Presentation Transcript

1. Kristin RuhsamTegelman, Appleton West High School Michelle VanArk, Kaukauna High School Andy Waldvogel, Baraboo High School Dana Kuehl, PBIS Technical Assistance Coordinator Michelle Polzin, PBIS Technical Assistance Coordinator Coaching at the High School: Successes & Challenges
2. Agenda High School Monograph—Summary of Research Panelist Sharing Andy Waldvogel, Baraboo High School Michelle VanArk, Kaukauna High School Kristin RuhsamTegelman, Appleton West High School Questions
3. 6 Chapters Summarizes High School Forums held in Illinois Four Exemplar Schools Watch video clips at: www.pbisvideos.com Copy of document posted in handouts section for conference
4. High School Forum Workgroups Worked to put together research and recommendations in the following areas: Role and Support of Administration Orientation, Participation and Professional Development for Staff Data for Decision Making Integration of Academics and Behavioral Support Implementation of Secondary/Tertiary Supports
5. Administrative Role Articulate the need for change Share the vision of the future Build confidence in the ability of PBIS to help reach that goal Take an active and visible role in the development of PBIS Provide staff development for PBIS team and staff

6. Staff Buy-in

   Have staff conduct needs assessments Communicate PBIS strategies using demonstrations Include staff and student ideas on how to improve school climate Include staff in development of school-wide expectations Communicate with and solicit staff input
7. Student Involvement Include students from all backgrounds to participate on student team Student team members can help develop and implement Relevant expectations Lesson plans for teaching expectations Effective acknowledgements for students & staff Grow and change to ensure cultural relevance and effectiveness based on data
8. Connecting Behavior & Academics Frequent removal from class for behavior leads to drop out We want to send the message to students that we have high expectations AND that we want them in school Interconnected Elements that lead to student success: High-quality instruction Effective classroom management strategies Climate (student-teacher relationships) School-Wide PBIS Implementation in High Schools: Current Practice and Future Directions Flannery & Sugai (2009)
9. Critical Features to Promote Academic Success Improve student-teacher relationships Show them we care Reduce problem behaviors to increase instructional time Less discipline = more instructional time Create a positive start for freshman i.e.: Freshman Semiar Create options for credit recovery & accelerated credit accumulation for at-risk students Get creative and find ways to graduate on time! School-Wide PBIS Implementation in High Schools: Current Practice and Future Directions Flannery & Sugai (2009)
10. Questions For High School Teams To Consider Is there a need to adopt SWPBS in our school? Readiness, district support, student social behavior Are we implementing SWPBS practices with fidelity that will impact student behavior? Use of fidelity measures Is student behavior improving? Behavioral and achievement data How do we sustain and continuously improve behavior support in our school? Validate & celebrate staff efforts by sharing data School-Wide PBIS Implementation in High Schools: Current Practice and Future Directions Flannery & Sugai (2009)
11. Tier 2 and 3 Intervention Supports Provide additional support for students with high-level behaviors to increase likelihood of graduating Use of evidence-based interventions Structured and predictable environment Function-based behavior assessment and intervention Integrated academic and social behavior support Skill building in self-awareness and self-determination Individualization School-Wide PBIS Implementation in High Schools: Current Practice and Future Directions Flannery & Sugai (2009)
12. Panelist Stories
13. PBIS at Baraboo High School
14. Baraboo High School Enrollment: 985 American Indian: 2.7% Asian: 1.2% Black: 1.0% Hispanic: 4.5% Pacific Islander: 0.2% White: 89%
15. The Role of Internal Coach Build consensus & local capacity Emphasize accountability Communication with staff, students, and stakeholders Build credibility through consistency goes a long way with staff and students Meet with Universal team monthly Manage PBIS Budget System Support
16. Staff Buy In Diverse Universal Team Data analysis & allow staff to identify needs Share what you learn trainings trends Go slow Weekly staff acknowledgement email Monthly luncheons
17. Administrative Support PBIS is a District initiative in Baraboo At BHS: Building Principal = External Coach Assistant Principal = Internal Coach Attended state and national conferences Calendar enough time with staff
18. Student Involvement Acknowledgement System Student RISE Panel First Day assembly Link Crew summer Orientation program Marketing students
19. Connecting PBIS to Academics Building on our on-time behavior theme Goal: 90% of all assignments will be turned in on time Menu of Cool Tools
20. Data Based Decisions T - Chart ODR Procedure Communication CONSISTENCY
21. Data Based Decisions www.pbisapps.org TIC - quarterly perfect for assessing tier 1 implementation when first starting out BOQ - Annually (spring) team members consensus and coach perspective SAS - Annually (spring) identifies staff priorities when action planning
22. Working Smarter Not Harder What current practices can be a part of the PBIS framework Registration Link Crew Enrichment Period Parking Open Campus privilege

23. Kaukauna High School

    PBIS is the Ghost Approach for Our 1130 Students
24. Demographics Enrollment: 1100 American Indian: .2%, Asian: 1.5%, Black: 1.0%, Hispanic: 3.0%, Pacific Islander: 0.0%, White: 91.9%
25. The Role of PBIS Coach 2 teachers that act as coaches, which means internal coaches have 1 class period each day for our PBIS duties. organize and facilitate meetings of our PBIS team and work closely with administration to put our plans in place. plan and organize our behavioral lesson plans. keep the staff, students, and parents updated on our PBIS goals monitor data plan our school-wide celebrations and organize the reward system for our students. Next year, our PBIS coaches will have added responsibilities and be considered RtI systems coaches.
26. Staff Buy-In We are going into our 3rd year of PBIS Staff helped create school wide matrix. Sometimes common ground is difficult to find but we agreed on this. Staff is overwhelmed so upon the advice of an elementary administrator we tried to find our first successes without teacher help Some staff openly fight against our reward system Now our reward system does not depend on token rewards Lesson plans not followed-we needed to make it easy!
27. Staff Buy-In Our goals/ initiatives Operation Target Tardies—Needed staff buy-in, but didn’t work Commons Clean Up-Didn’t need staff buy-in, and it worked Attendance improvement—Didn’t need much staff buy-in, and it won over staff We’ve struggled with being able to offer staff rewards Community volunteers offered massages Coupons and gift cards from local restaurants Partnership with our Parent Advisory Council (PTO) Out of pocket Advisory activities in which students write thank-you notes to teachers
28. Staff Buy-In: How We’re Trying Surveys on surveymonkey.com Faculty Meetings Q & A time Make it easy when sending instructions/ classroom materials Need to Know (staff newsletter from principal)has a PBIS section which always includes Data Tip to improve classroom behavior Upcoming meetings and events
29. Administrative Support Building level support for Tier 1, but district support is lacking Associate Principal heads student advisory panel during our weekly advisory/homeroom Associate Principal head of attendance initiative and a large part of our attendance success in reducing absenteeism PBIS is always given some time during monthly faculty meetings 2 staff with .17 FTE for PBIS/RtI duties
30. Student Involvement and Incentives Advisory Panel of Students meets once a week and gives administration input on all types of student issues We invite students from Advisory Panel to some PBIS meetings PBIS coach is also student council advisor Surveys through advisory/homeroom class Found K-Town Kash unfair Quarterly rewards based on: (no ODRs, no unexcused absences, 1 tardy or less, passing all classes) Student organizations helped plan FUNCH- “funner,” longer lunch with activities. School wide celebration. Student of the Month/ Staff member of the month
31. Teaching PBIS Videos don’t always work if there isn’t staff buy-in, but students like watching their peers on screen What works for us: data share during advisory, advisory activities, and an personalized kick-off
32. Sharing Data with Students, Staff, and Parents:
33. Fill in the blanks……. According to CareerBuilder.com, here are 10 of the strangest excuses employers said they heard. These were all considered unexcused absences, as they all turned out to be lies. Employee's ________________________ stole his car and he had no other way to work. Employee didn't want to report it to the police. Employee said __________ got in her hair. Employee said a ____________fell on him. Employee was in line at a coffee shop when a truck carrying flour backed up and dumped the flour into her _______________. Employee ate too much at a ___________. Employee got a cold from a ____________. Employee's child stuck a __________ up his nose and had to go to the ER to remove it. Employee hurt his back chasing a _____________. Employee had a headache after going to too many _________________________. Employee drank _________________ by mistake and had to go to the hospital.
34. Teaching PBIS Kick-off Decorations Each locker got a personalized welcome back note framed with our 3 expectations. Some stayed up through 1st semester Expectations everywhere Clocks, soap dispensers, toilet paper holders, light switches Each teacher had an inspirational quote on his/her door framed with the basic expectations
35. Tier 2 and 3 Skills for Success Classes(Offered for 9th and 10th grade students) Description of Class: KHS data from the 2011-2012 school year showed that there were a significant number of students who had performance deficits and motivation concerns, not skill deficits. To address this concern, the Skills for Success class was created. This is an intervention class that works on organization and study skills. Students are given time to work on homework with the help of a teacher, and their missing assignments are monitored. Eligibility for Class: Students are eligible for Skills for Success if they meet three of the following criteria: *Three or more office discipline referrals *Ten or more days absent *Three or more D’s or F’s *Discrepancy in their data—high test scores (ex: WCKE, MAP, EXPLORE) but failing grades *Teacher recommendation
36. Tier 2 and 3 Progress Monitoring: Teachers will use point sheets, consider missing assignments and grades, and have individual student conferences to monitor progress in Skills for Success. Dismissal from Intervention: At the end of the semester or year, students can be dismissed from Skills for Success if: *No more than one F, and a C or better in Skills for Success *Teacher recommends dismissal *Progress on point sheets *When students are dismissed, they will have the option of a “Check-in Check-out” program with the Skills for Success teacher. * If students are not ready for dismissal at the end of their 10th grade year, they have the option to take some classes from the School Within a School program. Staffing Plan: Skills for Success is one class period, and there will be about 15 students per class. There will be one section for 9th graders and one section for 10th graders offered all year.
37. Data What data do we collect? We collect attendance, tardies, and ODR data We find that ODR data doesn’t show us everything because not every behavior problem is documented this way We collect information on surveys from staff, parents, and students What is the biggest behavior problem we face? How do we use data to decide what needs to be done? What can we tackle successfully, what do we have the support to do? How do you use data to see if your actions worked? Monthly- we go over all reports Weekly-we monitor data related to our goal/initiative
38. Our data story Attendance: We saw 11-12% reduction in missed class periods during quarters 1, 2, and 3. We saw a 27% reduction in missed class periods during quarter 4.
39. How We Did It Surveys showed that absences bothered teachers, and we knew that we could take on this initiative without bothering staff to do more record-keeping. We also knew that the number of missed class periods had been increasing over the past 3 years. Lesson during advisory Data everywhere: newsletters, online grade book, advisory period Administrative focus on chronic absenteeism Goal: 10% reduction in missed class periods leads to FUNCH, a longer lunch period with fun activities.
40. What would we like? An easy way to have staff document behavior and academic interventions More time in the day
41. Advice to other Schools Win over teachers with a success that doesn’t involve them. Then, ask more of them. Videos are good, but sharing data showing progress on our goal was equally effective. If you do have videos, make sure parents see them. Get familiar with PBISworld.com Coaching calendar on Wisconsin PBIS network Use Benchmarks of Quality Assessment to set your goals for the next year
42. Kristin Ruhsam Tegelman Appleton West High School Student Population:1275 Students Students of Minority: 27% Students with a Disability: 19% Students with Free or Reduced Lunch: 44%
43. My Role In PBIS Internal Site Coordinator Serve on the Internal Site Committee Social Skills and Publicity Sub-Committee Leader Report at Quarterly PBIS Committee Meetings

44. STAFF BUY-IN

    The Essential Piece to Making PBIS Work Within Your School
45. The ALL-IN Staff Member They are the First to ask… What can I do? How can I help? Get Them On Your PBIS Team ASAP!! Get Them Talking About PBIS to Other Staff They are the Least of Your Worries and Will Almost Always do Exactly What You Ask
46. The COMPLIANT Staff Member SOMETHING NEEDS TO CHANGE BUT I’M NOT CONVINCED YET I’LL DO IT BECAUSE I HAVE TO BUT I DO NOT LIKE IT Use Your Data Ask Them to Join a Committee Ask for Input and Feedback Be Consistent Provide Rewards Be Supportive and Ask About Concerns Give Opportunities to Meet 1-on-1 Do Not Pressure Them Give Them Time
47. The COMPLACIENT Staff Member Someone Who is Set in Their Old Ways Punishment vs. Praise Behavior Should be Dealt with by the Office This is Just Another Fad How Do We Deal with This Staff Member?

48. STUDENT INVOLVEMENT

    Student Committee and Acknowledgements
49. Student Advisory Committee Committee Make-Up Meetings Communication with Student Population Responsibilities
50. TERROR BUCKS Reward System Handed Out by ALL Staff 50 Given to Each Staff Member at the Beginning of Each Week Staff Has the Option of Printing More
51. 10 TERROR BUCKS Quarterly Reward Used Sporadically During Booster Weeks
52. USING the TERROR BUCKS DRAWINGS PURCHASING Weekly Monthly Quarterly Specials Candy Local Restaurant Coupons School Supplies School Store Items Friday Open Campus Lunch West Merchandise
53. ACKNOWLDGING STUDENTS All-School Celebrations PBIS Student Board Daily Announcements Website
54. Challenges at the High School Level Student Buy-In Appealing Rewards Money How to Not Make it So Elementary Staff Being Consistent

55. PBIS and ACADEMICS

    Making the Connection Between Behavior and Academic Performance
56. PBIS in the CLASSROOM Kick-Off Week Classroom Matrix Allowing Some Teacher Control Over Their Classroom Environment
57. MAINTAINING EXPECTATIONS in the CLASSROOM Staff Meetings 1-on-1 Teacher Meetings 1-on-1 Student Meetings Lunch Bunch Meetings for Tardies Booster Weeks Tardy for the Party
58. If I Could Have ANYTHING to Help Me as a Coach… More Time More Money More Immediate Staff Buy-In Staff Trust More Collaboration Time with Staff A Network of Other High School Coaches to Share Ideas With and Learn From
59. My Advice in the Long Run Don’t let anyone tell you that something isn’t going to work. Give ideas a try before you bail on them. If something works celebrate your achievement! Continually find new things that students like and if students like something keep doing it. You can’t let one bad attitude ruin it all. Stay committed to your timeline. Stick with it and BELIEVE in the process.
60. Questions? Thank you for coming today!