Changing Culture in Alternative Setting
In an alternative educational setting like West Education Center, culture change and buy-in are essential for success. With a focus on PBIS teams, shared agreements, and structured systems, WEC aims to inspire lifelong learning by exploring positive options. The center accommodates specialized programs and students, emphasizing respect, communication, and trust to create a safe and consistent community.
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Presentation Transcript
CHANGING THE CULTURE AND BUY-IN IN AN ALTERNATIVE SETTING JULIE KENT WEST EDUCATION CENTER AND EPSILON JAKENT@DISTRICT287.ORG
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 Lunch
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 Implementation
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 Trust
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.
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 System
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 understanding
ORIENTATION SYSTEM Monday Monday Tuesday Tuesday Wednesday Wednesday Thursday Thursday Friday Friday Blank PAWS 8:30-8:45 Welcome/Bussing Welcome/Bussing Welcome/Bussing Welcome/Bussing Welcome/Bussing Welcome/Bussing Morning Meeting Breakfast Morning Meeting Breakfast Morning Meeting Breakfast Morning Meeting Breakfast Morning Meeting Breakfast Breakfast- EA/Licensed Staff 8:45-9:00 Morning Meeting-EA Licensed staff-Agenda, expectations, Etc. 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 9:00-9:30 Academics-Licensed Staff 9:32-10:17 Academics Academics Academics Academics Academics 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 PBIS Booster Lesson Specialist (Eric Carlson, Dave Williams, Christin Sohns) Restorative Justice/Letter writing Restorative Justice/Letter writing Counselors/ credit reviews/ credit hours Restorative Justice/Letter writing 11:06-11:51 Work Experience Counselors Resource Officers 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 11:53-12:38 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 Restorative Circle 12:40-1:25 1:30-2:12 Academic Academic Academic Academic Academic Academics 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 2:00-3:00 Check-out (Licensed staff) 3:00-3:15 Check-out Check-out Check-out Check-out Check-out 3:15-3:30 Bussing Bussing Bussing Bussing Bussing Bussing
THE BULLDOG WAY (PBIS MATRIX) Blank Classrooms Student Entrance Hallway Blank Community Activities 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 Cafeteria Bathroom Building Activities Bus Reach Your Potential -FollowDirections -Activelyparticipateinclass -Cleanup afteryourself 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 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 Pride 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 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 Represent yourself and your school appropriately Respect Respect any environment you are in Take ownership of learning Communicate your needs Complete assignments Meet or exceed posted classroom expectations Be ready for school Express your needs Follow student entrance protocol 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 Be socially conscientious Clean up after yourself Manage time wisely Stay in assigned areas (cafeteria/gym) Honor others right to a clean public space Report problems Use facilities as intended Honor the WEC community Follow expectations of the area or activity Positively and appropriately express your needs Represent self and school positively Be where you are supposed to be Participate fully Practice good citizenship 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 Follow program schedule Behavioral Expectations PED PED PED Wait your turn -Use headphones and respect other's privacy and space -Use technology for educational purposes -No unapproved technology in the hallways. (Program specific) PED PED Responsibility PED PED -If allowed, safe and appropriate use of technology in the community -No technology in the bathrooms. -Follow classroom/program expectations for technology use. -Student will turn in their personal electronic device(s) (PED) when or if prompted by staff. -Safe and appropriate use of technology in the incentive center. PED -Respect other's privacy -Respect other's privacy. -Safe and appropriate use of technology in the lunchroom -Safe and appropriate use if allowed. -Respect others privacy. -Respect other's privacy.
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 privacy
EXPECTATION CURRICULUM MAP Dates blank 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 blank 9/24/15 Late Start blank blank MEA week blank blank blank blank blank Thanksgiving break blank Science Lesson Plan Links Scientific methods, lab practices Measurements and conversions Atoms and elements Acids and bases, water organic and inorganic molecules cell structure and theory cell transport and respiration blank Intro to biology enzymes and ATP subcellular structures cell cycle and division cell cycle cell division Science http://bit.ly/1L7pEt0 http://bit.ly/1L7pEt0 AV blank blank blank blank blank blank blank blank blank blank blank blank blank blank PBIS Theme of the Week Pride, Respect, Responsibility Buildog Way Crossword/Wordsear ch Community Activities Responsibility First Week PBIS Overview PBIS Matrix Bingo Student Building Activities Pride Cafeteria Responsibility Classroom Responsibility Building Activities Responsibility Work Shop Week PBIS Jeapordy Cafeteria Pride Classroom Pride Community Pride Handbook Bingo 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 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 PBIS Monthly Staff Meetings Pride, Respect, Responsibility Active Supervision Active Supervision Active Supervision Data/ Data/ Data/ Data/ Data/Positive Praise Active Supervision Active Supervision Redirecting Redirecting Redirecting Redirecting PBIS Weekly Staff Meetings Pride, Respect, Responsibility Active Supervision Hallway Active Supervision Classroom Active Supervision Building 4-8:1 Review CPI De-esclation Continuum Review Police Detectives/ Administration Data Active Supervision Bathroom Wait time and Respecting requestReview Bottomlines Review Social Worker/Behavior 4-8:1 Are we doing it? positive/Review of data Relationship Repair Review teacher/EA Collection/Active
ACKNOWLEDGEMENT SYSTEM W-alt Bulldog Bucks Weekly Drawings Subway certificates Dawg house certificates Applebee's certificates Setting 4 students o Class Dojo o Students personal banking account Accounts can be used to make personal purchases
CONTINUUM OF INTERVENTIONS AND SUPPORTS Blank Rule Violating Level Minors Definition Behavior Examples Procedures Involvement Response to Behavior (menu of options specific to programs) Classroom Managed 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 Level 0 On Pod Support 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 Level 1 Opportunity Bank After processing, student to repair situation Opportunity Bank Majors Behavior Specialists 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 1. 2. Call Behavior Specialists channel Debrief with staff on-site a. behavior of concern b. determine what interventions have been tried. c. 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 Level 2a 3. 4. 5. Social Workers and Program Lead 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 1. 2. Call Social Worker and/or Program Lead Debrief with staff on-site a. behavior of concern b. determine what interventions have been tried. c. 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 Level 2b 3. 4. Administrative Support 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. Level 2C
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 refusal
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 environment
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 ear
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.
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%
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) `
WHAT WOULD YOU LIKE TO HEAR MORE OFTEN FROM PEOPLE?
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 PLC
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 purposes
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 flexibly
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!
STAFF MINI-PLC SEL Event PLC Men s and Women s Group PBIS: Student Recognition Chess Club Gardening and Culinary Experiential Education Grant Writing
WHAT ARE WAYS YOUR SCHOOL RECOGNIZES STAFF?
CELEBRATION OF SUCCESS Increased 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
