Table of Contents

What Is School Climate?--------------------------------------------------------------------------------4-7

Culturally Responsive Positive Behavioral Interventions & Supports (CR-PBIS) --------4

Restorative Practices------------------------------------------------------------------------------6

Racial Equity & Social Justice (RESJ) -----------------------------------------------------------6

Social Emotional Learning (SEL) -----------------------------------------------------------------7

Tier I Team------------------------------------------------------------------------------------------------8-9

School Climate Team-------------------------------------------------------------------------------8

Climate Team Meeting Schedule-----------------------------------------------------------------8-9

Tier I Implementation-----------------------------------------------------------------------------------9-

Behavioral Expectations---------------------------------------------------------------------------9

Defining Minor, Stage 1 reports, 2 and 3 Behaviors-------------------------------------------10-

Discipline Policies----------------------------------------------------------------------------------11

Professional Development------------------------------------------------------------------------11

Classroom Procedures & Guest Teacher Protocols------------------------------------------12

Acknowledgement Systems---------------------------------------------------------------------12-13

Faculty Involvement-------------------------------------------------------------------------------13

Plan for Family, Student &  Community Involvement----------------------------------------13-14

Plan for Welcoming New Students and Families---------------------------------------------14

Tier I Evaluation----------------------------------------------------------------------------------------14

Appendix------------------------------------------------------------------------------------------------15-16

        CR-TFI Action Plan---------------------------------------------------------------------------------15

        Common Area Expectations Lesson Plans----------------------------------------------------16

What Is School Climate?

Multi-Tiered Systems of Support

School Climate is the most integral component of a Multi-Tiered System of Support (MTSS) framework. MTSS is focused on prevention and problem solving for all students using decision making based on data. MTSS uses evidence-based instruction, intervention and assessment practices to ensure that every student receives the appropriate level of support based on their level of need. Attention is focused on creating and sustaining Tier I support (universal), Tier II intervention (targeted group), and Tier III intervention (individual) systems to help eliminate barriers to learning and enable every student to successfully reach their full potential.

School Climate Overview

School Climate encompasses culturally relevant, restorative practices with a racial equity and social justice lens, as well as school wide social emotional learning opportunities for all students in their classrooms.

Culturally Responsive Positive Behavior Interventions & Supports (CR-PBIS)

CR-PBIS (Culturally-Responsive Positive Behavioral Interventions & Supports) uses implementation science to help students to develop positive behaviors. At the most basic level, CR-PBIS can be described as a three-pronged approach:

1. Explicitly teach co-constructed expectations of the school and classroom community,
2. Actively acknowledge kids when they are following the expectations,
3. Instructionally redirect behavior using restorative practices.

Research shows that when school staff acknowledge positive behaviors at least three times more often than redirecting behavioral mistakes, positive behavior increases significantly.

The school climate team uses disaggregated data to make decisions and to develop the systems and practices of a school. The unique racial, cultural and linguistic makeup of the school is explicitly addressed at every decision point.

The school climate team brings together all stakeholders to:

• Develop and promote school values
• Develop common area expectations for all parts of the building
• Design lesson plans and schedules to teach common area expectations throughout the year.
• Create and maintain systems to acknowledge students who are following expectations. This may be acknowledgement tickets, assemblies, or awards for individuals, classes, grade levels, etc.
• Develop school wide policies that are proactive, preventative and restorative.
• Build corrective discipline systems (i.e. a flowchart) and calibrate clear definitions of student behaviors.

How do we make certain that PBIS is culturally responsive?

• We use the Panorama Successful Schools survey data and MAP data along with our school behavior and Wellness data to systematically assess and review student and family voices and adjust our practices to reflect the needs of our community.

Restorative Practices

Restorative Justice is a philosophy grounded in the belief that positive, healthy relationships help us thrive. When we do things that impact others and create harm to those relationships, it is our individual and collective responsibility to make things right.

Restorative Practices are the skills and processes that help us build, maintain, and repair relationships to form healthy, supportive & inclusive communities. Restorative Practices are best utilized when intentional time is devoted to community building.

Community Building Circles that allow classroom communities to develop relationships by asking a series of  low impact questions to get to know one another. Circles should be done as often as possible to insure relational trust is developed over time.

Restorative Inquiry is an essential restorative practice. A series of guiding questions are asked to understand all parties involved in a conflict, disagreement and/or any level of harm. The questions get to the root of a conflict and help solve the conflict by giving voice to the person who was harmed.  

• What happened?
• Who was harmed and how?
• What can be done to make things better?
• What do you need to move forward?
• What support do you need to keep this from happening in the future?

Racial Equity & Social Justice (RESJ)

The Board of Education for Portland Public Schools is committed to the success of every student in each of our schools. The mission of Portland Public Schools is that by the end of elementary, middle, and high school, every student by name will meet or exceed academic standards and will be fully prepared to make productive life decisions. We believe that every student has the potential to achieve, and it is the responsibility of our school district to give each student the opportunity and support to meet his or her highest potential.

Woodlawn prioritizes racial equity work aligned to the vision set forth in the PPS Graduate Portrait that is committed to Culturally-Responsive Positive Behavioral Interventions & Supports, Multi-Tiered Systems of Support, Restorative Practices, Equity, and Social Emotional Learning.

We as a community must foster and promote a collective vision for public education so that every student -- regardless of race, gender, socioeconomic situation, special need or ability -- has access and opportunity to kindle his or her unique spark, and to build the knowledge and skills to achieve their goals.

We owe our students this.

-- Guadalupe Guerrero, Superintendent, Portland Public Schools

Social Emotional Learning

Social and Emotional Learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions, and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. (CASEL)

In PPS, we embrace Transformative SEL--which is a form of SEL implementation that concentrates SEL practice on transforming inequitable settings and systems, and promoting justice-oriented civic engagement.

“Transformative SEL” is a process whereby young people and adults build strong, respectful, and lasting, relationships that facilitate co-learning to critically examine root causes of inequity, and to develop collaborative solutions that lead to personal, community, and societal well-being. This form of SEL is aimed at redistributing power to promote social justice through increased engagement in school and civic life. It emphasizes the development of identity, agency, belonging, curiosity, and collaborative problem solving within the CASEL framework. (CASEL)

CASEL’s 3 Signature Practices intentionally and explicitly help build a habit of practices through which students enhance their SEL skills: self-awareness, social awareness, self-management, relationship skills, and responsible decision-making. They provide a framework for supporting teachers in fostering a supportive environment and promoting SEL.  The 3 Signature Practices can be put into practice without extensive professional learning.  They can be incorporated into any K-12 lesson, community meeting, or staff meeting through emotionalcarefully choosing, effectively facilitating and thoughtfully debriefing a: Warm Welcome, Engaging Activity & Optimistic Closure.

To support current and future social and  Elevate student’s cultural assets, voice, and agency

• Strengthen relationships, community, and sense of belonging
• Affirm student identities and lived experiences
• Incorporate social and emotional skill building into academic learning 
• Establish consistent and predictable routines needs, trauma-informed science reminds us of the need to:
• Build trusting relationships with students and families through clear and transparent communication

SEL/RESJ Book Library

Books are available for you to check out and read aloud to your class.  SEL/RESJ Book Catalogue                                              

The School Climate Team (Tier I)

School Climate Team Information (1.1/1.2)

Climate Team Meeting Schedule

• Climate Team meeting agendas will be available for the staff and community to review  
• Monthly Discipline Data and Wellness Room usage data
• Effective Classroom Practices Plans co-constructed with students and reviewed across the year
• CR-PBIS School-wide Systems (assessing the effectiveness of our Equity Practices on school climate) Routine reviews, changes to common spaces as COVID protocols shift
• Family and student voice: Successful Schools Survey, administered in February and Topic Talks monthly as can be held due to in-school implications
• Integration of Restorative Practices and regular classroom meetings
• We do not have TFI data from 2021 and will re-evaluate in February 2022

Agenda scheduled for each of our school climate meetings will be driven by prioritized features of our Successful Schools Survey data and our Culturally Responsive Tiered Fidelity (CR-TFI) Action Plan.

Tier I Implementation

Programmatic Supports for all Students

Schoolwide Values and Common Area Expectations (1.3)

Our School Values are:

1.  Be Kind

2.  Be Safe

3.  Be Respectful

4.  Be Responsible

Posters (with student, staff, family & community-produced values) have been made and distributed throughout the building in order to make them visible to students, staff and families. The intention is to send a consistent message about what our school community values and how it looks different in various common areas. This will help Woodlawn ensure that our school values are inclusive and affirming.

These school values are important for the Woodlawn school community, because these  are the qualities that help students be successful in life. Our students need to understand and exercise kindness, safety, respect, and responsibility on a regular basis to master the skills to be successful and prepared to be college and career ready.

• These values are woven into our regular teaching practices in every lesson and in every class period throughout the grade levels, naming them with consistency and strategically teaching and reviewing them throughout the school year.

Common Area Expectations

School wide Behavioral Expectations (1.3)

At Woodlawn, every Wildcat is expected to be

1. Kind
2. Safe
3. Respectful
4. Responsible

The four universal expectations are important for the Woodlawn School community because they are the priorities that help students be successful in school and out. Our students need to understand and exercise our school values on a regular basis to master the skills to be successful and prepared to be college and career ready. These values are woven into our regular teaching practices in every lesson throughout the grade levels, naming them with consistency and strategically teaching and reviewing them throughout the school year. Posters have been made of our guidelines and distributed throughout the building for each learning space in order to make them visible to our community members and send a consistent message for all.

Each of these expectations are specifically explained for every one of the environments (common areas) of our school. Below is a matrix which provides more detail about the expectations in each common area. The lesson plans for teaching these expectations are linked to each area.

Link to Visuals (Behavior Expectations for Common Areas)

Teachers are required to display classroom expectations that are modeled on the 4 Universal expectations of the school. Link to blank visual of Classroom Expectations Posters. Make a copy before you begin to edit.

Teaching Expectations (1.4)

The expected academic and social behaviors of Woodlawn students are taught directly in classrooms and across all other campus settings and locations. The lesson plans for teaching expectations at Woodlawn are woven into our Plan for a Two Week Soft Start 2022-2021. All classroom teachers are expected to provide Tier 1 social, emotional, and behavioral instruction. Please incorporate the behavior expectation lessons into your soft start each day.

Tier 2 Behavioral Instruction

Woodlawn staff members will provide students with Tier 2 instruction in specific behaviors.

Students may be assigned Tier 2 instruction because of a disciplinary referral, teacher referral, parent referral, counselor referral, or Student Intervention Team (SIT) referral.

Teachers interested in using the Tier 2 lessons for small group instruction in their own classrooms should speak with the School Counselors.

Yearly Schedule for Teaching Common Area Expectations

Teams have a process and procedures for staff to teach students the behaviors necessary to be successful in the school setting regardless of previous learning and without disrespecting families’ beliefs. When expectations differ between home or community and school, staff examine these differences critically, and if determined to be necessary, they explicitly teach the skills (including providing a clear rationale for having a different expectation at school and opportunities for practice and feedback until students demonstrate the skill fluently).         -PBIS CR Field Guide, p.16

Link to PPS Student Conduct and DIscipline page (Includes PPS Handbook/Behavior Matrix)

Active Supervision 

Active supervision is the alert, proactive ability of the staff member  to circulate within a group of students while interacting in a positive and constructive way. This includes acknowledging positive behaviors and actions, scanning for potential growth areas, modeling and supporting regulation strategies, and using restorative practices to reduce and repair harm.

Defining Stage 1 and Stage 2/3 Behaviors (1.5)

Defining Behaviors

Behavior level calibration will be conducted by building staff in order to properly reflect the evolving needs of our community and to accommodate the diverse racial, cultural, linguistic and developmental needs of our school.Woodlawn and PPS have clear definitions for behaviors that interfere with academic and social success. These behaviors are defined in the chart below and are reviewed annually by the Faculty in order to clarify expected behaviors.

Discipline Policies (1.6)

Woodlawn’s school discipline policies emphasize a proactive, instructive, and/or restorative approach to student behavior. All staff are committed to promoting a positive, respectful, inclusive climate in our building that increases student achievement.

A detailed explanation of the discipline policies of all Portland Public Schools can be found in the Student Responsibilities, Rights, and Discipline Handbook.

The following chart attempts to summarize the range of actions which can be assigned for students who have not successfully met the Universal Expectations:

Responding to Behaviors

A special note about exclusionary discipline: For a student who is in fifth grade or lower, the use of out-of-school suspension or of expulsion is limited. A disciplinary action at Level 3 or higher (suspension) for a student in fifth grade or lower must be in compliance with State law.  

On the next page, a visual representation of the school’s behavioral support flowchart is displayed.

UPDATED 8/24/2022

Woodlawn Student Behavioral Support Flowchart

All individuals and groups shall be treated with fairness in all activities, programs, and operations. It is the policy of the Portland Public School Board that there will be no discrimination or harassment of individuals based on the grounds of age, color, creed, disability, marital status, national origin, race, religion, sex or sexual orientation in any educational programs, activities or employment. Reference: 1.80.020-P School District No.1 complies with Section 504, Americans with Disabilities Act, Title VI, Title IX of the Federal Education Amendments Act of 1972 in prohibiting discrimination in educational programs and activities. Please contact the Office of Student Family and School Support for any questions pertaining to district compliance: 503.916.2000.

Classroom Procedures (1.8)

Within every classroom at Woodlawn School, it is expected that all features of Tier 1 of CR-PBIS (Universal Expectations, routines, acknowledgements, in-class continuum of consequences) are implemented as consistently as possible. Effective implementation of Tier 1 begins with a solid classroom management plan.

Classroom Management Plan

Every teacher will have a classroom management plan. Classroom management plans will be finalized and due to administration the day before back to school night; a draft must be available for the first day of school. The plan will be available to parents at Back to School Night. The Classroom Management Plan covers the essential features of effective classroom management: Structure, teaching expectations, acknowledging positive behaviors, correcting misbehaviors. Link to blank visual of Classroom Expectations Posters.

Click here for Buddy Classroom Protocol - PD available Aug. 2022

Click here for Effective Classroom Practices Plan & Guest Teacher Support System Resources

A supportive and equitable environment in all classrooms serves as a platform for all academic, social and emotional learning. At the core of a supportive classroom is a caring, engaging teacher who establishes authentic trusting relationships with each student (CASEL).

Teachers introduced the Effective Classroom Practices Plan to their students at the beginning of the year and together co-constructed expectations for classroom culture and behavior.  Teachers submitted ECPP plans and have them available for review. Teachers will be expected to have a cool down space in their rooms (a soft space). All teachers are responsible for setting up and maintaining the cool down space as well as teaching and reteaching the expectations.

All teachers are expected to have a "Think Sheet" that is age appropriate for students to use as a reflection tool for 2nd Off Task Behaviors. Think Sheet Examples

There will be time given at a staff meeting in January for a Mid-Year review of Classroom Management Plans.

Using CHAMPS to Support Expectations

Teachers may choose to use CHAMPS as a method through which to support students as they work to meet expectations.

CHAMPS!

Conversation

Help

Activity

Movement

Participation

Success!

Each lesson and activity in the classroom should be “champed” out prior to beginning (or, for lower grades, the MAC format may be used).  This is important so students know what is expected of them at all times during class.  

Conversation is the voice level (e.g., voice level 0 or 2).

Help explains what students should do in order to get help during an activity or lesson (e.g.,  raise your hand or ask your neighbor).

Activity explains what the students will be doing (e.g., silent reading, or math activity with a partner).

Movement tells students what is expected of their bodies (e.g., stay in seat or get up to get materials as needed).

Participation lets students know how they should participate (e.g., working with a partner or listening attentively).

Success is what you get when all of the above is followed.

Woodlawn Voice Levels

Level 0 - Voices off

Level 1 - Whisper

Level 2 - Inside/Talking voice

Level 3 - Read aloud voice

Level 4 - Outside/Recess voice

Zones of Regulation

As part of our social-emotional learning at Woodlawn, students are taught about self-regulation using the Zones of Regulation curriculum. Self-regulation can go by many names, such as self-control, self-management, and impulse control. It is defined as the best state of alertness of both the body and emotions for the specific situation. For example, when a student plays on the playground or in a competitive game, it is beneficial to have a higher state of alertness. However, the same state would not be appropriate in the library. The Zones of Regulation lessons are designed to help students recognize when they are in the different zones as well as learn how to use strategies to change or stay in the zone they are in. The Zones of Regulation categorizes states of alertness and emotions into four colored zones:

The Blue Zone is used to describe low states of alertness, such as when one feels sad, tired, sick or bored. This is when one’s body and/or brain is moving slowly or sluggishly.

The Green Zone is used to describe a regulated state of alertness. A person may be described as calm, happy, focused, or content when in the Green Zone. This is the zone students generally need to be in for schoolwork and for being social. Being in the Green Zone shows control.

The Yellow Zone is also used to describe a heightened sense of alertness; however a person has some control when in the Yellow Zone. A person may be experiencing stress, frustration, anxiety, excitement, silliness, nervousness, confusion, and many more slightly elevated emotions and states when in the Yellow Zone (such as wiggly, squirmy, or sensory seeking). The Yellow Zone is starting to lose some control.

The Red Zone is used to describe extremely heightened states of alertness or very intense feelings. A person may be experiencing anger, rage, explosive behavior, panic, terror, or elation when in the Red Zone. Being in the Red Zone can best be explained by not being in control of one’s body.

Soft Space in Classroom

Soft Space in Classroom

The Soft Space is a quiet area of the room equipped with soft furnishings and soothing materials to help students de-escalate when upset. It is an area where students can go to briefly get away from a frustrating task or over stimulating activity. The Soft Space is a safe place where students can go to calm themselves using pre-taught strategies for a short amount of time (usually for one to three minutes). The goal is to give students a “time away” so that their behavior does not escalate any further. The Soft Space is a positive place that rewards students for keeping their emotions in check and using strategies to calm themselves so that learning can occur.

Every student in the classroom is welcome to use the Soft Space, it is meant to be used in a positive manner, and not punitively. Students would self-select to go to the Soft Space, it would never be used as a consequence. 

Our Soft Space is set up so that students can “get back into the Green Zone” by taking a brief break and be ready to learn when they rejoin their class. The Yellow Zones and Red Zones are not naughty or “bad”, everyone experiences all the zones at one time or another. It is just that in the classroom, it is expected that students be focused and calm in order to succeed at academic tasks.

If you would like Soft Space resources, please contact one of our School Counselors.

WHAT IS THE WELLNESS CENTER?

The Wellness Center is designed to be a space for Woodlawn students to use for two purposes: (1) to emotionally regulate, (2) and to resolve conflict/have restorative conversations. The space is not designed for de-escalation, students must be demonstrating safe behaviors in order to enter. Students who are demonstrating unsafe behaviors will de-escalate in place. Students who report being in the “red zone” but are being safe are welcome in the Wellness Center.

Our goal is to provide a safe space where students can go for a limited amount of time for one of our designated purposes. Each time a student enters, we will be collecting significant data on the student’s experience. These data could lead us to a deeper understanding of the needs of some of our most struggling students.

In the end, we hope this Tier 1 strategy reduces the overall amount of time that some students spend out of their classrooms.

WHERE IS THE WELLNESS CENTER?

Located in Room 105, at the South end of the office, the room can only be accessed by students through the door at the South end (located directly next to Room 110). We’ve designed the flow of the space around this entrance pattern, so students should be redirected when necessary. This also means that we will be re-training students about office behavior. You will notice signs around the office directing students to stay in “student friendly” space.

WHEN IS THE WELLNESS CENTER AVAILABLE?

First, classroom teachers have discretion over when students are able to visit the Wellness Center. For example, a teacher can deny a student’s request for use, but be specific about when a better time might be. Please contact one of the school counselors a student needs to use the Wellness Room.

HOW CAN STUDENTS USE THE WELLNESS CENTER?

In order for students to use the Wellness Center, they will need to ask their teachers for a WC Pass or an adult escort to the Wellness Room. When the student enters the room, they must sign in at the station and choose a regulating activity (most often calming rather than activating). The maximum amount of time that a student can be in the regulating activity is 5-10 minutes. At the conclusion of the time, the students signs out and completes an exit ticket. The student will be escorted back to class by the accompanying adult. The student will show the exit ticket to their teacher when they return to class. This is for the teacher’s information--shows what was the focus of the session and how the student was feeling when he left.

Wellness Center Pass

Name: _______________________                Teacher: __________________________

Date: ________________________                Time: _____________________________

I need to talk about (circle one or write below):

School                                              Home                                           Friends

I am feeling (circle one or write/draw below):

Blue Zone: Sad    Green Zone: Happy      Yellow Zone: Worried       Red Zone: Mad      Other:

Comments:

________________________________________________________________________________________________________________________________________________________

Wellness Center Exit Ticket

Name: _______________________                Wellness Staff: _____________________

Date: ________________________                Exit Time: _____________________________

How I felt when I came in (circle one or write/draw below):

Blue Zone: Sad    Green Zone: Happy      Yellow Zone: Worried       Red Zone: Mad      Other:

What I did there (circle one):

How am I feeling now? (circle one or write/draw below):

Blue Zone: Sad    Green Zone: Happy      Yellow Zone: Worried       Red Zone: Mad      Other:

Notes:

Student Intervention Team (Tier 2)

Link to PPS PK-8 SIT Handbook

Tier 2 Interventions are assigned for students based on consultation with School Administrators, School Counselor, and/or the Student Intervention Team (SIT). The following section explains the SIT process and associated interventions.

SIT Composition (2.1)

The SIT consists of members of the school’s faculty who are each able to provide expertise in important areas related to student support.

Team Operating Procedures (2.2)

Teachers make SIT referrals as needed, completing the request for assistance in Synergy. There is a regular SIT meeting format and agenda to which all team members and staff have access. Minutes and actions are recorded on the agenda form and are reviewed regularly. In each meeting there is a note taker and a facilitator. The Team frequently reviews the action plan based on scores on the TFI.

Screening & the Request for Assistance Process (2.3 & 2.4)

Grade level teams meet weekly and have the opportunity to discuss student concerns and strategies to support the student. There are SIT team members in those meetings. The School Counselors and School Psychologist are available to assist teachers in completing the request referral and supporting in the SIT process.

Tier II Interventions (2.5 - 2.8)

Check In/Check Out (CICO)

CICO is a Tier II, group-oriented intervention, designed especially for students whose problem behaviors (a) are unresponsive to Tier I practices and systems, (b) do not require more immediate individualized interventions, and (c) are observed across multiple settings.

The critical features that define CICO for students include the following practices:

• Increased positive adult contact
• Embedded social skills training
• Direct link to school-wide behavioral goals and expectations
• Frequent feedback
• Daily home-school communication
• Positive reinforcement contingent on meeting behavioral goals

Academic Intervention Flowchart and Behavior Intervention Flowchart

Reading Assessment Decision Rules and Math Assessment Decision Rules

Additional Tier II Intervention Resources from PPS including Positive Behavior Tracking, Check-In/Check-Out, Breaks Are Better, and Affirmations.

Professional Development (1.7)

Over the course of the year, staff PD must explicitly address these five essential areas: teaching school wide expectations, acknowledging appropriate behaviors, correcting errors, requesting assistance (SIT Team), and understanding the influence of race, culture and language on student behavior.

Classroom Procedures (1.8)

Every teacher will have an Effective Classroom Practices Plan (ECPP). ECPPs will be shared with administration no later than the day before back to school night.  Co-creating classroom practices reduces variability between classrooms and makes it more consistent for students. Some sample plans are provided below and PD time will be provided in the first two weeks of school to complete these documents.

The Classroom Practices Plan template, covers the essential features of effective classroom practices: Structure, teaching expectations, acknowledging positive behaviors, and supporting regulation & restorative practices.

Woodlawn’s Effective Classroom Practices Plans

Woodlawn’s Guest Teacher Support System

Click here for Effective Classroom Practices Plan & Guest Teacher Support System Resources

Feedback and Acknowledgement Systems (1.9)

Research shows that when staff “catches" students exhibiting appropriate behaviors, those behaviors will increase and misbehaviors will decrease. Specific praise is extremely important in increasing the recurrence of appropriate behaviors. Tickets can be used for both short term behavior changes that you would like to reinforce, and for rewarding long term positive behavior. For instance, Student A could be having a hard time getting to work, you have prompted them several times, and when they do get to work (they change their behavior and become on-task) you can give them a WOW ticket. In another example, Student B is always sitting on the carpet appropriately, and is the first to promptly come to carpet, ready to listen - you can give Student B a WOW ticket and reinforce them verbally for consistent positive behavioral choices. All staff hand out the acknowledgement tickets, along with specific praise, to students as they witness appropriate behaviors in the common areas, in classrooms, on buses, etc.

WOW Tickets

• WOW tickets are given out by staff to reward positive behaviors exemplified by our students. If a student is “caught” being kind, safe, respectful or responsible, the staff member will give the student the WOW ticket and will tell them why they are giving it to them.  This is within as well as outside the classroom. Teachers should give out WOW tickets to ALL students, not just students in their class.  
• WOW tickets should be carried all the time and should be given out as much as possible.  The goal is to show students that their positive behavior does not go unrecognized and to promote that behavior.
• Each classroom will have a WOW ticket box which students will put their tickets in daily.  
• WOW tickets will be collected weekly and there will be four winners from each class that will be announced weekly.
• If a teacher would like to preselect winners, they may contact the WOW ticket announcer.
• Teachers may use the WOW ticket box to have their own in-class drawings. For instance, a classroom teacher could have a drawing with incentives that they have obtained on their own and pick a ticket from the WOW ticket box.

Character Awards

• The purpose of the Character Awards is to positively reinforce long term positive behavior.
• We will use the same process as the academic awards for gathering names of students who earned Character Awards.
• Each month will highlight a character theme. Character Themes by Month

Specialist Class Awards

At monthly assemblies, awards will be given to classes by the following positions:

• The librarian will give out a Golden Book Award to the class that strived the most to follow the school-wide expectations for the month.
• The lunchroom cafeteria staff will give out the Golden Spoon Award to the class who demonstrated the most safe, respectful, responsible, and kind behavior during lunch time.
• The PE teacher will give out the Golden Shoe award for class behavior during PE.
• The Art teacher will give out the Golden Paintbrush for class behavior during Art.
• The Music teacher will give out a Golden Music award for class behavior during Music.  

Acknowledgement Matrix

Faculty Involvement (1.10)

Schedule for sharing disaggregated data to staff and opportunities for input on Tier I systems

Plan for Family, Student and Community Involvement (1.11)

Schedule for family involvement activities

Assemblies and Newsletters are linked on our school webpage pps.net/woodlawn

Woodlawn PTA hosts a First Friday coffee for families each month, out on front lawn

Woodlawn Calendar and Handbook 2021-2022

Student/Family/Community Involvement Resources

Tier I Evaluation

Evaluation of the Effects and Fidelity of the School Climate Practices

Discipline Data (1.12)

Tiered Fidelity Inventory (CR-TFI) guides the action planning for the implementation of a positive school climate.

• Assessment component is completed three times a year in September, January and May
• A score of 80% or better indicates a well-implemented tier
• The TFI action plan is revisited on a monthly basis

Recent TFI scores

• 2021-2022 most recent TFI
• To be completed 2023

Successful Schools Survey (SSS)

• Completed once a year in February by all students (grades 3-12), staff, and families.
• Reviewed by the School Climate Team and shared with staff, students and families. Used to monitor and adjust climate initiatives.
• Accessed via the Panorama dashboard.

Recent SSS data

• Most recent 2021 - 2022
• To be completed Spring 2023

School Climate Action Plan (CR-TFI)

SCIP goal related to SSS data: By 2024, all relevant school teams use Tier I, Tier II and Tier III student empowerment and engagement outcome data (Successful Schools Survey) to assess and adapt Tier I, Tier II and Tier III support practices.

Appendix

Schedule of Common Area Expectation Lessons (Two Week Soft Start)