JEREMY RANCH 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 Supports

Positive Behavior Interventions and Supports (PBIS) is a set of ideas and tools that schools use to incentivize the positive social and academic 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. Jeremy Ranch Elementary School has been focused on implementing PBIS into daily routines, policies, and procedures. The staff saw a need for positive reinforcement throughout the whole school. In August 2019 we began our program from scratch. The staff began small and we continue to scale-up to a comprehensive program. Initial results show promise, as pro-social behaviors received greater recognition, and behavior referrals decreased by 13% compared to the 2018-2019 school year. Some of the milestones include: School-wide rules and expectations / School-wide training / School-wide recognition activities / Assemblies to review rules and expectations / College and Career Bound Character Traits / Adult interaction on all rewards earned


EQUITABLE EDUCATIONAL OPPORTUNITIES

Multi-Systems of Supports (MTSS)

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. At Jeremy Ranch Elementary School, we have focused our work to structure the best path for 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. Through our review of student performance data, our faculty has found a 4% increase in students reading at grade level in the 2018-2019 school year, compared to 2017-2018. Some milestones include: Tier one supports for all students / Tier two supports for students with identified needs / Tier three supports for students with identified needs / Academic Interventionists that provide supports / Weekly meetings with a support team to discuss student progress / Reviewing data to determine next steps during weekly data dives / Monthly training for the team: The team consists of the Principal, Interventionists, Nurse, Social Worker, School Counselor, Special Education Teachers, Speech Pathologist, and General Education Teachers