Enhancing SW-PBS at High Schools: Strategies and Challenges from the 2013 Coaches Forum

2. High School Teachers Teach Content: Implications for SW PBS Implementation PiBS Coaches Forum Indianapolis, 2013. Credit to: Dr. Sandy Washburn and Michele Brentano, Indiana University Jeff Ziegler, Blair Garceau, Jimtown High School, Baugo Community Schools, Elkhart, IN

3. 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

4. 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

5. Jimtown High School • Unique Advantages • Small school • 13 teachers voluntarily attended CM Workshop • Administrative support/ 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

6. Getting Started • High School in own training cohort • 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

7. 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

9. 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 • 186 tardies for 2010-2011 • 128 tardies for 2011-2012 • 117 tardies for 2012-2013

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

11. 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

12. 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

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

15. 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

16. 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

17. GPAs and Attendance

18. 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

20. 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 • Perfect attendance for year • 50 extra tickets in raffle

21. Improved Attendance

22. 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.

23. Attendance-Targeted Group • Point Guard (mentoring/monitoring) • All students with attendance issues from prior year • 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 • After 10+ student is sent to Strategies (RTI) • Flow chart created, includes grades, discipline and attendance

24. Point Guard—Initial Outcomes • 66 students identified August 2010 • 48 students identified August 2013 (18 Freshmen) • As of Jan 2011 • 41 made some progress --72% • 13 attendance rate declined • 8 no longer enrolled • 2 went to Homebound • 2 no change • 170 student instructional days gained

26. 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

27. 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

28. Faculty Survey--Progress • 11 statements related to improvements in student behavior, teacher management and overall climate. • Respondents were instructed to consider improvements over the past, contrasting the current status with what existed prior to PBS implementation.

29. Unanimous Agreement

30. Overwhelming Agreement

31. Majority Agreement

32. Senior Survey

33. Senior Survey 70% Agreed

34. Senior Survey 38% Agreed

35. Thanks to Our School Sponsors!

36. Momentum • 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 • Teaching Matrix for Common Areas • ODR Process and T-chart, Monitoring • Strategies Team

37. Momentum Continued • Homework Integrity Program (HIP) • Jimmie Olympics • New Student Ambassadors • SLUGS • Teaching School Wide Expectations and Class Meetings • Freshmen Academy/Basic Skills • Model Site • Field of Dreams • Tier Three program • Discovery Period • Check in Check Out

38. Communication • Jimtown High School’s PBIS Teacher Handbook • Monthly Newsletters • PBIS Bulletin Board • JHS Teachers Lounge Bulletin Board • School Signage

40. Reward Programs • Pick 10 • Big 3 • Class Attendance Competitions • Donuts for 1st Hour • Perfect Attendance • Heatwave

41. 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

42. Lessons Learned • 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

44. Our Contact Information Jeff Ziegler jziegler@baugo.org Blair Garceau bgarceau@baugo.org Jimtown High School 59021 C.R. 3, South Elkhart, IN 46517 (574) 295-2343

45. Questions and Comments