Pupil Path Badge System J Rivera T Paulin

Pupil. Path Badge System J. Rivera, T. Paulin and P. Burns Middle School 217

Goals of presentation: ● How the badge system supports our school vision ● Our implementation process ● Glows and Grows ● Q&A

Robert A Van Wyck Middle School 217 ● 1633 students from grade 6 through grade 8. ● 16% Black, 41% Hispanic, 6% White, 1% American Indian/Alaskan Native, and 36% Asian students. ● The student body includes 331 English language learners and 291 special education students. ● The average attendance rate for the school year 2013 - 2014 was 93. 1%.

How the badge system supports our school vision: ● Collaboratively developed by school community ● Promotes positive student social behavior ● Digitizes behavior data, and creates an accountability system ● Supports character education ● Builds student resilience ● Develops independent learners - students learn to self monitor/reflect

Quality Review connections School Culture: ● Positive learning environment (1. 4) Maintain a culture of mutual trust and positive attitudes that supports the academic and personal growth of students and adults

Quality Review connections School Culture: ● High expectations (3. 4)* - Establish a culture for learning that communicates high expectations to staff, students, and families, and provide supports to achieve those expectations

NYCDOE School Discipline Code Connections CITY-WIDE BEHAVIORAL EXPECTATIONS TO SUPPORT STUDENT LEARNING: ● School culture and climate have a profound impact upon students’ academic progress and their relationships with peers and adults. ● Social emotional learning is a basic component of a school’s program of universal prevention for all students. Schools are expected to take a proactive role in nurturing students’ pro-social behavior

NYCDOE School Discipline Code Connections ● Effective social emotional learning helps students develop fundamental life skills. ● RESTORATIVE APPROACHES Using restorative practices to foster positive interpersonal and intergroup relations and to address inappropriate behavior when it occurs is a cornerstone of a progressive approach to discipline.

Planning implementation Hurdles considered: a)Additional work for teachers? b)Perception parents will not be receptive c)Perception students may not buy-in

Implementation process ● Identify a pilot group of teachers (Summer/Sept) - we selected our DTs ● Provide front loaded PL (Sept/October) ● Obtain buy-in: DTs determined the badge categories - anecdotal categories, quantified the weight, defined the badge, and the amount of merits per badge (Sept/Oct)

Implementation process continued ● Pilot teachers launch badge system (October) ● Implementation check-in with pilot teachers(Late Oct/Early Nov) ● Consistent professional discussion/critical feedback and learning with teachers (Ongoing)

Implementation process continued ● YD Friday Lunch and Learns - facilitated by deans, administration, pilot teachers (Oct present ● Publicize pilot team implementation success - “The Weekly”, Danielson Domain 2 HE rating, Danielson Domain 4 HE rating ● School wide implementation - (late Dec Jan)

Implementation process ● Pilot teachers and deans become leverage point/support system (Sept - present) ● Buy-In - teachers add to anecdotal categories (Jan. Feb) ● Student buzz - rewards (Jan - present) ● Parent engagement - anecdotal reports (Jan present) ● Implementation gains momentum (Jan to present)

GLOWS ● Growth in student anecdotals (March 2014 v March 2015) ● Decrease in suspensions - down 50% ● Supports restorative practices - “Resolve” ● Provides data that can be utilized to strategically plan ● Increase in positive school tone ● WD rating in 1. 4