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Julie Orange - Positive School Culture.                                       Have any of you asked your students if your program is effectively meeting these four basic tenets?                    Studies have shown that there are four basic tenets identified in safe and productive learning environments:                               1.    Students feel safe, both physically and emotionally.        2.    Students are supported through meaningful connections with adult caregivers on campus, anti-bullying campaigns, conflict management, counseling services and academic support.                               3.    Students are challenged and engaged via project-based learning, meaningful assignments with real-world connections, and even opportunities that allow for late assignments and retakes so students can show improvement.  The goal is for student work to be excellent in quality, even if it takes a few times to get it right.                   4.    Students are taught to be socially capable by learning about emotional intelligence, persistence, healthy habits, communication, and responsibility and then provided opportunities to showcase their skills at school and in the community.

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Julie Orange - Positive School Culture.                                       Have any of you asked your students if your program is effectively meeting these four basic tenets?                    Studies have shown that there are four basic tenets identified in safe and productive learning environments:                               1.    Students feel safe, both physically and emotionally.        2.    Students are supported through meaningful connections with adult caregivers on campus, anti-bullying campaigns, conflict management, counseling services and academic support.                               3.    Students are challenged and engaged via project-based learning, meaningful assignments with real-world connections, and even opportunities that allow for late assignments and retakes so students can show improvement.  The goal is for student work to be excellent in quality, even if it takes a few times to get it right.                   4.    Students are taught to be socially capable by learning about emotional intelligence, persistence, healthy habits, communication, and responsibility and then provided opportunities to showcase their skills at school and in the community.

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Julie Orange- Positive Behavior Supports                                      As I read about creating a positive school climate, I was reminded that consistent school expectations are vital, and explicitly teaching appropriate behavior and self-regulation, greatly impacts student success.                    How often do you see your teachers explicitly teaching appropriate behavior?  Maybe that could be a focus for next semester along with frequently providing positive reinforcement and choices for students to demonstrate their mastery.  If you challenge your teachers to try it for a month and track the data, you will likely see reduced discipline issues and increased participation in school.

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Julie Orange- Positive Behavior Supports                                      As I read about creating a positive school climate, I was reminded that consistent school expectations are vital, and explicitly teaching appropriate behavior and self-regulation, greatly impacts student success.                    How often do you see your teachers explicitly teaching appropriate behavior?  Maybe that could be a focus for next semester along with frequently providing positive reinforcement and choices for students to demonstrate their mastery.  If you challenge your teachers to try it for a month and track the data, you will likely see reduced discipline issues and increased participation in school.

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One of the aspects that stood out the most to me was focusing on "values" in terms of reshaping a facility/school's culture. Too often educators enter into an alternative school setting and view it as a total 180 degree swing. Instead of consistently looking @ their scenario thru the eyes of an educator, they sometime view the scenario for the behaviors that are present. In many instances, the behaviors are present simply because the students do not have a firm understanding of the subject matter or concepts. What must occur is that the incoming educators must continue with their educator mindset and "get the job" done. Oftentimes, we have the mindset of a particular type of student that we want in our respective classes, but many times, that is simply not the case. As educational leaders, we must utilize all available methods to encourage our education staff to forge through the situations that occur in the classroom that sometimes prohibit a positive learning environment. From a learning perspective, I encourage my staff to develop effective relationships with their students to build trust and comfort level in the classroom that becomes more manageable. As some of the literature mentioned, most of the students that we come into contact with have not experience any meaningful levels of success in the classroom and the fact that they do not understand/comprehend the material is ripe conditions for misbehavior to occur. In the end, if educators can build relationships in the classroom that is conducive to all students learning styles (groups/hands-on/computer workstations w/ audio, etc) ultimately becomes the recipe for re-introducing our student population into the educational environment and better prepare them for success post-program.

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Reflection
I really LOVED the article Culture of Error.  Our students struggle so much with accepting and celebrating effort vs. success.  Just yesterday our staff coached a student through an emotional outburst because she didn't want to try the novel assessment her classe was taking, because "I'll fail it".    Somehow for her failing because she didn't try and failing because she tried and didn't know the material was veryvery different.  Not trying was the safest option.  As we debriefed with staff, all I could think about was this article.  I have to share it with the staff so we can take a good hard look at the programmatice culture and how we celebrate effort vs. success.  Are we too frequently feeding the narrative that the girls already have in their heads--a narrative that tells them they are failures and is based on years and years of that experience in the public schools, in their relationships with families and friends and maybe even having been actually told that by people who were supposed to care for them.  How can we interrupt that and help them build the skills needed to try with their self-worth in tact no matter the outcome?

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A positive school climate can bring the joy and fun back into teaching and learning. It is my belief that humans thrive in positive environments. Building trust is a very important part of building a positive culture. Leaders must prove themselves trustworthy as well as work to facilitate trust-building between stakeholders. In the process teachers, staff, students, and parents must have say in the process of building trust, which is a positive step in improving the school climate. Within the environment that we serve it is very important to understand that positive school climate prevent problem behavior. More importantly, it can increase academic achievement. It people finds a place happy and positive, they will love being at that place especially if they can benefit from that place by helping students earn their education. Helping faculty and staff understand that they have the ability to change our students lives by making a difference and showing a little compassion for them while educating them.

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Krystal Tornes Reflection     The AMIkids model which includes Education, Behavioral Intervention, and Treatment is a perfect example of the positive school culture being discussed in Module 3.  A model is only as good as the relationship established with the students. The quote below resonated with me as I read  Module 3, "More often than not, our students have seen many models of negative and other antisocial behaviors. They have also most likely either seen or experienced such behaviors being reinforced!" I absolutely agree with this assertion and often encounter students that are so accustomed to negative models of behaviors that they have difficulty accepting social behaviors that are appropriate. Students often get mad at first when I tell them how much I love and care about their future because they are so used to negative interactions. For most students, the demonstration of positive interactions assists me when consequences are needed. 

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Krystal Tornes Reflection     The AMIkids model which includes Education, Behavioral Intervention, and Treatment is a perfect example of the positive school culture being discussed in Module 3.  A model is only as good as the relationship established with the students. The quote below resonated with me as I read  Module 3, "More often than not, our students have seen many models of negative and other antisocial behaviors. They have also most likely either seen or experienced such behaviors being reinforced!" I absolutely agree with this assertion and often encounter students that are so accustomed to negative models of behaviors that they have difficulty accepting social behaviors that are appropriate. Students often get mad at first when I tell them how much I love and care about their future because they are so used to negative interactions. For most students, the demonstration of positive interactions assists me when consequences are needed. 

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Capstone Project!!! Finally!!! This is the module I've been patiently waiting on. I spoke with Ken at the end of our first module about my Capstone Project. I want to implement an orientation for education.  Basically over a two week span we will layout what is expected of them in the education setting and how behaviors outside of school would positively or negatively affect their education.  In order to make this work there would have to be cooperation across the board from education faculty and program staff.
Module Thoughts:
We as adults/staff at the facilities expect kids to come into our programs and follow the rules without complaint. But what really happens is kids see how complacent staff has become in their jobs that they fall into the "Monkey see, Monkey do" mentality.  They see the staff not caring and talking poorly of the facility, they in return start doing the same thing.  "If you don't care then why should I?"  The staff becomes that way because of the lack of support or cooperation from the administrators.  If the staff doesn't feel appreciated then it will start showing in their quality of work.  We can't expect kids to do what we do not model for them.  So I say start with your administrators and staff before expecting positive behaviors out of your kids.

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Most successful educational environment are created with a collaborative culture in mind, teachers work together toward common goals. In another, it's every man for himself. In one school, teachers assume responsibility for every student's success. In another, they blame parents and administrators for student failure. Good people work in all those schools, but some are more effective than others. The difference is school culture. Teachers who work in schools with strong collaborative cultures behave differently from those who depend on administrators to create the conditions of their work. In collaborative cultures, teachers exercise creative leadership together and take responsibility for helping all students learn.

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I think something impactful about this module is how much EVERYONE plays an important role in creating the culture within an organization, school, program, or facility.   It does not rely solely on one person or leader, but gaining buy-in and participation at all levels.  The classroom norms was a good example of this in that it allows a teacher to set those expectations at the onset of each semester or class and following through on those expectations and gaining all students to promote and support those norms.  I think the key to positive environments should include connections, relationships, and being genuine in praise and leading by example. Young minds, especially those in our DJJ programs often lack parental support and rely on the consistency and structure we provide for them. The more positive interventions we promote and relationships we build provide not only an education, but life skills to support the youth we serve.

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Ken Myers NW Region           Here is some information         I wanted to share:

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Ken Myers NW Region           Here is some information         I wanted to share:

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Boys Town Education Model

Life is about relationships. Building a positive environment in individual classrooms and throughout your whole school is too. It takes commitment and consistency from the whole team—administrators, teachers and support staff. But you can make it happen, even in the most challenging school environments.
Here are eight guidelines for improving your school culture based on the Boys Town Education Model, which has helped hundreds of troubled schools turn their school culture around.
1.  Build Strong Relationships: Your success at creating a well-managed school depends more than anything else on the quality of the relationships that teachers forge with students. Staff-student relationships influence everything—from the social climate to the individual performances of your students.

Building strong relationships needs to be a whole school priority. How do you do it?  Teachers need to have time to talk to their students in and out of the classroom. The goal should be for every adult in the building to maintain a high rate of positive interactions with students and to show genuine interest in their lives, their activities, their goals and their struggles.

2.  Teach Essential Social Skills: How to share, how to listen to others, how to disagree respectfully—these are the kind of essential social skills we expect our students to have. But the truth is they may not have learned them. Whether it’s first grade or 11th grade, we need to be prepared to teach appropriate social and emotional behaviors.

3. Get on the Same Page: Every classroom environment contributes to your school culture. Sometimes, for real change to occur with students, it’s the adults who have to change first.

4. Be Role Models: At school, students learn by watching just as they learn by doing. Observing the actions of others influences how they respond to their environment and cope with unfamiliar situations.

5. Clarify Classroom and School Rules: Classroom rules communicate your expectations to your students. They tell students “this is the positive environment you deserve. This is the standard of behavior we know you can achieve. ”Positive rules help create a predictable, stable environment that is more conducive to healthy interactions."

6. Teach All Students Problem Solving: Problems will always come up inside and outside of school. Students are much more likely to recognize and resolve them appropriately when we teach them how to do so. Problem solving can also be used retrospectively (with the luxury of hindsight) to help students make better decisions in the future. The Boys Town Education Model uses the SODAS method to teach students the general skill of problem solving.

SODAS is an acronym for the following steps:

S – Define the SITUATION.
O – Examine OPTIONS available to deal with the problem.
D – Determine the DISADVANTAGES of each option.
A – Determine the ADVANTAGES of each option.
S – Decide on a SOLUTION and practice.

7. Set Appropriate Consequences: Establishing classroom and school-wide rules and procedures is an important step in any effort to bring more structure to your school. But of course, students will push the limits and you’ll still need consequences. Effective consequences show young people the connection between what they do and what happens as a result of their choices or actions. Consequences need to be appropriate, immediate and consistent. Equally important, they need to be delivered with empathy, not in anger.

8. Praise Students for Good Choices: Kids don’t care what you know until they know that you care. Many of our students, especially those who struggle, don’t receive nearly enough positive feedback in the classroom or in their personal lives.

There is a lot more on the web just  google positive school climate.
Peace,
Ken

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Supporting and Celebrating Student Success: When I read, Module 3, Part 2, I wanted to learn more and research further, about the effects of praise. I was amazed to learn, that “research shows that some types of praise can backfire and cause young people to doubt their abilities”. I have always felt that there are certain ways to give praises for youth, such as praising them for things that they can clearly change, instead of praising them for their ability, so that it makes them look good and not learning. I am wondering, fostering the effects of praise with our employees in the workplace, can build a positive school culture. Should we as leaders have the mindset, to give our teachers and staff praises, so that they can feel empowered, to change and focus on building positive relationships?  

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Supporting and Celebrating Student Success: When I read, Module 3, Part 2, I wanted to learn more and research further, about the effects of praise. I was amazed to learn, that “research shows that some types of praise can backfire and cause young people to doubt their abilities”. I have always felt that there are certain ways to give praises for youth, such as praising them for things that they can clearly change, instead of praising them for their ability, so that it makes them look good and not learning. I am wondering, fostering the effects of praise with our employees in the workplace, can build a positive school culture. Should we as leaders have the mindset, to give our teachers and staff praises, so that they can feel empowered, to change and focus on building positive relationships?  

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Central Region: Rowena Rose

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S.E. Region, Peter: Creating a positive culture in any learning environment or for that matter any organization, begins and is supported with the vision of the organization's leader.  In your organization;          A) how is this reflected? Is the culture vision driven or is it reactive to situations/conditions within the organization?                     B) How does the culture reflect the on-going learning process?               

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S.E. Region, Peter: Creating a positive culture in any learning environment or for that matter any organization, begins and is supported with the vision of the organization's leader.  In your organization;          A) how is this reflected? Is the culture vision driven or is it reactive to situations/conditions within the organization?                     B) How does the culture reflect the on-going learning process?               

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It is so important to foster a positive working relationships in the workplace. A recent study found that positive relationships in the workplace can facilitate employee-learning by helping workers feel safe to take risks that are an inherent part of the learning process. I have learned from experience, the leader needs to cultivate positive and supportive relationships, that foster trust, and respect in the workplace. This mindset, having a positive regard for each other as individuals and for the work each does. When you value and inspire them along the way, everyone will begin to trust that others will do their jobs well and support one another in learning how to do their jobs even better. 

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It is so important to foster a positive working relationships in the workplace. A recent study found that positive relationships in the workplace can facilitate employee-learning by helping workers feel safe to take risks that are an inherent part of the learning process. I have learned from experience, the leader needs to cultivate positive and supportive relationships, that foster trust, and respect in the workplace. This mindset, having a positive regard for each other as individuals and for the work each does. When you value and inspire them along the way, everyone will begin to trust that others will do their jobs well and support one another in learning how to do their jobs even better. 

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Central Region: Rowena Rose

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I have begun to discover just how often most people avoid conflict and/or difficult situations. I have found that many of my staff are not comfortable with answering difficult questions especially when the topic is on curriculum. There is a strong tendency to continue practices, without questioning their validity. Repetition occurs simply because of the notion that if it has been done, then it must be the correct way or the safe way. I didn't realize that I was the type to carry a "Louisville Slugger". However, It is necessary for my team to know their goal and fight like they are dying to reach it because lives are at stake. But, I try to let someone else swing the bat. I just point out the targets. I enjoyed the chapter, but I got a little lost with all the requests and information for legal help. I guess, I need some growth in that area.

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I learned the power of the three E's: Emphasis, Empower, and Encourage. Positive cultures are built around having a central focus (emphasis) that all can understand and participate in. Answering the question: what is the one thing we want to be great at? Then the entire team can be utilized (empowered) to reach accomplishment. That one thing can be broken into small chucks for members to seek achievement in together in teams. Next, celebrate achievements of the groups. (Encourage) the continual success of students. Remind all where they were and how far they have come.

I enjoyed the module and I am implementing the concepts as I build relationships with my staff and with secure staff.