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E 13 – Authentic Student Voice: Are We Hearing from ALL Students

E 13 – Authentic Student Voice: Are We Hearing from ALL Students. Stephanie Martinez, University of South Florida Patti Hershfeldt, Center for Social Behavior Support @ Old Dominion University PBIS Leadership forum 2019 October 4, 2019 Key Words: High school, youth voice, Tier 1 PBis.

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E 13 – Authentic Student Voice: Are We Hearing from ALL Students

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  1. E13 – Authentic Student Voice: Are We Hearing from ALL Students Stephanie Martinez, University of South Florida Patti Hershfeldt, Center for Social Behavior Support @ Old Dominion University PBIS Leadership forum 2019 October 4, 2019 Key Words: High school, youth voice, Tier 1 PBis

  2. Agenda • Overview of Student Involvement • Process for Obtaining Student Input on Tier 1 • Open Discussion

  3. What is Student Voice? • Referred to by different names (Mitra, Sierriere, &Kirshner, 2014) • Student participation • Learner voice • Youth Activism • Key elements • Collaborative partnership • Exchanging ideas and feedback • Providing support and improving practices (Leonard & Leonard, 2001; Lieberman & Grolnick, 2001 • Difference in student voice between students as individuals and students as a group (Mager & Nowak, 2012)

  4. For our purposes today…. • ‘Student voice describes many ways in which youth have the opportunities to share in the school decisions that shape their lives and the lives of their peers” (Mitra, 2008) • “I believe it is our role as teachers not to ‘give’ students a voice but co-create space for students to share their voice unabashedly.” • Homrich-Knieling, 2016

  5. Why Student Voice? • Emphasizing a relationship between teachers and students increases respect and positive relationships (Cook-Sather, 2006) • Increases students agency, belong and competence (Mitra, 2004, 2009) • Builds support and sustainability for initiatives (Fieldings, 2001; Rudduck, 2007) • Students can find and gain rapport with stakeholder group successfully (Mitra, Serriere & Kirshner, 2013)

  6. Buy-In: Students • Why Buy-In from Students? • Students support • Sell to other students • Gives leadership opportunities • Gives students a voice in the development of the school • Builds Culture • How do you get student buy-in? • Student team • Broad representation of student body • Along a continuum? • Assign tasks for students to develop and implement • Ask students what they would like to see changed • Students see their ideas implemented • Tier 1 PBIS Student Training/Focus Group • What has the school done to get student buy-in?

  7. When We Authentically Involve Students in HS PBIS Implementation, Everyone Benefits: Stakeholder Engagement Stakeholders (students, families, and community members) provide input on universal foundations (e.g., expectations, consequences, acknowledgements) at least every 12 months. Engaging stakeholders enhances the contextual fit of SWPBIS systems and may increase consistency across school and other settings. Documentation exists that students, families, and community members have provided feedback on Tier I practices within the past 12 months (1.10, 1.11)

  8. Hart’sLadder Goal is to increase degrees of participation Page 4

  9. Gauging Student Voice: Degrees of Student Participation What about student participation in… District Teams? School Board Meetings? How far up the ladder? How does policy (bylaws) shape this possibility? #7 Youth and Adult Initiated and Directed Have students lead an assembly sharing the data they interpreted and determined how it would best be communicated to peers

  10. Whose Voice? Incarcerated Who are you missing? Pick 1 ‘group’ 2. What needs to happen to change that? 3. Share and report out Foster-care Disengaged Homeless Athletes Highly Motivated Withdrawn Robotics LGBT Urban Youth from Diverse Socio-Economic Backgrounds Rural AVID Student Government Artists ELL Suspended Alternative Schools

  11. Tiered Fidelity Inventory for Tier 1

  12. Engaging Students: Tier 1PBIS

  13. Why Are You Here? • We WANT to hear your thoughts, experiences and opinions • PBIS Team wants to make changes based on what you have to share • Let us know what you like, don’t like, what needs to be changed • You represent your school

  14. What Do You Currently Think of Your School’s PBIS System • Anonymous survey • Please be honest • Why? • We want to know if you like what the school is currently doing?

  15. What We Will Be Doing Today • Sharing with you some things developed by the school’s PBIS Team • Getting your feedback on what you like/don’t like and how to improve it Agenda • Introduction • Training Expectations • Get to Know You • What is PBIS? • Expectations and Rules • Teaching Behavior • Rewards Programs • Policies Around Behavior • Getting Feedback from Students • Getting Feedback from Families

  16. Training Expectations

  17. Getting to Know Each Other • Activity: • Step In, Step Out • Closing: • What is one thing you like about your school? • What is one thing you would change about your school? • Greeting: • Name • If you had a free day from school how would you spend it • Check In: • How excited are you to be giving feedback

  18. Representing Your School • Describe the behaviors of a student who you would like to represent your school • What do they do? • What do they say?

  19. Examples of Schoolwide Expectations across Settings

  20. Places on Campus with Biggest Problems • What are the top three areas on campus you think have the biggest problems? • Using your stickers vote on the three areas you think have the biggest problems

  21. Rules for Setting 1: Problem Behavior Suggested Rules Wait your turn in line • Cutting in line at lunch

  22. Your Thoughts: No Cell Phone Policy Pros Cons Suggestions:

  23. Current Ways School Teaches Expectations and Rules • What are the ways the school teaches the expectations and rules? • Have you participate in these? • What do you like? • What don’t you like? • What do you suggest to make it better?

  24. What Would You Like To Earn? • What types of things can you currently earn? • Do you like them? • What things would you like to earn? • Be realistic • Low cost to free • Using your stickers, vote on the five rewards you like most. Which ones would you work for?

  25. Top 3 Referrals for Problem Behavior Your Thoughts? School Data Skipping Dress Code Classroom Rules

  26. Why? Problem Behavior • Why are students at your school demonstrating these behaviors?

  27. Why? Administrative Decision • Do you think these administrative decisions change behavior? • What suggestions do you have to make administrative decisions more impactful?

  28. Reactions to Climate Survey Data • What are your thoughts? • Agree • Disagree • Unsure

  29. Continue to Get Student Voice • Across the school year, we would like to continue to get your input and input from other students. • Suggestions for input: • This group • All students

  30. Summary

  31. Next Steps • Take the student feedback to the PBIS team • PBIS Team makes changes based on student feedback • Continue to get student feedback and make ongoing revisions

  32. Resources for High Schools • www.apbs.org • www.pbis.org • www.flpbis.org • https://www.facebook.com/HSNetworkAPBS/

  33. High School APBS Network Facebook Pagehttps://www.facebook.com/HSNetworkAPBS

  34. Lessons Learned on Implementation of PBIS In High SchoolsClick on Publications

  35. We invite you to… • Join the APBS Network 1 of 3 ways • Registration link: https://goo.gl/forms/M6NKaqTSMKGKnCB53 • Email apbshs@usf.edu • Scan • ‘Like’ the Facebook page • Polls will be posted so you can request webinar topics • Participate in webinars and meetings • Share with colleagues & get the good word out • Join the RDQ here at the Forum and HS Network Lunch in Miami @ APBS Conf.

  36. College and Career Readiness for Transition (CCR4T)Development and Validation of a Student Measure • Measurement Study funded by the Institute of Educational Sciences to be carried out from 2019-2023 • Key personnel: Allison Lombardi, Mary Morningstar, Valerie Mazzotti, Jennifer Freeman, HariharanSwaminathan, and Jane Rogers • Seeking school partners to: • 2019-20 – participate in virtual focus groups, specifically secondary general and special education teachers, other school personnel • 2020-21 OR 2021-22 - Field-test the measure in schools. Administer the CCR4T to students school-wide in an online survey format, which will take about 30-50 minutes (potentially a class period) • 2021-22 Provide feedback on usefulness of scores, data reports. Access to data will be provided to all school partners. • Interested in participating in focus groups? Fill out a form, visit http://ccr4t.education.uconn.edu • Questions? Email us allison.lombardi@uconn.edu or jennifer.freeman@uconn.edu

  37. Contact Information • Stephanie Martinez, sam2@usf.edu • Patti Hershfeldt, phershfe@odu.edu • Link to join the APBS Network: https://docs.google.com/spreadsheets/d/1nWwb8ktF9-C4gA51-Fbm2iu8y6NiQ4f-80LXZTfb8jI/edit?usp=sharing

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