Coaching at the High School: Successes &

Challenges

Kristin Ruhsam Tegelman, Appleton West High SchoolMichelle VanArk, Kaukauna High School

Andy Waldvogel, Baraboo High School

Dana Kuehl, PBIS Technical Assistance CoordinatorMichelle Polzin, PBIS Technical Assistance Coordinator

Agenda• High School Monograph—Summary of Research• Panelist Sharing

• Andy Waldvogel, Baraboo High School• Michelle VanArk, Kaukauna High School• Kristin Ruhsam Tegelman, Appleton West High

School• Questions

6 Chapters

Summarizes High School Forums held in Illinois

Four Exemplar Schools

Watch video clips at:www.pbisvideos.com

Copy of document posted in handouts section for conference

Worked to put together research and recommendations in the following areas:

1. Role and Support of Administration2. Orientation, Participation and Professional

Development for Staff3. Data for Decision Making4. Integration of Academics and Behavioral Support5. Implementation of Secondary/Tertiary Supports

High School Forum Workgroups

Administrative Role

• Articulate the need for change• Share the vision of the future• Build confidence in the ability of PBIS to

help reach that goal• Take an active and visible role in the

development of PBIS• Provide staff development for PBIS team

and staff

Staff Buy-in

• Have staff conduct needs assessments• Communicate PBIS strategies using demonstrations• Include staff and student ideas on how to improve school climate• Include staff in development of school-wide expectations• Communicate with and solicit staff input

Student InvolvementInclude students from all backgrounds to participate on student teamStudent team members can help develop and implement

• Relevant expectations• Lesson plans for teaching expectations• Effective acknowledgements for students & staff• Grow and change to ensure cultural relevance and effectiveness based on data

• Frequent removal from class for behavior leads to drop out

• We want to send the message to students that we have high expectations AND that we want them in school

• Interconnected Elements that lead to student success:• High-quality instruction• Effective classroom management strategies• Climate (student-teacher relationships)

Connecting Behavior & Academics

School-Wide PBIS Implementation in High Schools: Current Practice and Future Directions Flannery & Sugai (2009)

• Improve student-teacher relationships• Show them we care

• Reduce problem behaviors to increase instructional time• Less discipline = more instructional time

• Create a positive start for freshman • i.e.: Freshman Semiar

• Create options for credit recovery & accelerated credit accumulation for at-risk students• Get creative and find ways to graduate on time!

Critical Features to Promote Academic Success

School-Wide PBIS Implementation in High Schools: Current Practice and Future Directions Flannery & Sugai (2009)

• Is there a need to adopt SWPBS in our school?• Readiness, district support, student social

behavior• Are we implementing SWPBS practices with fidelity

that will impact student behavior?• Use of fidelity measures

• Is student behavior improving?• Behavioral and achievement data

• How do we sustain and continuously improve behavior support in our school?• Validate & celebrate staff efforts by sharing data

Questions For High School Teams To Consider

School-Wide PBIS Implementation in High Schools: Current Practice and Future Directions Flannery & Sugai (2009)

Tier 2 and 3 Intervention SupportsProvide additional support for students with high-level behaviors to increase likelihood of graduating• Use of evidence-based interventions• Structured and predictable environment • Function-based behavior assessment and

intervention • Integrated academic and social behavior support • Skill building in self-awareness and self-

determination• IndividualizationSchool-Wide PBIS Implementation in High Schools: Current Practice and Future Directions Flannery & Sugai (2009)

Panelist Stories

PBIS at Baraboo High School

Baraboo High School

Enrollment: 985American Indian: 2.7%Asian: 1.2%Black: 1.0%Hispanic: 4.5%Pacific Islander: 0.2%White: 89%

The Role of Internal Coach

Build consensus & local capacity Emphasize accountability Communication with staff, students, and

stakeholders Build credibility through consistency

goes a long way with staff and students Meet with Universal team monthly Manage PBIS Budget System Support

Staff Buy In

Diverse Universal Team Data analysis & allow staff to identify needs Share what you learn

trainingstrends

Go slow Weekly staff acknowledgement email Monthly luncheons

Administrative Support

PBIS is a District initiative in Baraboo

At BHS:

Building Principal = External Coach

Assistant Principal = Internal Coach

Attended state and national conferences

Calendar enough time with staff

Student Involvement Acknowledgement System Student RISE Panel First Day assembly Link Crew summer Orientation program Marketing students

Connecting PBIS to Academics

Building on our on-time behavior theme Goal: 90% of all assignments will be turned

in on time Menu of Cool Tools

Data Based Decisions

T - Chart ODR Procedure

CommunicationCONSISTENCY

Data Based Decisions

www.pbisapps.org

TIC - quarterlyperfect for assessing tier 1 implementation

when first starting out

BOQ - Annually (spring)

team members consensus and coach

perspective

SAS - Annually (spring)identifies staff priorities when action planning

Working Smarter Not Harder

What current practices can be a part of the PBIS framework

Registration Link Crew Enrichment Period Parking Open Campus privilege

Kaukauna High SchoolPBIS is the Ghost Approach for Our 1130 Students

Demographics

Enrollment: 1100American Indian: .2%, Asian: 1.5%, Black: 1.0%, Hispanic: 3.0%, Pacific Islander: 0.0%, White: 91.9%

The Role of PBIS Coach• 2 teachers that act as coaches, which means internal coaches

have 1 class period each day for our PBIS duties. • organize and facilitate meetings of our PBIS team and work

closely with administration to put our plans in place.• plan and organize our behavioral lesson plans.• keep the staff, students, and parents updated on our PBIS goals• monitor data• plan our school-wide celebrations and organize the reward

system for our students.

• Next year, our PBIS coaches will have added responsibilities and be considered RtI systems coaches.

Staff Buy-In• We are going into our 3rd year of PBIS• Staff helped create school wide matrix. Sometimes common

ground is difficult to find but we agreed on this.• Staff is overwhelmed so upon the advice of an elementary

administrator we tried to find our first successes without teacher help

• Some staff openly fight against our reward system• Now our reward system does not depend on token rewards

• Lesson plans not followed-we needed to make it easy!

Staff Buy-In

• Our goals/ initiatives• Operation Target Tardies—Needed staff buy-in, but didn’t work• Commons Clean Up-Didn’t need staff buy-in, and it worked• Attendance improvement—Didn’t need much staff buy-in, and it

won over staff

• We’ve struggled with being able to offer staff rewards• Community volunteers offered massages• Coupons and gift cards from local restaurants• Partnership with our Parent Advisory Council (PTO)• Out of pocket• Advisory activities in which students write thank-you notes to

teachers

Staff Buy-In: How We’re Trying• Surveys on surveymonkey.com• Faculty Meetings Q & A time• Make it easy when sending instructions/ classroom materials• Need to Know (staff newsletter from principal)has a PBIS

section which always includes• Data• Tip to improve classroom behavior• Upcoming meetings and events

Administrative Support• Building level support for Tier 1, but district support is lacking

• Associate Principal heads student advisory panel during our weekly advisory/homeroom

• Associate Principal head of attendance initiative and a large part of our attendance success in reducing absenteeism

• PBIS is always given some time during monthly faculty meetings

• 2 staff with .17 FTE for PBIS/RtI duties

Student Involvement and Incentives

• Advisory Panel of Students meets once a week and gives administration input on all types of student issues

• We invite students from Advisory Panel to some PBIS meetings

• PBIS coach is also student council advisor• Surveys through advisory/homeroom class

• Found K-Town Kash unfair• Quarterly rewards based on: (no ODRs, no unexcused absences, 1

tardy or less, passing all classes) • Student organizations helped plan FUNCH- “funner,” longer

lunch with activities. School wide celebration.• Student of the Month/ Staff member of the month

Teaching PBIS• Videos don’t always work if there isn’t staff buy-in, but

students like watching their peers on screen

• What works for us: data share during advisory, advisory activities, and an personalized kick-off

Sharing Data with Students, Staff, and Parents:

1st semester missed class periods 2012-13 compared with missed

class periods for 2011-2012. Note: our goal is to reduce last year's

absences by 10% or have less than 35, 439 missed class periods

Total of missed class periods with Excused Absences 1st semester

Total of missed class periods with Unexcused Absences 1st semester

34731

29611

5120

39372

32727

6645

Total Number of Missed Class Periods: Comparing the Current School Year with the Last School Year

Current School Year 2012-13 Last School Year 2011-122

Fill in the blanks……. According to CareerBuilder.com, here are 10 of the strangest excuses employers said they heard. These were all considered unexcused absences, as they all turned out to be lies.• Employee's ________________________ stole his car and he had no other way

to work. Employee didn't want to report it to the police.• Employee said __________ got in her hair.• Employee said a ____________fell on him.• Employee was in line at a coffee shop when a truck carrying flour backed up and

dumped the flour into her _______________.• Employee ate too much at a ___________.• Employee got a cold from a ____________.• Employee's child stuck a __________ up his nose and had to go to the ER to

remove it.• Employee hurt his back chasing a _____________.• Employee had a headache after going to too many

_________________________.• Employee drank _________________ by mistake and had to go to the hospital.

Teaching PBIS

• Kick-off Decorations• Each locker got a personalized welcome back note framed with

our 3 expectations. Some stayed up through 1st semester• Expectations everywhere

• Clocks, soap dispensers, toilet paper holders, light switches• Each teacher had an inspirational quote on his/her door framed

with the basic expectations

Tier 2 and 3 • Skills for Success Classes (Offered for 9th and 10th grade students)

• Description of Class: KHS data from the 2011-2012 school year showed that there were a significant number of students who had performance deficits and motivation concerns, not skill deficits. To address this concern, the Skills for Success class was created. This is an intervention class that works on organization and study skills. Students are given time to work on homework with the help of a teacher, and their missing assignments are monitored.

• Eligibility for Class: Students are eligible for Skills for Success if they meet three of the following criteria:

*Three or more office discipline referrals*Ten or more days absent*Three or more D’s or F’s *Discrepancy in their data—high test scores (ex: WCKE, MAP,

EXPLORE) but failing grades*Teacher recommendation

Tier 2 and 3• Progress Monitoring: Teachers will use point sheets, consider missing assignments

and grades, and have individual student conferences to monitor progress in Skills for Success.

• Dismissal from Intervention: At the end of the semester or year, students can be dismissed from Skills for Success if:

*No more than one F, and a C or better in Skills for Success*Teacher recommends dismissal*Progress on point sheets

*When students are dismissed, they will have the option of a “Check-in Check-out” program with the Skills for Success teacher. * If students are not ready for dismissal at the end of their 10th grade year, they have the option to take some classes from the

School Within a School program.

• Staffing Plan: Skills for Success is one class period, and there will be about 15 students per class. There will be one section for 9th graders and one section for 10th graders offered all year.

DataWhat data do we collect?

• We collect attendance, tardies, and ODR data• We find that ODR data doesn’t show us everything because not every

behavior problem is documented this way• We collect information on surveys from staff, parents, and students

• What is the biggest behavior problem we face?

How do we use data to decide what needs to be done?• What can we tackle successfully, what do we have the support to do?

How do you use data to see if your actions worked?• Monthly- we go over all reports• Weekly-we monitor data related to our goal/initiative

Our data story• Attendance: We saw 11-12% reduction in missed class periods

during quarters 1, 2, and 3.

• We saw a 27% reduction in missed class periods during quarter 4.

How We Did It• Surveys showed that absences bothered teachers, and we

knew that we could take on this initiative without bothering staff to do more record-keeping. We also knew that the number of missed class periods had been increasing over the past 3 years.

• Lesson during advisory• Data everywhere: newsletters, online grade book, advisory

period• Administrative focus on chronic absenteeism• Goal: 10% reduction in missed class periods leads to FUNCH, a

longer lunch period with fun activities.

What would we like?• An easy way to have staff document behavior and academic

interventions• More time in the day

Advice to other Schools• Win over teachers with a success that doesn’t involve them.

Then, ask more of them.• Videos are good, but sharing data showing progress on our

goal was equally effective. If you do have videos, make sure parents see them.

• Get familiar with • PBISworld.com• Coaching calendar on Wisconsin PBIS network

• Use Benchmarks of Quality Assessment to set your goals for the next year

Kristin Ruhsam Tegelman

Appleton West High School Student Population:1275 StudentsStudents of Minority: 27%Students with a Disability: 19%Students with Free or Reduced Lunch: 44%

My Role In PBIS

• Internal Site Coordinator

• Serve on the Internal Site Committee

• Social Skills and Publicity Sub-Committee Leader

• Report at Quarterly PBIS Committee Meetings

The Essential Piece to Making PBIS Work Within Your School

STAFF BUY-IN

The ALL-IN Staff MemberThey are the First to ask…

What can I do?How can I help?

Get Them On Your PBIS Team ASAP!!

Get Them Talking About PBIS to Other Staff

They are the Least of Your Worries and Will Almost Always do Exactly What You Ask

The COMPLIANT Staff Member

SOMETHING NEEDS TO CHANGE BUT I’M NOT CONVINCED YET

I’LL DO IT BECAUSE I HAVE TO BUT I DO NOT LIKE IT

Use Your Data

Ask Them to Join a Committee

Ask for Input and Feedback

Be Consistent

Provide Rewards

Be Supportive and Ask About Concerns

Give Opportunities to Meet 1-on-1

Do Not Pressure Them

Give Them Time

The COMPLACIENT Staff MemberSomeone Who is Set in Their Old Ways

Punishment vs. Praise

Behavior Should be Dealt with by the Office

This is Just Another Fad

How Do We Deal with This Staff Member?

Student Committee and

Acknowledgements

STUDENT INVOLVEMENT

Student Advisory Committee

• Committee Make-Up

• Meetings

• Communication with Student Population

• Responsibilities

TERROR BUCKSReward System

Handed Out by ALL Staff

50 Given to Each Staff Member at the Beginning of Each Week

Staff Has the Option of Printing More

10 TERROR BUCKSQuarterly

Reward

Used Sporadically During Booster Weeks

USING the TERROR BUCKS

DRAWINGS PURCHASINGWeeklyMonthly QuarterlySpecials

CandyLocal Restaurant

CouponsSchool SuppliesSchool Store ItemsFriday Open

Campus LunchWest Merchandise

ACKNOWLDGING STUDENTS• All-School Celebrations• PBIS Student Board• Daily Announcements• Website

Challenges at the High School Level

• Student Buy-In

• Appealing Rewards

• Money

• How to Not Make it So Elementary

• Staff Being Consistent

Making the Connection Between Behavior and Academic

Performance

PBIS and ACADEMICS

PBIS in the CLASSROOM

Kick-Off Week

Classroom Matrix

Allowing Some Teacher Control Over Their Classroom Environment

MAINTAINING EXPECTATIONS in the CLASSROOM

Staff Meetings

1-on-1 Teacher Meetings

1-on-1 Student Meetings

Lunch Bunch Meetings for Tardies

Booster Weeks

Tardy for the Party

If I Could Have ANYTHING to Help Me as a Coach…More Time

More Money

More Immediate Staff Buy-In

Staff Trust

More Collaboration Time with Staff

A Network of Other High School Coaches to Share Ideas With and Learn From

My Advice in the Long Run

Don’t let anyone tell you that something isn’t going to work.

Give ideas a try before you bail on them.

If something works celebrate your achievement!

Continually find new things that students like and if students like something keep doing it.

You can’t let one bad attitude ruin it all.

Stay committed to your timeline.

Stick with it and BELIEVE in the process.

Questions?

Thank you for coming today!