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Stephen Bell Elementary presents data‑driven PBIS program, cites reduced recess infractions and academic gains
Summary
Stephen Bell Elementary told the Bellbrook‑Sugarcreek Board about its PBIS tier‑2 supports including check‑in/check‑out and sensory breaks; teachers reported behavior declines and academic improvements for students who received targeted interventions.
Stephen Bell Elementary staff described to the Bellbrook‑Sugarcreek Local Board of Education on April 23 how targeted behavioral supports have reduced disciplinary incidents and helped students engage academically.
Principal Ginger Keaton introduced the presentation and said the school earned a PBIS bronze‑level recognition. Kindergarten teacher Miss Caro told trustees the school used Public School Works data to identify students most likely to struggle at recess and then ran small, structured interventions. "All of them, all 4 students that I worked with decreased their recess infractions by at least 50%," she said, citing the result of five individualized sessions focused on conflict resolution and peer skills.
Assistant Principal Heather Hebrink described the school's tier‑2 model as a data‑driven, targeted layer of supports beneath universal tier‑1 practices. She said Stephen Bell serves a smaller proportion of students with tier‑2 than typical: "we actually only have about 1% of our student population that fits within that," and that the approach uses check‑in/check‑out, goal setting with mentors and short sensory breaks to prevent escalations.
Second‑grade teachers gave classroom examples. Rachel Pierce summarized how the check‑in/check‑out sheet and team meetings let teachers set daily goals and give students quick feedback; she said the practice is run confidentially through the school's team and reviewed monthly. Kaylee Clark described a pupil who moved from roughly 84% goal mastery after beginning check‑in/check‑out to about 95% by the following year and reported MAP score increases of about 30 points in reading and math after the supports were in place. Rachel Henry said another student rose from near 76% goal attainment to about 96% and that families were seeing behavioral changes at home as well as at school.
Board members praised the staff for translating behavior monitoring into classroom improvements. Trustees asked how the program might be expanded and how staff training would be sustained; Keaton credited the district, parent volunteers and the Bellbrook School Education Foundation for supporting resources such as a new recess shed and equipment.
The presentation concluded with the board thanking the PBIS team; no formal action was taken at the meeting beyond the staff report.
