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Webster Stanley Elementary School

Grade Level
Elementary School

WEBSTER STANLEY ELEMENTARY School in Oshkosh had been implementing PBIS for nearly a decade when staff felt like they were not holding to fidelity of implementation. To give their system the needed boost, the leadership team recommitted to quality data collection and processes. “This has been a huge game changer for us,” School Counselor Brian Casey said.

The leadership team was excited to confirm that they were meeting the needs of a large portion of their students at the universal level. However, the deep look at their data also uncovered some areas for improvement. “That’s when we realized how far we still had to go,” Principal Beth Galeazzi said. The team recognized that they had an under-served and marginalized student population who were receiving an uneven percentage of referrals and who had lower than average academic growth.

Equity work became a strong focus for the staffof Webster Stanley. The leadership team attended Building Culturally Responsive Systems training from the Wisconsin RtI Center. Professional learning opportunities were then provided to all staff around the history of marginalization. The staff began learning how to recognize their own implicit bias and its impact on students.

Read Your Heart Out validated each student

The school made changes that had a direct impact on students. Ten minutes was added to classroom morning meetups to allow time for a daily affirmation and culturally responsive reading. Teachers also developed a curriculum around children’s literature to highlight historically marginalized populations.

The school attended professional development around cultural relevance and literacy, culminating in the hosting of a Read Your Heart Out event to build positive family, community, and school relationships. This program helped staff members to see that we’re doing the right work, said Galeazzi. “It just validated each student for who they are.”

Webster Stanley saw improvement in their office discipline referrals. In 2019-20, 93% of all students had one or fewer referrals, compared to 86% in the previous year. The school also saw progress for marginalized students. In 2018-19, 70% of African American students had one or fewer referrals. The next year, 79% of African American students had one or fewer referrals. The principal is quick to credit her dedicated staff for their efforts, saying that these changes were led by a strong, volunteer team of teachers. The team’s beliefs are shared by all staff and each person recognizes how their role contributes to the success of the entire system at Webster Stanley.

“We are all reflecting on the things that we’re doing and the impact that it has on our students,” Amber Zernzach, instructional support coach for literacy, said.