PBIS Implementation:
Oregon City Service
Learning Academy
Matt Schulfer, PBIS Facilitator and Teacher, OCSLA
Matt.schulfer@orecity.k12.or.us
Eryn Domeyer, PBIS Coordinator, Oregon City SD
Eryn.domeyer@orecity.k12.or.us
Agenda
1. 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
OCSLA Timeline Before PBIS:
•
•
•
•
•
•
•
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
Roll out PBIS to staff
and students
• Teach students school-wide
expectations
Correction System
defined
Schedule PBIS team
meetings
SWIS
Implementation/begin
looking at data
Year 1: Winter
District PBIS
coordinator consult
Staff
training/Overview of
PBIS
Identify PBIS
Facilitator
Identify Core Team
Develop expectations
PBIS handbook
developed
Year 1: Fall 2012
Year 0: 2011-2012
Implementation Timeline
Begin Tier 2 Planning
Implement CICO
Acknowledgment
System
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 servicelearning 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, hitech/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:
th
11
and
th
12
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
Procedures
Safe: 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 Procedures
Tardies
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 Procedures
Attention Signal:
1. Have a signal of your choice to get the
classes attention.
a. Raising your hand
b. Standing in a certain spot
c. Ringing a bell
d. 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!
Classroom Procedures
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
• 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 Procedures
1.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 Procedures
1. 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.
Components of OCSLA:
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.
Check In-Check Out:
• 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 Form
Components of OCSLA:
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
Learning Strategies:
Individual Student Support
• 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
Learning Strategies:
Individual Student Support
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 student
1st quarter 2011-2012: D, B, C, D, B-, B-, C
2nd quarter 2011-2012: D-, C, D, D, A, A, D3rd 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, A
2nd 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.
Components of OCSLA:
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.
Lessons Learned:
• 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.