Implementing PBIS in High Schools Steve Romano-Technical Assistance Director Illinois PBIS Network

Objectives Understand the PBIS process Discuss the sameness and differences of high school implementation Develop products pertaining to various components of your SW plan Action 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, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at

How High Schools Are Different Size Expectations of staff Staff is departmentalized More groundwork is needed Teams can become layered Implementation 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 Key Starting Small with Pilots in the Actual Setting Where You Are Trying to Do this Need for Staff Development and Modeling what We are Trying to Teach

Next Steps Schedule next meeting date and time Pick a priority issue to work on

Team Development Administrator Dean/Counselor Department representation Support staff Clinical staff Students Parent/community

Team Development Core Team Teaching Acknowledgement Data Communication

School-Wide Behavioral Expectations

Center for School Evaluation, Intervention, & Training

Teaching Expectations Examples Staff orientation meetings Assemblies Lesson plans for homerooms Posters Booster weeks Pre-correcting Key Elements Rationale Negative examples Positive examples Practice

Teaching Considerations Who’s going to teach the behavioral lesson plans? Homeroom/Advisory Social Studies English Can 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 tiers Develop a menu Get student input! Acknowledge behavior-not people Inform staff-SOAR cards See Action Plan

Token

Center for School Evaluation, Intervention, & Training,

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 the Scoreboard” 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 system Big Five Average per day per month Problem behavior Location Time Individual student Data audit

Communication Staff meetings/PD days SW Plan Team meeting minutes Data!!!! Teaching schedule Celebrations

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.

T-Chart

Decision Flowchart