SW-PBS in High Schools

Supplemental ResourcesWith resources from:

Sugai, Horner, George, Borgmeier, Flannery, High Schools Implementing Across the Country, etc.

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High Schools’ Concerns…

• Low academic achievement• Antisocial school culture & behavior

– Insubordination, dress code, language use, etc

– Low attendance, tardies, substance use– Withdrawal, depression, emotional

disturbances– Dropping out, substance use, delinquency

• Graduation, careers, postsecondary• Social skill deficits

“Reinventing” What & How We Teach:

The New 3 “R’s” for the 21st CenturyRIGOR

High standards, content level and instruction Meeting needs of all students Focus on increasing student achievement Preparing students for post-secondary education, careers, life

RELEVANCE Helping students to understand why something is important to

learn Fostering curiosity & life-long learning by providing students

opportunities to explore learning that is personally relevant to them

RELATIONSHIPS/RESPECT Students won’t learn or work hard for teachers who do not

respect them You can’t motivate a student you don’t know

Tony Wagner

National High School Alliance

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Predictable Reactive Responses

• When we experience aversive situation, we select interventions that produce immediate relief by– Removing student– Removing ourselves – Modifying physical environment– Assign responsibility for change to student

&/or others

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Assumptions

• Adolescents should know better…most do• Adolescent will “get it” & change…many do• Adolescents must take responsibility for own

behavior….most know they should & do….appropriately & inappropriately

• Punishment teaches right way….not really• Parents will take care of it…many try• Adolescents will learn from natural

consequences….most doWHAT ABOUT NON-RESPONDERS?

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So…How should we respond?

Surgeon General’s Report on Youth Violence (2001)Coordinated Social Emotional & Learning (Greenberg et al., 2003)Center for Study & Prevention of Violence (2006)White House Conference on School Violence (2006)

•Positive, predictable school-wide climate•High rates of academic & social success•Formal social skills instruction•Positive active supervision & reinforcement•Positive adult role models•Multi-component, multi-year school-family-community effort

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PBS: How High Schools Differ

•School size varies•Teachers see role as teaching behavior and academics•Targeted behaviors are reflected in office referrals•Teacher-student relationships are easily formed•Easier to shape student behavior•Outcome is educational gradual progress

•Larger numbers of students and staff – Hierarchical management•Teachers see role as teaching academics- content focused•Targeted behaviors are reflected in attendance, performance, and office referrals •Impersonal atmosphere – lack of shared responsibility•Expectation of adult behavior•Outcome is educational mastery and competitive achievement – end outcomes•Student responsibilities: jobs, family

In General In High School

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High School DVD: Chapter 3

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Teaming

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Administrative LeadershipBe Knowledgeable & Involved

• Inspire and promote a shared vision• Acknowledge that change is hard• Play an active and visible role

– Lip service won’t cut it; be an active team member– Model PBS philosophy & practice with staff as well as

students– Teach, redirect, reinforce– Mindset & action is consistent with prevention & capacity

building, instead of monitoring and control

• Get other administrators up to speed & involved

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The High School PBS Core Team

• Team members should be highly regarded and motivated staff

• All members of core team must be knowledgeable and engaged– Willing to talk about PBS to other staff members

– Have time & ability to take on tasks to support initiatives

– Diversify personal strengths

• Clear expectations for what team is to do

• Team membership mostly stable from year to year

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Preparing for Success

• Reallocate resources

• Schedule a common planning time

• Data is accurate & up to date

• Core team meetings are a priority

• Plan for faculty & student input

• Be willing to listen & explore conflict

• Start with small concrete goals

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High School DVD: Chapter 6

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Teaching Expectations and Rules

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Teaching Expectations

• Include students• Use variety of teaching methods• Do not rely on role play alone• Incorporated into instruction• Can include self-determination components• Prepare your staff to teach behavior

In High School

Ideas for Teaching Students• Use student leaders, Use Future Educators of America (FEA) to

develop strategies• Survey students for suggestions & concerns• Use clips from popular movies• Pilot with a small group of students• Different lesson plans for upperclassman vs. lower• During advisory, homeroom, study hall• Independent student analysis of scenarios, classroom discussion

with products, bell work• Student must developed product covering Student Code of Conduct

(PowerPoint, video, poster, examples & non-examples• Art contests, “Graffti” wall• Scavenger hunts• Rolling video across TV screens, online modules

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Working with Subject Areas

• Task force to ID specific ways expectations can be worked into existing curricula– Language arts, civics, social studies, statistics, general

science, media– Solicit embedding ideas from all faculty and students

• Make it easy for the rest of the faculty• Prepare your staff to teach behavior• Get their impressions of the lessons afterwards, too

• Use homeroom, study hall, before/after school waiting areas; consider adding social skills class to schedule– Emphasize time saved with appropriate behavior

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A High School Kick Off Timeline

• Prior to the opening of school: Parents and Freshman/New Students invited to rotational meetings for academic & behavioral expectations

• First three days of school: Orientation for returning teachers, new teachers, cafeteria staff, security guards, etc.

• When school starts: Separate assembly for freshman; sophomores-seniors have refresher orientation

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Folder: Teaching Appropriate Behavior

•Variety of Lesson Plans (over 50)

• Respect • Responsibility• Readiness• Student Code of

Conduct• Social Injustice

• Goal Setting• Appropriate Language• Acceptance• Anti-Bullying• Optimism

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“Chuck Chuckerson” Video

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Rewarding Students

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Recognizing Students for Meeting Behavioral

Expectations

•Rules vary across multiple settings•Students may contact many more staff on a daily basis•Behaviors of concern differ (attendance, tardy, etc.)•Rewards must be valued – HS students do like “hokey” things!•Do not try to solve academic deficiencies with behavioral rewards

In High School

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To Reward, or Not To Reward?

• Increase the likelihood that students will behave

• Teaching tool

• Increase opportunities to build positive adult-student relationships, create positive climate

• Encourage students to “take the next step”

• Counteract negative peer influences

• Shape intrinsic motivation

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“PBS requires schools to use token economies”

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Token Economies

Benefits

•Fast & Efficient feedback

•Flexible

•Bridge to long-term reward

Drawbacks

•Logistics can be intimidating

•Counterfeiting worries

•Faculty buy-in

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School-Wide Behavior Bingo

Be Respectful

Be Responsibl

e

Be Ready to Learn

Homeroom

Class 1

Class 2

Lunch

Class 3

Class 4

Class 5

Class 6

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High School Reward Programs

• Tickets/tokens• Stamps• Bingo Cards• Phone calls home• “Fast passes” for cafeteria• Tickets to school sporting events• Parking spaces• Dances

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High School Reward Programs

• Buy back a tardy• Shadow a teacher/administrator for a day• Silent auction during lunch• VIP/Hospitality Room at special events• Preferred Parking Pass• Music played over loudspeaker between classes• Faculty/student sports competition• Go to/Get out of Pep Rally• Tailgating Party• Seat Cushions

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Rewarding Staff

Earn Dollars to be redeemed for:• Free Lunch• Duty Free Week• No Bus Duty• No Morning Duty• Extra Planning Period• Wear Jeans• Get Out of Pep Rally

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Other Ways to Reward Staff

(Teachers hated attending pep rallies)

•Homecoming Week:

– Every teacher attending rally had name placed into drawing

– 5 Winners received gift certificate to Denny’s

– Additional recognition in newsletter

•Class of the week:

– Identified through administrator walk-throughs

– One class per week nominated, based on outstanding instruction, student behavior and student work. 

– Announced on Wolf-TV and presented with a framed certificate pronouncing them Class of the Week.

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Still More to Consider…

• Web Resources:

– Ideas for Free Incentives: http://flpbs.fmhi.usf.edu/revision07/schoolwide/schoolexamples/Rewards-Incentives/Ideas%20for%20Free%20Incentives.pdf

– Increasing the Effectiveness of Reward Systems (non-token economy based): http://flpbs.fmhi.usf.edu/revision07/schoolwide/schoolexamples/Rewards-Incentives/Increasing%20the%20Effectiveness%20of%20Reward%20Systems.pdf

– Add Laura Riffel Ideas

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Folder: School-Wide Reward Systems

•Positive Student Referral•Reinforcement Planning Matrix•Celebration Survey•Reward Procedures•Rationale for Acknowledging Students•Viking of the Month•List of Non-Cost Reinforcement Ideas

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PBS DVD Rewarding Staff

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Effective Discipline Procedures

a) Definitionsb) Office Discipline Referral Formsc) Developing a Coherent Office Discipline Referral

Processd) Developing Effective Responses to Problem Behavior

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Responding toProblem Behavior

•Office vs. Class vs. Dean vs. Security must be clear• Consistency is difficult (teacher and administrator)• Do not forget tardies- attendance• Prepare your staff to redirect not confront/ combat students

•See Negative Consequences Examples from Folder

In High School

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Establish a Philosophy

•Prepare your staff to redirect, not confront or combat students

•Shift in mindset from monitoring & control to prevention & capacity building•Kids want to succeed, adults want to help them be successful•Evaluate the values reflected in your current discipline policies

•“3 Strikes & You’re Out” doesn’t help kids graduate•See Negative Consequences Examples from Folder

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Thinking Outside the Box• Loss of Privileges (temporary)

• Parking• Participating sports, clubs, productions, etc.

• Academic Web-Based ISS• Mini-modules

• Student studies (often independently) a specific topic• Combination of videos, readings, research, etc.

• YouTube, popular movies, TV shows, etc…• Blackboard, Illuminate, I-Tunes, etc…

• Consider a test on the content of the course

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Thinking Outside the Box

• Community Service/Service Learning• Behavior Contracts• Restitution• Restorative Justice• Peer Mediation/Teen Court• Referral to Community Agencies/Diversion Programs• “New and Improved” ISS, Saturday School,

Detentions• Back Pack Club

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Folder: Effective Discipline Procedures

•Staff Incident Reports•Lansdowne High Flowchart•Negative Consequence Examples

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Implementation

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Pre-Training Steps

• Administrator must express buy-in• Identify volunteers for team

– May or may not have staff representation• Form team• Team identifies areas to target in upcoming

year– Buy-in, specific setting, parent support– Use data

• Formulate implementation plan

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Universal Leadership Teams

•Facilitate buy-in – may be difficult across grades, learning communities, departments•Size and distribution of leadership•Utilize departmental structures•Account for diverse philosophies of education

In High School

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Staff and Student Participation

In High School• Challenges

Staff expectations for teaching academics Staff expectations concerning discipline Behavioral data are not public and values Differences in personal, political views

• Staff understanding of SWPBS Use data, stories from other high schools, pilots

within your school Student involvement Consider student team or student members on the

core team Student leaders should be given public roles

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Student and Parent Involvement

• Student buy-in will change faculty behavior– Build student involvement: student PBS team

– Student leaders should be given public roles

• Parental support will foster relationships between school, students, and faculty– Greater support for administrative and faculty

decisions

• Get input and make changes based on results

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Building Staff Buy-In

In High School• Main focus of activities prior to training• May take a year or longer to obtain 80%• Ensure involvement of all stakeholders

– Parents– Students

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Build Staff Buy-In Prior to Implementation

• Main focus of activities prior to training• May take a year or longer to obtain

consensus• Start with pre-implementation surveys:

– what works/ what doesn’t– what are the school’s perceived priorities

• Ensure involvement of all stakeholders– Parents– Students

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Handout

Buy-In During Implementation• Start small (biggest bang for your buck)

• Have an implementation plan• Team meetings• Weekly, monthly rewards• Least amount of work for faculty

• Focus on one setting or behavior• Use data to determine starting point

• Small reward component

• Have baseline data• Make it clear & easy• Reward staff behavior• Share outcome data and celebrate success• Survey staff AND make changes based on survey

results

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Buy-In Strategy

• Do the “Data Walk”– Post graphs of different kinds of data around the room

(demographics, attendance, classroom, achievement, kids re-taking courses, time in counselors’ offices, climate, graduation, etc…)

– Staff walks through in small groups, create hypotheses for a selection of graphs (2-3?)

– PBS Team uses ideas in their problem-solving meetings, and during faculty buy-in presentations

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Implementation Strategies

• Get your heads together– 1 year planning to build administrator and faculty buy-

in prior to roll-out and training

• Implement one grade level, hallway, subject area, etc… at a time

• Develop internal and external PBS Coaches

• Extended training to accommodate the larger school-based teams

• Continued and frequent social skills groups across all staff and students

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Ongoing Professional Development is Required

• PD is tied to data• Allocate PD days (full and/or partial) to PBS

topics; and/or include PBS in established topics

• Teachers will need additional info on:– Classroom implementation– Verbal de-escalation– Behavior basics, effective consequences– Activities to build philosophical consensus

• Be a participant• In-service new teachers on SWPBS

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High School DVD: Chapter 4

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High School DVD: Chapter 5

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Folder: Implementing Tier 1

•Lebanon High School Teacher Handbook•Focusing PBS on Adults•Survey•High School Top Ten•PBS in Florida High Schools•Student Voice Project•PBS in High Schools: Notes from Video•Parent Flyer

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Evaluation

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Emphasize Data

• Faculty won’t buy into a new practice unless they understand why it’s being implemented (buy-in)

• Consider different kinds of data: dropouts, re-taking courses, truancy, etc…

• Use the problem-solving process for behavior and academics - Core team makes recommendations to faculty, they may accept, or amend & implement

• At least 1-2x/month, look at fidelity & effectiveness (are we doing what we said we would, & is it working?).

• Identify weak system components

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High School DVD: Chapter 8

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Folder: Evaluation

•PBS Newsletter•Developing Early Warning Systems to Identify Potential High School Dropouts

•Another piece of data to analyze•Is Tier 1 having a positive impact on students who are at-risk for dropping out?•Students who may need more than Tier 1

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Classroom PBS

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Classroom Management

• Prepare staff• Discipline with dignity• Pre-teach, teach and re-teach• Effective use of humor

In High School

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High School Articles•HIGH SCHOOL SWPBS IMPLEMENTATION:

•Bohanon, H., Eber, L., Flannery, B., & Fenning, P. (2007). Identifying a roadmap of support for secondary students in school-wide positive behavior

support applications. International Journal of Special Education, 22(1), 39-59. •SECONDARY/CLASSROOM SUPPORTS IN HIGH SCHOOLS:

•Moroz, K., Fenning, P., & Bohanon, (under review) The Effects of guided practice, publicly posted feedback, goal setting, and acknowledgement on classroom tardies in an urban high school implementing school wide positive

behavioral supports.

•HIGH SCHOOL DISCIPLINE POLICIES AND PBS:•Fenning, P., Golomb, S., Gordon, V., Kelly, M., Scheinfield, R., Banull, C. et al. (in press). Written discipline policies used by administrators: Do we have

sufficient tools of the trade? Journal of School Violence.

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Before Getting to Work…

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High School DVD: Chapter 12

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Windsor High School DVD