From Research To Practice: Implementing PBS at the Fairfield Freshman School

1. From Research To Practice:Implementing PBS at the Fairfield Freshman School Mr. Wissman (Principal) Mr. Lindberg (Assistant Principal) Dr. Ray Soh, NCSP (School Psychologist, PBS Coordinator) Mrs. J. Platt (High School Counselor) Ms. Caryn May (Intervention Specialist)

2. So, when did we start? • 2006-2007 : Pre-PBS training • 2007-2008 : Year 1 Implementation • 2008-2009 : Year 2 Implementation • 2009-2010 : Year 3 Implementation

3. Why PBS?Initial Concerns • Not just another program please! • Isn’t PBS just like Character Education? • Flavor of the month. This, too, will pass!

4. Why Not PBS? • We will never become successful if we work on one student at a time • PBS helps us focus on systems change • PBS is prevention rather than reaction (crisis management)

5. By The Way, Any behavior management seminar that offers “sure-fire” or “quick-fix” strategies should be filed under “fiction”.

6. BOTTOM LINE • PBS is primarily about changing the interactions we have with students. It is not about changing the students. • PBS is about providing supports to adults so that they positively engage with students. When adults in our school feel positive and supported, magic happens!!

7. Who’s Who?Our Dream Team • Administrators • Psychologist who coordinates PBS • Guidance Counselor • Intervention Specialist • Regular Education teachers • Security Officer

8. Building Leadership Team • All BLT members received PD on PBS • PD is ongoing • It is critical to have an expert who knows how to implement PBS at the secondary level

9. Building Leadership Team • We meet on a frequent basis to: • Review ODR • Analyze behavior problems and academics • Celebrate successes • Develop action steps to be shared with staff

13. Staff Communication • Staff meeting – PD on PBS special topics • Emails – reading materials • PBS representatives talk to different staff members

14. Freshman’s PBS Success Roadmap • Created building-wide school expectations - Parent and Teacher surveys • Designed schoolwide lesson plans (looked at others and created our own using real examples) • Implemented predictable school routines (e.g., Hallway passes) • Created a reward system for staff and students

15. Creating A School Where Every Student Wants to Belong • Positive Behavior Supports is about creating a POSITIVE environment • How? Having a system of acknowledgement that is explicit and consistent

16. BRAVE TICKETS • Getting ticketed can be a POSITIVE experience • Who gets a BRAVE ticket? • What does it look like? • Making Brave tickets work – check and write positive expectations met

17. Challenges of Implementing Brave Tickets • Generic brave tickets – rushed, good but not specific enough. • Some teachers give generously but others don’t (“Why should I reward what is expected?”) • New staff needs to get PD on PBS

18. Brave Tickets Data • Brave tickets publicly displayed • Students come and see if their names are on the board

20. New tracking data: • 447 out of 755 students (59%) receive at least 1 brave ticket • We have done well but we can do better!!!

21. PBS student survey data • conducted on 3/2/2010 by school psychologist • Questions: 1. Can you tell me what are the Three schoolwide expectations? 2. Can you list the expectations for.. Classroom, hallway, cafeteria?

22. Can you tell me the 3 schoolwide expectations? • 94 % of the students surveyed were all to list all 3 schoolwide expectations

23. Can you list the expectations for: Classroom • 65% listed at least one specific expectation for that location • Rejected: get good grades, don’t cheat, study

24. Can you list the expectations for: Hallway • 71% listed at least one specific expectation for that location

25. Can you list the expectations for: Cafeteria • 59% listed at least one specific expectation for that location • Rejected response: Eat right

26. Principals Make A Difference • Survey conducted PBS v Non-PBS schools • All staff rate principal’s leadership with respect to managing behavior as important • Differences exist between SW-PBS and non-SW-PBS schools on teachers’ perceptions of: - Principal’s involvement related to behavior management - Higher job satisfaction

27. Challenges of Initial Implementation • Obtaining staff buy-in and support - Been there, done that (Flavor of the month) - Staff attitude of “Kids should know better” (No need to teach basic rules, kids should know what to do) - Incentives that work for staff WIIFM (“What’s In It For Me?”)

28. Strategies to increase staff “Buy In” • To implement PBS, you must have a strong foundation in PBS. BLT received training on PBS. • Ongoing PD for staff during staff meetings (Faculty needs to understand that change takes time and PBS is not a quick fix)

29. Strategies to increase staff “Buy In” • Building relationships - Administration and staff - BLT and staff (BLT talks about PBS)

30. Creating a Common Language:Consistency and Communication • Challenge - Lack of consistency in disciplining students - Strategies to address challenge: - Create a simple decision flowchart for office referral - Create forms that are simple yet informative - Provide PD on teacher- vs office-managed referral

31. Getting Students Hooked on PBS • Challenges - Most PBS research focus on elementary schools and how to get students to get buy-in - Strategies to address challenge * Design and teach behavior expectations * Post behavior expectations in all locations * Conduct student survey on knowledge of schoolwide rules * Re-teach behavior expectations for second half of the year * Implement incentives

32. Reflections on three years of implementation • Start small and prioritize your time • The greatest resource is Human Resource • Increase your focus on teaching and positive expectations

33. Reflections on three years of implementation • Increase your opportunities for feedback to staff and students • Create a common and predictable experience for staff and students (e.g., create routines and teach common expectations)