Call me (call me) on the line
Call me, call me any, anytime
Call me (call me) I'll arrive
Call me, call me any, anytime
Call me (call me) I'll arrive
Who do you call when a student gestures or uses language that is directed towards teachers or peers that will stop the learning or is unsafe to others
Amanda Babcock, Call or Text, 802-316-7105
Our triangle is a
square
Our district wide expectations are
Honest
Engaged
Appropriate
Responsible
Timely
JFK Students enter through
The traditional JFK entrance
Social Justice Standards four domains
identity, diversity, justice and action
You are dying of the flu and will not be coming into school
Linda Casier 802-383-6025
Text Sara Raabe 802-318-6449
If you are a SPED IA, also your Special Educator
Before 6am
True or False, 80% or more of our students had 0-1 ODR during the 2020-21 school year
True
When Exploring School-wide Expectations with Students, adults will
lead students in a series of guided questions to elicit guidelines, boundaries, and impact of expectations
What are the 7 elements of culture?
Religion, Art & Architecture, Government, Language, Customs/Tradition, Social Organization, Economic Systems
Anchor Standard: Diversity 7
Individuals will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups
I need help communicating with families who do not speak English.
Do a WSD ELL Help Ticket!
True or False, 5% of our students had 6 or more ODR's during the 2021-22 school year?
False
What are the 4 Components of PBIS?
Establish Expectations with Students
Guided Practice to collaboratively explore Expectations
Positively Acknowledge Expectations
Provide opportunity to reflect and/or repair harm done
How did the JFK Statement of Purpose change?
It is our collective responsibility to dig into the persistent conditions of inequity and oppression that currently impact experiences and relationships in our schools and community. We will hold ourselves accountable through ongoing reflection and action. We will use a continual system to review and implement the resources needed to build an antiracist school system that supports the wellbeing and success of students, families, colleagues, and broader community members – especially those who are Black, Brown, Indigenous, and people of color. It is our belief that by fostering whole student well being, our academic successes will flourish.
Anchor Standard: Justice 12
Individuals will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination).
Who do you call when a student is saying no, ignoring directions, walking away, work avoidance, rolling eyes, making faces, refusal to transition with or join the group, intentionally moving slowly.
No one! Those are all minors!
The green section of our triangle _____'s each year
Grows
When are expectations are taught?
during the first six weeks of school and reviewed frequently throughout the year
How are the expectation lesson plans different?
Guiding Questions instead of teacher lead instruction
Anchor Standard: Identity 5
Individuals will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces.
I need help getting communication about something out to the community.
Emily Hecker
802-338-7061
ehecker@wsdvt.org
The Yellow and Red sections of our triangle ___ each year
Shrink
It is a school wide expectation to be silent in the hallway
no
How do the Social Justice Standards change lesson planning?
Social Justice standards should be embedded in each lesson
Anchor Standard: Action 20
Individuals will plan and carry out collective action against bias and injustice in the world and will evaluate what strategies are most effective.