High School Teachers Teach Content: Implications for SW PBS Implementation

1. High School Teachers Teach Content: Implications for SW PBS Implementation IASP Conference November, 2011. Dr. Sandy Washburn and Michele Brentano, Indiana University Jeff Ziegler,, Randy DeShone, Jimtown High School, Baugo Community Schools, Elkhart, IN Contact: swashbur@indiana.edu, mbrentan@indiana.edu

2. SWPBS at the High School • Challenges • Organizational Structure and Size • Does not foster shared responsibility for individual students or school environment • Difficult to integrate initiatives • Priority on teaching academic content • Students expected to be fluent in social behavior • Emphasis on sharing academic data, not behavioral data

3. SWPBS at the High School • Addressing Challenges • Start small and establish concrete, valuable goals • Make explicit connections to existing efforts • Use existing communication structures, facilitate frequent conversations • Establish strong team and support the team • Help faculty understand need and facilitate active participation • Share data in visual formats, monitor progress • On-going professional development • Move slowly

4. Jimtown High School • Unique Advantages • Small school • 13 teachers voluntarily attended CM Workshop • New Asst. Principal w/ a proactive philosophy • Strong Team • District and Cooperative Support— • All other Baugo Schools involved in SW PBS planning • District leadership/support and external coaches from special education cooperative

5. Getting Started • External Coach—BC from SE cooperative • Internal Coach—Special Ed. Teacher with credibility and flexibility in schedule • School Leadership Team • Asst. Principal, teachers from across departments, union president • Existing Communication Structures—Focus Groups • 3 team members sports coaches

6. Getting Started • Team Norms, Meeting Roles, Efficient Processes, and Communication Assignments • Students—Student Advisory Group • Build Relationships • Learn history • Build on existing plans • Listen and Understand—Back to the Future Protocol • Data • ODR, Teacher Survey • Presentation to faculty

7. Tardies and Attendance • 2 of 4 top concerns (Class disruption, homework completion) • Teacher survey—ODR data confirms • Baseline— • 321 tardies for 2008-09 • 226 tardies for 2009-10

8. Late to School, Late to ClassOn-Time to School, On-Time to Class • Prior to planning, understand • A-B-C analysis • Multi-component Plan--Universal • Prevention, Teaching, Rewarding, Correcting • SW Expectations, Setting Specific Behaviors, Teaching Plans, Adult Responsibilities, Acknowledgments, Consequences, Monitoring • Practices, Data, Systems, Outcomes

9. Universal Plan—Responsibility Campaign to Chill Lateness • See handout • SW Expectations—Code of Ethics • Location Specific Behavioral Examples • Teaching Plans • Adult Responsibilities • Acknowledgement—Tropical Heatwave • Consequences—Sign In, Parent Contact, Freezes • Monitoring

10. Improve On-time • 4th tardy + results in office notification and assignment of detention • Starting in 2009-10, students do not miss class time for tardy (<8) • Outcomes

11. Improve On-time • Responsibility Campaign to Chill Lateness started 4th quarter 09-10

12. Improve Attendance-Universal • Initial Brainstorming--Multi-Component Plan • Prevention, Teaching, Acknowledging, Responding • Practices, Systems, Data, Outcomes • Increase Frequency and Clarity of Messages to Families and Students • Attendance Newsletter • Faculty attention • Goal Setting and Monitoring • Class Competitions • Individual Rewards

13. Attendance Newsletter • Goals—concrete • Performance—individual student, class • School attendance associated with positive outcomes • 700% difference between 20 students with highest GPAs and 20 students with lowest GPAs • Attendance Graduation $ potential • Tips/Help • Vacation Planning

14. Attendance-Class Competitions • Attendance rate counted on certain day • 1-2 per month • Announced first few, unannounced thereafter • Class with highest rate and minimum of 98% • 5 extra minutes on lunch the following day • Started in November • Now planned out for rest of year

15. Individual Rewards-Attendance • Perfect attendance for quarter • Sticker placed on back of ID • Budge pass can be used every day • Other special privileges • 20 tickets in end-of-year raffle • 98% for quarter--missed only one day • 10 tickets in raffle • Sticker placed on back of ID • Budge pass can be used Fridays • Perfect attendance for year • 50 extra tickets in raffle

16. Improved Attendance

17. Improved Attendance

18. Improved Attendance • Attendance has increased overall and for each grade level • Plans to reward improvements by class • An overall increase of 1.25% means that students gained 695 instructional days---in just the first semester.

19. Attendance-Targeted Group • Point Guard (mentoring/monitoring) • Incoming Freshmen & sophomores • 66 students identified • Poor history of attendance --10 or more absences • Faculty, aides, principals asked to mentor/monitor 2 kids each • See handout • Progress Monitoring • ARC—Attendance Resource Committee • Point Guard refers when attendance continues to be a problem 4 or 5 absences • Problem Solving Team

20. Point Guard—Initial Outcomes • 66 students identified August 2010 • As of Jan 2011 • 8 no longer enrolled • 2 went to Homebound • 13 attendance rate declined • 2 no change • 41 made some progress --72% • 170 student instructional days gained

21. Point Guard—Next Steps • Implementation Checks • More frequent Progress Monitoring • Sharing data with faculty, families and community • ARC-problem solving • Celebrate Individual Student Progress • Correlate with other outcomes • Fade to Self-Monitoring and Self-Management • Assignment of Point Guards

22. Moving into the Classroom • Most ODR’s come from classroom • Teacher Survey—Top Concerns (2 of 4) • Classroom Disruption • Homework Completion • Classroom System Assessment by Team • Instructional Engagement

23. Teach Like a Champion by Lemov • All faculty given book • Team chunks sections • Asks faculty to read short sections • Demonstrates techniques • Facilitates discussion • Engages faculty through practice, application • Follows-up with faculty reporting

24. Momentum • After 2 school years--80/80 on SET • Teachers integrating Code of Ethics into Instruction • Tardy—Universal Plan • Attendance—Universal and Targeted Group Plan • Classroom—Universal--Instructional Engagement • Classroom—Universal--Align rules with code of Ethics • Team and Faculty looking at data • Team quickly implemented typical universal plan pieces • Teaching Matrix for Common Areas, Lessons, Adult Responsibilities, Acknowledgment, ODR Process and T-chart, Monitoring • Tier 2—Homework is Important, Discovery Period

25. Faculty Survey--Progress • 12 statements related to improvements in student behavior, teacher management and overall climate. • Respondents were instructed to consider improvements over the past two years, contrasting the current status with what existed prior to PBS implementation.

26. Unanimous Agreement

27. Overwhelming Agreement

28. Majority Agreement

29. Senior Survey

30. Senior Survey 70% Agreed

31. Senior Survey 28% Agreed

32. Lessons Learned – Team Members • Don’t assume that kids & faculty know expectations • Communication/getting input • Start with non-invasive plans • Choose team wisely • Make sure someone can bake • Attend to and address team dynamics • Be patient • Celebrate early and frequently (w/ the faculty especially) • Student engagement key

33. Lessons Learned-Trainers • Start with Faculty Concerns • Listen, Learn, Adapt to local context • Build Relationships • Use Universal Planning Framework, Tiered Support, and PBS Basic Elements to build plans to address faculty concerns • Coaches and team networking • Active Principal Support