of Quality.

Explanation of Data: The Benchmarks of Quality are used by schools to evaluate the status of PBIS implementation and to provide a way to assess and identify areas of strength and the need for establishing future action plans for sustained implementation. Schools that score 70% or above are considered to be “implementing with fidelity” and achieve the desired outcomes of creating a positive school climate and decreases in office discipline referral and suspension rates.


CHANGE IN DISCIPLINE OUTCOMES FOR SCHOOL YEARS 2011-12 AND 2012-13

ELEMENTARY SCHOOL

Description of Data: The graph below depicts the percentage change in disciplinary outcomes– the average number of Office Discipline Referrals (ODRs), days of In-School Suspension (ISS), and days of Out-of-School Suspension(OSS) – between school years 2011-12 and 2012-13 for nine elementary schools implementing PBIS. These schools were part of the first three cohorts of schools implementing PBIS in GCPS.

Explanation of Data: The nine elementary schools reported a decrease in the rate of Office Discipline Referrals (ODRs), no statistical change in the number of days of Opportunity Room/In-School Suspension (ISS), but an increase in the number of days of Out-of-School Suspension (OSS) between the 2011-12 and 2012-13 school years. Although the number of OSS days increased during this time period, these nine elementary schools only issued 26 days of Opportunity Room (ISS) as elementary schools do not receive funding for an ISS teacher.



MIDDLE SCHOOL

Description of Data: The graph below depicts the percentage change in disciplinary outcomes– the average number of Office Discipline Referrals (ODRs), days of ISS, and days of OSS– between school years 2011-12 and 2012-13 for 15 middle schools implementing PBIS. These schools were part of the first three cohorts of schools implementing PBIS in GCPS.

Explanation of Data: The 15 middle schools reported a decrease in the rate of Office Discipline Referrals (ODRs), and the number of days of In-School Suspension (ISS), and the number of days of Out-of-School Suspension (OSS) between the 2011-12 and 2012-13 school years. These 15 middle schools reduced the number of OSS days by 11% between these two school years. This reduction represents a gain from the previous year of 1,192 instructional days across all of the students in these schools.



HIGH SCHOOL

Description of Data: The graph below depicts the percentage change in disciplinary outcomes– the average number of Office Discipline Referrals (ODRs), days of ISS, and days of OSS– between school years 2011-12 and 2012-13 for three high schools implementing PBIS. These schools were part of the first three cohorts of schools implementing PBIS in GCPS.

Explanation of Data: The three high schools reported a decrease in the rate of Office Discipline Referrals (ODRs), the number of days of In-School Suspension (ISS), and Out-of-School Suspension (OSS) between the 2012-13 and 2013-14 school years. These three high schools reduced the number of OSS days by 19% between these two school years. This reduction represents a gain from the previous year of 384 instructional days across all of the students in these schools.



ELEMENTARY SCHOOL

Description of Data: The graph below depicts the percentage change in disciplinary outcomes– the average number of Office Discipline Referrals (ODRs), days of ISS, and days of OSS– between school years 2013-14 and 2014-15 for 12 elementary schools implementing PBIS.

Explanation of Data: The 12 elementary schools reported a decrease in the rate of Office Discipline Referrals (ODRs), no statistical change in the number of days of Opportunity Room (ISS), and a 10% decrease in days of Out of School Suspension (OSS) between the 2013-14 and 2014-15 school years. As the elementary schools continue to implement PBIS with fidelity, the rates for ODRs and assigned OSS continue to decrease.



MIDDLE SCHOOL

Description of Data: The graph below depicts the percentage change in disciplinary outcomes– the average number of Office Discipline Referrals (ODRs), days of ISS, and days of OSS– between school years 2013-14 and 2014-15 for 17 middle schools implementing PBIS.

Explanation of Data: The 17 middle schools reported a decrease in the rate of Office Discipline Referrals (ODRs), a slight increase in the number of days of In-School Suspension (ISS), and a decrease in the number of days of Out of School Suspension (OSS) between the 2013-14 and 2014-15 school years. These schools are continuing to decrease the ODR rate and are experiencing a stabilization of ISS and OSS days as they implement PBIS with fidelity.



HIGH SCHOOL

Description of Data: The graph below depicts the percentage change in disciplinary outcomes– the average number of Office Discipline Referrals (ODRs), days of ISS, and days of OSS– between school years 2013-14 and 2014-15 for three high schools implementing PBIS.

Explanation of Data: All three high schools reported an increase in the rate of Office Discipline Referrals (ODRs); however, one school doubled the number of ODRs from the 2013-14 to 2014-15. This high school reported 2,478 ODRs during the 2014-15 school year, 60% (1,462) of these ODRs as Rule 10 (Attendance) violations. The vast majority of attendance violations were tardies, highlighting an opportunity for the school to focus on improving key attendance behaviors (daily attendance, on time to class, etc.) for the coming year. The other two high schools had slight increases of ODRs which may be due to growth in student enrollment. In addition to the increased ODR rate, these three high schools experienced an increase in the number of days of In-School Suspension (ISS) and a slight increase in the number of days of Out of School Suspension (OSS) between the 2013-14 and 2014-15 school years. According to the GaDOE, increases and/or decreases of less than 10% demonstrate a stabilization of ISS and OSS rates.


THE FUTURE OF PBIS IN GWINNETT COUNTY PUBLIC SCHOOLS

The implementation of PBIS in Gwinnett County Public Schools began in 2010. The GCPS

schools that are implementing the PBIS framework with fidelity have created positive

school climates that provide safe and caring environments conducive to learning. These

schools are providing the necessary support for students to learn socialization skills to be

successful academically and behaviorally.

The fundamental goal of implementing PBIS in GCPS is to build capacity in the local

schools to effectively create positive school climates which result in increased instructional

time and, ultimately, lead to students acquiring the knowledge and skills to be successful in

college and careers. To accomplish these goals, the Office of Student Discipline and

Behavioral Interventions will continue to assist schools in focusing on improving students’

social skills and behavioral skills and providing early identification and interventions from

the elementary to the high school level.

The Office of Student Discipline and Behavioral Interventions is continuously

strengthening its effort to provide the best technical assistance to the local schools and to

assist in the analysis of data to improve the sustainability and scaling up of PBIS in the

district and at the local school level.

The data presented in this report indicate that, over multiple years, GCPS students in these

schools have experienced a decrease in office discipline referrals and suspensions which

increases instructional time for teachers to teach and students to learn. For the 2014-15

school year, the average number of Tier 1 students (receiving no more than one office

discipline referral) in the 36 GCPS PBIS schools was 91.1%. Of the 54,495 students served

at these schools, 49,645 students received no more than one office discipline referral. The

reduction of office discipline referrals correlates with a decrease of suspensions in GCPS.

For 2007-08 school year, the district’s suspension rate was 6.6%. However, the district’s

suspension rate for the 2014-15 school year was 5.1%, a 1.5-point decrease in the

suspension rate, even as student enrollment for the school district grew by approximately

20,000 additional students since the 2007-08 school year. Given that level of success and

the positive impact on school climate, the Office of Student Discipline and Behavioral

Interventions will continue to support the district’s and local schools’ implementation of

PBIS.


DISTRICT LEADERSHIP TEAM

The objective of the PBIS District Leadership Team (DLT) is to increase capacity in four primary areas:

Training Capacity: Focus on the system’s ability to self‐assess for specific programmatic and staff development needs and objectives, develop a training action plan, invest in increasing local training capacity, and implement effective and efficient training activities.

Coaching Capacity: Focus on the system’s ability to organize personnel and resources for facilitating, assisting, maintaining, and adapting local training implementation efforts. Resources are committed for initial training and ongoing support.

Evaluation Capacity: Focus on the system’s ability to establish measurable outcomes, develop methods for evaluating progress toward these measurable outcomes, and implement modified or adapted action plans based on these evaluations.

Coordination Capacity: Focus on the system’s ability to establish an operational organization and “rhythm” that enables effective and efficient utilization of materials, time, personnel, etc., in the implementation of an action plan.

To enable and support the leadership team’s efforts, the PBIS implementation must have (a) adequate and sustained funding support; (b) regular, wide, and meaningful visibility; and (c) relevant and effective political support. The major responsibilities of the DLT are:

Identifying a District PBIS Coordinator to facilitate district implementation;

Creating a multi‐year action plan;

Establishing regularly scheduled meetings (at least two to four times per year);

Securing stable funding for efforts;

Developing a dissemination strategy to establish visibility (website, newsletter,

conferences, TV, etc.);

Ensuring student social behavior is the top priority of the district;

Developing coaching supports (each school identifies a school coach to facilitate);

and

Evaluating schoolwide PBIS efforts.

District Leadership Team: The Georgia DOE requires all PBIS districts to form a District Leadership Team to support the implementation of PBIS in the local district.


GCPS’ District Leadership Team members are:

Name Title

Lauren Alexander Counselor

ViewPoint Health

Cindy Antrim Assistant Director

Student Discipline and Behavioral Interventions

Dr. Bob Burgess Director


Keith Chaney Principal

Mountain View High School

Jaime Espinosa Principal on Special Assignment


Tracie Folsom Local School Technology Coordinator (LSTC)

Grayson High School

Cheri Griffin Assistant Principal

Peachtree Elementary School

Laura Hardin Lead Psychologist

Special Education and Psychological Services

Bryan James Consultant

Corporate Specialty Insignia

Lisa Marie Johnson Principal

Lawrenceville Elementary School

Lamont Mays Principal

Moore Middle School

Kelli McCain Assistant Superintendent

School Improvement and Operations

Dr. Melinda Mollette Coordinator

Research and Evaluation

Laura Nurse Director

Communication and Media Relations


DISTRICT IMPLEMENTATION GOALS

ONE-YEAR IMPLEMENTATION GOALS (2015-16)

Train 10 additional schools to implement PBIS in the 2016-17 school year.

Develop a Tier 2 training cycle: Schools that have been implementing for two or more years and earned at 70% or higher on the BoQ (Emergent/Operational) will be eligible for Tier 2 training.

Employ one to two instructional coaches to support and coach PBIS schools.

Work with other GCPS divisions to provide interventions, supports, and training for school-based personnel to implement Tier 2 and Tier 3 interventions and supports.

Have 50% of GCPS PBIS schools earn Emergent status.

Have 50% of GCPS PBIS schools earn Operational status.

Conduct Problem-Solving Training with PBIS Teams.

Communicate College and Career Ready Performance Index (CCRPI) and School Climate Rating information to all GCPS schools.

THREE-YEAR IMPLEMENTATION GOALS (THROUGH 2017-18)

Develop a universal referral tracking form that produces outcome data that is useful for decision-making.

Have 89 GCPS schools trained at the Tier 1 Level. In the 2015-16 school year, 58 GCPS schools are implementing PBIS. The goal is to add a minimum of 10 schools per year through the 2017-18 school year.

Have 60 PBIS schools implementing PBIS with fidelity, earning Emergent or Operational status from the GaDOE for implementing PBIS with fidelity.

Deliver Tier 2 and Tier 3 training for schools ready to scale-up.

Conduct PBIS Coaches meetings by level (ES, MS, HS) and have staff trained to support this training.

FIVE-YEAR IMPLEMENTATION GOALS (THROUGH 2019-20)

Have 80 GCPS schools implementing PBIS at the Tier 1 Level with fidelity, including at least 10 high schools.

Have all PBIS schools using a GCPS Student Information System (SIS) with SWIS capabilities.

Employ a fully staffed PBIS Team at the district level, including a District Coordinator, Instructional Coaches (at least one per 15 schools), and at least three Behavioral Specialists to support Tier 2 and Tier 3 implementation.

District PBIS Implementation Goals: The Office of Student Discipline and Behavioral Interventions, in consultation with the PBIS District Leadership Team and the Georgia DOE, has established five-year, three-year, and one-year implementation goals. These goals were developed from the outcome and survey data found with this report.


GCPS SCHOOLS ACTIVELY IMPLEMENTING PBIS IN 2014-15

ELEMENTARY SCHOOLS

Anderson-Livsey Ferguson Partee

Bethesda Lawrenceville Peachtree

Cedar Hill Lilburn Simonton

Corley Nesbit Sycamore

MIDDLE SCHOOLS


Creekland Lilburn Snellville

Dacula McConnell Summerour

Duluth Moore Sweetwater

Grace Snell Pinckneyville Trickum

Hull Radloff

HIGH SCHOOLS

Archer Grayson Mountain View


GIVE Center East GIVE Center West Hooper Renwick School

Description of Data: The list below shows the 35 GCPS schools that actively

implemented PBIS in the 2014-15 school year.

Explanation of Data: During the 2014-15 school year, the Office of Student Discipline

and Behavioral Interventions worked with 35 of 134 GCPS schools in the district to

support the implementation of PBIS. This number represents 26% of GCPS schools.


GCPS SCHOOLS ACTIVELY IMPLEMENTING PBIS IN 2015-16

ELEMENTARY SCHOOLS

Alford* Grayson* Nesbit

Anderson-Livsey Hopkins* Norcross*

Annistown* Jackson* Norton*

Beaver Ridge* Lawrenceville Partee

Bethesda Lilburn Peachtree

Camp Creek* Lovin* Pharr*

Cedar Hill Mason* Simonton

Centerville* McKendree* Starling*

Corley Meadowcreek* Sycamore

Ferguson Minor* Winn Holt*

MIDDLE SCHOOLS


Creekland Lilburn Shiloh*

Dacula McConnell Snellville

Duluth Moore Summerour

Grace Snell Pinckneyville Sweetwater

Hull Radloff Trickum

HIGH SCHOOLS

Archer Grayson Parkview*

Berkmar* Mountain View South Gwinnett*

Dacula*


GIVE Center East GIVE Center West The BRIDGE

(formerly Hooper Renwick School)

Description of Data: The list below shows the 58 GCPS schools that are actively implementing PBIS in the 2015-16 school year. (* Asterisk indicates schools implementing for the first year.)

Explanation of Data: A cohort of 23 schools will begin implementing PBIS in the 2015-16 school year, including four high schools: Berkmar, Dacula, Parkview, and South Gwinnett. A total of 58 GCPS schools of the district’s 136 schools will implement PBIS in the 2015-16 school year. This number represents 43% of GCPS schools.


MAP OF GCPS SCHOOLS ACTIVELY IMPLEMENTING PBIS IN 2015-16

Description of Data: The map below depicts the GCPS schools that are implementing

PBIS in the 2015-16 school year.

Explanation of Data: 58 GCPS schools are actively implementing PBIS at the Tier 1

level in the 2015-16 school year.


GCPS SCHOOLS RECOGNIZED BY THE GEORGIA DOE

2011-12 2012-13 2013-14 Archer HS Archer HS Archer HS

Bethesda ES Bethesda ES Bethesda ES Cedar Hill ES Cedar Hill ES Cedar Hill ES

Corley ES Corley ES Corley ES Dacula MS Couch MS Couch MS

GIVE Center East Dacula MS Creekland MS GIVE Center West Ferguson ES Dacula MS

Grace Snell MS GIVE Center East Ferguson ES Grayson HS Grace Snell MS GIVE Center East

Hull MS Grayson HS GIVE Center West Lawrenceville ES Hull MS Grayson HS

Lilburn MS Lawrenceville ES Hooper Renwick School McConnell MS Lilburn MS Hull MS

Mountain View HS McConnell MS Lawrenceville ES Partee ES Moore MS Lilburn ES

Peachtree ES Mountain View HS Lilburn MS Pinckneyville MS Partee ES McConnell MS

Radloff MS Peachtree ES Moore MS Richards MS Pinckneyville MS Mountain View HS Simonton ES Richards MS Partee ES Snellville MS Simonton ES Peachtree ES

Sweetwater MS Snellville MS Pinckneyville MS Trickum MS Summerour MS Radloff MS

Sweetwater MS Richards MS

Trickum MS Simonton ES

Snellville ES Sweetwater MS Trickum MS

Georgia DOE Recognition: Each year the GaDOE recognizes schools implementing PBIS. To be recognized, these schools must:

have a PBIS Team that meets monthly with administrative support;

earn 70% or greater on the Benchmarks of Quality;

submit the Team Implementation Checklist;

have the District Coordinator conduct a “walk through” visit;

have a decrease in suspension rates or a stabilization of the suspension rates (10% fluctuation); and

have 75% or more of their student body responding to the school’s system of support (receiving no more than one office discipline referral).

Explanation of Data: For the 2013-14 school year, these schools earn an additional 0.5 points on the school’s CCRPI score and received an extra “star” on the GaDOE School Climate Star Rating.

Gwinnett County Public Schools 437 Old Peachtree Road NW

Suwanee, GA 30024 678-301-6000

www.gwinnett.k12.ga.us

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