Changing the culture and buy-in - PowerPoint Presentation

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Changing the culture and buy-in - PPT Presentation

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

behavior staff program blank staff behavior blank program respect student community pbis building school responsibility level pride classroom time

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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

Blank

Monday

Tuesday

Wednesday

Thursday

Friday

PAWS

8:30-8:45

Welcome/Bussing

8:45-9:00

Morning Meeting Breakfast

Breakfast- EA/Licensed Staff

9:00-9:30

Check-in Community Circle/ Journaling

Morning Meeting-EA Licensed staff-Agenda, expectations, Etc.

9:32-10:17

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

12:40-1:25

Skill building hour/ Restorative Circle

Restorative Circle

1:30-2:12

Academic

Academics

2:00-3:00

Movement/ Service Learning/ Community Building

3:00-3:15

Check-out

Check-out (Licensed staff)

3:15-3:30

Bussing

BussingSlide9

The BullDog

Way (PBIS Matrix)

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

classroom/program expectations for technology use.

Respect

other's privacySlide11

Expectation Curriculum Map

blank

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

blank

Work Shop Week

blank

9/24/15 Late Start

blank

MEA week

blank

Thanksgiving break

blank

Science

Science Lesson Plan Links

blank

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

http://bit.ly/1L7pEt0

blank

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

Pride Lesson

Responsibility Lesson

Respect

PBIS Monthly Staff Meetings

Pride, Respect, Responsibility

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

Blank

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

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.

. 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!

. 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

ncreased