High School Teachers Teach Content: Implications for SW PBS Implementation

IASP Conference November, 2011.Dr. Sandy Washburn and Michele Brentano, Indiana

UniversityJeff Ziegler,, Randy DeShone, Jimtown High School,

Baugo Community Schools, Elkhart, IN

Contact: [email protected], [email protected]

SWPBS at the High SchoolChallenges

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

SWPBS at the High SchoolAddressing Challenges

Start small and establish concrete, valuable goalsMake explicit connections to existing effortsUse existing communication structures, facilitate

frequent conversationsEstablish strong team and support the teamHelp faculty understand need and facilitate active

participationShare data in visual formats, monitor progressOn-going professional developmentMove slowly

Jimtown High SchoolUnique Advantages

Small school13 teachers voluntarily attended CM WorkshopNew Asst. Principal w/ a proactive philosophyStrong TeamDistrict and Cooperative Support—

All other Baugo Schools involved in SW PBS planning

District leadership/support and external coaches from special education cooperative

Getting StartedExternal Coach—BC from SE cooperativeInternal Coach—Special Ed. Teacher with

credibility and flexibility in scheduleSchool Leadership Team

Asst. Principal, teachers from across departments, union president

Existing Communication Structures—Focus Groups

3 team members sports coaches

Getting StartedTeam Norms, Meeting Roles, Efficient Processes,

and Communication AssignmentsStudents—Student Advisory GroupBuild Relationships

Learn historyBuild on existing plansListen and Understand—Back to the Future Protocol

DataODR, Teacher Survey

Presentation to faculty

Tardies and Attendance2 of 4 top concerns (Class disruption,

homework completion)Teacher survey—ODR data confirms

Baseline—321 tardies for 2008-09226 tardies for 2009-10

Late to School, Late to ClassOn-Time to School, On-Time to ClassPrior to planning, understand

A-B-C analysis

Multi-component Plan--UniversalPrevention, Teaching, Rewarding, CorrectingSW Expectations, Setting Specific

Behaviors, Teaching Plans, Adult Responsibilities, Acknowledgments, Consequences, Monitoring

Practices, Data, Systems, Outcomes

Universal Plan—Responsibility Campaign to Chill LatenessSee handoutSW Expectations—Code of EthicsLocation Specific Behavioral ExamplesTeaching PlansAdult ResponsibilitiesAcknowledgement—Tropical HeatwaveConsequences—Sign In, Parent Contact,

FreezesMonitoring

Improve On-time4th tardy + results in office notification and

assignment of detentionStarting in 2009-10, students do not miss

class time for tardy (<8)Outcomes

Tardies Total Detention Sat. School

ISS OSS

2008-09 321 211 4 65 2

2009-10 228 197 27 0 4

2010-11 110 98 12 0 0

Improve On-timeResponsibility Campaign to Chill Lateness

started 4th quarter 09-10

Improve Attendance-UniversalInitial Brainstorming--Multi-Component

PlanPrevention, Teaching, Acknowledging, RespondingPractices, Systems, Data, Outcomes

Increase Frequency and Clarity of Messages to Families and StudentsAttendance NewsletterFaculty attentionGoal Setting and MonitoringClass CompetitionsIndividual Rewards

Attendance NewsletterGoals—concretePerformance—individual student, classSchool attendance associated with positive

outcomes700% difference between 20 students with

highest GPAs and 20 students with lowest GPAs

Attendance Graduation $ potential Tips/HelpVacation Planning

Attendance-Class CompetitionsAttendance rate counted on certain day

1-2 per month Announced first few, unannounced

thereafterClass with highest rate and minimum of 98%

5 extra minutes on lunch the following dayStarted in NovemberNow planned out for rest of year

Individual Rewards-AttendancePerfect 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 day10 tickets in raffleSticker placed on back of ID

Budge pass can be used Fridays

Perfect attendance for year50 extra tickets in raffle

Improved Attendance

Improved Attendance

Improved AttendanceAttendance has increased overall and for

each grade levelPlans to reward improvements by classAn overall increase of 1.25% means that

students gained 695 instructional days---in just the first semester.

Attendance-Targeted GroupPoint Guard (mentoring/monitoring)

Incoming Freshmen & sophomores 66 students identified Poor history of attendance --10 or more absences Faculty, aides, principals asked to mentor/monitor 2

kids each See handout

Progress MonitoringARC—Attendance Resource Committee

Point Guard refers when attendance continues to be a problem 4 or 5 absences

Problem Solving Team

Point Guard—Initial Outcomes66 students identified August 2010As of Jan 2011

8 no longer enrolled2 went to Homebound13 attendance rate declined2 no change41 made some progress --72%170 student instructional days gained

Point Guard—Next StepsImplementation ChecksMore frequent Progress MonitoringSharing data with faculty, families and

communityARC-problem solvingCelebrate Individual Student ProgressCorrelate with other outcomesFade to Self-Monitoring and Self-ManagementAssignment of Point Guards

Moving into the ClassroomMost ODR’s come from classroomTeacher Survey—Top Concerns (2 of 4)

Classroom DisruptionHomework Completion

Classroom System Assessment by TeamInstructional Engagement

Teach Like a Champion by LemovAll faculty given bookTeam chunks sections

Asks faculty to read short sectionsDemonstrates techniquesFacilitates discussionEngages faculty through practice, applicationFollows-up with faculty reporting

MomentumAfter 2 school years--80/80 on SETTeachers integrating Code of Ethics into InstructionTardy—Universal PlanAttendance—Universal and Targeted Group PlanClassroom—Universal--Instructional EngagementClassroom—Universal--Align rules with code of

EthicsTeam and Faculty looking at dataTeam quickly implemented typical universal plan

piecesTeaching Matrix for Common Areas, Lessons, Adult

Responsibilities, Acknowledgment, ODR Process and T-chart, Monitoring

Tier 2—Homework is Important, Discovery Period

Faculty Survey--Progress12 statements related to improvements in

student behavior, teacher management and overall climate.

Respondents were instructed to consider improvements over the past two years, contrasting the current status with what existed prior to PBS implementation.

Unanimous AgreementStatement Agree Strongly

Agree

I am supportive of the efforts we have taken to make learning successful.

18% 82%

I believe we are headed in the right direction and am excited to be part of it.

21% 79%

My responsibilities are clear. 24% 76%

Overwhelming AgreementStatement Strongly

DisagreeDisagree Agree Strongly

AgreeTardies have decreased within my classroom.

6% 58% 36%

I enjoy teaching in this environment. 3% 39% 58%

My classroom behavior management has improved.

6% 47% 47%

The faculty in general has improved their classroom management skills.

10% 56% 34%

Attendance is much better. 3% 12% 56% 29%

Majority AgreementStatement Strongly

DisagreeDisagree Agree Strongly

AgreeHomework is expected and turned in. 25% 63% 12%

Homework is turned in on time. 36% 61% 3%

The students arrive with a willingness to learn.

44% 53% 3%

Senior Survey

Senior Survey

70% Agreed

Senior Survey

28% Agreed

Lessons Learned – Team Members

Don’t assume that kids & faculty know expectations

Communication/getting inputStart with non-invasive plansChoose team wiselyMake sure someone can bakeAttend to and address team dynamicsBe patientCelebrate early and frequently (w/ the faculty

especially)Student engagement key

Lessons Learned-TrainersStart with Faculty ConcernsListen, Learn, Adapt to local contextBuild RelationshipsUse Universal Planning Framework, Tiered

Support, and PBS Basic Elements to build plans to address faculty concerns

Coaches and team networkingActive Principal Support