Northeast

Leadership Academy: NC State University

Kathleen Gawsyszawski, Cohort V
Principal Resident at South Edgecombe Middle School
PBIS: Class Dojo
Logic Model Results
Teacher Outcomes PBIS Usage
Grade Level PBIS A'ributes

Distribu6on of Points
5000 12%

4500

1 Day
31%
4000 25%

3500 Week 1 5 Days

38%
3000 Week 2 Respec]ul

Week 3 Responsible
2500 28%
Week 4 Prepared
2000 All Three

1500 2 Days
12%

1000

500
4 Days
29% 6%
0 3 Days
6th Grade 7th Grade 8th Grade 19%

EecLveness Student Behavior

Problem of PracLce How can we make the system more
eec6ve?
Examples of Improved Student Behavior:

There is an increase in parLcipaLon and student
moLvaLon.

Publicize it more as a reward. Make it Students are following classroom rules and behavior. There
It is the goal of SEMS to reduce ODRs appealing to want it. is also an improvement in student behavior with a
subsLtute.
15% from the 15-16 school year. In order
The school-wide system is not eecLve Students are more willing to be respec]ul and responsible
to accomplish this, PBIS has chosen to others.
because it was implemented too late in
ClassDojo as the catalyst for the class, the year. They look forward to earning rewards and get on other
students when they need redirecLon.
grade-level, and building rewards
I pulled Dojo up and started awarding points for posiLve
structure. It should focus mainly on BIC and oce behavior and menLoning what they were doing that was
referrals. posiLve and the rest of the class started behaving beder.
The strategy of this initiative was to instruct

Next Steps ReecLon

staff on the new program model as well as
data tracking. The goal was to improve
teacher fidelity in implementation of the
program in hopes to increase student
engagement resulting in fewer ODRs. Anticipate dips that come with change
and plan accordingly.

Data Sources Have training in PLCs to ensure all are

present.
Ensure all teachers have classroom
systems in place.
Model how to reward positive behavior.