C16 - Students Can Do More: Authentically Involving Youth In Implementation

1. C16 - Students Can Do More: Authentically Involving Youth In Implementation Patti Hershfeldt, Mid-Atlantic PBIS Network (MD); Stephanie Martinez, University of South Florida; Monica Colunga, Irvine High School (CA); Haines City High school PBIS Leadership forum 2018 October 4, 2018 Key Words: High school, youth voice

2. Agenda • Overview of Student Involvement • Colunga High School • Haines City High • Open Discussion

3. What is Student Voice? • Referred to by different names (Mitra, Sierriere, &Kirshner, 2014) • Student participation • Learner voice • Youth Activism • Key elements • Collaborative partnership • Exchanging ideas and feedback • Providing support and improving practices (Leonard & Leonard, 2001; Lieberman & Grolnick, 2001 • Difference in student voice between students as individuals and students as a group (Mager & Nowak, 2012)

4. For our purposes today…. • ‘Student voice describes many ways in which youth have the opportunities to share in the school decisions that shape their lives and the lives of their peers” (Mitra, 2008) • “I believe it is our role as teachers not to ‘give’ students a voice but co-create space for students to share their voice unabashedly.” • Homrich-Knieling, 2016

5. Why Student Voice? • Emphasizing a relationship between teachers and students increases respect and positive relationships (Cook-Sather, 2006) • Increases students agency, belong and competence (Mitra, 2004, 2009) • Builds support and sustainability for initiatives (Fieldings, 2001; Rudduck, 2007) • Students can find and gain rapport with stakeholder group successfully (Mitra, Serriere & Kirshner, 2013)

6. Buy-In: Students • Why Buy-In from Students? • Students support • Sell to other students • Gives leadership opportunities • Gives students a voice in the development of the school • Builds Culture • How do you get student buy-in? • Student team • Broad representation of student body • Along a continuum? • Assign tasks for students to develop and implement • Ask students what they would like to see changed • Students see their ideas implemented • What has the school done to get student buy-in?

7. How Student Involvement

8. Rungs 6, 7, 8 • Rung 6. Adult Initiated, Shared Decisions With Students. Data indicated that tardies are a school-wide issue. Two students on the PBIS team developed a survey for students to identify “why” they are tardy to class. • Rung 7. Student Initiated, Student-Led Decisions. The student team suggested the opportunity for peer-to-peer recognition along with students recognizing staff • Rung 8. Student Initiated, Shared Decision Making. PBIS student team approached administration about a new idea for minor behaviors (i.e. tardies, dress code, etc.) where students would earn points similar to speeding tickets.

9. Irvine High SchoolPositive Behavioral Interventions Support Monica Colunga, Ed.D., Principal developed in collaboration with Sara Franko, PBIS Committee Member

10. Irvine High School Demographics • 1 of 5 Comprehensive Schools in Irvine, CA • Approximate enrollment: 2000 • 38% Asian • 33% White • 12% Hispanic • 4% African American • 4% Filipino • 23% Free and Reduced Lunch Program • 9% Special Education • 7% ELL

11. Tier I - Practices • Defined Behavior Expectations • Integrity • Honor self & Others • Social Responsibility • Teach • Developed matrix with student leadership –operationalized expected behaviors • 9th grade Link Crew Orientation Day • Behavior Agreements/Contract • In house Intervention • Model • Link Crew • Teacher & Student behavior • Students in Leadership positions • Reinforce • Via Vaquero • Teacher Advisory Class – Via Vaquero Drawings • IHS acknowledgement postcards • Monitor • Attendance • Detentions • Grades • Office Discipline Referrals

12. Tier II Supports • Behavioral • Detentions • Behavior Agreements • SARB Letters/SART/SARB • In house Intervention • Functional based Positive Behavior Plan • Academics • English Essentials 1 with Read 180 • Math Foundation • Study Skills • Accommodations for students with IEPs and 504 plans • School wide • Project Success Counselor • Outside referrals/agencies of support • SST/SRT referrals • Parent/teacher/student conferences

13. Tier III Supports • Academic/Behavior • Wellness Coordinator • Outside referrals/agencies of support • SST/SRT referrals • Parent/teacher/student conferences • Ehrms Specialist • Wrap services • Behavior Intervention Plans • Supports Functional Behavior Assessments

14. History Incorporating Data: Then and Now • Implemented PBIS in 2003 • Addressed single period truancies • In 2002 data indicated approx. 45% single period truancy. • In 2008 data indicated a reduction to 11.4% single period truancy • In 2016-2017 school year we have a 95%-97% positive attendance.

15. Developing the Teaching Matrix • Call to Action: Data collected & analyzed • PBIS was introduced to Irvine High School • Step #1: Students leaders identifying values of Irvine High School • I – Integrity • H – Honor Yourself and Others • S – Social Responsibility • Step #2: Teachers vetting definitions

16. Created in 2003

17. Created in 2014

18. Created Spring 2018

19. School-wide System for Matrix Development • SurveySenior Students • Student Forum refines Senior Survey outcomes to narrow definitions (5-3-1) • Teacher Advisements vet definitions and chose final definitions (5-3-1) • Teacherparticipate in identifying definitions • Final BehaviorMatrixis introduced and implemented through our variousTeaching Processes and Practices • PBIS Committee will be to facilitator of this process on a 4-year cycle

20. Teaching the Matrix:Processes and Practices • Classroom Behavior Matrix • Resources & Technology • Student Involvement • Announcements/Skits • Publicizing • Teacher Advisement

21. Via Vaquero Acknowledgments

22. Ongoing Areas of Focus • Building resiliency and coping mechanisms • Gradual fading of support and increase self monitoring by the student • Consistent collection of behavioral data and analysis by PBIS Committee • 5:1 acknowledgment schedule (Via Vaqueros) • Systemic classroom process to teach expected behaviors • Continued work on the fidelity of implementation • On-going staff development

23. Successes • Increased teacher implementation of classroom matrices • All student involvement in the development of Schoolwide Matrix every 4 years. • Vaquero Strong Campaign

24. Thank you for letting me share our storyContact info Monica Colunga, Ed.D., Principal monicacolunga@iusd.org

25. Haines City High School • Adam Lane- Principal • Crystal Young- Assistant Principal, IB Program • Brandy Polly- Assistant Principal II • Eric Hutchinson- Mindful Schools Grant PBIS Support

26. Polk County Public SchoolsDistrict at a Glance

27. Haines City High School Haines City, FL • 2,550 students 9th -12th grade • 200 staff members

28. HCHS Academies & Special Programs • International Baccalaureate • Academy of Media Production (AMP) • Environmental Agriculture & Technology Academy (EATA) • Academy of Children & Educational Studies (ACES) • Visual Arts Academy • Performing Arts Academy • Junior Reserve Officer’s Training Core (JROTC)

29. PBIS at Haines City High School • What does PBIS look • PBIS has been in place for almost 2 years at HCHS • All items have been created by students or with student input

30. Hornet Nation Store • Store is organized by PBIS Leadership class • Items are voted on by students • School supplies sold • Chance tickets popular- • Pizza with the Principal • Homecoming/Prom tickets • Special ticketed events- • Movie events, Play previews,holiday & sporting events

31. Positive Culture- Beyond Hornet Nation • Visitors from The Netherlands • Presentation at PBIS Conference in Chicago • Filmed by PCPS to showcase school culture • Channel 10 News School of the Week

34. Student InvolvementHaines City High School • Student involvement • Past student involvement- open to any student that wanted to participate in PBIS team • 29 students currently in “Peer Counseling” class- focuses on PBIS • Next Steps: • Invite new students to get involved this year in PBIS meetings • Utilize QR codes to provide outlet for Student Voice • Provide more outlets for students to talk with leadership on campus, such as “Lunch with the Principal” • What are some positive effects? • Building more positive relationships • Creating a safe atmosphere • Reducing Discipline/ Increasing Time in Classroom

35. Panel Discussion • For a new getting starting on this endeavor, what are some recommendations you have to get the school started? • How do you ensure that all types of students’ voices are represented? • How do you find the time to do this work? • Audience questions

36. Resources for High Schools • www.apbs.org • www.pbis.org • www.flpbis.org • https://www.facebook.com/HSNetworkAPBS/

37. High School APBS Network Facebook Pagehttps://www.facebook.com/HSNetworkAPBS

38. *NEW: Lessons Learned on Implementation of PBIS In High SchoolsClick on Publications

40. Contact Information • Patti Hershfeldt, phershfeldt@midatlanticpbis.org • Stephanie Martinez, sam2@usf.edu • Monica Colunga, Irvine High School, monicacolunga@iusd.org • Adam Lane, Haines City High School, adam.lane@polk-fl.net • Link to join the APBS Network: https://docs.google.com/spreadsheets/d/1nWwb8ktF9-C4gA51-Fbm2iu8y6NiQ4f-80LXZTfb8jI/edit?usp=sharing