+ PBS – Secondary School Implementation and Sustainability Fort St. John – Feb. 2014.

+

PBS – Secondary School Implementation and SustainabilityFort St. John – Feb. 2014.

+Implementation

As you are aware, can be tricky with secondary staffs.

Have a committee that is representative of the staff.

Go slowly.

Give them what they want.

Make sure the first thing you do is very successful.

+What might they want?

Behaviour Matrix

Discipline Plan

Work Habits Matrix

+Behaviour Matrix

+Is there data available to make decisions?

Discipline data

Staff survey

Satisfaction survey

Student survey

+Discipline Data

Defining Precision Elements of the problemWhat are the problems?

Defining Precision Elements of the problemWhere are problem occurring?

Defining Precision Elements of the problemWhen are problem occurring?

+Satisfaction Survey 2013

feel safe

bullied,te

ased, p

icked on

know behav

iour exp

ectations

treate

d fairly

by adults

feel welco

me

2+adults

care

0102030405060708090

100

Grade 10Grade 12

+Name That Expectation

RESPECT(taken from The Virtues Project)What is Respect?Respect is an attitude of caring about people and treating them with dignity. Respect is valuing ourselves and others. We show respect by speaking and acting with courtesy. When we are respectful we treat others as we want to be treated. Respect includes honouring the rules of our family, school and community, which makes life more orderly and peaceful. It is knowing that everyone deserves respect, including you. Why Practice It?Without respect for rules, we would have confusion. People would treat each other rudely and violate each other’s privacy and rights. Respect helps people to feel valued. Elders deserve special respect because they have lived longer and learned many of life’s lessons. Self-respect is making sure no one hurts you or abuses you. When you respect yourself, others respect you too. 

How Do You Practice It?Think about how you would like others to treat you and treat them with the same dignity. How would you like others to speak to you, treat your belongings, and your right to privacy? If you want to use someone else’s things, ask, and then take good care of them. Be mindful of how your words and actions affect others. Be clear about your personal boundaries. Express even your strongest feelings in a peaceful way. Treat yourself as you feel others deserve to be treated.  What Would Respect Look Like/Sound Like at MacNeill?Discuss with students and use attached template as reference. 

Key Concepts of RespectYou are practicing Respect when you…Follow expectations and routinesAccept individual differencesDress appropriatelyUse appropriate languageRespect property and materialsKeep it clean…reduce, reuse, recycleTreat others as you want to be treatedSpeak courteously to everyoneTake special care of other people’s belongingsAre receptive to the wisdom of eldersExpect respect for your body and your rights

Suggested Activities—Grades 8 – 9:Describe what it would be like to be at a school or community where no one respected the rules. Make a shield showing four ways you want to be treated with respect.Make a chart of ways to show respect for your body—things that keep your body healthy. Sample Slogans—Grades 8 - 9:Expect Respect.R.E.S.P.E.C.T.Respect Yourself, Respect Others.Set BOUNDARIES—Speak up!

Reflection Questions—Grades 8 – 9:Name three ways you already practice respect.What does the word “respect” mean to you?Name three ways you could show more respect.What are ways we need to respect our bodies?How important is privacy to you?How can you set boundaries to protect your privacy?How would you show respect if you disagree with the teacher?How do you feel when people treat you disrespectfully?Name the school’s expectations (P.O.W.E.R.) How does this help keep things peaceful and orderly? 

+Culture

You know you are winning when:

P.O.W.E.R. is part of the lived culture at MacNeill. I've attached four items in the past year that demonstrate this.

1. Typhoon Relief letter advertise the senior basketball initiative . . . the T-shirts are printed and ready to be sold.

2. A POWER rap written by a teacher for the first PEP rally of this year.

3. The Valedictory poem at the June 2013 ceremony written by a student

4. A Math 9 project currently in our display case.

It really is amazing how our students in the last four years have truly embraced POWER. It certainly has made a difference in our school. We are now a school that TTOCs enjoy coming too. Our halls and washrooms are tidy, clean and there is very little if any vandalism. A new teacher to the school, in my conversation with him yesterday, said he really enjoys teaching at this school as there are no discipline and classroom management issues and he can really get down to straight teaching. I have had many TTOCs comment on how polite and respectful the students are. Some TTOCS have been blown away by kids that say "thank you" at the end of the class.

Movie

+Using data to support decisions

Park

ing

Lots

Fiel

dsTo

and

fro

m S

choo

l

Caf

eter

ia

Hal

lway

s

Stai

rwel

l

Cha

nger

oom

Was

hroo

ms

In C

lass

room

s

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Student Safety by Physical Location

Unsafe Somewhat Safe Safe Very Safe

+

Action planHallways and Stairs

Lesson – Tuesday in 2-1

Coffee and Tickets – Wednesday after collaboration block

+Pre Implementation- Class(50 classes observed)

noise level

walking hands to self

in line0%

20%

40%

60%

80%

100%

not meetingapproachingmeeting

+Pre and Post TeachingHands to Self - Classes

pre teach

post teach

0%

20%

40%

60%

80%

100%

meetingapproachingnot meeting

+Pre and Post Teaching:In line - classes

pre teach

post teach

0%

20%

40%

60%

80%

100%

meetingapproachingnot meeting

+Focus Group Discussions based on Survey Results Code of Silence – Why not tell an adult??

a sense of we will get into trouble if we talk about it

a concern that you might be punished rather than helped

you might get harassed if you talked on behalf of a friend

What would adults need to differently in order for kids to go to them?

not judge the situation

not thinking about legal reasons – thinking about the reasons for conflict

not looking to punish – but assess the situation

+What does this data tell us?

This school ( the teaching staff) believes it has a big problem with lates first thing in the morning and right after lunch.

They want a better system to deal with these lates.

1st Block 2nd Block 3rd Block 4th Block

Unexcused Lates:

345 1834 419 151

08 25 175 34 7

09 36 249 45 13

10 40 376 68 16

11 94 401 95 39

12 150 633 177 76

+Rewards

Are they dangerous?

What do they look like in secondary?