Part I Building “Foundations” for a Supportive School Culture and Climate

Perry G. Keithley Middle School Parkland, WA Pride + Intentional Systems A Safe and Civil School

To be clear… PBIS: a framework to create preventative, multi-tiered evidence-based behavioral interventions to support students and create a positive school climate (tier 1 –universal—in behavior MTSS) Safe and Civil Schools: series of resources to improve behavior and school climate (CHAMPS, START on Time, Early Stage Interventions) – Foundations: “Step-by-step guidance for involving and unifying an entire staff to develop behavior supports…to increase student connectedness and motivation”

Implementing SWPBIS: Years Common Area and School-wide Policies (Module B) – School-Wide Plan: Teaching Behavior Responding to Misbehavior 2.Creating an Inviting Climate (Module C) – BIG 8 and Warm Demander – Leadership/Link Crew – Student Recognition/Reinforcement – Transitions 3.Triangulation of Data for Continuous Improvement Cycle (Modules A & F) – ODR/ISS/OSS – Attendance and Grades – Parent, Student and Staff Perception Surveys – Healthy Youth Survey – SET – Review360

Module B 1.Common Area and School-wide Policies – School-Wide Plan: Teaching Behavior Responding to Misbehavior

School-wide Policies Common Areas and Responding to misbehavior 1.Teaching Expectations 2.START on Time! 3.Active Supervision and Sweeps 4.Lining Up Students 5.Guest Teacher Protocol SEE IT OWN IT SOLVE IT

Common Area: START on Time Teach Expectations Student arrives late is given a tardy slip Tardies are tracked for a quarter – 3 rd, 5 th, 7 th tardy = lunch detention – Student conference and goal setting – Parent and student conference

Common Area: Active Supervision and Sweeps Teach staff STOIC: Movement Proximity Positive Interactions Corrections: Give Choices and Time Use: – a schedule (AM, PM, passing period tardy sweeps) – designated location for staff

Common Area: Guest Teacher Protocol Starts with teaching students the expectations. Teachers hold students accountable: - Recognize responsible students - Give consequences.

Common Area: Guest Teacher Protocol Day with Guest Teacher 1.Team teachers check in and give info about some students and how to manage or send students to a different designated classroom 2.Content area partner teacher reviews the lesson for the day 3.Staff do frequent check-ins to support guest teacher 4.Collect a naughty and nice list Day After with Guest Teacher 1.Team reviews naughty and nice list 2.Returning teacher plans a way to positively recognize student(s) on the nice list 3.Team meets with student(s) on naughty list—review expectations, student(s) writes a reflection, student(s) makes a call home, student(s) has a lunch detention 4.If a student is on a guest teacher naughty list more than 3 times then all the above and ISS

Partner Talk: Common Areas and Schoolwide Policies (2 min) Share elements you’d like to refine at your school Share elements you’d like to add to your school’s implementation

Module C 2.Creating an Inviting Climate – Warm Demander and BIG 8 – Leadership/Link Crew – Student Recognition/Reinforcement – Transitions

See June Jordan School website for helpful videos! See June Jordan School website for helpful videos!

Student Recognition RecognitionsFrequencyPurposeBehaviors Kolt Pride Ticket Winners 2 x Weekly More than 640 students win in the year Let students know that behaviors matter and they were caught showing Kolt Pride A one time being: respectful responsible a learner safe Kolt Character Student of the Month Monthly 6-10 students a month recognized 54 students this year and 60 next year Acknowledge students who goes beyond the 4 character traits and demonstrates the Kolt Commitment All four all month: being a learner respect responsible act with safely to self and others The Heart of the Kolt Quarterly 3-4 times a year Up to 12 students are recognized Recognize students who consistently reflect excellence in Kolt Character Attributes All quarter: kindness going BIG

What to do when the data doesn’t reflect the intent of the system?

Intentional Systems: Student Recognition Kolt Pride Ticket Winners 31% decrease to % increase to % decrease to % increase to % decrease to % increase to % decrease to % increase to 14-15

Shared data at staff meeting

1.What are the patterns we see in the data? 2.What factors were different and the same between last year and this year’s Blitz? 3.What factors should we try and keep in place and why ( hypothesis of impact )? 4.What factors should we change and why ( hypothesis of impact )? Collect feedback from staff. PBIS Team uses the ideas to plan changes.

Based on the feedback from March BLITZ date October BLITZ plan… Changed Changed the BLITZ to be 2 weeks instead of 4 Themed around a positive attitude verses specific behaviors To many different tickets, so we had one ticket for the two weeks Did not include staff incentive  Stayed the Same Linked BLITZ to character dare Increased the drawing each week Did daily drawing at lunch for smaller treats Created lessons and special tickets Want to adjust for next time: Bring back staff incentives Work with staff to learn how to make giving the ticket itself a reward Involve students in creating the lessons

Last Year’s Blitz reduced ODRs by 60! This year’s theme is good habits: – Learning ready – Kind words – School spirit

Intentional Systems: Student Recognition Teachers nominate and write a narrative about why. Mr. Edwards reads the narrative at assembly w/ parent/guardian(s) invited! Heart of the Kolt

Intentional Systems: Student Recognition Student of the Month

Intentional Systems: Student Recognition Staff to Student Student to Staff Staff to Staff Ongoing regard Regular expression of genuinely experiencing the value of another person’s behavior is the language of on-going regard. The intention is to enhance the quality of a special kind of information: – Informing the person about our experience of him or her. It is practice of non-characterizing, non-attributing communication. Postcards

Intentional Systems: Staff Recognition Start of Staff Meetings Ongoing Regard Ducks & Quacks

Transitions Elementary to MS 5 th grade and 6 th grade teachers meet 3x/year Last meeting 5 th grade teachers choose 7-10 “Most Wanting” students to share interventions that worked for them – Duplicated 6 th to 7 th, 7 th to 8 th, 8 th to 9 th New Students Advisory student-led tour – Lunch buddy Counselors run new student group – School expectations – Then “lunch bunch” feedback after two weeks

Intentional Systems I love this school! I feel more comfortable about coming to middle school. Kolt Camp-MS Transition

6 th Grade Kolt Camp Promotion Counselors and Kolt Crew visited 5 th grade students –answered questions about MS and camp Sign-up for Kolt Camp were given out by 5 th grade teachers to parents during May conferences Advertised at Keithley during the incoming “6 th Grade Parent Night” In July we sent post cards and an auto dialer call to remind to students who signed up

Partner Talk: Creating an Inviting Climate(2 min) Share elements you’d like to refine at your school Share elements you’d like to add to your school’s implementation

Module A 3.Triangulation of Data for Continuous Improvement Cycle (Modules A & F) – ODR/ISS/OSS – Attendance and Grades – Parent, Student and Staff Perception Surveys – Healthy Youth Survey – SET – Review360

Foundations Team Representative – Classified – Certificated – Administration Meet regularly – At least monthly PLC for implementation – What data are we looking at? Common Area Observations Tardies ODR/ISS/OSS Perception data – What do we need to do? Action Plan

ODR/ISS/OSS

Attendance and Grades

Parent, Student and Staff Perception Surveys

Healthy Youth Survey

SET

Review360

Partner Talk: Data-based Improvement Cycle (2 min) Share elements you’d like to refine at your school Share elements you’d like to add to your school’s implementation

Questions? Tom Edwards, Principal Shanti Kessler, Instructional Coach