BACKMAN 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.

EQUITABLE EDUCATIONAL OPPORTUNITIES

HUB for Special Education Services

Backman Elementary houses the self-contained units for Diagnostic Kindergarten/1st Grade, Behavior Support and Academic Support for the Northwest feeder pattern. Traditionally this group of students was isolated from their peers for the bulk of the day. Our goal is to allow all students with disabilities access to high quality grade level core content. This instruction comes from a skilled general education teacher with the support of a certified special educator assigned to each grade level. Our students in special education are integrated, as much as possible, into the general education classroom from day one. Our teachers and staff are collaborative, innovative and flexible in helping our kids thrive in this environment.


INSTRUCTIONAL FACTORS

Implement Social-Emotional Skills Curriculum

Backman Elementary has made great gains with school climate and student behavior over the last three years. Since 2015, Backman has seen student referrals drop drastically. The Backman community have embraced social and emotional learning, and restorative practices. 2015-2016: 587 office referrals, a student body of 537 students, and 23% of our students had one or more referrals. 2017-2018: 143 office referrals, a student body of 499, and 9% of our students had one or more referrals. A drop of 14% of total number of students with referrals over three school years. The decrease stems from the programs and personnel dedicated to teaching and supporting restorative practices and social/emotional learning. In 2017-2018, our counselors taught 336 lessons in 21 classrooms. 24 lessons of the Second Steps program were taught in three different kindergarten classes. 256 mindfulness lessons were taught in six different classrooms. And 75 students were seen in small groups by school counselors and outside providers. In this same school year, only seven students received tier-3 behavior interventions down from 16 students in 2015-2016. Tier-3 student count has gone down due to a team dedicated to proactive response to students in tier-2. There were 15 students receiving tier-2 interventions which was 3%. Social and emotional learning has been a priority and our teachers have made room in their schedules for counselors and other professionals be a part of their class community.


INSTRUCTIONAL FACTORS

Implement Social-Emotional Skills Curriculum

Backman Elementary has made great gains with school climate and student behavior over the last three years. Since 2015, Backman has seen student referrals drop drastically. The Backman community have embraced social and emotional learning, and restorative practices. 2015-2016: 587 office referrals, a student body of 537 students, and 23% of our students had one or more referrals. 2017-2018: 143 office referrals, a student body of 499, and 9% of our students had one or more referrals. A drop of 14% of total number of students with referrals over three school years. The decrease stems from the programs and personnel dedicated to teaching and supporting restorative practices and social/emotional learning. In 2017-2018, our counselors taught 336 lessons in 21 classrooms. 24 lessons of the Second Steps program were taught in three different kindergarten classes. 256 mindfulness lessons were taught in six different classrooms. And 75 students were seen in small groups by school counselors and outside providers. In this same school year, only seven students received tier-3 behavior interventions down from 16 students in 2015-2016. Tier-3 student count has gone down due to a team dedicated to proactive response to students in tier-2. There were 15 students receiving tier-2 interventions which was 3%. Social and emotional learning has been a priority and our teachers have made room in their schedules for counselors and other professionals be a part of their class community.