Standard 5: Community of Care and Support for Students

5a. Build and maintain a safe, caring, and healthy school environment that meets that the academic, social,
emotional, and physical needs of each student.

Activity: Participating in the Planning and Implementation of PBIS plan

Time: 21 hours

Description: As a member of the PBIS team and data analyst, I was able to use behavior data to
improve incentives and better prepare teachers for reteach.

Reflection: Being on the PBIS team for two years has taught me so much about using positive
reinforcement. The data collected this year was essential in making decisions about future PBIS
plans. From the data, I was able to see specifics about behavior. For example, I realized that the
majority of behaviors were occurring during bus time or on the bus. From there, I was able to
relay the information to my team so we could prepare a bus safety day. Simple ideas came from
great data and taking the time to look for patterns and trends. This is a skill I could use as an
administrator as well. Supporting staff with their data collection and actually use it makes
teachers feel powerful and in control during a time when many educators feel that they lack any
control. The planning and implementation of the plan made me a leader in demonstrating these
positive reinforcement strategies.

Artifact: PBIS Agenda

Standard 5: Community of Care and Support for Students
5b. Create and sustain a school environment in which each student is known, accepted and valued, trusted
and respected, cared for, and encouraged to be an active and responsible member of the school community.

Activity: Created PBIS Survey

Activity: PBIS Survey

Time: 2 hours

Description: After the December PBIS incentive of a movie day, I created a survey asking
students opinions and input on PBIS incentives for the future.

Reflection: Student input is something that is greatly overlooked, especially in elementary

schools. When planning incentives for the year, my first thought was to ask the students what
they would want to work towards. When students get choice, it makes them feel heard. It also
added motivation for them to work towards that incentive. The students came up with great ideas
that we plan to use next year on our incentive list. This year’s incentives were cut short due to
COVID-19. Giving students input, was a way to support students in a positive way and show that
their opinions matter.

Artifact: PBIS Survey

Standard 5: Community of Care and Support for Students
5e. Cultivate and reinforce student engagement in school and positive student conduct.

Activity: Planning PBIS Incentives

Time: 12 hours

Description: As a member of two different PBIS teams, I was able to plan incentives at two
different schools. These incentives had to be scheduled to meet the whole school’s needs and be
rewarding for students.

Reflection: For the past two years, planning incentives has fallen on me. Deciding on dates,
times, and activities is a lot to juggle for an entire school. Schedules have to be checked for
resource and lunches. Last year I planned all incentives for the entire year in one sitting. These
incentives worked well with schedules and had consistency for students and staff. When I started
at a new school this year, I shared my ideas about planning incentives for the entire year instead
of doing one per quarter. This idea was taken into account, but many members did not want to
change their old ways from the previous year. After Christmas break, the PBIS team received
feedback that the incentives were not frequent enough. I took the initiative to send a list of
incentives that could done weekly or biweekly in the classroom by the classroom teacher. I then
presented my idea again about planning of the entire school year. This idea was accepted and
will be put into place the following school year.

Artifact: PBIS Year-Long Incentives Plan

October: (Wednesday, October 24, 2018)

Pumpkin Day

November: (Tuesday, November 27, 2018)

Carnegie Presentation

December: (Friday, December 21, 2018)

Movie Day

January: (Friday, January 25, 2019)

Snow Day- during recess

February: (Friday, February 22, 2019)

Donut Party 2:30

March: (Thursday, April 11, 2018)

Just Dance Party in Gym

April: (Monday, May 13, 2019)

20 Extra Minutes of Recess- during recess times

May: (Wednesday, June 5, 2019)

Park and Hot Dog Party
Standard 5: Community of Care and Support for Students
5a. Build and maintain a safe, caring, and healthy school environment that meets that the academic, social,
emotional, and physical needs of each student.

Activity: Behavior Data Analysis to Resolve Problem Areas

Time: 15 hours

Description: As the data analyst for the PBIS team, I was able to look at discipline records to
determine frequent behaviors and other patterns dealing with behavior.

Reflection: Behavior has been a main concern of all teachers in the past few years. One of the
benefits of analyzing behavior data, was that I was able to find patterns to hopefully allow us to
fix these problem behaviors. Over the past school year, I was able to determine most frequent
behaviors and time and days of behaviors. Tuesdays were our most common day for discipline
referrals. Disruption and disrespect were the major reason for referrals. Most of these behaviors
were occurring at the end of the day or on the bus. This data allowed the team to better plan
reteaches for disrespect and disruption. It also provided useful information to teachers that
expectations should be taught on Tuesdays to see if behavior referrals decreased. The team also
planned a bus behavior lesson to alleviate some of the bus issues.

Artifact: Behavior Chart from Capstone Project

Standard 8: Meaningful Engagement of Families and Community
8i. Advocate publicly for the needs and priorities of students, families, and the community.

Activity: DNR Partnership

Time: 7 hours

Description: The Trout in the Classroom program allows for the DNR to assist with our trout
release and demonstrate fish dissections with students.

Reflection: As a part of the Trout in the Classroom program, my goal is always to involve
outside partners. The DNR or Department of Natural Resources are a huge help in teaching
students about stream health and healthy fish. The DNR always sends a fisheries biologist to
complete a dissection with my students and teach the anatomy of rainbow trout. They also assist
with the release of the rainbow trout that we raise each year. Having outside partners from the
community brings in outside views and experiences to students. The students love getting to hear
from real life biologists and they can learn about jobs and careers they had never heard about
before. It allows students to see that the science they learn in school can be used outside of the
classroom.

Artifact: Pictures of DNR partnership including dissection and release with Mr. Alan Klotz
Standard 8: Meaningful Engagement of Families and Community
8i. Advocate publicly for the needs and priorities of students, families, and the community.

Activity: Coin Drive for HART Facilitator

Time: 5 hours

Description: As part of the Gifted and Talented program, I guided students on organizing a coin
drive to benefit HART for Animals, a local animal rescue in our area.

Reflection: This was the first year I took the initiative to have my students work on community
service projects throughout the whole year. I learned how to hand over some responsibility to my
students, so they learned organizational skills. I also learned that when the whole school is
involved in a project, it can lead to astounding results. The school raised $251 for HART in just
three weeks. The students felt such a sense of pride that they were able to make this donation to a
cause they chose. Parents and families loved seeing the positive publicity that was published
about their students.

Artifact: Thank-You Letter from Hart

Standard 8: Meaningful Engagement of Families and Community
8i. Advocate publicly for the needs and priorities of students, families, and the community.

Activity: Packet Pick Up

Time: 8 hours

Description: Due to COVID-19, we organized packet pick up days for students to pick up their
paper packets for work during the break.

Reflection: The entire experience of being a teacher during COVID-19 has been a learning
experience and one I will never forget. Once the initial shock of being put on break wore off, the
next phase was to determine how we would continue learning for our students. Living in a rural
area, relying solely on internet was not possible. Drive-by pick up sites were determined, and I
worked to help make and pass out packets. With the extension of the closure, two other pick-up
dates were established to collect and hand out new work. Assisting our interim principal with
organizing these pick-ups and contacting parents, has been eye-opening to the idea that the job
can throw anything at you on a given day.

Artifacts: Picture from packet pick up

Standard 8: Meaningful Engagement of Families and Community
8i. Advocate publicly for the needs and priorities of students, families, and the community.

Activity: Trout Unlimited Partnership

Time: 8 hours

Description: In connection with the Trout in the Classroom program, students are able to learn
fly fishing and fly tying with our partners from Trout Unlimited.

Reflection: In my three years as a Trout in the Classroom teacher, I have been able to partner
with many organizations, but my favorite is Trout Unlimited. Bringing in people from the
community not only creates buy-in from the students, but also the community. Through the Trout
Unlimited partnership, my students were able to learn about the life cycle of a trout. They also
get hands-on fly fishing lessons from experts. Finally, they are introduced the hobby of fly tying.
The students love when our volunteers come in to speak with them. When you can appeal to a
student’s interest of fishing and tie in science curriculum, everyone wins. Our volunteers love
spending time with the students as well and they feel like I have an open door for them to work
with my students.

Artifact: Photographs from fly fishing lessons with Mr. Spurr and Mr. Don
Standard 8: Meaningful Engagement of Families and Community
8i. Advocate publicly for the needs and priorities of students, families, and the community.

Activity: Technology Survey to Parents

Time: 2 hours

Description: At the beginning of the COVID-19 closure, the first item of business was collected
data on technology access for students to determine the Continuation of Learning Plan.

Reflection: As my new interim principal took over as administrator, the COVID-19 closure
began. She only had four days in before the announcement was made. This caused her to have to
lean on me to assist with many administration activities. The most important was data collection
for technology and internet access. Working together with other teachers, we collected data
within a week. This data allowed to see which practice best fit our students, paper or online. I
also used this data to determine how many paper packets would need to be made for our pick-up
dates. This practice of data collection required clear communication with parents during a time
of chaos and uncertainty.

Artifacts: Data collected from Tech Survey