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Implementing PBIS in High Schools
Steve Romano-Technical Assistance Director
Illinois PBIS Network
Objectives
Understand the PBIS processDiscuss the sameness and differences
of high school implementationDevelop products pertaining to various
components of your SW planAction plan for the upcoming school year
What is PBIS?
A broad range of proactive, systemic, and individualized strategies for achieving important social and learning outcomes in safe and effective environments while preventing problem behavior with all students (Sugai, 2007).
What are the implications for your School?
Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity
1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures
Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing
5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing
Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive
80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive
School-Wide Systems for Student Success:A Response to Intervention (RtI) Model
Academic Systems Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm
How High Schools Are Different
SizeExpectations of staffStaff is departmentalizedMore groundwork is neededTeams can become layeredImplementation comes more slowly
Concerns
Initial buy-in (perceived need) Implementation to fidelity can take 3-5
years Time for meetings and training Organization of data (overabundance)
You’re not as different as you think you are
Need all the same components
Team development
Establishing expectations
Teaching
Acknowledgement
Data
Communication
Dealing with problem behaviors
It may look different in practice
Guiding Principals for the Implementation of School-Wide Initiatives
1. Establish and/or consolidate a school-wide leadership team that enables efficient communication and decision-making with large number of staff members.
Guiding Principals for the Implementation of School-Wide Initiatives
2. Start small and prioritize time.
3. Identify naturally occurring and useful data sources & systems.
4. Increase focus on teaching and encouraging positive expectations.
5. Maximize administrator involvement.
Guiding Principals for the Implementation of School-Wide Initiatives
6. Involve students and staff to greatest extent in decision-making, development, and evaluation activities.
7. Increase opportunities for feedback to students and staff.
8. Specify and focus on measurable outcome indicators.
9. Increase opportunities for academic success and competence of ALL students.
Final Thoughts
Patience is a Virtue –Especially in High Schools
Administrative Support is KeyStarting Small with Pilots in the Actual
Setting Where You Are Trying to Do thisNeed for Staff Development and
Modeling what We are Trying to Teach
Next Steps
Schedule next meeting date and timePick a priority issue to work on
www.pbis.orgwww.pbisillinois.orgwww.pbssurveys.orgwww.swis.org
Team Development
AdministratorDean/CounselorDepartment representationSupport staffClinical staffStudentsParent/community
Team Development
Core Team
Teaching
Acknowledgement
Data
Communication
School-Wide Behavioral Expectations
Center for School Evaluation,Intervention, & Training
www.luc.edu\cseit
Teaching Expectations
ExamplesStaff orientation
meetingsAssembliesLesson plans for
homeroomsPostersBooster weeksPre-correcting
Key ElementsRationaleNegative
examplesPositive examplesPractice
Teaching Considerations
Who’s going to teach the behavioral lesson plans?
Homeroom/Advisory
Social Studies
EnglishCan the lesson plans be tied to the state
learning standards?
Teaching Stories
Story One: I usually stand at the door and greet the
students as they come in, but this particular day I didn’t stand at the door. I was not wearing ID. I started talking to one student and kind of ignored the others. After the bell rang I took longer than usual to take attendance and ignored their questions – “Where is your ID? Why are you not answering my question? etc.” Then I asked them what was wrong with my behavior that day and we started talking about PARR.
Teaching Stories
Story Two: I talked to one student the previous day and
told him to act inappropriately in the classroom as soon as he came into the classroom. He walked in after the bell rang. He closed the door with a bang. Then he started singing. The amazing thing was the other students in the classroom handled the situation very well. They reminded him about PARR and told him to behave. Then we talked for a few minutes about what was wrong with the way he walked in and what is the right way to do it.
Acknowledgement
Three tiersDevelop a menuGet student input!Acknowledge behavior-not peopleInform staff-SOAR cardsSee Action Plan
Token
Center for School Evaluation, Intervention, & Training, www.luc.edu\cseit
CONGRATULATIONS!!!
DIVISIONS: Freshman div. 132 Mr. W
Sophomore div. 040 Mr. J & Ms. M Junior div. 903 P
Senior div. 816 Mr. W
YOU WERE ONE OF THE TOP DIVISIONS OF YOUR CLASS WITH THE LEAST NUMBER OF LOANER SHIRTS CHECKED
OUT FOR THE MONTHS OF November and December!
Be Appropriate and be in uniform; was our school wide goal for November and December!
Thank you for your dedication to making this a
PARR-FECT and APPROPRIATE school!
We will be having a large Pizza party for you this Thursday January 17th at 11:00am!
In the social room following finals students MUST have their ID’s on to gain entrance to the party!
Springfield High School
Southeast High School, Springfield
Reward Party In October, the
students were rewarded a party for 1 or less tardies. Over 900 students earned this privilege.
Staff Acknowledgments
Restaurant coupons for staff who gave winning student coupon
Auto detailing for staff member Starbucks delivered to class “Rock Star” (parking closest to school) “Whale Done” Trophy - The principal presents it to the
first winner at the first faculty meeting, modeling how it was to be presented. After that each winner looks for a colleague to whom the trophy can be given the next time
Principal takes over a teacher’s classroom for ½ hour one time during the course of a week if their name is pulled with a student’s gotcha
Extra planning period Thank you cards to teachers for support
John Maxwell-”The Law of theScoreboard”1.Let’s you know how to understand the game.2.Let’s you know immediately how well the teams are doing. Immediate
feedback that allows coaches to be able to evaluate progress (how teams are doing).
3.Scoreboard helps us to make good decisions. Helps you to be proactive.4.Essential to adjusting. Adjustment is the key to winning. Team that adjusts
is the team that wins. (They use data to tell them where they are and what adjustments need to be made.) How quickly will you adjust when you fail?
Allows the team to make changes in strategies. Don’t ignore the scoreboard/data.
5. Scoreboard is essential to winning.Personal ex. John had a heart attack. The scoreboard is needed to let you
know where you are. Tells you what to do to win. Adjust diet and exercise.Scoreboard tells us where we stand and we know where to start and how to
get there.
….. Always look at and share data with staff.
Data
What data do you collect?How do you use it?How is this data shared with the
School/Family/Community? With whom is it shared within the
School/Family/Community?How often?
Data Systems
SWIS/SWIS-like systemBig Five
Average per day per monthProblem behaviorLocationTimeIndividual student
Data audit
Communication
Staff meetings/PD daysSW PlanTeam meeting minutesData!!!!Teaching scheduleCelebrations
Defining the Problem Behavior
Students being late to class is a significant problem. Consistently enforcing the tardy policy will help us to reduce the number of tardies, thereby maximizing the amount of instructional time for our students.
A Tardy to Class is defined as entering the classroom after the bell has rung. You may require students to be in their seats when the bell rings, but do not enforce that rule as a tardy to class. Tardy to School is defined as entering the school building after the 8:20 bell has rung. If a student enters the school after the bell, the office will stop the student and complete the referral.
High School
• Teacher Managed Behavior– Excessive talking– 1 Period Attendance & tardy inform
parents– Off task– Drinks/Food/Gum (with clear
expectation for your class)– Missing Homework– Not prepared for class– I nappropriate Language– Lying– Dishonesty– Dress code violating– PDA– Hallway Disruption– Passing notes– Cheating/Plagiarism– I PODS– Technology equipment monitoring– I nternet monitoring
• Office Managed Behavior– Attendance & Tardy (multiple periods)– Chronic Attendance & Tardy– I nsubordination– Fighting– Vandalism– Verbal/Physical I ntimidation– Weapons– Gang Representation– Cutting class/school/teacher detention– Theft– Drug Violations– Directed Profanity– Arson– Harassment (including sexual)– Controlled Substances– Threats– Security threat/breach– Lewd notes– Repeated/Severe Off enses
T-Chart
Observe Problem Behavior
Warning/Conference with Student
Use Classroom Consequence
Complete Minor Incident Report
Does student have 3 MIR slips
for the same behavior in the same quarter
•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink
•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff
Write referral to office
Administrator determines
consequence
Administrator follows through
on consequence
Administrator provides teacher
feedback
Write the student a
REFERRAL to the main office
•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•Once written, file a copy with administrator
•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)
SIDE BAR on Minor Inc ident Repor t s
•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•Once written, file a copy with administrator
•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)
SIDE BAR on Minor Inc ident Repor t s
Is behavior office
managed?
ClassroomManaged
Office Managed
No YesDecision
Flowchart