Climate and Culture

Positive Behavior Intervention and Supports

PBIS is a framework for maximizing the selection and use of evidence-based prevention and intervention practices. It utilizes a multi-tiered continuum that supports the academic, social, emotional, and behavioral competence of all students.  RTI (Response to Intervention) or MTSS (Multi-Tiered System of Support) involves an education process that matches instructional and intervention strategies and supports to student needs in an informed, ongoing approach for planning, implementing, and evaluating the effectiveness of instruction, curricular supports, and interventions. This framework is multi-tiered and involves increasingly focused and intense instruction and/or interventions in both academics and behavior across the tiers. For more information about supports in place for students please click here

October Newsletter

 

Anthony Muhammad

Anthony Muhammad visited Sweetwater #1 in December 0f 2018 and presented to all staff on changing Climate and Culture.  Dr. Muhammad's presentation"Creating Healthy School Cultures" addressed why it is so important when making technical (skill) changes, cultural changes must be addressed too.  Cultural changes What is school culture?  “School culture is the set of norms, values, and beliefs, rituals and ceremonies, symbols and stories that make up the ‘persona’ of the school.”—Peterson, “Is Your School Culture Toxic or Positive?” Education World (2002)  Dr. Muhammad will be conducting a following up training in December 2019. 

 

 

 

Relationships: Advocacy Groups

After an accreditation year starting in 2015/2016, Sweetwater School District #1 began exploring ways that students could feel more connected at school primarily with adults. Students should have different options as to how to problem solve and who they can go to for help in the school besides solely their homeroom teachers. Students should also be able to build relationships and connections with peers other than those in their same class or grade level. Each building worked to create an Advocacy program focused on these goals revolving around making and maintaining strong relationships. Currently all elementary schools and Rock Springs Junior High have successfully implemented a system or program for advocacy of students. Most schools hold an advocacy celebration one time per month. The way they work in each building is different, but staff report positive feedback and find a strong purpose in the work that is done during these times. To provide more insight to what happens and how this works, one elementary school has partnered two staff members together that normally would not collaborate closely with one another (therefore building staff morale) and then split all students up giving each of the staff members 6-8 students while making sure one student in every grade level was in their group. Along with the different age ranges being in a group, it was important that students did not end up in their own teacher’s group and further an effort was made to have students with someone who they did not have as a teacher prior to this. Activities done in these groups range from relationship building, to service learning to crafting. Lasting impacts from these groups have been behavioral supports from Advocacy leaders in a check in, check out system. Advocacy leaders have been instrumental in interventions for anxiety or social skill building. Also older students in the groups have been role models for younger students and help with “reteaches” after minor infractions. Students wave to one another in the hallway and feel connected vertically. Advocacy groups have been very impactful in many ways.