session27 pbis · support initiative, highlands began district-wide implementation in 2008 we are...

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5/20/2015

It’s All About the RAMS!

How Highlands Ensures that All of the Students, Staff, Families, and

Communities are…

“RAMS for Life”

A Look at Our Journey… PA PBIS Implementer’s Forum

2015

Be Proud Be Golden…

We Are RAMS 2014-2015 Togetherwe will ensure that all

of us are RAMS 4 Life!

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RAMS…

Today we will answer the questions….

Where Did It Come From?

How Has It Evolved?

Why Is It Important?

Why is Highlands and RAMS making a difference?

Highlands School District • Located in Southwestern PA, Highlands School District

comprises the municipalities of Fawn Township, HarrisonTownship, Brackenridge Borough and TarentumBorough. The area is approximately twenty‐two squaremiles with a population of about 25,000. It is located inthe northeast corner of Allegheny County along theAllegheny River about 18 miles from Pittsburgh. Since2007 we have been implementing PBIS.

• The current enrollment at Highlands isapproximately 2,600 students. We have a professionalstaff of about 225 educators and administrators, and a support staff of nearly 200, including behavior specialists,therapists, secretaries, aides, food service,custodians/maintenance, security personnel, and aschool‐based probation officer. In addition we have a school‐based Partial Hospitalization Program

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Demographics

Socioeconomics (Free / Reduced Lunch)

HSD – 78%

Special Education Population

HSD – 28.2%

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Fidelity

Highlands is proud and grateful to have the following schools recognized:

FAIRMOUNT PRIMARY CENTER

FAWN PRIMARY CENTER

GRANDVIEW UPPER ELEMENTARY

HIGHLANDS MIDDLE SCHOOL

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As part of the state-wide Positive Behavior

Support Initiative, Highlands begandistrict-wide

implementation in 2008 We are in the Network

CORE Leadership Teams were established in each of the Buildings

Teams were all trained initially in the Summer 0f 2008 with kick-off

in August of 2008.

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RAMS… RESPECTFUL

ACCOUNTABLE MOTIVATED

SAFE

Highlands began implementing in all District Buildings

Offering students in Grades Pre-K through 12 the

School-Wide Approach to PBIS

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RTII and PBIS began together within the district with Response to Intervention and Improvement looking at Academics and response to instructional interventions and Positive Behavior Support looking at supports and interventions for

behavior.

Highlands also took on the tenets of Model Schools and William Daggett’s

work

What makes a difference is the RIGOR, the RELEVANCE and the

RELATIONSHIPS

The three R’s!

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WE ARE RAMS! (PBS)

We expect our students to be Respectful, Accountable, Motivated and Safe (RAMS) individuals, and only accept behaviors and attitudesreflecting those qualities in the classroom, on the playground, during freetime, and while participating in activities.

The administration, teachers and support staff teach students by examplewhat respectful, accountable, motivated and safe behavior looks like inour educational environment. A large portion of this philosophy dependson discipline, policy enforcement and community cooperation.

We believe in our students, and we believe that adopting "RAMS for Life"personal philosophy will result in success after students leave our districtand pursue their adult lives. Parents are asked to join us by encouragingthese characteristics at home and requiring that their children exhibitpositive behavior while at school.

RAMS CULTURE

OUR STUDENTS, STAFF, AND COMMUNITY

RAMS 4 LIFE

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Framework for enhancing adoption & implementation of

Continuum of evidence‐based interventions to achieve

Academically & behaviorally important outcomes for

All students

5/20/2015

SWPBS is Framework for enhancing adoption & implementation of

Continuum of evidence‐based interventions to achieve

Academically & behaviorally important outcomes for

All students

SWPBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students (Zins & Ponti, 1990)

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We were thrilled when the state took on the Multi‐Tiered Systems of Support!

A successful school, like a successful business is a cohesive community of shared values, beliefs, rituals and ceremonies.

Brendtro, Brokenleg & Van Bockern, 1990

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If you want deeply rooted change, you need to apply deeply rooted

methods. J. Goldstein, 1994 The Unshackled Organization

We provide wonderful

service to our students

Unique program offerings and

services

Communicators and

Collaborators are we

We keep a focus on growth and

change

We believe in being RAMS for all students

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Student Centered Planning

Building Relationships with parents and peers

Meaningful goal development and

meaningful progress

monitoring

Effective Specially Designed Instruction and Related Services

Researched based and

effective and planned

interventions

Mindset changes and positive

approaches

Multi‐Tiered System of Support Highlands School District!

• Creates a culture in which staff and students, and families and community are empowered as key decision makers to influence their own lives and the welfare of their community through safety, success and achievement

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Challenge students, involve parents, and encourage a strong

work ethic.

long‐term, intensive Responsible staff development Accountable and data analysis Motivated, Safe

mastery of the basics and higher

Response to level skills through fiscally sound management procedures additional help,

determine the effectiveness of remediation strategies

Intervention

Multi‐Tiered System of Support

PBIS long‐term, intensive

RENEW staff development Positive Family and data analysis

Supports

Response to Mindset and Culture Development for all

K‐12 Focus with Rigor, Relevance, and Relationships

Intervention

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es how

, and older

through a different lens

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Fosters a shared language

Organiz we talk about ourselves and our students

Keeps a focus on impact of the school on each student, staff, family stakeh

Keeps a focus on growth and

change

Promotes consistent

communication between teams, students and

families

Looking

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Students and Learning

Presume Competence

Viewing students through the lens of abilities will increase the likelihood of nurturing individual talents and providing all students the opportunities to learn what other students their age are learning in the general education classroom.

(adapted from Jorgensen, McSheehan & Sonnenmeier, 2007)

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Stages of Implementation: Moving Science to Service (Fixsen & Blasé, 2005)

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• Should we do this? Exploration/Adoption

• Put resources and systems in place Installation

• Initial pilots and assess results Initial Implementation

• The practice was successful, adopt system- wide Full Implementation

• Adopt variations of the practice and assess results Innovation

• Make this the way of doing business Sustainability

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A significant number of children will have been exposed to violence.

These are the children most likely to be having the most severe difficulties

in learning, with peers and with authority.

Decreased IQ and reading ability (Delaney‐Black et al., 2003)

Lower grade‐point average (Hurt et al., 2001)

More days of school absence (Hurt et al., 2001)

Decreased rates of high school graduation (Grogger, 1997)

Increased expulsions and suspensions (LAUSD Survey)

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A belief that adversity is an inherent part of human life– and that these

experiences shape the way that people behave. More importantly, Sanctuary recognizes the inherent resilience in

people and the belief that they can heal and learn.

A perspective that asks: “What’s happened to you?” rather than “What’s wrong with you?” when organizing goals and assessing

strengths and challenges

THESE ARE THE VALUES UNDERLYING HOW WE AGREE TO DO OUR WORK TOGETHER!

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Safety

Loss

Emotions

Future

The means by which we will view our challenges to create meaningful CHANGE!

What Are We Doing?

DISTRICT-WIDE AND SCHOOL-WIDE PBIS RENEW

POSITIVE FAMILY SUPPORTS/FAMILY CHECK UP UNIVERSAL SCREENING

MTSS/RTII TIER III

PAPBIS MODEL SCHOOLS NWEA

COMPASS LEARNING MENTAL HEALTH IN SCHOOLS/PARTNERSHIPS

INTEGRATED PBIS/SAP

It is all part of the Multi-Tiered System of Support

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Goals and Principles of RENEW

RENEW GOALS RENEW PRINCIPLES Self‐Determination High School Completion

Unconditional Care Employment

Strengths‐Based Supports Postsecondary Education

Building Family, Natural and Community Inclusion Community Supports

Individualized School‐to‐Career Planning

Potential Outcomes for Students

RENEW Improves

• Academic achievement

• Social, emotional, and behavioral competence

• Attendance rates

• Graduation rates

• Post‐school outcomes

RENEW Decreases

• Course failures

• Problem behaviors

• Dropout rates

• Tardies and truancy

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RENEW Strategies

• Personal Futures Planning

• Individualized Team Development and Wraparound

• Braided (individualized) Resource Development

• Flexible, or Alternative Education Programming

• Individualized School‐to‐Career Planning

• Naturally Supported Employment

• Mentoring

• Sustainable Community Connections

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RENEW Maps

• Use graphics and words • Use flip chart paper

History

Next Steps

Essential Next Steps and Follow

Up

Who You Are Today

Strengths &

Accomplis hments

• Engaging for participants

Fears, Concerns,

and Barriers

Goals People

What Works & Doesn’t Work

Dreams

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Dreams Map

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Pennsylvania State Structure of RENEW

Office of Developmental Programs

Bureau of Special Education

Community Care Behavioral Health

Department of Health

Department of Public Welfare

Disability Rights Network of Pennsylvania

High Fidelity Wraparound

Juvenile Probation Office

Office of Vocational Rehabilitation

Office of Children, Youth and Families

Office of Mental Health and Substance Abuse Services

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Tier I: Programming for ALL Students

• Rigor, relevance, engaging instruction with literacy strategies taught across the curriculum

• Clear behavioral expectations taught and reinforced • Strong guidance program for all students • Dropout prevention, e.g., 9th grade academies, Early Warning

Systems • Screening and ongoing assessment across domains • Data‐driven decision‐making at individual and school levels • Early and ongoing assessment for developing career and

graduation plans • Curricular connections to career and educational goals &

emphasizing choice; infusion of CEW standards across curriculum • Connections with community employers and post‐secondary

education, e.g., job shadowing, volunteering, work‐based learning • Families informed & engaged

Tier 2: Targeted Programming for Some Students

• Additional assessment and progress monitoring across domains as needed to meet individual need (e.g., diagnostics for academic skills, FBA)

• Explicit, supplemental smaller group instruction and supports for academic, social and interpersonal, transition, self‐determination skills.

• Targeted guidance intervention • Targeted dropout prevention: Check & Connect, mentoring,

possible Student Assistance Program • Supplemental assessment & planning for post‐secondary

outcomes and career (including transition planning for students with disabilities); work‐based assessment and learning

• Targeted supervision and follow‐up with community learning opportunities

• Additional outreach to ensure family engagement

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Tier 3: Intensified Programming for a Few Students

• Intensive, explicit, individualized or small group instruction and supports for academic, social and interpersonal, self‐determination skills.

• Intensified assessment & planning (e.g., RENEW, Person‐Centered Planning)

• Individualized interventions for dropout prevention

• Intensified instructional programming for secondary transition, with emphasis on self‐determination, social, independent living, recreation & leisure skills

• Intensified partnerships including parent, interagency and community

Adapted from the work of Morningstar (2011) and National Secondary Transition Technical Assistance Center (2011)

“Scale‐worthy” Evidence‐based Practice Horner & OR 2009

Sufficient scope to affect multiple outcomes

Scientifically verified

Local feasibility, acceptability & effectiveness

Described for high implementation integrity

Professional development for sustainability

Measurable benchmarks for progress monitoring

Systems for continuous improvement & sustained use

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Student outcomes

Practice selection

Practice implementation

Progress monitoring & systems integration

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4 Main Data Concerns

Student outcomes

Practice selection

Practice implementation

Progress monitoring & systems integration

Positive Family Supports/Family Check‐Up

Family Resource Center

Highlands Middle School

2013‐2014 School Year Created the Family Resource Center

Summer of 2014 Planned and Administered the Parent Surveys

2014‐2015 School Year Opened the Resource Center and began to make a difference for our RAMS students,

parents, and families.

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RAMS Family Resource Center


“How We Worked with Our Staff”

Teacher Opening Professional Learning

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UNIVERSAL STRATEGIES FOR PARTNERING WITH PARENTS FOR STUDENT SUCCESS

What are the challenges to working with parents….

• Common responses:

1) No time; too many other responsibilities

2) Difficult to reach families

3) Doesn’t feel useful; parents don’t get involved

4) Parent blames teachers / staff for student difficulty

5) Parent gets angry

• Many teachers avoid reaching out to parents for the above reasons

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What are the benefits with working with parents?

Common responses:

1) Helped parent understand how to support their

student academically

2) Supported a student through a difficult time

3) Helped parent learn about school or community

resources for their student

4) Got the parent involved and saw a student succeed

5) Felt good, parent was appreciative of extra effort

Changing Lives One RAM at a Time Schools that build positive relationships

with parents have students who demonstrate:

1) Less antisocial behavior (lying, stealing, fighting)

2) Less substance use (drugs, alcohol, nicotine)

3) Fewer absences

4) Better grades

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Changing Lives One RAM at a Time

• Make first contact a positive contact.

A brief positive contact with parents can go a long way to building a good relationship. Just like with the students, we should

have three positives to every one negative contact home.

• How can I make a positive contact? I’m busy!

Your school will be sending positive postcards home to all families within the first month of school by team.

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Changing Lives One RAM at a Time

Not all information we need to report to parents

will be positive.

It’s important to deliver information to parents in a constructive manner that will reduce defensiveness and

promote positive working relationships

with families.

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Considerations for Parent Contacts….

1) Parent might feel nervous about a call from the school

2) Parent might feel overwhelmed by other life stressors

3) Parent might sound angry or defensive, but is most likely worried and unsure how to solve the problem their child is experiencing

4) Parent may have a history of negative school experiences

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Preparing for Parent Contact

Your school has used Parent School Readiness Screeners

• Review the Parent Check‐In before a parent contact to get a feel for the parent’s perspective. These are located in the Family Resource Center.

• Use the information to guide your approach with the parent

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Partnering with Parents for Student Success: Worksheets

Effective LEA Practice

PBIS

Check‐In/Check‐Out

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CICO Note Home

____________________

Week of: _________________

Respectful

Accountable

________________________ - Parent

Motivated

Safe

________________________ - Teacher

Friday:

Monday:

Tuesday:

Wednesday:

Thursday:





“One of the Ways We Got the Word Out!”

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“Special Education and PBIS Program Series”

Public Information Brochure

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“RAMS….Engaging Parents and Increasing Parent and Community Involvement”

Parent Training and Inservicing

Parent “RAMS 100”

Transition Meetings

Homework Academy

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“RAMS….Engaging Parents and Increasing Parent and Community Involvement”

“Parent U”

Project RENEW

Transition Camp

Parent and Community Open House

Child Area of PFS/FC Room

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FRC‐FCU LOGO

FRC‐FCU PARENT MEETING

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FRC‐FCU COMPUTER RESOURCE AREA

FRC‐FCU COMPUTER RESOURCES AREA

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FRC‐FCU PARENT ACCESSING GRADES AND RESOURCES

Sharing Our Successes…A Parent and Student Story…

5/20/2015

• Our First Sixth Grader

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FRC‐FCU SIGN MADE BY ART DEPARTMENT

PARENT RAMS 100

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WE ARE PROUD OF OUR ROOM! WE LOVE THIS PROCESS!

Why Universal Screening for Behavior?

• Prevalence estimates of emotional and behavioral disorder range from 2% to 20% of the school‐age population

• Only 1% of students receive special education services for emotional/behavioral disorders.

• Vast majority of students with emotional and behavioral disorders will be taught in a general education setting with a general education teacher.

(Walker et al., 2004)

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Student Risk Screening Scale

(SRSS; Drummond, 1994)

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Student Risk Screening Scale (SRSS)

• Identifies students with externalizing problems

• Seven items

• Grades K‐6

• Evidence that it can be used in grades 7‐12

• No cost

• 10‐15 minutes for classroom of 25

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Student Risk Screening Scale

• Teachers evaluate a broad range of socially validated behaviors‐behaviors that affect teacher‐student relationships, peer acceptance, academic performance, and more.

STUDENT RISK SCREENING SCALE‐IE TEACHER NAME: Date completed:

0 = Never

Ste

al

Lie

, C

he

at,

Sn

ea

k

Beh

avio

r P

rob

lem

Pe

er

Re

jec

tio

n

Lo

w A

cad

emic

Ac

hie

vem

ent

Ne

ga

tive

Att

itu

de

Ag

gre

ssiv

e B

eh

avio

r

Em

oti

on

ally

Fla

t

Sh

y; W

ith

dra

wn

Sa

d;

De

pre

sse

d

An

xio

us

Lo

nel

y

1 = Occasionally

2 = Sometimes

3 = Frequently

Use the above scale to rate each item for each

student.

Student Name

SRSS-IE • 12 items total

• 7 externalizing items • 5 internalizing items

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The Framework for Teaching: Components of Professional Practice

Domain 2: The ClassroomDomain 1: Planning and Preparation Environment a. Demonstrating Knowledge of Content

Domain 4: Professional Responsibilities a. Reflecting on Teaching b. Maintaining Accurate Records c. Communicating with Families d. Participating in a Professional Community e. Growing and Developing Professionally f. Showing Professionalism

Domain 3: Instruction a. Communicating with Students b. Using Questioning and Discussion

Techniques c. Engaging Students in Learning d. Using Assessment in Instruction e. Demonstrating Flexibility and

Responsiveness

and Pedagogy b. Demonstrating Knowledge of Students c. Setting Instructional Outcomes d. Demonstrating Knowledge of Resources e. Designing Coherent Instruction f. Designing Student Assessments

a. Creating an Environment of Respect and Rapport

b. Establishing a Culture for Learning c. Managing Classroom Procedures d. Managing Student Behavior e. Organizing Physical Space

pbevan 88

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The Whole is the Sum of Its Parts…..

PA Core Standards+

Deep Learning of Concept and

Skill

Instructional Shifts

Response to Instruction & Intervention+

Quality Instruction &

Support

Progress Monitoring

Educator Effectiveness+

Improvements in Teaching

Improvements in Learning

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Characteristics of Effective Teams

• Team has set clear and demanding performance goals

• Team has clear unity of purpose

• Everyone participates in discussion

• Team members can express ideas freely

• Each individual carries her/his own weight

• Meeting atmosphere is professionally relaxed

• Decisions are made when there is general agreement

• Team members feel empowered

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Be Proud! Be Golden! Let’s be RAMS!

Our Stories…. How you can take a district-wide or Pre-K to 12 Focus…

Be Proud! Be Golden! Let’s be RAMS!

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session27 pbis · support initiative, highlands began district-wide implementation in 2008 we are...

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