in AN alternative setting Julie Kent West Education Center and Epsilon jakentdistrict287org Background on West Education Center Intermediate School District 287 Specialized district accommodating 13 west metro schools ID: 626215
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Slide1
Changing the culture and buy-in in AN alternative setting
Julie Kent
West Education Center and Epsilon
jakent@district287.orgSlide2
Background on West Education Center
Intermediate School District 287
Specialized district accommodating 13 west metro schools
5 specialized programs:
W-Alt
Safe/
InVest
/ West High (specialized setting 4 programs)
West Academy
83 % of students at WEC are classified as special education
67% of students are on Free and Reduced LunchSlide3
PBIS Team at West Education Center
Cohort 6 (Bren road Alternative Learning Center)
PBIS Team
Small Team
Consists of 9 members
Representation from each program
Meet once a month
Set Action Plan
Focus on policy and fidelity
Large Team
Consists of 20 members
Representation from each program
Meets twice a month
Data Analysis
Fidelity and ImplementationSlide4
West Education Center Mission Statement
As a safe, respectful, consistent community, our purpose is to inspire lifelong learning by striving to reach our greatest potential through exploring positive options, there by investing in our future.
Shared
Agreement
Respect
Communication
TrustSlide5
Shared Agreements
Trust Agreement
WEC staff will model and practice trust by knowing we are all professionals with different but equally valid ways of approaching our work with students.
We will respect and support the work of others in the moment. We will seek to understand afterwards.
Respect Agreement
Staff at WEC will demonstrate respect toward each other by listening to each other’s idea valuing life experiences and focusing on the positives and strengths, regardless of position, education or background
Communication Agreement
WEC staff will model and practice positive communication by
listening more and assuming less, respectfully identifying problems, and giving and receiving constructive feedback directly in an open and objective manner.Slide6
West Education Center Systems
Orientation System
PBIS Matrix
Bulldog Buck Acknowledgement System
Tiered Triangle of Interventions
Continuum of Interventions and supports
Bottom-line Behaviors
Google Data Tracking SystemSlide7
Orientation Overview
Student Orientation Program
PBIS Overview
Matrix
Continuum of Intervention and Supports
Program expectations
Acknowledgements
SEL Overview
MAP
testing
Meet and greet
Formative Assessment is used to assess student understandingSlide8
Orientation System
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Monday
Tuesday
Wednesday
Thursday
Friday
PAWS
8:30-8:45
Welcome/Bussing
Welcome/Bussing
Welcome/Bussing
Welcome/Bussing
Welcome/Bussing
Welcome/Bussing
8:45-9:00
Morning Meeting Breakfast
Morning Meeting Breakfast
Morning Meeting Breakfast
Morning Meeting Breakfast
Morning Meeting Breakfast
Breakfast- EA/Licensed Staff
9:00-9:30
Check-in Community Circle/ Journaling
Check-in Community Circle/ Journaling
Check-in Community Circle/ Journaling
Check-in Community Circle/ Journaling
Check-in Community Circle/ Journaling
Morning Meeting-EA Licensed staff-Agenda, expectations, Etc.
9:32-10:17
Academics
Academics
Academics
Academics
Academics
Academics-Licensed Staff
10:19-11:04
The Bulldog Way I
The Bulldog Way II
The Bulldog Way III
The Bulldog Way IV
The Bulldog Way V
PBIS Booster Lesson
11:06-11:51
Counselors/ credit reviews/ credit hours
Work Experience
Counselors
Resource Officers
Specialist (Eric Carlson, Dave Williams, Christin Sohns)
Restorative Justice/Letter writing
11:53-12:38
Lunch and Cooperative Game Time
Lunch and Cooperative Game Time
Lunch and Cooperative Game Time
Lunch and Cooperative Game Time
Lunch and Cooperative Game Time
Lunch and Cooperative Game Time
12:40-1:25
Skill building hour/ Restorative Circle
Skill building hour/ Restorative Circle
Skill building hour/ Restorative Circle
Skill building hour/ Restorative Circle
Skill building hour/ Restorative Circle
Restorative Circle
1:30-2:12
Academic
Academic
Academic
Academic
Academic
Academics
2:00-3:00
Movement/ Service Learning/ Community Building
Movement/ Service Learning/ Community Building
Movement/ Service Learning/ Community Building
Movement/ Service Learning/ Community Building
Movement/ Service Learning/ Community Building
Movement/ Service Learning/ Community Building
3:00-3:15
Check-out
Check-out
Check-out
Check-out
Check-out
Check-out (Licensed staff)
3:15-3:30
Bussing
Bussing
Bussing
Bussing
Bussing
BussingSlide9
The BullDog
Way (PBIS Matrix)
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Blank
Classrooms
Student Entrance
Hallway
Cafeteria
Bathroom
Building Activities
Community Activities
Bus
Behavioral Expectations
Pride
Reach Your Potential
-Follow Directions
-Actively participate in class
-Clean up after yourself
Be ready for school
- Dress for success by following the dress code policy
- Arrive on time ready to learn
Exhibit citizenship
- Be polite
- Clean up after yourself
- Display and honor works of creativity and achievement
- Dress for success by following the dress code policy
Make healthy choices
Use organic recycle bins appropriately
Eat healthy, balanced meals (Breakfast and Lunch)
Maintain a healthy environment
Keep it clean
Practice good hygiene (wash hands with soap and water).
Participate fully
Demonstrate good sportsmanship
Represent yourself and your program positively
Represent self and school positively
Follow WEC Dress Code Policy
Speak with polite and appropriate volume, tone and words for the environment
Be a good role model
Demonstrate school appropriate behavior on the bus
-Continue to use school appropriate behavior on the bus
-Clean up after yourself
-Stay seated (use seatbelt if provided)
Behavioral Expectations
Respect
Honor your and others right to learn
Listen to other people’s ideas and opinions
- Maintain personal space
-Student appropriate conversation and language
Be ready for school
Follow directions
Be patient and prepared
Be school ready
Display good manners
Positive and appropriate conversations
Speak with polite volume, tone and words
Maintain personal space
Respect one’s self and others
Honor others space and personal belongings
Use appropriate public table manners
Have positive, school appropriate conversations
Honor others
Honor Others right to use a clean and private space
Respectfully request to use the restroom
Keep it clean, damage/graffiti free
Honor the WEC community
Be welcoming to guests
Take care of school property
Speak with polite and appropriate volume, tone and words
Represent self and school positively
Maintain personal boundaries
Be polite
Represent yourself and your school appropriately
Respect any environment you are in
Respect people and property
-Maintain appropriate volume, tone and words
-Respect the bus staff
-Respect the space you are in
-Maintain appropriate personal boundaries
Behavioral Expectations
Responsibility
Take ownership of learning
Communicate your needs
Complete assignments
Meet or exceed posted classroom expectations
PED
-Use technology for educational purposes
-Follow classroom/program expectations for technology use.
-Respect other's privacy
Be ready for school
Express your needs
Follow student entrance protocol
PED
-
Student will turn in their personal electronic device(s) (PED) when or if prompted by staff.
Focus on your destination
Stay with class and/or staff or be where you need to be
-Take responsibility for your actions
-Be on time to class
PED
-
No unapproved technology in the hallways. (Program specific)
Be socially conscientious
Clean up after yourself
Manage time wisely
Stay in assigned areas (cafeteria/gym)
Follow program schedule
Wait your turn
PED
-Safe and appropriate use of technology in the lunchroom
-Respect others privacy.
Honor others right to a clean public space
Report problems
Use facilities as intended
PED
-No technology in the bathrooms.
Honor the WEC community
Follow expectations of the area or activity
Positively and appropriately express your needs
PED
-Safe and appropriate use of technology in the incentive center.
-Safe and appropriate use if allowed.
-Respect other's privacy.
Represent self and school positively
Be where you are supposed to be
Participate fully
Practice good citizenship
PED
-If allowed, safe and appropriate use of technology in the community
-Respect other's privacy.
Maintain a safe bus environment
- Role model for all students on the bus
-Keep track of your belongings
-Be on time for bus
-Follow bus expectations
PED
-
Use headphones and respect other's privacy and spaceSlide10
Closer Look at the Classroom Expectations
Pride
Follow directions
Actively participate in class activities
Clean up after yourself
Respect
Listen to other people’s ideas and opinions
Maintain
personal space
Student
appropriate conversation and language
Responsibility
Communicate your needs
Complete assignments
Meet or exceed posted classroom expectations
PED
Use
technology for educational purposes
Follow
classroom/program expectations for technology use.
Respect
other's privacySlide11
Expectation Curriculum Map
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Dates
9/1 and 9/4
9/8 and 9/11
9/15 and 9/18
9/22 and 9/25
9/29 and 10/2
10/6 and 10/09
10/13 and 10/16
10/20 and 10/23
10/27 and 10/30
11/3 and 11/6
11/10 and 11/13
11/17 and 11/20
11/24 and 11/27
12/1 and 12/4
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Work Shop Week
blank
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9/24/15 Late Start
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MEA week
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Thanksgiving break
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Science
Science Lesson Plan Links
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Intro to biology
Scientific methods, lab practices
Measurements and conversions
Atoms and elements
Acids and bases, water
organic and inorganic molecules
enzymes and ATP
cell structure and theory
subcellular structures
cell cycle and division
cell transport and respiration
cell cycle
cell division
AV
http://bit.ly/1L7pEt0
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blank
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PBIS Theme of the Week
Pride, Respect, Responsibility
Work Shop Week
First Week PBIS Overview
PBIS Matrix Bingo
Buildog Way Crossword/Wordsearch
Student Handbook Bingo
PBIS Jeapordy
Cafeteria Pride
Classroom Pride
Building Activities Pride
Community Pride
Cafeteria Responsibility
Classroom Responsibility
Building Activities Responsibility
Community Activities Responsibility
PBIS Monthly Students
Pride, Respect, Responsibility
PBIS Overview
PBIS Overview
PBIS Overview
PBIS Overview
PBIS Overview
Pride Lesson
Pride Lesson
Pride Lesson
Pride Lesson
Responsibility Lesson
Responsibility Lesson
Responsibility Lesson
Responsibility Lesson
Respect
PBIS Monthly Staff Meetings
Pride, Respect, Responsibility
Active Supervision
Active Supervision
Active Supervision
Active Supervision
Active Supervision
Data/
Redirecting
Data/
Redirecting
Data/
Redirecting
Data/
Redirecting
Data/Continuum of Consequences/
Utilizing behavioral support staff
Data/Continuum of Consequences/
Utilizing behavioral support staff
Data/Continuum of Consequences/
Utilizing behavioral support staff
Data/Continuum of Consequences/
Utilizing behavioral support staff
Data/Positive Praise
PBIS Weekly Staff Meetings
Pride, Respect, Responsibility
Data Collection/Active
Active Supervision Hallway
Active Supervision Classroom
Active Supervision Bathroom
Active Supervision Building
4-8:1 positive/Review of data
Review CPI
De-esclation
Continuum
Relationship Repair
Wait time and Respecting request
Review Bottomlines
Review teacher/EA
Review Social Worker/Behavior
Review Police Detectives/
Administration
4-8:1 Are we doing it?Slide12
Acknowledgement System
W-alt
Bulldog Bucks
Weekly Drawings
Subway certificates
Dawg house certificates
Applebee's certificates
Setting 4 students
Class Dojo
Students personal banking account
Accounts can be used to make personal purchases Slide13
Continuum of Interventions and Supports
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Rule Violating Level
Definition
Behavior Examples
Procedures
Involvement
Response to Behavior
(menu of options specific to programs)
Classroom
Managed
Minors
Level 0
Rule violating behavior which does not require on-going monitoring and lagging skills need to to be retaught.
-Refusal to follow reasonable request (insubordination)
-Inappropriate tone/comments/language (including gang talk/signs)
-Not directed sexual talk and gestures
-Dress code violations
- Non-permitted electronic devices (program specific)
1. Signal social behavior error has been made
2. Re-state/re-teach desired behavior
3. Provide positive reinforcement for display of appropriate behavior
4. Document behavior
Student, Program Staff
Provide the pre-correction
Provide a re-direction
Actively teach/re-teach the desired behavior
On Pod Support
Level 1
Rule violating risk behavior which requires on-going monitoring and need for re-teaching of skills.
-Directed swearing
-Leaving class without permission
-Play fighting
-Disrupts classroom environment
-Encouraging peers to exhibit negative behaviors
-Work refusal
1. Signal social behavior error has been made
2. Re-state/re-teach desired behavior
3. Provide positive reinforcement for display of appropriate behavior
4. Document behavior
Student, Program Staff, Social Worker
Taking a walk with a staff member
Self directed time in a breakout space (utilized primarily for those students who have a ‘break’ as needed built into their BIP)
Contact parent/guardian (document communication)
Alter environment by changing the staff dynamic
After processing, student to “repair” situation
Opportunity Bank
Behavior Specialists
Majors
Level 2a
Serious rule violating behavior that disrupts teaching and learning, puts student or others at risk of harm and requires behavior support and need for re-teaching of skills.
-Physical or verbal threats
-Solutions refusal
-Refusal to leave the area when directed
-Continued directed swearing
-Property destruction (something a student can fix)
-Classroom elopement
-Continuous disruption of classroom environment
Call Behavior Specialists channel
Debrief with staff on-site
behavior of concern
determine what interventions have been tried.
Restate desired/appropriate behavior
Direct/escort student to desired area
Decide if program leads and social workers need be involved
Document behavior
Student, Program Staff, Behavioral Specialist
Spend the remainder of the class period in a breakout space (based on the needs of the student, the situation, and the parameters of program)
Processing time (based on the needs of the student, the situation, and the parameters of program)
Removal of community privileges (cafeteria, break room, YMCA)
Completion of a problem solving form (provided)
Mediation
Contact parent/guardian (document communication)
Reparation using restorative practices Reparation utilizing restorative circle and/or restitution.practice
Referral to Community Agency
Referral l to 360/ALSUP Team/ PAWS
Social Workers and Program Lead
Level 2b
Uncooperative students who are deemed to be a potential risk to themselves or others or escalation of Level 2a behaviors
-Threatening behavior / Self harm
-Potential for aggression, acting out, escalating behaviors
-Harassment of student or teacher (including sexual harassment)
-Under the influence
Fill out form
Report to social worker and program lead
-Bullying
-Alcohol/Drug Possession
-Truancy/Leaving school grounds without permission
-Mental Health concern
Call Social Worker and/or Program Lead
Debrief with staff on-site
behavior of concern
determine what interventions have been tried.
Restate desired/appropriate behavior
Direct/escort student to desired area
Document behavior
Staff making call, administration (as needed), Social Worker, Program Lead, behavior support, nurse
Spend the remainder of the class period in a breakout space
Processing time
Removal of community privileges (cafeteria, break room, YMCA)
Completion of a problem solving form (provided)
Mediation
Contact parent/guardian (document communication)
Reparation utilizing restorative circle and/or restitution.
Referral to Community Agency
Referral to l to 360 /ALSUP team/PAWS
Administrative Support
Level 2C
Serious behaviors that may be a violation of the law or may be nearing ‘imminent harm’
-increased threatening behavior -- threats of bodily harm, terroristic threats
-Intruder in the Building (this would be a level 3 and would invoke crisis procedures)
-weapons violations
-spitting in staff’s face
-screaming in staff’s ear
1.
Call for Administrative Support (or designee if an administrator is not in the building).
2. Administrator makes decision regarding need for law enforcement
3. Follow district/state policies and procedure
4. Document behavior
Student, Social Worker, Parent/Guardian, School & District Administrators, Program Lead, Behavioral Specialist
Administrative Request for Officer Intervention if needed
Possibility of ending a student’s day
Re-Entry / IEP team Meeting to review the FBA and BIP
Contact parent/guardian (document communication)
Independent work away from program for the day
Suspension
Reparation utilizing Restorative Practices
Referral to Community Agency
Referral to the 360 Team will debrief with staff involve and discuss potential additional stressors that may be contributing. Consideration for wrap around services that may not be in place. Consideration of PAWS intervention. Slide14
Closer Look at behaviors handled by program staff
-Refusal to follow reasonable request (insubordination)
-Inappropriate tone/comments/language (including gang talk/signs)
-Not directed sexual talk and gestures
-Dress code violations
- Non-permitted electronic devices (program specific
)
-Directed swearing
-Leaving class without permission
-Play fighting
-Disrupts classroom environment
-Encouraging peers to exhibit negative behaviors
-Work refusalSlide15
Closer look at behaviors handled by Behavior Specialist
-Physical or verbal threats
-Solutions refusal
-Refusal to leave the area when directed
-Continued directed swearing
-Property destruction (something a student can fix)
-Classroom elopement
-Continuous disruption of classroom environmentSlide16
Closer Look at Behaviors Handled by Social Worker or Admin
-Threatening behavior / Self harm
-Potential for aggression, acting out, escalating behaviors
-Harassment of student or teacher (including sexual harassment)
-Under the influence
-
Bullying
-Alcohol/Drug Possession
-Truancy/Leaving school grounds without permission
-Mental Health
concern
-increased threatening behavior -- threats of bodily harm, terroristic threats
-Intruder in the Building (this would be a level 3 and would invoke crisis procedures)
-weapons violations
-spitting in staff’s face
-screaming in staff’s earSlide17
WEC Tiered intervention triangleSlide18
West High BottomLines
Verbal Assault / Abuse / Threats / Harassment
Consequence:
Solutions.
Parent phone call based on micro team decision.
Possible Administration/ Police involvement.
Restorative
Practices
Physical Assault / Abuse (including pushing past staff)
Consequence:
Solutions.
Immediate Drop to Level 1 Day 5
Parent phone call based on micro team decision.
Possible Administration/Police involvement
.
Inappropriate Boundaries
(Play-fighting, Hand Gestures, Public Displays of Affection, Horseplay, etc.)
Consequence:
(Dependent on the situation)
Solutions.
Parent phone call based on micro team decision.
Possible Administration/ Police involvement.
Restorative Practice.Slide19
West High Level System
Level System
Program intervention
Program utilizes Class Dojo
Students move up and down in the levels based on daily positive percentages
Level 1 30-65%
Level 2 66-85%
Level 3 86-95%
Level 4 96-100%Slide20
Staff Reinforcement and Buy-in
The SWPBS team should design a staff reinforcement system that recognizes staff for the efforts involved in implementing SWPBS. (Simon,
Sugai
, Negron, 2008
)
`Slide21
What would you like to hear more often from people?Slide22
West
Education Center Staff Reinforcement
Workshop
week overview of
PBIS
Staff
Matrix
Weekly program
Kudos
Weekly teaming on PBIS
Twice
a year professional development
Positive Acknowledgment
Reviewing our intervention systems
Monthly building wide
recognition
Kudos drawing
Staff of the
month
Bi-monthly Staff Mini PLCSlide23
Staff MatrixSlide24
Closer Look at Staff MAtrix
Pride
Be present and engaged
Model school expectations
Challenge students’ growth mindset
Focus on student educational needs
Respect
Be on time and communicate if you need a break
Actively participate in class
Be proactive vs.
reactive
Responsibility
Consistently reinforce positive behavior and school policy (Clarify and collaborate with team if policy is unclear)
Be conscious confidentiality
Actively supervise
Keep students aware of academic
progress
PED
Document positive and negative behavior
Use technology for educational purposesSlide25
Kudos Write Ups
Thompson and
Seiwert
- Rocking out the testing last week.
Ms
. Thompson- helping with iPad recovery
Ms. Burns- word wall assist
Mr. West - for his professionalism during a meeting
Ms. Cushing & Mr. Hunter - for the new bus system
Mr. T - he handled his students well during the first week
The team!
Mr
. Reeves - for handling his 1:1 assignment flexiblySlide26
Staff Of the Month
Ms. DeLong-
Ms.Delong
takes Pride in our classroom by making sure the room is decorated and clean and that the word wall and other PBIS signs are posted. She shows RESPECT to both staff and students by greeting them, asking how they are doing, and giving them space when needed. She shows RESPONSIBILITY by taking attendance, logging positive and negative behaviors and admitting when she makes mistakes. She is an amazing role model! Slide27
Staff Mini-PLC
SEL
Event PLC
Men’s and Women’s Group
PBIS: Student Recognition
Chess Club
Gardening and Culinary
Experiential Education
Grant WritingSlide28
What are ways your school recognizes staff?Slide29
Celebration of success
I
ncreased
our staff retention rate from 75% to 85% over the last two
years
Graduation rate has increased each year over the past 3 years
Arrests decreased by 10%
120 of the 288 major incidents resulted in a positive interaction