TRAILSIDE SCHOOL

SELF-REPORTED INDICATORS

Schools may choose to describe up to two additional pieces of information about how their school is supporting students. These self-reported indicators are not factored into school accountability calculations but provide the opportunity for schools to highlight successful programs or practices in addition to the indicators included in school accountability.

SCHOOL-LEVEL FACTORS

Positive Behavioral Interventions and Sup. (PBIS)

Positive Behavior Interventions and Supports (PBIS) is a set of ideas and tools that schools use to improve the behavior of students. PBIS uses evidence and data-based programs, practices, and strategies to frame behavioral improvement in terms of student growth in academic performance, safety, behavior, and establishing and maintaining positive school culture. Trailside Elementary School has been working hard to implement PBIS in their daily routines, policies, and procedures. The staff saw a need for positive reinforcement throughout the whole school. For the past three school years, we have started the program from scratch. The staff began small and have worked up to a well-run program. Some of the milestones include: 1. School-wide rules and expectations 2. School-wide training 3. School-wide assemblies and recognition 4. Assemblies to review rules and expectations 5. College and Career Bound Character Traits 6. Adult interaction on all rewards earned


SCHOOL-LEVEL FACTORS

Multi-Systems of Supports (MTSS)

A Multi-Tiered System of Supports (MTSS) is a systemic, continuous-improvement framework in which data-based problem solving and decision-making is practiced across all levels of the educational system for supporting students. Here at Trailside Elementary, we have worked numerous hours to structure the best path to provide the needed support to all students. We regularly review student data to provide targeted intervention where it’s needed. Our teachers work together to provide support and ideas. Some milestones include: 1. Tier one supports for all students 2. Tier two supports for students with identified needs 3. Tier three supports for students with identified needs 4. Two academic specialists to provide supports 5. Weekly meetings with a support team to discuss student progress. a. The team consists of the Principal, Interventionists, Nurse, Social Worker, School Counselor, Special Education Teachers, Speech Pathologist, and General Education Teacher b. Reviewing data to determine next steps during weekly data dives 6. Monthly training