1 / 32

School wide Positive Behavior Support Plan at HighTech LA

School wide Positive Behavior Support Plan at HighTech LA. Colleen Molina. To influence , inspire , and challenge students, colleagues, and others around me, in positive and successful ways. Vision STATEMENT. CPSEL. 1,5. Project Mission. T o develop and implement a

nimrod
Download Presentation

School wide Positive Behavior Support Plan at HighTech LA

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. School wide Positive Behavior Support Plan at HighTech LA Colleen Molina

  2. To influence, inspire, and challenge students, colleagues, and others around me, in positive and successful ways. Vision STATEMENT CPSEL 1,5

  3. Project Mission To develop and implement a school-wide positive behavior support plan that will influence the culture, safety, and student achievement of HighTech LA. CPSEL 1,2,3, 5,6

  4. Demographics

  5. Demographics Name: HighTech LA Charter High School Location: Van Nuys, CA Student Population: 354 Teachers: 17 API: 853 9/9 CPSEL 3,5

  6. Demographics L 12th Grade e v 11th e 10th l 9th CPSEL 3,5

  7. Demographics Gender 37.5% 62.5% CPSEL 3,5

  8. Demographics Ethnicity CPSEL 3,5

  9. The PAR Team Colleen M. Special Education Coordinator Nikki B. Director of Academics Jennifer O. School Psychologist Anabel J. Special Education Teacher CPSEL 1,2,3, 5,6

  10. Compelling Need Lunch Time Go to the session about SWPBS! We need to start a SWPBS We are doing everything wrong! Where do I go? How was your session? What? Huh? CPSEL 1,2,3, 4,6

  11. Inquiry? I wonder what will happen to negative behaviors if a school-wide PBS plan is put in place, at HighTech LA, as measured by behavioral referrals and suspensions data? CPSEL 1,2,3, 5,6

  12. (Lassen, et. al., 2006) Instruction time Academic performance Suspensions (Lassen, Steele, & Sailor, 2006) (Horner, Todd, Lewis-Palmer, Irvin, Sugai & Boland, 2004) Interactions between adults and students (Lynass, Tsai, Richman, & Cheney, 2011; Solomon, Klein, Hintze, Cressey, & Peller, 2012) Research (Caldarella et. al., 2011) (Horner et. al, 2004) (Ross, Romer, & Horner, 2011) Problem Behaviors Office referrals (20%-60%) Unexcused absences On task behavior (Caldarella, Shatzer, Gray, Young & Young, 2011) Social climate Tardiness CPSEL 1,2,3, 5,6 (Algozzine & Algozzie, 2007) (Horner et. al, 2004)

  13. Timeline Picked PAR team Need systematic referral process Need for SWPBS Developed Monkey Money Developed referral slip Implemented referral slip Measured number of suspensions Measured referral slips Large number of referrals CPSEL 1,2,3, 5,6

  14. Timeline Implemented referral slip Implemented SWPBS, “Monkey Money” Implemented “Be Respectful” lesson Implemented “Be Responsible” lesson Implemented “Be Safe” lesson Measured number of suspensions & referral slips Measured number of Monkey Money Measured teacher participation Low teacher participation CPSEL 1,2,3, 5,6

  15. Referral Slip CPSEL 1,2,3,

  16. Monkey Money CPSEL 1,2,3

  17. PaRCycLE CPSEL 1,2,3, 4,5,6

  18. Methodology Quantitative Qualitative Student Feedback Detention Suspension Teacher Feedback Staff Participation CPSEL 1,3, 5

  19. Data CPSEL 1,3, 5,6

  20. Data CPSEL 1,3, 5,6

  21. Data Total: 601 CPSEL 1,3, 5

  22. Data CPSEL 1,3, 5

  23. Qualitative Data The kids get so quite in advisory when you announce the winners. It’s great! How come only some teachers have Monkey Money? Yay! I got a Monkey Money. You need more teacher buy in. This really works! They are so excited I like Monkey Money. CPSEL 1,3, 5

  24. Conclusions After SWPBS Plan Detention: .30 per day Suspension: .07 per day Before SWPBS Plan Detention: .41 per day Suspension: .11 per day Overall decline in detentions and suspensions Low staff participation 18% of the staff rewarded 68% of the Monkey Money. 7 out of 28 staff members did not participate in rewarding Monkey Money. CPSEL 25% 1,3, 5

  25. Road Blocks Coordinating PAR team meetings Implementation of the teaching expectations Teacher participation and consistency CPSEL 3,5

  26. Next Steps Talk to principal about SWPBS budget Plan out monthly themes Monkey poster contest Gorilla Goodies? CPSEL 1,3, 5

  27. LEADERSHIP MANAGEMENT • Analyzing detention and suspension data • Developing expectation sheets • Training staff on use of Monkey Money • Coordinating with PAR team • Copying and cutting Monkey Money • Distributing Monkey Money and expectation sheets • Conducting weekly raffles • Sending out reminder emails CPSEL 1,2,3, 4,5,6

  28. Personal Transformation/Learning Shared Leadership Strengths Learner▪Achiever▪Arranger▪Individualization▪Responsibility TRUST Sharpen the Saw Collaborate Vision CPSEL 1,2,3, 5,6

  29. References Algozzine, K., & Algozzine, B. (2007). Classroom instructional ecology and school-wide positive behavior support. Journal of Applied School Psychology, 24(1), 29- 47. doi:10.1300/J370v24n01_02. Caldarella, P., Shatzer, R. H., Gray, K. M., Young, K., & Young, E. L. (2011). The effects of school-wide positive behavior support on middle school climate and student outcomes. Research in Middle Level Education Online, 35(4), 1-14. Covey, S. (1989). The 7 habits of highly effective people. New York, NY: Free press. DuFour, R., DuFour, R. B., & Eaker, R. E. (2008). Revisiting professional learning communities at work: New insights for improving schools. Bloomington, IN: Solution Tree. Fullan, M. (2003). The moral imperative of school leadership. Thousand Oaks, CA: Corwin Press, Inc.

  30. References Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G., & Boland, J. B. (2004). The school-wide evaluation tool (SET): A research instrument for assessing school-wide positive behavior support. Journal of Positive Behavior Interventions, 6(1), 3-12. James, E. A., Milenkiewicz, M. T., & Bucknam, A. (2008). Participatory action research for educational leadership: Using data-driven decision making to improve schools. Los Angeles, CA: Sage Publications. Lynass, L., Tsai, S., Richman, T. D., & Cheney, D. (2012). Social expectations and behavioral indicators in school-wide positive behavior supports: A national study of behavior matrices. Journal of Positive Behavior Interventions, 14(3), 153-161. doi:10.1177/1098300711412076. Lassen, S. R., Steele, M. M., & Sailor, W. (2006). The relationship of school-wide positive behavior support to academic achievement in an urban middle school. Psychology in the Schools, 43(6), 701-712. doi:10.1002/pits.20177.

  31. References Lynass, L., Tsai, S., Richman, T. D., & Cheney, D. (2012). Social expectations and behavioral indicators in school-wide positive behavior supports: A national study of behavior matrices. Journal of Positive Behavior Interventions, 14(3), 153-161. doi:10.1177/1098300711412076. Maxwell, J. (2007). The 21 irrefutable laws of leadership: workbook: Follow them and people will follow you. Nashville, TN: Thomas Nelson. Rath, T. (2007). Strengths finder 2.0. New York, NY: Gallup Press. Ross, S. W., Romer, N., & Horner, R. H. (2012). Teacher well-being and the implementation of school- wide positive behavior interventions and supports. Journal of Positive Behavior Interventions, 14(2), 118-128. doi:10.1177/1098300711413820 Schmidt, L. (2002). Gardening in the minefield: A survival guide for school administrators. Portsmouth, NH: Heinemann. Solomon, B. G., Klein, S. A., Hintze, J. M., Cressey, J. M., & Peller, S. L. (2012). A meta-analysis of school-wide positive behavior support: An exploratory study using single-case synthesis. Psychology in the Schools, 49(2), 105-121. doi:10.1002/pits.20625

  32. Leadership and learning are indispensable to each other. -John F. Kennedy

More Related