hosted by the west allis/west milwaukee school district

HIGH SCHOOL PBIS NETWORKINGFebruary 13, 2015

Lori Cameron Marlene Gross-Ackeret

Hosted by the West Allis/West Milwaukee School District

Introductions Walk over to the Learning Center – tour, meet

staff and students – PBIS implementation DATA, DATA, DATA Review of PBIS Apps DEWS update Why We Teach Behavior and

Acknowledgements at the High Schoool Networking Announcements

Welcome and Overview

Announcements: School of Recogntion Applications

Learning Center Tour Data Walk Through (West Allis presentation) PBIS Apps Networking

11 – Noon: External Coach Session

Agenda

Applications will be available beginning of March

Due end of April

School of Recognition

Answer the question. Provide documents and data when asked Complete the BOQ by end of March

General Guidelines

Principal and Coach leadership/attendance at meetings

Use of ODR data for problem-solving Demonstration of the impact of data

decision making process Process for teaching new staff and students

PBIS process Matching supports with student needs

General Practices

Classroom Management – All classes:◦ Classroom Matrix◦ Teaching classroom procedures◦ Classroom Acknowledgement System◦ Classroom Consequence System

Family Engagement◦ Several venues used to communicate with families◦ Survey◦ Teaching◦ Parent rep on Tier 1 team

Culturally Responsive Practice◦ Problem solving from disaggregated data◦ Reviewing teaching practices◦ PD for staff

Integrated Academic and Behavior Systems◦ Integrated use of data and same problem solving process

Merit Vs Distinction

Learningcenter.wawm.k12.wi.us Brief Description Tour of school Implementing PBIS

WAWM Learning Center

Data, Data, DataD. Stanley and B. Linzmeier

Feburary 13, 2015

How does your High School collect data?

What works well?

What needs to be fixed?

Questions???

Schools PBIS trained during 2010-11 and 2011-12 school year

Used district’s current data system to track behaviors (not SWIS)

We did okay tracking data, however…..

In the Beginning….

Took two hours or more to pull usable data Could not pull all the needed data (Think

the Big 5 x 2) No way to track minor behaviors

…There were problems

District sent two people to be trained as SWIS facilitators in Fall of 2012

All 17 schools in district trained in SWIS is Fall of 2012 – using to track Majors and minors

Schools using SWIS-CICO by end of 2012-13 school year

Move to SWIS

Schools have access to all of this great data… What do they do with it?

Now What?

Data Walk◦ Staff spent an afternoon analyzing their behavior

data for 1st semester◦ The Big 5 plus ethnicity and Spec Ed behavior

reports were reviewed by the staff◦ Staff looked at data and answered three questions

and recorded responses on a Google Form

The Alternative Learning Center

Here What – stated what the data showed◦ We have 37 referrals for skipping 6th period

So What – why that data point was important◦ Students are missing instruction during that class

period. Our attendance is poor during this period◦ Staff was able to state their “wonderings” about

the data as well Now What – possible next steps to address

data point◦ Provide extra “incentives” to attend 6th period-

Possible required or desired class for students

Three Questions

Created staff buy-in around behaviors – saw what was happening in the building

Created discussion around “common language” and common definitions of behaviors

PBIS team was able to introduce new systems to address staff concerns – including a new matrix and acknowledgement system

Results of Data Walk

Data analyzed on weekly basis – high flyers are scheduled for a “Friday Meeting” (staff only)

Staff meets to discuss student. Brief background on student and summary behaviors given

Staff discussed what works and what doesn’t work for student

Student plan discussed and implemented – shared with all staff

Friday Meetings

If student continues to receive high number of referrals – the staff will “revisit”

If students behaviors are “too intensive” students is referred to admin behavior team

Friday Meetings

Students with high number of referrals were able to choose a teacher of their choice to meet with 2-3 times per week

Meetings are meant to be positive in nature and brief

Focus on building positive relationships with students

Teacher – Student Mentors

How does your High School collect data?

What works well?

What needs to be fixed?

Questions???

School codes no longer work Coordinators must set up school users

◦ Team member – can enter BOQ and TIC data◦ Reader – can down load reports

SAS is done by sending a link to all school staff

Change to PBIS Apps

https://www.pbisapps.org/

Decide who will be entering Implementation scores◦ Limit this to 1 or 2 people, including Tier 2

Decide who to give access to reports◦ Outside External Coach?◦ Principal?◦ Other team members?

◦https://www.pbisapps.org/

What you need to do….

https://www.pbisapps.org/

DPI released new DEWS resources ◦ http://dpi.wi.gov/dews

DEWS Action Guide – very helpful for schools to use DEWS as an integral part of an integrated universal screening process

Dropout Reduction Strategies – research-based, looking at behavior, mental health and academics

Accessing DEWS Rosters - print out and YouTube video

Dropout Early Warning System (DEWS)

http://dpi.wi.gov/dews

Why Teach Behavior at the High School?

Teaching Behavioral Expectations for Academic and Social Competence shows that

we CARE.

Research on Teacher Caring Bulach's (1998)' Deiro's (1996), and

Nodding's (1992) research on caring demonstrates that when students perceive their teachers as caring, their grades and behavior are positively influenced.

Miller’s research results show the influence of teacher caring on students‘ grades and behavior. ◦ Teachers implementing high levels of anxiety-

reducing behaviors show statistical significance with student academic grades.

Source: Richard M. Miller (2008)

Definition of Caring

“Caring is not a program or strategy, but rather a way of relating to students, their

families, and each other that conveys compassion, understanding, respect, and

interest.”

(Noddings, 1988)


Specific Caring Behaviors Reducing Anxiety

◦ Calling students by name and greeting them as they enter the room

Listening and Being a Friend ◦ meet their needs of belonging

Rewarding Good Behavior and Appropriate Use of Criticism◦ meet students' needs for self-esteem, which

allows a student to focus on self-actualization needs so learning can occur


Six Strategies for High School TeachersDeiro (1996) expressed six strategies to develop a nurturing and caring environment:1. Create one-on-one time with their students2. Maximize individual and small group

activities3. Intersperse personal and academic talk 4. Conduct personal conversations during non-

class time5. Write comments on students' papers 6. Use nonverbal communication such as eye

contact or a pat on the backSource: Richard M. Miller (2008)

“The teacher's power is based upon the student's admiration andrespect for the teacher.”

(Deiro, 1996)

How different are High Schools?

High Schools are different, but…..

Not Really DifferentSteps needed to teach students expected behaviors: 1. Develop school-wide expectations2. Define expectations across all school settings3. Teach expectations to all students4. Provide modeling of expected behaviors5. Provide examples and non-examples of expected

behavior 6. Provide opportunities for students to

practice/use expected behaviors7. Pre-correct students for expected behaviors8. Acknowledge students for exhibiting expected

behaviors

Positive Behavior Support in High Schools: Monograph from the 2004 Illinois High School Forum of Positive Behavioral Interventions and Supports

ChallengesTop Three High School Implementation Challenges: Administrator buy-in Teacher buy-in Consistency amongst teachers and staff in

teaching behavioral expectations


Suggested SolutionsDevelopment of Expectations and Training Establish linkage with elementary and middle

schools – start teaching early Use student leaders to develop strategies for

teaching expectations Survey students for suggestions and

concerns Establish committee of parents, students,

staff, and administration Clearly define expectations – tardiness


Suggested SolutionsFormal Instructional Strategies

Use TV and intercom for teaching Use video of staff and students Use pre-correction to teach in context Use creative roll-out procedures such as

videotapes, popular movies, role-playing Provide formal lesson plans Provide flip chart notebook to teachers and

substitute teacher with structure of lesson Have teachers check-off that they taught certain

expectations each month


Suggested SolutionsInformal Instructional Strategies

Teachers act as role model Utilize teachable moments. Posters of expectations in established areas


Suggested Solutions Design activities to promote teaching of behavioral

expectations ◦ Direct training of teachers via in-service and lesson plans, ◦ Reward teachers during a weekly drawing for teaching

expectations◦ Have teachers use a “check-off sheet” to monitor whether

or not they have taught all of the behavioral expectations Designate times to teach behavioral expectations

◦ Advisory period It was suggested that the advisory period occur during the bell

schedule Limited to15-20 students

◦ Students orientations include sessions delivered by the guidance department


How do you acknowledge students and staff?

How do you keep it fresh!

Resources

Networking

High School Acknowledgements

Last general Networking Sessions◦ March 17th – CESA 1◦ March 18th – Cudahy HS

New PBIS TAC!

Recognition Applications◦ Early March through the end of April◦ Review and assistance provided at Networking

session

Wrap-up and Announcements

hosted by the west allis/west milwaukee school district

Documents