Title

Creating a Conducive Environment for High Performance by Reducing Incidences of Violence, Disobedience, and Disrespect

Location

Harborside Center East and West

Strand #1

Safety & Violence Prevention

Strand #2

Social & Emotional Skills

Relevance

Students cannot learn and teacher instructional delivery is fragmented when an environment is unsafe. Therefore, it is critical to help our youth overcome violence and failure in our school and community. Self-directed youth achieve success at a higher rate than those who lack social and emotional skills which contributes to internal moral struggles. These struggles are manifested when untreated and learning is impeded. This proposal will provide educators with strategies, actions, and interventions to prevent violence and failure in high-poverty high schools.

Brief Program Description

School learning communities are inundated student actions that disrupt the environment. This workshop will describe how a once perceived unsafe high school re-structured its culture to foster positive behaviors and minimize Zero Tolerance infractions that were toxic. The primary objective for this school culture overhaul was to ensure the safety of ALL stakeholders in an effort to increase teacher and student performance.

Summary

Positive Learning Environment –WHS expectations will be embedded in the school’s culture and will be reinforced through a variety of mediums. Parent training will be conducted on PBIS and how parents can aid the school in implementing this program with quality. Lastly, students who demonstrate strength of character and/or growth in academic performance will benefit from a camp designed to build student capacity and leadership. Response to Intervention (RTI) - The school will ensure that Tier 1 and Tier 2 are done well to ensure that student’s needs are met with proficiently. These tiers are a major focus because appropriate diagnosis for Tier 3 has been difficult. There is a need for teachers to implement Standards-based Classrooms with fidelity and with quality. Tier 2 programs must be data-driven and evidence-based to make a determination if interventions are effectual. The PEC/RTI Coach will work collaboratively with the PBIS team to develop a behavior management plan for RTI students. These students will be monitored closely in Performance Matters to ensure that appropriate interventions are being utilized for students. Student Leadership Development Developing student leaders are not only helpful for the students but also for our school. Developing students as leaders empowers and provides them with opportunities to show their gifts, talents, skills, and interests while also learning to develop a new set of abilities and learn from each other and model adults. At WHS, we want to place and nurture students in leadership roles. By doing this, students will gain hands-on experience and gain opportunities for them to communicate, plan and organize tasks, and be a part of a team to reinvent their school. Granting students a voice to share in the decision-making process and communicate ideas will help them become self-directed learners, thus developing a sense of pride in their school. Increased Learning Time (ILT) has proven to be successful when students are intentionally placed based on data and with a transformation teacher. Instruction in ILT will not embrace re-teaching. Re-engagement activities and lessons will be utilized in extended learning services. Teachers who re-engage students help them to revisit their thinking, address conceptual understanding, examine tasks from different perspectives, and use student critiquing approaches.

Evidence

The above initiatives described in the summary are research-based and have proven success in improving student’s academic performance and behaviors that cause them to miss classroom instruction. The following evidence will show the effectiveness of implementing intentional programs, processes, and procedures designed for “at-risk” students: •Discipline data over a 2 year period that shows a decrease in violent acts, disobedience, and disrespect. •Student achievement data over a 2 year period to show double digit gains in target areas. •Increased number student leadership programs and participation in these programs (i.e. SAAB, Beta, Debate Team, Academic Team, Mu Alpha Theta, Dance Ensemble, Top 25 Student Leadership, Young Life, Governors Honors, Golden Eagle, etc.) •Implementation of safety-net programs (NOLES Nation: ASP, Saturday School, Intersession, Twilight School) and its impact on student achievement and the cohort graduation rate. •Increased collaboration with community leaders, support partners, and law agencies for youth.

Format

Poster Presentation

Biographical Sketch

Dr. Julia Daniely (Principal of Westside High School)

Dr. Daniely has worked for the Bibb County School System for 20 years. She has served as a math teacher, ASP director, assistant principal, RT3 Coordinator, and currently the principal of one of the largest high schools in the district. She was instrumental in achieving 5.1 million dollars (SIG) to transform a low-performing school. Her unconventional methods of leading stakeholders have proven to be successful.

Chief Russell Bentley (Campus Police Chief)

Russell E. Bentley is a 20-year police veteran with 15 years of experience in executive positions with campus police agencies. He has served as police chief for seven years at both the K-12 and post-secondary levels. Russell is a 2001 graduate of the FBI National Academy and has received extensive formal training in law enforcement and emergency management. Russell holds a Master of Science Degree in Administration and a Bachelor of Science Degree in Child Development and Family Life Education, both from Georgia College and State University.

Daniel “Hurricane” Davis (Discipline Task Force)

Born in Macon, Georgia in 1977, Daniel Davis is a product of the Bibb County School System. He attended Central High School and graduated in 1995. After high school, Daniel began working for a construction company and in his spare time started volunteering to help coach an inner city basketball league for “at-risk” youth. Prior to becoming a part of the Discipline Task Force at WHS, Daniel worked at RYDC and currently works part-time at the Methodist Home.

Terrance “Earthquake” Turner (Discipline Task Force)

Terrence is a product of the Bibb County School District. His passion for kids drives him daily. At In 2001, Terrence began his journey of working with youth at the Department of Juvenile Justice for Macon RYDC. In this capacity, he was voted for an Outstanding Juvenile Correctional Officer (JCO) of the Year in 2005. He has received training in areas such as mental health management, crisis intervention, and how to deal with suicidal youth. In 2010, Terrence began working at the Georgia Industrial Children’s Home as a group leader.

Keyword Descriptors

Violence, RTI, PBIS, Disobedience, Disrespect, Student Leadership, School Culture, Emotinal Development

Presentation Year

2015

Start Date

3-3-2015 4:00 PM

End Date

3-3-2015 5:30 PM

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Mar 3rd, 4:00 PM Mar 3rd, 5:30 PM

Creating a Conducive Environment for High Performance by Reducing Incidences of Violence, Disobedience, and Disrespect

Harborside Center East and West

School learning communities are inundated student actions that disrupt the environment. This workshop will describe how a once perceived unsafe high school re-structured its culture to foster positive behaviors and minimize Zero Tolerance infractions that were toxic. The primary objective for this school culture overhaul was to ensure the safety of ALL stakeholders in an effort to increase teacher and student performance.