1. Introduction to Exploring SWPBIS in High School Settings
Hank Bohanon

2. Powerpoints
Enduring Understanding: Have an increased understanding of the components of developing an effective high school climate

3. Essential Questions
Why is it important to take your time when implementing supports?
How do we address the early stages of implementation?

4. Thank you!
Michigan’s Integrated Behavior and Learning Support Initiative
Michigan Department of Education, Office of Special Education and Early Intervention Services 4 4

5. Thank you!
“Systematic Analysis and Model Development for High School Positive Behavior Support” Institute for Education Science, U.S. Department of Education, Submitted with the University of Oregon. Awarded 2007.
(Q215S07001)
“Character Education: Application of Positive Behavior Supports” to U.S. Department of Education, Safe and Drug Free Schools. Awarded (R324A070157) 5 5

6. Thank you! Anne Gordon, Portage Public Schools
Diane Newman, Haslett HS
Dr. Jeff Thoenes, Williamston HS

7. Taking Your Time

8. Buying a car List out the steps you took last time you bought a car…
bestig.blogspot.com

9. Steps Consider Needs Research Not First! Sample Sign Up
Place the steps for purchasing a car in the right order – at each step – what are people afraid of? Why did you not see the contact first? People are not the change – but the loss – you have to build the why before what and how. See Being Boss
Sample
Sign Up
Car
Research
Test drive
Contract

10. Ask before you tell: Gathering Information
See Handout: Exploring Some Michigan High Schools
What is working well?
Next steps?
What connections do you make?
See examples in packet of need assessments
Jim Knight
Amy Kroll
Teachers were able choose the steps they would take before referral
Some schools teaching – banners – posters – matrix
Check and connect in some schools.

11. Creating the Conditions for Learning
School Climate
Engagement
Check and Connect
Culturally Responsive Teaching
Relationships
Respect for Diversity
School Participation
Safety
Olweus Bully Prevention
Botvin Life Skills
Emotional Safety
Physical Safety
Substance Use
Environment
Check in Check Out
+ Academic Support
CBITS & Mental Health Awareness
Physical Environment
Academic Environment
Wellness
Disciplinary Environment
Wayne/Beth
Kristen Harper, Office of Safe and Healthy Students,
United States Department of Education

12. Supporting Social Competence &
Academic Achievement
4 PBS Elements
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior

13. Key Elements Systems – Josh, flight, checklist Practices Data
Administrative Commitments, Coaching (external/internal), Representative Teams, Audit of practices, Priority
Practices
Based on evidence
Data
Process and impact
What and with whom? 13

14. Don’t train what you cannot support
Ready
Not so much

15. Video Example See TGM example
Why is this conversation a sign the staff is moving forward with buy-in?
See: Team training: Reviewing self-assessment data to determine priorities
See 15:28-17:00

16. Early Stages: Exploration

17. What do we know about implementation
Successful systems change (Kotter, 1995)
Created sense of urgency
Core group of leaders
Long-term vision for change
Implementation occurs in stages (Fixsen, et al., 2005)
Exploration
Installation
Initial Implementation

18. Urgency Leads to Change
Stephen King
Shining and Carrie
Maine Passes Law
That was about me..
Reasonable dissatisfaction
reasonable dissatisfaction with current reality that  can be connected with better future – from Being Boss

19. Here’s Hank…
All presenting and no play makes Hank a dull boy. All presenting and no play makes Hank a dull boy. All presenting and no play makes Hank a dull boy. All presenting and no play makes Hank a dull boy. All presenting and no play makes Hank a dull boy. All presenting and no play makes Hank a dull boy. All presenting and no play makes Hank a dull boy. All presenting and no play makes Hank a dull boy….

20. Exploration Examples From 4 High Schools
Communication - timeliness
School climate
Efficient meetings
Integration of PD
Work with PLCs
Define academic and behavior expectations
Use data for decisions
Braid initiatives
Align administrative supports with strategies
Students within special support needs
Need for increased school spirit
Distribute roles
Parental involvement
Focus groups – across students, teachers, administrations
See example of questions

21. One High School
PBS Self-Assessment Survey –

22. Academic Systems Behavioral Systems
Designing School-Wide Systems for Student Success A Response to Intervention Model
Academic Systems
Behavioral Systems
Tertiary Interventions/Tier 3:
*Young Leaders
*National Honor Society; Eyes on the World
Secondary/Tertiary-SLC teams
Tertiary Intervention/Tier 3:
- Assessment based…Wraparound,
1-5%
1-5%
Secondary Interventions/Tier 2:
Secondary/Tertiary-SLC teams
AVID; Mentor Moms
Credit Recovery
After School Matters
ELL
Summer School/(First Year Connection)
Gear-Up
5-10%
5-10%
Secondary Interventions/Tier 2:
- AVID, After School Matters
- ELL;Gear-up;
Summer School(First Year Connection)
- In HouseTutoring- Mentor Moms
Lisa
80-90%
80-90%
Universal Intervention
Tier 1:
In-House Tutoring; Summer
School (First Year Connection),ASPIRA;_
Service Learning;
Attendance andTardies_
SLC; PARR; First Year Seminar
Universal Intervention/Tier 1:
-PARR
Attendance and Tardy
- Small Learning Communities (SLC) 22

23. What are our priority months for support?

24. Build Case with Data: Create Urgency (Kotter, 1995)
Writing a referral is not a bad thing, it is necessary!
We hope you have fewer reasons
Instructional time given to referrals
(20 Minutes per referral)
77,400 Minutes = 1,290 Instructional Hours

25. Reflection Review “Stages for implementation”
Given your current setting –where are you in the Exploration Phase?
What might be some key experiences you can use to bring along your staff?

26. Resources
State Implementation & Scaling-up of Evidence-based Practices Center
Kotter, J. (1995). Leading change: Why transformation efforts fail. Harvard Business Review, 73(2), 59–67. Retrieved from