Implementing PBIS in High Schools

Steve Romano-Technical Assistance Director

Illinois PBIS Network

Objectives

Understand the PBIS processDiscuss the sameness and differences

of high school implementationDevelop products pertaining to various

components of your SW planAction plan for the upcoming school year

What is PBIS?

A broad range of proactive, systemic, and individualized strategies for achieving important social and learning outcomes in safe and effective environments while preventing problem behavior with all students (Sugai, 2007).

What are the implications for your School?

Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

How High Schools Are Different

SizeExpectations of staffStaff is departmentalizedMore groundwork is neededTeams can become layeredImplementation comes more slowly

Concerns

Initial buy-in (perceived need) Implementation to fidelity can take 3-5

years Time for meetings and training Organization of data (overabundance)

You’re not as different as you think you are

Need all the same components

Team development

Establishing expectations

Teaching

Acknowledgement

Data

Communication

Dealing with problem behaviors

It may look different in practice

Guiding Principals for the Implementation of School-Wide Initiatives

1. Establish and/or consolidate a school-wide leadership team that enables efficient communication and decision-making with large number of staff members.

Guiding Principals for the Implementation of School-Wide Initiatives

2. Start small and prioritize time.

3. Identify naturally occurring and useful data sources & systems.

4. Increase focus on teaching and encouraging positive expectations.

5. Maximize administrator involvement.

Guiding Principals for the Implementation of School-Wide Initiatives

6. Involve students and staff to greatest extent in decision-making, development, and evaluation activities.

7. Increase opportunities for feedback to students and staff.

8. Specify and focus on measurable outcome indicators.

9. Increase opportunities for academic success and competence of ALL students.

Final Thoughts

Patience is a Virtue –Especially in High Schools

Administrative Support is KeyStarting Small with Pilots in the Actual

Setting Where You Are Trying to Do thisNeed for Staff Development and

Modeling what We are Trying to Teach

Next Steps

Schedule next meeting date and timePick a priority issue to work on

www.pbis.orgwww.pbisillinois.orgwww.pbssurveys.orgwww.swis.org

Team Development

AdministratorDean/CounselorDepartment representationSupport staffClinical staffStudentsParent/community

Team Development

Core Team

Teaching

Acknowledgement

Data

Communication

School-Wide Behavioral Expectations

Center for School Evaluation,Intervention, & Training

www.luc.edu\cseit

Teaching Expectations

ExamplesStaff orientation

meetingsAssembliesLesson plans for

homeroomsPostersBooster weeksPre-correcting

Key ElementsRationaleNegative

examplesPositive examplesPractice

Teaching Considerations

Who’s going to teach the behavioral lesson plans?

Homeroom/Advisory

Social Studies

EnglishCan the lesson plans be tied to the state

learning standards?

Teaching Stories

Story One: I usually stand at the door and greet the

students as they come in, but this particular day I didn’t stand at the door. I was not wearing ID. I started talking to one student and kind of ignored the others. After the bell rang I took longer than usual to take attendance and ignored their questions – “Where is your ID? Why are you not answering my question? etc.” Then I asked them what was wrong with my behavior that day and we started talking about PARR.

Teaching Stories

Story Two: I talked to one student the previous day and

told him to act inappropriately in the classroom as soon as he came into the classroom. He walked in after the bell rang. He closed the door with a bang. Then he started singing. The amazing thing was the other students in the classroom handled the situation very well. They reminded him about PARR and told him to behave. Then we talked for a few minutes about what was wrong with the way he walked in and what is the right way to do it.

Acknowledgement

Three tiersDevelop a menuGet student input!Acknowledge behavior-not peopleInform staff-SOAR cardsSee Action Plan

Token

Center for School Evaluation, Intervention, & Training, www.luc.edu\cseit

CONGRATULATIONS!!!

DIVISIONS: Freshman div. 132 Mr. W

Sophomore div. 040 Mr. J & Ms. M Junior div. 903 P

Senior div. 816 Mr. W

YOU WERE ONE OF THE TOP DIVISIONS OF YOUR CLASS WITH THE LEAST NUMBER OF LOANER SHIRTS CHECKED

OUT FOR THE MONTHS OF November and December!

Be Appropriate and be in uniform; was our school wide goal for November and December!

Thank you for your dedication to making this a

PARR-FECT and APPROPRIATE school!

We will be having a large Pizza party for you this Thursday January 17th at 11:00am!

In the social room following finals students MUST have their ID’s on to gain entrance to the party!

Springfield High School

Southeast High School, Springfield

Reward Party In October, the

students were rewarded a party for 1 or less tardies. Over 900 students earned this privilege.

Staff Acknowledgments

Restaurant coupons for staff who gave winning student coupon

Auto detailing for staff member Starbucks delivered to class “Rock Star” (parking closest to school) “Whale Done” Trophy - The principal presents it to the

first winner at the first faculty meeting, modeling how it was to be presented. After that each winner looks for a colleague to whom the trophy can be given the next time

Principal takes over a teacher’s classroom for ½ hour one time during the course of a week if their name is pulled with a student’s gotcha

Extra planning period Thank you cards to teachers for support

John Maxwell-”The Law of theScoreboard”1.Let’s you know how to understand the game.2.Let’s you know immediately how well the teams are doing. Immediate

feedback that allows coaches to be able to evaluate progress (how teams are doing).

3.Scoreboard helps us to make good decisions. Helps you to be proactive.4.Essential to adjusting. Adjustment is the key to winning. Team that adjusts

is the team that wins. (They use data to tell them where they are and what adjustments need to be made.) How quickly will you adjust when you fail?

Allows the team to make changes in strategies. Don’t ignore the scoreboard/data.

5. Scoreboard is essential to winning.Personal ex. John had a heart attack. The scoreboard is needed to let you

know where you are. Tells you what to do to win. Adjust diet and exercise.Scoreboard tells us where we stand and we know where to start and how to

get there.

….. Always look at and share data with staff.

Data

What data do you collect?How do you use it?How is this data shared with the

School/Family/Community? With whom is it shared within the

School/Family/Community?How often?

Data Systems

SWIS/SWIS-like systemBig Five

Average per day per monthProblem behaviorLocationTimeIndividual student

Data audit

Communication

Staff meetings/PD daysSW PlanTeam meeting minutesData!!!!Teaching scheduleCelebrations

Defining the Problem Behavior

Students being late to class is a significant problem. Consistently enforcing the tardy policy will help us to reduce the number of tardies, thereby maximizing the amount of instructional time for our students.

A Tardy to Class is defined as entering the classroom after the bell has rung. You may require students to be in their seats when the bell rings, but do not enforce that rule as a tardy to class. Tardy to School is defined as entering the school building after the 8:20 bell has rung. If a student enters the school after the bell, the office will stop the student and complete the referral.

High School

• Teacher Managed Behavior– Excessive talking– 1 Period Attendance & tardy inform

parents– Off task– Drinks/Food/Gum (with clear

expectation for your class)– Missing Homework– Not prepared for class– I nappropriate Language– Lying– Dishonesty– Dress code violating– PDA– Hallway Disruption– Passing notes– Cheating/Plagiarism– I PODS– Technology equipment monitoring– I nternet monitoring

• Office Managed Behavior– Attendance & Tardy (multiple periods)– Chronic Attendance & Tardy– I nsubordination– Fighting– Vandalism– Verbal/Physical I ntimidation– Weapons– Gang Representation– Cutting class/school/teacher detention– Theft– Drug Violations– Directed Profanity– Arson– Harassment (including sexual)– Controlled Substances– Threats– Security threat/breach– Lewd notes– Repeated/Severe Off enses

T-Chart

Observe Problem Behavior

Warning/Conference with Student

Use Classroom Consequence

Complete Minor Incident Report

Does student have 3 MIR slips

for the same behavior in the same quarter

•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink

•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff

Write referral to office

Administrator determines

consequence

Administrator follows through

on consequence

Administrator provides teacher

feedback

Write the student a

REFERRAL to the main office

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

Is behavior office

managed?

ClassroomManaged

Office Managed

No YesDecision

Flowchart