1. School Climate Transformation Grant – State Education Agency High School Challenges July 29, 2016
Heather Peshak George, Ph.D Brandi Simonsen, Ph.D.
University of South Florida University of Connecticut
Stephanie Martinez, Ph.D Patricia Hershfeldt, Ed.D.
University of South Florida John Hopkins School of Education

2. Using the Adobe Webinar Room
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Please type into the chat box the state in which you are representing (in case you did not indicate that when you signed in)
Please type comments and questions into the “Questions and Comments” pod
Download webinars documents from the SCTG tab on

3. Expectations We will be as clear as possible
We will “shift gears” on the webinar based on your questions and responses to the polls (if used)
You will avoid multitasking so you can share your insights with the group
We will all give everyone an opportunity to speak within the 90 minutes allotted
You will ask questions, participate in the polls (if available), and share comments in the response pods
We will have FUN while learning from each other!!!
We will post the recorded webinar and any supplemental material on

4. High School Challenges

5. High School Implementation of SWPBIS
Key Foundational Systems
Core Features of Implementation
Key HS Focus Areas
HS Contextual Influences
School Engagement and Success
SOCIAL BEHAVIOR
ACADEMIC SUCCESS
PERSONALIZA-TION / SCHOOL BELONGING
FRESHMEN SUPPORT
Communication
Leadership
Data
Size
Culture
Developmental Level
There are factors of the high school CONTEXT that can influence how the key features are implemented. The three that we have noted most in our work are Size, Culture and Dev Level……expand on each.
Taking those three contextual variable into consideration, three key systems really come into play. Data, Leadership and Communication. Expand on each.
That being said, the core features of PBIS implementation do not change when implemented in HS. We still focus on Data, Systems, Practices and Outcomes.
Finally, if we take our context into consideration and always ensure that we have those three key systems strongly in place, we are better equipped to implement SWPBIS in our settings in order to meet our identified outcomes. In HS, we are trying to help students to be engaged and successful in school so that they can complete high school and be successful in their next steps. There are different ways we do that: support their social and academic behavior through a variety of efforts, we encourage personalization and belonging through clubs and numerous extracurricular activities, and there is growing acknowledgment that freshmen support is an important piece of that puzzle. So our overall goal of producing young adults who are ready for whatever is next has a lot to do with how we think about implementing PBIS at the high school level.
Flannery & Kato, 2012

6. Essential Features: Tier 1
Data-based problem-solving: climate surveys, EWS data, graduation, attendance, academics- GPA & course failures
Teaming: cross representation of staff and students
Implementation of elements: start small and simple (i.e. target one location, one behavior, Freshman class)
Stakeholder buy-in: comparison high school, student voice, present everything as a draft, “way of work” handling discipline
Facilitate leadership: multiple administrators and deans, team leaders
Implementation of elements: make age appropriate expectations, rules, rewards. Hence why student voice is VERY important

7. Essential Features: Tiers 2 & 3
Data-based problem-solving: identification multiple sources of data for screening and schedules-combination of academic & behavioral data; lack of available progress monitoring tools, & decision rules
Implementation of interventions: evidence based programs and practices; need to identify personal to provide, scheduling; matching student need to interventions
Teaming: content knowledge, one unified team for academics and behavior
Stakeholder buy-in: comfort level of screening, progress monitoring, reinforcing skills across settings

8. Implications for SEAs
Adapt training materials to include resources, tools, examples for high schools
Identify successful “model” high schools
Learn from the “model” high schools to adapt training and technical assistance
Review student outcome data and fidelity data to identify areas of needs and barriers
Consider including strands or sessions on high school implementation in SEA professional development opportunities and institutes

9. Your turn…
What are you currently doing to support LEA capacity building of PBIS at high schools?
What are some of the barriers you have encountered and how have you worked around them?
Any written products that can be shared with the group?

10. SCTG-SEA Webinars for 2016 Date PBIS Partner Topic September 23
Tim, Heather
Rural challenges
November 18
Brandi, Tim
Coaching networks