Roadrunners…Racing to Excellence

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Sacramento County Sheriff’s Department Youth Division at CRES!

Today, our Roadrunners were treated to a visit by the Sacramento County Sheriff’s Department Youth Division.  These incredible deputies spent two and a half hours with our students today playing kickball, tossing a football, jump roping, passing out stickers, answering questions, and showing their cool vehicles to our children.  This event was a great community outreach and we enjoyed having our law enforcement on campus!

School Accountability Report Card (SARC) now available

The School Accountability Report Cards are now available online. Please see the links below.

SARC Annoucement

School Accountability Report Cards

Kiwanis Kid’s Fishing Day Is Coming April 7th

Kiwanis Kid’s Fishing Day is scheduled for April 7th. Please see the attached flyer to learn more.

Kiwanis Kid’s Fishing Day 2018-2mh5tiu

Movie Night Coming Feb 2

Movie night is scheduled for February 2nd. The movie featured is Despicable Me 3. See the attached pdf to reserve your space.

CRES Movie Night -Despicable Me 3-1s4vh0j

PBIS, In Depth Information

Hello CRES Families,

In a previous email, I promised to send a separate message to you regarding PBIS (Positive Behavioral Interventions & Supports) to provide more in-depth information about the district-wide initiative and its implementation here at CRES.

First of all, I want to say to all of our families … you have done an exemplary job of ensuring that your children come to school ready to learn each and every day.  They are respectful, responsible, and ready to learn, and that is directly attributed to the time, energy, and commitment our families have made to positive parenting.  It is a joy to work with our students and staff.

PBIS is not a new initiative; it has been around since the late 1980s, early 1990s.  One of the reasons it has been so widely implemented throughout the nation is its focus on creating effective learning environments.  It is a framework that has three tiers, the first tier being the one that CRES is in right now.  It focuses on all students, and ensuring that we have:

  • defined our behavior expectations,
  • explicitly taught those expectations in the classroom and throughout the entire campus,
  • created a system to acknowledge positive behavior,
  • developed a “referral” system to collect data to improve our teaching and learning, and
  • used data to provide supports and interventions to individual students.

In EGUSD, schools began participating in PBIS training and began implementing the framework back in 2012.  Each EGUSD school has a PBIS “coach” assigned to the site to help train, guide, support and provide intervention services.  Additionally, school sites participate in a “fidelity inventory” each year to determine where they are in their implementation efforts.

At CRES, we have a PBIS Team that consists of teaching and support staff and a parent representative.  Our team members are Kristen Boudreaux, Tracy Little, Beth Wathen, Barb Zarecky, Dawn Costella, Karen Mitchell (parent), a yard supervisor team member, Susannah Fox (PBIS coach) and me.  We meet monthly to review, update, and implement our action plan.

When I met with CRES teaching and support staff last summer, they shared some challenges with me:  They felt that no one had a clear understanding of the “rules” or behavior expectations (staff and students).  There wasn’t the consistent follow-through for misbehavior.  Behavior from recess (and getting back to lines) was carrying over into the classroom and disrupting instructional time.  These were all really good reasons to participate in a summer PBIS “refresher” training and begin the 2017.18 school year with a fresh start.  So, this is what we put in place:

  1. Creation of schoolwide behavior expectations for all areas of campus tied to three overarching school “rules”:  Be Respectful, Be Responsible, Be Ready to Learn.
  2. PBIS assembly the first day of school to define behavior expectations with 1st-6th grades.
  3. Development of classroom behavior expectations.
  4. Wind sign posters on playground with behavior expectations and game rules.
  5. Creation of an incentive program to reward/acknowledge positive behavior:
    1. Golden Lunchbox in the cafeteria which earns an extra 20-minute playtime/recess on Fridays for two top point-earning primary & intermediate classes.
    2. Beep Beep Bucks for students, staff and families acknowledging positive behavior on campus.
    3. Monthly “menu of choices” for classrooms earning a pre-determined number of Beep Beep Bucks, such as an extra playtime/recess, a sweet treat, opportunity to determine which game to play during PE, pajama day for the class, etc.
    4. Acknowledgements to individuals and classrooms for their positive behavior during morning announcements.
    5. Spotlighting students during trimester assemblies for their positive behavior with a special award.
    6. “Local Bean” coffee gift card for family Beep Beep Buckdrawings.
  6. Changes in some practices/procedures that promote a safe, effective environment:
    1. Students sitting with their classmates during lunchtime to work together as a team to earn points for positive behavior and receive Golden Lunchbox recess.
    2. All equipment out on the blacktop available to all students for the entire recess instead of having to wait in line to check out equipment and reduce playtime.
    3. All yard supervisors trained in emergency procedures (evacuations & lockdowns) and given master keys to open any building/classroom.
    4. Use of the long whistle only for “stop and drop” to signal end of recess or yard supervisor emergency directions.  Students with equipment quickly walk to return equipment while other students wait for 15-30 seconds (resting on one knee, both knees, sitting) to calm their bodies and prepare to walk to their lines.
  7. Reteaching expectations to students explaining the “why” behind the expectation.
  8. Increased use of “conflict mediation” or “conflict management” to work through problems with groups of students and provide them with the skills they can use in future conflicts.
  9. Creation of a “referral” system to collect data to improve our teaching and learning, in addition to using the data to provide supports and interventions to individual students. (The purpose of the referral system is to provide data – where/when are we having behavior challenges, what do we need to reteach, what interventions can we provide some of our students who need more supports with behavior expectations, what professional learning to we need as a school staff).
  10. Addition of a parent to our PBIS team to ensure we have a “well-rounded” team of folks from all perspectives.

Just as our teaching staff has the task of ensuring that all students are provided excellent instruction each and every day, our yard supervisor team has the daunting task of ensuring our students have a positive, safe environment in which to play and interact with each other.  Each day, they are helping resolving conflicts that arise, reteaching expectations, and supervising a large number of students (about 220) every recess and lunch.  If you have an opportunity to talk with a teaching or support staff member and gain their insight about the impact PBIS has had on our school culture and climate, I would encourage you to do so.

I hope this provided you with some PBIS history, why it was chosen as an initiative for EGUSD, and what PBIS looks like here at CRES.  Please reach out to me if I can answer any questions you might have or if you would like to join our PBIS team as a member of our parent community.

Thank you, as always, for your continued support.

Sheila Caruthers   scaruthe@egusd.net

Principal, CRES

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