Transcript File - Kristi Coulter, M.Ed The Principled Educator

Enhancing an Already
Positive School Culture at
Rancho Verde High School
Kristi Coulter, M.Ed
Rancho Verde High School
June 2014
www.theprinciplededucator.weebly.com
In response to the Response to Intervention (RTI)
policies, my Capstone Project designed, implemented,
and monitored a school-wide virtual referral system to
collect school-wide data. Additionally, I lead the
Positive Behavior Interventions and Supports (PBIS)
Committee, which has outlined stakeholder
expectations and constructed a culture enhancing
incentive system to be executed next school year.
Overview of Project
• 2008-2009
• 2011-2012
• 2012-2014
Rationale
Year 1 (2012-2013):
Develop and pilot a referral system through Google Docs.
A measurable goal:
1.) Rancho Verde will have a system in place
that will collect data about behavior.
Project Vision/Goals
Year 2 (2013-2014):
Implement the Google Doc referral across all grade levels and
campus wide by training the staff on how to use it at the
teacher led buy back day trainings.
Ensure that the stakeholder expectation poster is in every
classroom, in the office, and in the student planner
Designed a incentive system that rewards positive behaviors.
Measurable goals:
1.) Rancho Verde will have a system that will publicly
reward students for positive behavior
2.) Rancho Verde will foster a culture of rewarding
positive behavior for students (and teachers).
Project Vision/Goals
Domain I: Fostering a Collaborative Culture to Support
Educator Development and Student Learning
The teacher leader uses adult learning theory to create a community of collective responsibility
within her school. In promoting this collaborative culture among stakeholders, the teacher leader
ensures improvement in educator instruction and student learning.
The teacher leader:
a) Utilizes group processes to help colleagues work collaboratively
to solve problems, make decisions, and promote meaningful change;
b) Models effective skills in listening, presenting ideas, leading
discussions, clarifying, mediating, and identifying the needs of self and
others in order to advance shared goals and professional learning;
c) Employs facilitation skills to create trust among colleagues,
develop collective wisdom, build ownership and action that supports
student learning;
d) Strives to create an inclusive culture where diverse perspectives
are welcomed in addressing challenges;
Teacher Leader Model Standards
Domain III: Promoting Professional Learning
for Continuous Improvement
The teacher leader understands that the processes of teaching and learning are constantly evolving.
The teacher leader designs and facilitates job-embedded professional development opportunities that
are aligned with school improvement goals.
.
The teacher leader:
a) Collaborates with colleagues and school administrators to plan
professional learning that is team-based, job-embedded,
sustained over time, and linked to school/district improvement
goals;
c) Facilitates professional learning among colleagues;
d) Identifies and uses appropriate technologies to promote
collaborative and differentiated professional learning;
h) Uses information about emerging education and social trends in
planning and facilitating professional learning.
Teacher Leader Model Standards
Domain III: Promoting Professional Learning
for Continuous Improvement
The teacher leader understands that the processes of teaching and learning are constantly evolving.
The teacher leader designs and facilitates job-embedded professional development opportunities that
are aligned with school improvement goals.
.
The teacher leader:
a) Collaborates with colleagues and school administrators to plan
professional learning that is team-based, job-embedded,
sustained over time, and linked to school/district improvement
goals;
c) Facilitates professional learning among colleagues;
d) Identifies and uses appropriate technologies to promote
collaborative and differentiated professional learning;
h) Uses information about emerging education and social trends in
planning and facilitating professional learning.
Teacher Leader Model Standards
Domain V: Promoting the Use of Assessments and
Data for School and District Improvement
The teacher leader is knowledgeable about the design of assessments, both
formative and summative. He or she works with colleagues to analyze data and
interpret results to inform goals and to improve student learning.
The teacher leader:
b) Collaborates with colleagues in the design, implementation, and
interpretation of student data to improve educational practice
d) Works with colleagues to use data findings to promote changes
in organizational structures to improve student learning.
Teacher Leader Model Standards
October 2012
Approach Asst. Principal and Instructional Coach about
where do we go from here with the PBIS committee
NovemberDecember 2012
Implement that student planner survey; host my first PBIS
committee meeting; create the stakeholders flow chart
January 2013
Hosted first PBIS committee meeting
Created stakeholder’s flow chart and get feedback from the
committee before finalizing the document for publication
February 2013
Talk with peer counselors to see if they would be willing to
do videos for the PBIS committee; sit down with my
administrator and discuss Capstone Project
March 2013
Develop the referral pilot program- invite EDGE teachers
to help; get mission statement posters into all classrooms
April 2013
Create a survey monkey that gets input on the referral pilot
program; Write a proposal for in-service training for the
buy-back days at the beginning of the year; work on the
referral program and get it ready to roll out school wide
next year
Year 1 Implementation
May-July 2013
Collect data from this school year; revamp the
referrals so more user friendly based on feedback
from survey and meeting; identify teachers from
pilot that could be the department liaisons for help
with the referral; train staff on how to put the
referrals on iPad; find the research for establishing
committee culture and effectively changing school
culture; determine the inquiry process based on
research and BTSA; continue discussions with
peer counseling and Link Crew about
incorporating student leaders as role models on
campus
Peer Counselors as PBIS Leaders
Year 1 Implementation
AugustSeptember 2013
Trained the Rancho Verde teachers and staff on the Google Doc
Referral system; complete one-on-one help with teachers
running into problems; train the new teachers on the Google Doc
Referral system; took over AP World History
October 2013
Continue to lesson plan out AP World History; ask to go observe
the AP World History class over at Citrus Hill High and
implement any good ideas;
Run one more last Google Doc training for new teachers
NovemberDecember 2013
Go observe the AP World History class and collaborate with
former teacher on the essay instruction; meet with my
administrator about the Google Doc implementation and the
direction of my Capstone Project because I am very, very
overwhelmed; spend some time over break re-grading my first
essays after watching several YouTube videos
January-February
2014
Figure out my meeting schedule for the rest of the 2014 school
year; work on getting more teachers involved as the meeting
attendance has dropped drastically; host meeting with principal
and activities directorto go over implementation of positive
behavior incentive program
Year 2 Implementation
March 2014
April-May 2014
Host my next PBIS meeting and design the positive behavior
system designed for the next school year. (Will it be virtual with
digital badges? Will it be traditional paper and pencil?); work on
getting more teachers involved as the meeting attendance has
dropped drastically; do research on digital badges by emailing
teachers who have implemented it in Corona-Norco Unified
School District; join in on a conference call with the company;
ask students to design the t-shirt for the incentives.
Art students designed t-shirts as a common core performance
task. (I need to go through them and see if any of them could
work.); collect data from this school year; speak with the
principal about budget and his vision; continue to enlist the art
department on the design for the student t-shirts; pull together
the vision for the positive behavior incentive program so I can
implement it over the summer
Year 2 Implementation
Goal: Rancho Verde will have a system in place that
will collect data about behavior.
Data from Pilot:
Overall, how would you rate the overall effectiveness of using the low level
referral program as Google Doc?
Effective- 2 (28.6%)
Somewhat Effective- 1 (14.3%)
Neutral- 3 (42.9%)
Somewhat Ineffective- 1 (14.3%)
Ineffective- 0
Would you recommend the Google Doc program to a
co-worker?
Yes- 71.4%
No- 28.6%
Evidence of Success (Year 1)
Step: Implement the Google Doc referral across all grade
levels and campus wide by training the staff on how to
use it at the teacher led buy back day trainings.
Data:
Overall, how would you rate the overall effectiveness of using the low level
referral program as Google Doc?
Not effective
3
6%
Somewhat Ineffective 4
8%
Neutral
17 35%
Somewhat effective
8 17%
Effective
16 33%
Did you find having the Google Doc referrals online easier than
the ones used last year?
Yes
42 88%
No
6 13%
Evidence of Success (Year 2)
Step: Ensure that the stakeholder expectation poster is
in every classroom, in the office, and in the student
planner.
Evidence of Success (Year 2)
Goals: Rancho Verde will have a system that will publicly
reward students for positive behavior.
1.) An academic letter requirements established
(3.5 GPA for five quarters)
2.) Grade level academic rallies in September
3.) Weekly drawings for t-shirts that reward students for
positive behavior (using the new intervention counselor)
Evidence of Success (Year 2)
Stage 3 (2014-2015):
Devise a plan to do data analysis in PBIS committee and school
wide (Suggestion: Design and lead PBIS committee in an
“inquiry” (similar to BTSA) based on data)
Get students to make videos that model exemplar behavior that are
played on the RVTV
Run effective and fun grade level rallies that highlight academics
Measurable goals :
1.) Rancho Verde has empirical data that is evaluated before
making school-wide policy and procedure.
2.) Rancho Verde will foster a culture of positive behavior for
students that demonstrates students are responding to
positive behavior incentives.
Next Steps for the Project
The theme for this year has been the word “Challenge the
Process.” This year has presented me with many, many challenges
that have required me to grow tremendously.
• I listed Challenge the Process statements more often than I
didn’t.
• With accepting the AP World History position I demonstrated
“experiments and takes risks, even when there is a chance of
failure” and “seeks out challenging opportunities that test
his/her own skills and abilities.”
Leveraging the Five Practices of
Exemplary Leadership
For my Capstone Project and the PBIS committee, I challenged the
boundaries of my school’s organization.
• The committee has “searched outside the formal boundaries of
his/her organization for innovative ways to improve what we
do.” It has incorporated and/or transformed what other schools
have done to make it work for Rancho Verde High School. The
committee is still figuring out exactly what we are in charge of
and our procedures for completing things.
Leveraging the Five Practices of
Exemplary Leadership
2012:
I hope I am a
Leader.
Growth
2014:
I AM A
LEADER!