PBIS Implementation: Oregon City Service Learning Academy Matt Schulfer, PBIS Facilitator and...

PBIS Implementation: Oregon City Service Learning Academy

Matt Schulfer, PBIS Facilitator and Teacher, OCSLA

[email protected]

Eryn Domeyer, PBIS Coordinator, Oregon City SD

[email protected]

Agenda1. General OCSLA info, demographics,

history.

2. PBIS timeline

3. Green Zone Interventions – provided for all students

4. Yellow Zone Interventions – provided for selects students

5. Red Zone Interventions – provided for select students

6. Acknowledgement System

7. Lessons learned

Oregon City Service Learning Academy:• OCSLA is a public Charter School in Oregon City.• All employees are Oregon City School District

employees.• Students must meet all graduation requirements set

by OCSD including number of credits and state testing requirements.

• All students choose to attend OCSLA.• Traditional high school schedule Monday –

Thursday with eight 43 minutes academic periods.• 9:00am – 3:50pm regular school hours • Service Learning for all students on Fridays.

OCSLA• Quarter grading calendar, which is a semester

calendar divided in half.• Extended school year. We have the same

number of days as OCSD, but we take a week off after each quarter and go through the end of June.

• Every student has a laptop to take home and use.

• All online curriculum – No textbooks• S.I.G – Federal School Improvement Grant,

which paid for most of the laptops, online curriculums, and professional development trainings for staff member.

Demographics• 9th - 12th grades• A large percentage of kids come from Oregon

City High School after not succeeding in various ways.

• 152 total students, started this year at about 120 • 9th – 16 students = 10.5% of population• 10th – 42 students = 27.6% of population• 11th – 48 students = 31.6% of population• 12th – 46 students = 30.3% of population• 35 SPED students = 23% of population• 22 homeless students = 14.5% of population • High rate of turnover of student population

• 06 – 07 - Not much structure, kind of traditional classes• 07 – 08 - Very little structure, internships everyday for all

students and NO traditional classes• 08 – 09 – Little structure, internships Tuesdays and Thursdays

for all students, Mon, Wed, Fri some classes with large amounts of advisory for project work time.

• 09 – 10 – More structured academic class time, internships only for 11th/12th, Service Learning for 9th/10th

• 10 – 11 – First year of SIG, started creating much more structure and implementing routines, internships and SL still on Tuesdays and Thursdays.

• 11 – 12 – Internships and SL move to Fridays only, continue creating and improving structure and routines. Start meeting with Eryn to create a PBIS implementation plan

• 12 – 13 – First year in which no major changes occur from the previous year. Continued improvement with routine, structure, and PBIS implementation

OCSLA Timeline Before PBIS:

Implementation Timeline

Components of OCSLA:

Green Zone:

Provided for every student

Service Learning: 9th and 10th grades

• Service-learning is an instructional method that combines academic learning with meaningful community service.

• 9th and 10th grades participate in themed, career related service experiences every Friday.

• Each student is required to participate in service-learning projects, as well as mini-classes designed around the particular experience, in order to earn credit.

• Themes are designed around career clusters such as: sustainability/agriculture, health/medicine, animals, food/hunger/homelessness, hi-tech/computers, engineering

Service Learning: 9th and 10th grades • Units are 3-5 weeks long with a different experience

for students each week. • Guest speakers frequently speak to students about

career possibilities and the training/schooling required.

• Teachers create lessons, assignments, and projects based on the themes for students to learn.

• The goal of each unit is to expose students to possible internship ideas for the future.

• We have a partnership with OMSI in which they come to us or we go to them once a month and do experiments that relate to whatever our theme is.

Internships: 11th and 12th grades• 11th and 12th graders participate in internships of

their choice every Friday.• With the help of our Internship Coordinator, they find

a mentor in the community that is willing to supervise and support them in learning job skills and real-world responsibilities.

• Students are required to work 6+ hours each Friday under the supervision of their mentor, and may only change their internship at the end of the first semester.

• The mentor, student, and internship coordinator develop an Internship Evaluation Plan that specifies the skills and responsibilities that the student is to work on while at the internship.

Internships: 11th and 12th grades• Students earn high school elective credit. • Students also earn college credit from

Clackamas Community College at a rate of 1 credit for every 30 hours worked.

• Students’ grades are base on the mentors evaluation from the IEP along with input from the internship coordinator.

• Internship examples include: Vet assistants, construction trades, libraries, schools, YMCA, state parks, fast food, grocery stores, hair salons, and anything else that is safe with a mentor willing to work with the student.

Internships: Community Mentor• The Community Mentor has an important role in the

success of OCSLA students. • A mentor will :

– be responsible for integrating the student into their organization

– identify the needs of the organization and help the student learn the role of a productive employee

– help guide the student in learning all about their placement site, but will not be responsible for incorporating academic content.

• A mentor is encouraged to attend their student’s exhibition at the end of each semester. – The exhibition showcases the student’s experience of their

intern site.

Classroom Procedures/Routines

School-Wide Procedures/Routines

OCSLA PBIS

ProceduresSafe: Protected from or not exposed to danger or risk, harm or

injury, mishap or error.

Responsible: Having a capacity for moral decisions and therefore accountable; capable of rational thought or action; reliable or

dependable.

Respectful: Having due regard for the feelings, wishes, rights, or traditions of someone or something.

Classroom ProceduresTardies

1. Teachers will close their doors at the time each period is scheduled to begin and the door will be locked.

2. All students who are tardy are to

report to the Solution Room.

3. Failure to report to the Solution Room will be marked as skipping.

Classroom ProceduresAttention Signal:

1. Have a signal of your choice to get the classes attention. a. Raising your handb. Standing in a certain spotc. Ringing a belld. Saying “Quiet Please!”

2. This will continue until all mouths are quiet, and all eyes are on me.

3. If your classmates don’t notice the signal, please remind them quietly and politely.

Please show respect for your teacher by following this procedure!

Leaving Class 1. Leaving for any reason requires teacher permission and

the hall pass. This includes: printing, talking to another staff member, getting water, or using the restroom.

2. Do not plan on using the restroom during class time. Class is only 43 minutes long (28ish minutest on Wed).

3. No leaving in the first 10 minutes of any class.4. If you need to leave the room, you must give your cell

phone to your teacher.5. Take a pass from the desk. If no pass is available, sit

down and wait for one.

Classroom Procedures

Leaving Class (Continued) 6. Make your trip quick – no wandering, no hacky sack, no

sleeping in the restroom!7. If you leave without your teacher's okay, you will not be

allowed back into class and will need to report to the Solution Room.

8. Please do not request to leave your class while the teacher is addressing the whole class.

9. If you need to use the restroom (during passing time) and need more than 4 minutes, go to class and after the teacher gets the class going (no sooner than 10 minutes) you will be permitted to use the restroom.

Any other reason to leave class, ask your teacher for permission first.

Classroom Procedures

Classroom Procedures• Electronic Devices – Cell Phones, MP3s,

iPads, Radios• No electronic devices allowed in class, other

than laptop.• If an electronic device is seen you will be

asked to turn it over to your teacher.• The electronic device will be given to Tim and

you will have to see him about getting it back.• Earphones are only allowed via laptops and

only after the teacher gives permission.

Service Project Procedures1.Dress appropriately for the project (we will

remind you of what is appropriate). We want you to be comfortable and safe!

2.Remember you are representing OCSLA and OCSD, so please be on your best behavior (this includes language).

3.Otherwise we may not be asked back or get a bad reputation in the community.

Internships Procedures1. Call OCSLA when you arrive at your internship.

2. Call OCSLA and your mentor if you will be absent.

3. Dress appropriately for the internship. We want you to be comfortable, safe, and appropriate!

4. Remember you are representing OCSLA, OCSD, and yourself so please be safe, responsible, and respectful (including language).

5. Otherwise you may be fired or earn a bad reputation in the community and/or with OCSLA.

Procedures

These procedures are in place to help our classrooms and school

run smoothly.

Please do your part by following these procedures so we can work

together to succeed!

Be Safe

Be Responsible

Be Respectful

Enrichment: Study Hall/Support• 3rd period Monday, Tuesday, Thursday• Classified staff run study hall classes• Staff members meet with students weekly to set

goals and check on grades in classes. • Certified teachers are all together in one room to

provide support for groups or individual students.• Teachers can send for specific students or

students that want help can go to the teacher.

New Student Orientation

• All new students go through a 9 day class with me which orients them to OCSLA and all of our procedures and routines.

• New student orientation is during enrichment, so they don’t miss any academic class time.

• Once done with all 9 days they are put into a regular enrichment class.

New Student Orientation

Academic Skills Class• Every student has this class every day. • This class focuses on skills that students need to be

successful at school and life outside of school. • Content includes using iCal for scheduling

assignments, homework, and meetings, career planning, resume building, networking, writing and speaking skills.

• All school wide routines are taught at the beginning of the year and re-taught throughout the year at the beginning of each quarter in this class.


Yellow Zone:

Provided for Select Students

Solution Room• Solution room is a multi-purpose room that is hybrid of Green

and Yellow Zone support. • It is available to ALL students all day long, but not all students

need to use it. • Students are able to choose to go there anytime they need to

settle down, can’t function in a classroom, need tutoring, etc. • It is designed to allow students to make good decisions about

their own behaviors and academics. • Teachers may also send a student to the Solution Room if

they are being disruptive or not working in class.• All trips to the Solution Room are documented on an incident

report and entered into SWIS by the Solution Room teacher • All major referrals also go through the Solution Room teacher

to be entered into SWIS• Solution Room also serves the purpose of ISS.

Correction System

Incident Report/Solution Room Pass

Credit Enhancement/Recovery: CE/CR

• Staff members run classrooms of students that need to make up credits.

• There are two or three classes of CE/CR each period.

• Plato is the program we use for CE/CR• The counselor works CE/CR into every student’s

schedule that needs to make up classes. • Students are required to take and turn in notes for

classes as a part of their grade. • Many classes have off-line activities or writing work

samples to complete as part of the grade.

• Morning check in with me• Positive feedback from classroom teachers throughout

the day• Afternoon check out with me• We started with four students on CICO• CICO data showed us that one student was still not

being successful even with the extra support of CICO, and that student has been moved to a more intensive red zone support

• One student was moved from our school to get help with personal issues.

• Currently we have three students on CICO, but we will be adding 2 - 3 new students soon.

Check In-Check Out:

Check In-Check Out Form


Red Zone:

Provided for Select Students

Learning Strategies: Individual Student Support

• Self-contained classroom with individual support from a certified teacher.

• Each student has a individual schedule that provides them the best chance of success

• Most class work is done with Plato, but there are other options.

• Options: Full day, ½ day in the morning, ½ day in the afternoon, combination of the self contained classroom and regular classes.

• The goal is always to slowly add regular classes back to the student’s schedule until they are back in regular classes full time


• 5 AM only students• 3 AM students with regular academic

classes as well• 9 students in LS six or more periods (full

day)• 2 PM only students• 2 PM students with regular academic

classes as well• 21 students being served at this point


LS Successes:• Haley extended from 4 – 8 periods all in LS. • Jorvan extended from 4 periods in LS by adding 2

regular academic classes (math and PE). • Austin extended from 4 periods in LS by adding 1

regular academic class (English).• Taran and Ryan used 4 LS periods each to

graduate!• Taylor was previously removed from OCSLA for

behavior reasons, but met his goals and returned with 1 LS period and 1 regular academic class (English).

1-on-1 Tutoring/Intensive Communication - One staff member works with 5 students and their guardians that need a

lot of very detailed communication and support to pass classes.

Purpose• Increase student accountability • Help students to Prioritize responsibilities

(assignments) • Decrease stress related to school work

Prior to beginning• Identify students struggling/failing• Meet with student to explain process• Communicate with guardian that we will be helping

and wish to communicate on a weekly basis

1-on-1 Tutoring/Intensive Communication Process• Set an ongoing weekly meeting time.• Check grades and set goal to raise grade closest

to passing first. 56% before 10%• Determine assignments to be done first.• Focus on completing current class work first to

break the cycle of always doing late work.• If passing all classes focus on D’s then C’s. • Set a goal of what will be completed in 7 days,

on top of all current assignments. • Continue communication with parents and

encourage questions, comments, or suggestions.

1-on-1 Tutoring/Intensive Communication Success with 1-on-1

Grades of a current student1st quarter 2011-2012: D, B, C, D, B-, B-, C2nd quarter 2011-2012: D-, C, D, D, A, A, D-3rd quarter 2011-2012: F, D, C, C, D, A, F

(Intervention started)4th quarter 2011-2012: C, C-, C-, C-, D-, D+, A

1st quarter 2012-2013: A, A-, Pass, D, C, Pass, A2nd quarter 2012-2013: B, A, B, C, B, C, A, Incomplete (finishing senior project)

Student Goal Setting with Staff Support and Follow Up

• At the end of each quarter we make a list of students that struggled behaviorally and academically.

• Each staff member is responsible for 1 – 3 students• The staff member has a quick, stand up meetings

each student every other week to remind students of their goals and check on progress.

• The staff member records the meeting notes on a tracking form.

• The staff member supports the student to meet goals and progress academically and behaviorally.


Acknowledgement System:

Rewards Cards

Phoenix Fire Card

Acknowledgement System

• We will begin handing out rewards card this month.

• Cards have been ordered and are waiting on them to come so we can start rewarding students for positive behaviors, actions, and academics.

• Students will be able to turn in rewards cards for items such as food and drinks, pens, pencils, and OCSLA gear such as tee shirts, sweatshirts, hats, and lanyards.

• Structure, Routines, Procedures!!!!!!• Our school climate changed significantly

when we started adding structure, routines and procedures.

• Our ODE SIG coach who has been in our building nearly every week for the last 2.5 years is amazed at the difference in the climate and culture walking through our hallway.

• Create the structures, routines and procedures, but you have to stick to them.

Lessons Learned:

PBIS Implementation: Oregon City Service Learning Academy Matt Schulfer, PBIS Facilitator and...

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