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Alternative Learning Center-West. The ROAD to success starts at ALC-West 19350 Rebel Yell Katy, Texas 77449. JoAnna Sahwani-Ross University of ST. Thomas EDUC 6631 KL09 Spring 2014. Mission Statement and Goals .
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Alternative Learning Center-West The ROAD to success starts at ALC-West 19350 Rebel Yell Katy, Texas 77449 JoAnna Sahwani-Ross University of ST. Thomas EDUC 6631 KL09 Spring 2014
Mission Statement and Goals • The staff of the Alternative Learning Center/Secondary Alternative Center-West emphasizes positive growth in social and emotional behaviors and attitudes. The students will develop a more positive self-esteem as a result of academic and behavioral successes achieved through enhanced decision making and problem-solving skills. • ALC/SAC-West is an educational community dedicated to producing successful, engaged learners who are fully prepared for and committed to post-secondary training and educational endeavors needed to succeed in today’s society. • Create a culture that prepares a student for a full-range of post-secondary options (2 and 4-year college, trade or technical school, the military or skilled employment) through structural, motivational, and experiential college and career preparatory opportunities.
Student Data *The campus had 100% mobility rate due to the fact that it is a D.A.E.P. CAMPUS
Family and Community Involvement • The following data were reviewed in relation to Family and Community Involvement: • 100% of our parent/guardians attended orientation with the incoming students. • Parents are given a Parent/Student handbook and shown a PowerPoint presentation explaining the many facets of our ALC and SAC programs • In addition, parents and students attending ALC or SAC orientation are given ample time to have their questions answered concerning the information presented. • This information is also available in Spanish.
Student Data • Students are placed at ALC/SAC for a period of 30 or 45 days. We service 9 middle schools and 6 high schools. • Our goal is for all students to return to their home campus having progressed on the behavior management system, and achieving academic success by passing all their classes.
Student Achievement: • The following data were reviewed in relation to Student achievement: • TAKS/STAAR scores for students are sent to the middle and high school in the geographic areas of the district zoned for ALC-West. However, given the diverse population of students placed in the ALC/SAC programs, all of whom are at-risk, an emphasis on differentiated instruction as a teaching philosophy supports academic improvement for all students.
Facility and Staff DataThe staff at ALC-West include 27 teachers and 16 paraprofessional teacher assistantsand 100% of the teaching staff is highly qualified
Special Programs P.B.I.S. • ALC/SAC West is a P.B.I.S. campus: Positive Behavioral Intervention and Support is a systemic approach to proactive, school-wide behavior based on a Response to Intervention (RtI) model. PBIS applies evidence-based programs, practices and strategies for all students to increase academic performance, improve safety, decrease problem behavior, and establish a positive school culture.
PBIS Bucks 2013-14 • PBIS BUCKS 2013-2014 • Overarching Idea: Our students are expected to follow the rules that are indicated on each of their level sheets. In the use of PBIS bucks, we as a staff will be able to reward students who set goals to do better behaviorally or academically. Our new question for every student should be “What is your goal for today?” PBIS bucks are also a way to reward students who are going beyond our expectations of an ALC/SAC student; they represent our recognition of their growth into a young adult. • $1 Reward [Compliance + Respect]: Respect is the foundation of our ROAD to Success. The one dollar reward is the first recognition of a students’ ability to be more than compliant in their time at ALC/SAC. • Achieving Small Classroom Goals • These small classroom goals may adjust slightly per student’s struggles. It is when they are pushing to achieve a goal 2-3 days in a row. (examples: 3 days without cursing in a specific class, space, turning in/keeping track of materials, dress code) • Example: A student is often late to your 5th because they linger in the hall after lunch. On the day that they arrive on time ask, “why don’t we set a goal to do this two days in a row?” • Class reward for showing respect/ownership as a class • This should be the only currency value to reward a whole class, anything higher rewards individuals only • Random acts of politeness- Please, and Thank You • Excellent behavior during bathroom break time • $5 Reward [Compliance + Respect + Ownership]: • Achieving goals for grades • Noticeable support of staff, volunteering to help • Ownership of classroom environment consistently • Examples: Uninitiated acts of picking up trash, straightening desks, clean space/cubby/notebook • Seeking conferences/conversations with staff about goals for grades, behavior, placement, graduation • Excellent behavior during emergency situations/drills • $10 Reward [Compliance +Respect + Ownership + Achievement]: • Significant improvement in grades • Achieving long term goals (continuing goals from $1 reward section for 5-10 days) • Interacting with peers appropriately and supporting them in working on their goals/grades • Excellent class participation • Examples: Leading discussions, asking challenging/higher level questions, “going the extra mile” • $20 Reward [Respect + Ownership + Achievement + Determination]: • Sets and achieves challenging goals • These challenging goals are also dynamic per the student, it must be challenging for THEM individually, something they have had to push to work on • Examples: all A’s, no dress code violations, never late to school, goals set for RHC • Observed teaching/guiding other students • Seeks opportunities to help others consistently • Shows humility/understanding • Takes leadership role when teacher is out, assists coverage
Teen Leadership • Each student that attends the ALC/SAC-West program is enrolled in a Teen Leadership class.
No Place For Hate The Anti-Defamation League (ADL) introduced its No Place for Hate® school-based program in the Southwest Region in 2001, with the help of H-E-B. Given the program's success in the schools, with more than 100 schools participating, we are now expanding it into the community, under the umbrella of our No Place for Hate® Community Collaborative, funded in part by the Bridgeway Charitable Foundation. Now, businesses, organizations, and houses of worship can implement activities and best practices that will earn them the designation of being named a Community of Respect, which parallels the school designation of being named No Place for Hate®. Both programs empower participants to promote respect for individual and group differences while challenging prejudice and bigotry. Student created designs for the Teen Leadership project. These designs were turned into poster and T-shirts for the campus.
Discipline Management System • Students at the ALC/SAC-West are on a discipline management program which allows them to earn points for appropriate behaviors, advance on the level system, and take responsibility for earning their way back to their home campus. The following are suggestions on how to effectively implement the system: 1. Be positive. Reinforce (verbally) appropriate behavior. Model appropriate behavior. “Catch” students being good. Use stickers/stamps on Level Sheets Use PBIS Rewards System 2. Be consistent: ALC we are consistency within our classrooms it is an absolute necessity. Individual variations from class to class will naturally occur, but we stay within the framework of the system. 3. Teachers follow through with steps of the system -rewards and consequences. 4. Teachers provide a positive role model. • Teachers exhibit positive verbal and nonverbal behaviors • Teachers stay professional at all times
PowerPoint created by JoAnna Sahwani-Ross University of St. Thomas Spring 2014
