fullppt final - pbis45–11:30 data based decision making 11:30 –12:30 lunch 12:30–1:15 teaching...

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K. Brigid Flannery Mimi McGrath KatoUniversity of Oregon University of Oregon

NWPBIS Mar 4, 2015

Patti Hershfeldt Kelsey MorrisSheppard Pratt Health System University of Oregon

8:30–9:15 Big Picture, Focus on Context & Systems

9:15–10:45 Leadership Team, Predictable Environment

10:45–11:30 Data Based Decision Making

11:30 –12:30 LUNCH

12:30–1:15 Teaching

1:15–2:00 Consequences

2:00 – 2:45 Communication

2:45 – 3:30 Putting it all Together: Next Steps Planning

School Team Members Million Dollar Question

A multi tiered systems approach for establishing the social culture and behavioral and academic supports needed for a school to be an effective learning environment for all students.

o Goal of supporting all learners in inclusive environments

o Uses multi tiered (not only 3) framework (not set in stone) to prevent problems from occurring and respond quickly to new problems

o A data driven model to prevent the development and respond effectively to known areas critical to student retention (A,B, C)

o Allows for systematic organization of all available supports and resources from preventative, remedial and enrichment opportunities

o Ensures clear and consistent expectations and routines are define, taught, acknowledged by all

o Use of evidence based practices

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Core Features of

Implementation

Key HS Focus

Areas

School Engagement and

Success

SOCIAL BEHAVIOR

ACADEMIC SUCCESS

PERSONALIZA-TION / SCHOOL

BELONGING

FRESHMEN SUPPORT

Flannery & Kato, 2012

High Schools have implemented SWPBISo A number of schools “struggle” during implementationo Many high schools take a year or so in planning before

implementing practices

Adoption/Implementation of any initiativeo Understand and attend to the key features of the

initiativeo Attend to context (people, environment, culture, etc)

Size Culture

Developmental Level

Size

Culture

Developmental Level

Contextual Influences Foundational Systems

Communication

Leadership

Data

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Size

Culture

Developmental Level


Communication

Leadership

Data Size

Culture

Developmental Level


Communication

Leadership

Data

Core Features of

Implementation

Key HS Focus

Areas


Success

SOCIAL BEHAVIOR

ACADEMIC SUCCESS


BELONGING

FRESHMEN SUPPORT

HS Contextual

Influences

Key

Foundational

Systems

Size

Culture

Developmental Level

Communication

Leadership

Data


Evaluate

PlanImplement

Administrative Team

Faculty across departments or schools within high school

Guidance/Counseling

Security staff

Behavior specialist

Students

Parents/Families

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No agenda is prepared Meeting starts late No time schedule has been set for the

meeting No one is prepared No facilitator is identified No one agrees on anything No action plan is developed People are off task Negative tone throughout the meeting

Problem

SolutionOut of Time

Effective Strategies

22

People aren’t tired from solving problems – they are tired from solving the same problem over and over.

Occur on a regular schedule w/ample notice• Protect the time! • At least 90 minutes each month

Maximize meeting time – efficient process• Ground Rules• Assigned Roles and responsibilities

• Facilitator• Data Analyst• Administrative representation

• Use an Agenda that all can see• Assign a time to agenda items and stick to it• Identify issues with precision through use of data

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Topic Lead Time Notes Who By When

Follow up Items from Previous Meeting:

1 Finalize Expectations

Mimi 10 mins

2

New Items:

1 Develop Staff Presentation on Expectations

Brigid/Patti

10 mins

2 Data Review Mimi 15 mins

3

Evaluate

PlanImplement

Implementation Steps TFI Items

Establish Leadership Team

1.1, 1.2

Schoolwide Expectations

Teacher Agreements

Positive, Predictable

Environment

Teaching Expected Behavior Increase structure and predictability by explicitly

teaching behavioral expectations and routines Reduce the mystery and chaos by making

expectations explicit through formal teaching Develop a “united front” across all staff through

consistent language & expectations Increased Structure = Decreased Chaos = Fewer

Problems

“School-wide PBIS is not about controlling students;

it’s about empowering them.” -Rob Horner, Ph.D.

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Myth: Teenagers should already know appropriate behavior.

Fact: Kids, teens, and adults need to know what’s expected in different situations, especially with large crowds.

3-5 Positively stated expectations

Expectations should be:o Broad enough to cover all potential behavioro Stated positivelyo Brief and easy to remembero Catchy – personalized to your school

Why 3-5 Positively Stated Expectations?

• They are easier to learn & remember

• Increased generalization of expectations: Same rules can be used across staff & settings

Development example:1. Team brainstorming: consider examples from

other schools, including feeder middle schools2. Determine acronym3. Department feedback and input4. Student feedback and input5. Team revising/fine tuning6. Roll out with staff and then students

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If you have already developed your schoolwide expectations, share out:o What are they?o What was your development process?

If you have not developed yours yet, think of a question to ask from those who have

Common Teacher Practices

Create consistency across classroom settings

Support predictability for all students

Post lesson objectives and daily assignments

PRE-Failure protocol

Planner use protocol (student-led)

Grades updated by the 1st and 15th of each month

Make one positive parent phone call per week

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Establish Consistent, Predictable Environment

1.3, 1.8

Establish SWBPIS Leadership Team

Establish SW Expectations to support a positive predictable environment (*remember: think behavior & academics here!)

Establish data systems to support data-based decision making

DATA‐BASED

Fostering Continuous Quality Improvement

DECISION MAKING

Kelsey R. Morris, EdD & Nadia K. Sampson, MAUniversity of Oregon

Components of SWPBIS

Defined Behavior Expectations

Teaching of Behavior Expectations

Acknowledgment Systems

Consequence Systems

Evaluation

Literature Base

A 2010 review documented 160+ publications

Effective teams use data to document progress and outcomes, guide decisions, and inform stakeholders (Boudett, City, & Murnane, 2006; Burke, 2010; Deno, 2005; Hill 2010; Newton, Algozzine, Algozzine, Horner, & Todd, 2011; Newton, Horner, Algozzine, Todd, & Algozzine, 2009; Pidgeon & Gregory, 2004; Renfro & Grieshaber, 2009)

A critical predictor of sustained implementation of SWPBIS (Coffey & Horner, 2012; McIntosh et al., 2013)

Fidelity and student outcome data are essential (Fixsen, Blase, Metz, & Van Dyke, 2013)

A + B = C

Outcomes FidelityEffects Cause

Impact

Adult behaviors equal student change

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Which school are you?Lucky Sustaining

Positive outcomes, low understanding of how they were achieved

Replication of success is unlikely

Positive outcomes, high understanding of how they were achieved

Replication of success likely

Losing Ground LearningUndesired outcomes, low understanding of how they were achieved

Replication of failure likely

Undesired outcomes, high understanding of how they were achieved

Replication of mistakes unlikely

Outcomes

Fidelity

Data‐based Decision Making

More effective and efficient decisions

Define the questions that lead to solutions

• Identify problems

• Refine problems

Place the problem in the context, not on the student

Outcome Data

A

BC

Attendance

Behavior

Course performance

Attendance

• Overall attendance

• Tardy

• Skips

• Classes

• Periods/Blocks

Outcome Data

A

BC

Attendance

Behavior

Course performance

Behavior

• Office‐managed (major)

• Staff‐managed (minor)

What behavior should I track?

• Does it impede teaching?

• Does it impede learning?

• Does it demonstrate the student is not meeting his potential?

Outcome Data

A

BC

Attendance

Behavior

Course performance

• Formative assessments

• Teacher checks

• Exit slips

Assessment for Learning

• Summative assessments

• End‐of‐course exams

• State assessments

Assessment of Learning

Be Proactive

0

2

4

6

8

10

12

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun

0‐1

2‐5

6+

Cumulative M

ean ODRs

Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08‐09

Jennifer Frank, Kent McIntosh, Seth May, Scott Spaulding

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Be Proactive

0

2

4

6

8

10

12

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun

0‐1

2‐5

6+

Cumulative M

ean ODRs

Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08‐09

Jennifer Frank, Kent McIntosh, Seth May,Scott Spaulding

Fidelity measures the degree to which the item (i.e., instruction) was implemented as defined/expected.

Fidelity data is an opportunity to discuss implementation.

It’s not a gotcha!

Fidelity of Implementation

Make it easy to collect.

• Fidelity Check Board

• Fist‐to‐Five

• Fidelity Check Basket

• Direct Observation

• Requires a culture of trust

Fidelity of Implementation

0 = Not implemented123 = Partially implemented45 = Fully implemented

1 = Never2 = Some days (1‐2 days/wk)3 = Often (3‐4 days/wk)4 = Almost always (4 days/wk)5 = Every day

With what level of quality did you implement?

Wk 1: 1 2 3 4 5

Wk 2: 1 2 3 4 5

Wk 3: 1 2 3 4 5

Wk 4: 1 2 3 4 5

Wk 5: 1 2 3 4 5

Wk 6: 1 2 3 4 5

How many days did you implement?

Wk 1: 1 2 3 4 5

Wk 2: 1 2 3 4 5

Wk 3: 1 2 3 4 5

Wk 4: 1 2 3 4 5

Wk 5: 1 2 3 4 5

Wk 6: 1 2 3 4 5

Quantity vs. Quality

Fidelity

• I worked the plan the way it was designed.

Integrity

• I gave it my best effort!

Fidelity & Integrity Continuous Quality Improvement

2

Plan

3

Implement

1

Evaluate

Identify problem(s) with precision Establish goals

Develop solutions

Implement solutions with integrity and fidelity

Monitor outcomes and compare to goals

Reassess and revise solutions as needed

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Problem Solving with Precision

The statement of a problem is important for team‐based problem solving.• Everyone must be working on the same problem with the same assumptions.

Problems are often framed in the “primary” form. • Raises awareness• Not useful for problem solving

Precise problem statements result from a detailed data review and are solvable.

Primary vs. Precise

Primary Statements

• There are too many referrals

• Gang behavior is increasing

• The cafeteria is out of control

• Student disrespect is a big problem

Precision Statement

• ODRs from the classroom are increasing. They are for inappropriate language and dress code violations. They are most likely to occur before lunch and are related to peer attention.

Precise Problem Statements

ODRs from the classroom are increasing. They are for inappropriate language and dress code violations. They are most likely to occur before lunch and are related to peer attention.

What? Where? When? Who? Why?

Inappropriate Language & Dress Code Violations

ClassroomTime period before lunch

Large number of students

To get peer attention

Continuous Quality Improvement

2

Plan

3

Implement

1

Evaluate


Develop solutions




Solution Development

Essential Elements Explanation

1. PreventionHow can we avoid the problem context?• Who? What? When? Where?

2. TeachingHow can we define, teach, and monitor what we want?• Teach appropriate behavior, use problem behavior as the non‐

example

3. RecognitionHow can we build in systematic acknowledgment/rewards for positive behavior?

4. ExtinctionHow can we prevent the problem behavior from continuing to pay off? (tied to motivation/function of behavior)

5. ConsequencesWhat are efficient, consistent consequences for problem behavior?

6. EvaluationHow will we collect and use data to evaluate our fidelity and outcomes?

Continuous Quality Improvement

2

Plan

3

Implement

1

Evaluate


Develop solutions




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Action Planning Essential QuestionEssential Question:Is the student successful at this level of support?

Students themselves do not fit into a tier of supports; instead, their needs are addressed through tiered supports.

Intensity is a two‐way street. Improved student outcomes are the result of continually monitoring and modifying (as needed) instructional programs and methods.Math

Science

Social-Emotional

Language Arts

Treasure Hunt

Gather and organize data in order to gain insights about systems, practices, and data.

Questions for team discussions:• What data do we have?

• Where is the data kept?

• Who has access to the data?

• How are the data used in a decision‐making context?

• What data are you not collecting that you need to collect?

• What data are you collecting that you are not using to improve student outcomes?

Performance Gap & Cause Analysis

Performance Gap = the difference between where an organization is and where they want to be.

InformationInformation

ResourcesResources

IncentivesIncentives

MotivesMotives

CapacityCapacity

KnowledgeKnowledge

Environment/System

1—Information• Clear expectations• Timely, specific

feedback

2—Resources • Materials, tools• Time• Processes

3—Incentives • Financial & non‐

financial encouragement

Individual Persons

6—Knowledge• Requisite knowledge

and skill base

5—Capacity • Ability to learn

and do

4—Motives • Desire to work and

excel

InformationInformation

ResourcesResources

IncentivesIncentives

MotivesMotives

CapacityCapacity

KnowledgeKnowledge

DATA‐BASED

Fostering Continuous Quality Improvement

DECISION MAKING

Kelsey R. Morris, EdD & Nadia K. Sampson, MAUniversity of Oregon

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-Behaviors are prerequisites for academics.-Procedures and routines create structure.-Repetition is key to learning new skills.

For a youth to learn something new, it needs to be repeated on average of ? times (Joyce and Showers, 2006)

Adults average ? (Joyce and Showers, 2006)

For a youth to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average ? times (Harry Wong)

8

25

28

76

Staff Students Families

Team includes representation of school (departments, grade levels…)

Strategic roll out for the adults Allow for adult voice/feedback Show me the data…often Involve various faculty in roles other than team

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Determine the minimum requirements for teaching behavior (i.e. how often), and plan lessons around these requirements

Provide initial lesson plans and/or lesson plan and develop a system for expanding lesson plan ideas throughout the year

Lesson plans should:• Define the expectation being taught along with

rules and routines for both the school-wide system and the classroom-wide system.

• Provide examples and non-examples of expected behaviors

• Explain how expectation applies to specific location (i.e. respect in the gym, respect in the classroom)

• Include opportunity for students to practice new skills

Select an expectation and develop a draft lesson plan relevant to a particular setting (e.g., classroom, hall, cafeteria, athletic events)

• What and How• Include examples/non examples• Opportunities for modeling and practice

• Who• When

Identify a way to evaluate the effect of the lesson plan

Lesson Plan to Address BehaviorExpectations and/or behaviors from our Matrix:

Context/Setting:

TEACHING = Tell + Model + Practice + Feedback + Re-teachTELL This component provides the what and why. This should be a brief opener to the lesson.

What is the skill?

Why is it important? In school? In other areas of life?

MODEL Teacher models with examples and non-examples. What would the behavior look like? What would the behavior not look like?

Examples Non-examples

GUIDED PRACTICE Student Activities/Role Playing or other activities

FEEDBACK Provide frequent positive feedback that is contingent and specific, re-stating the expectations/rules.

RE-TEACH (teachers should use observation and other data sources to identify when it is necessary to re-teach expectations/rules)

Teachers, co-teaching teams, grade level teams, and/or vertical teams may want to identify connections to curriculum and/or extensions of learning.

Adults may also want to cover using pre-correction, reminding, prompting, signaling, effective responding

p. 18

Strategy Method When

Kick Off Assembly Video for each expectation with student actors

First week of school

Lesson Plans Teachers deliver lessons on expectations.

One lesson per day during the start of each quarter.

Expectation and rules taught depend on needs as depicted by data.

Post Expectations Expectations and a corresponding rule will be placed in each major location.

Before the start of the school year.

Posters revamped each quarter.

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McCombs High School Teaching ScheduleDATES 9th grade

English10th grade

English 11th grade

English12th grade

English

Monday 8/30 2 3 4 5

Tuesday 8/31 6 7 8 9

Wednesday 9/1 1 2 3 4

Thursday 9/2 5 6 7 8

Friday 9/3 9 1 2 3

Tuesday 9/7 4 5 6 7

Wednesday 9/8 8 9 1 2

Thursday 9/9 3 4 5 6

Friday 9/10 7 8 9 1

Teaching Areas:1 – Cafeteria 4 – Restroom 7 -- Bus2 -- Hallway 5 – Auditorium 8 -- Office3 -- Outside 6 -- Before/After 9 -- Rewards

Develop Plan for initial teaching, boosters, new staff members/students/substitutes

Logistics• Who will coordinate the training plan? Timeline• How will students participate?• Who will do the teaching ? How will materials be developed?• How will feedback be given in a teaching environment?

Check to be sure you have…• identified strategies for direct teaching? • had faculty/staff review and give feedback on the teaching

schedule (location, frequency, & duration)?• administration review and approved final teaching schedule ?• teachers/staff/students evaluate the teaching of expectations?• planned for boosters throughout the year

PLAN FOR TEACHING CLASSROOM EXPECTATIONS What will be done? How will it be done? When will it be done? Introduce the expectations

Expectations will be reviewed and posted in classroom.

Start of the school year Start of each quarter Before/after breaks

Create/Post the Matrix

Teacher will create and it will be posted in the classroom.

Before the school year begins.

Establish a signal for obtaining class attention & transitions

Teacher will choose and teach a signal for obtaining class attention.

Beginning of the school year.

Model what the expectations look like

Teacher will create behavior lesson plans to teach matrix.

Start of the school year Start of each quarter Before/after breaks

Practice with students

The teacher will plan several sessions for students to have the opportunity to role play the expectations and rules.

Start of the school year Start of each quarter When data indicates a need

Provide specific feedback

When a student displays the appropriate behavior the teacher will acknowledge the student’s behavior.

As soon as students are taught the matrix and the expectations.

Acknowledge students who demonstrate the expected behavior

Students will be verbally acknowledged immediately and acknowledgements will be distributed when it is appropriate. (Always giving the reason for student receiving acknowledgement)

As soon as possible, when students are demonstrating appropriate behavior.

Pre‐correctandreviewoften

Teacherwillprecorrectorremindstudentsofexpectationsasoftenaspossible.

Beforeleavingtheclass transitiontonextclass,beforeanassembly,beforedismissal,etc….

PLAN FOR TEACHING CLASSROOM EXPECTATIONS

What will be done? How will it be done? When will it be done? Introduce the expectations

Create/Post the Matrix

Establish a signal for obtaining class attention & transitions

Model what the expectations look like

Practice with students

Provide specific feedback

Acknowledge students who demonstrate the expected behavior

Pre-correct and Review often

Brainstorm ideas about how you might teach expectations

Identify when you might teach expectations Identify 2 items that you need to do immediately –

who and when – and add to your team action plan form

Set meeting date to finalize schedule

Hold focus groups with parents to get feedback on the value of education vs. punishment for changing behavior

Create a survey (survey monkey) to get data on what parents think about punishment vs. teaching and positive reinforcement to change behavior

Use the data from the focus groups and survey to initiate or support local and state commitment to SWPBIS

Add a SWPBIS link on your website Develop a brochure or flyer on SWPBIS Develop a parent leadership training that includes

understanding and supporting SWPBIS Parent involvement provides a bridge to cultural

competence

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Hold focus groups with parents to get feedback on the value of education vs. punishment for changing behavior

Create a survey (survey monkey) to get data on what parents think about punishment vs. teaching and positive reinforcement to change behavior

Use the data from the focus groups and survey to initiate or support local and state commitment to SWPBIS

Add a SWPBIS link on your website Develop a brochure or flyer on SWPBIS Develop a parent leadership training that includes

understanding and supporting SWPBIS Parent involvement provides a bridge to cultural

competence


Data System 1.11, 1.12, 1.13, 1.14

Teach 1.4, 1.7

A consequence system is a universal set of procedures, arranged along a

continuum, for acknowledgingstudents for meeting and exceeding

expectations and discipliningstudents for violating these

expectations.

Correct Inappropriate

Behavior

Acknowledge Appropriate

Behavior

Consequence System

Code of Conduct District Policies Student Handbook Campus Monitor / Dean of Students /

Administrators

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Align with school-wide expectations and clearly defined rules

Exist alongside procedures for• Teaching expectations and rules• Acknowledging appropriate behaviors

Relate to the function of the behavior!

Clearly identified behaviors and responses

Clear, consistent procedures

Communication with staff, students parents

Training for staff and students

1. What is your school’s definition for a tardy?

2. What is supposed to be the consequence when a student is tardy?

3. What % of teachers do you think consistently adhere to the definition and consequences?

Warning/Re‐teach Minor Offense Major Offense Expected Behaviors

Teacher handled, no

documentation required, teacher

discretion for consequences and

personal documentation

Teacher handled, referral form

completed, teacher assigns own or

building consequence (building

consequence examples: lunch or

after school detention, time in

office, community service, etc.)

Referral form completed.

Administrator assigns consequence

(with teacher input). Administrator

communicates to teacher about

situation.

LANGUAGEOffensive remarks or gestures in a

casual manner inappropriate

sexual connotations; putdowns to a

particular subgroup

Repeated pattern of any

inappropriate language

Swearing used to harass,

intimidate, show defiance, create

an unsafe climate

Language that is socially

appropriate

I am frustrated.

I don’t like that.

I hate it when that happens.

That’s different.

DISRUPTION

Noise making; talk‐outs/side‐talk;

attention‐getting behaviors (silly

answers, class clowning, etc.);

bugging others

Repeated pattern of any disruptive

behaviors; misuse of cell

phone/electronic devices in class

[Phones and electronic devices to

be confiscated and taken to office]

Behavior that stops the learning in

class; defiant repetition of behavior

following correction

Cooperative behaviors

Turn taking

Contributing appropriately to

class discussions and

activities

Cell phones off & away

during instructional time

Staff and students know what to do and what to expect

Removes the emotion – minimizes feelings of unfairness or victimization

Your data is reliable! So you can make more accurate problem statements that lead to better solutions

CORRECTIONACKNOWLEDGEMENT 4 : 1

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Early adolescent show fewer reward signals in the brain to stimuli. The intensity of rewards must be higher for early adolescents to feel rewarded (Sprague, 2008).

Adolescents may need acknowledgements that are more: • Frequent,• Varied • Meaningful

Size Structure Adolescence Culture

Be sure to consider BOTH students and staff when developing your acknowledgement system!

Determine which types of acknowledgements (i.e., verbal praise, tangible rewards, award ceremonies) will be used

Clearly define criteria for earning rewards

Determine the frequency of distributing acknowledgements (i.e. daily, weekly, monthly, quarterly, each semester, or yearly)

Parties/celebrations (tangible)

Money for school store (tangible)

Special parking privileges (privilege)

Fast pass at lunch (privilege)

Recognition at an assembly (social recognition)

Names put in the school bulletin (social recognition)

After school ice cream social (tangible)

Leave 5 minutes early pass (privilege)

Special parking spot (tangible)

Recognition at faculty meetings (social recognition)

Administrator covers a class (privilege)

Tied to school-wide expectations

Efficiently delivered• Fit into daily activities• Avoids interrupting instructional time• Easy to teach, implement, etc.

Acknowledgements are• Age appropriate and students/staff will find them valuable• Varied types that are valuable to diverse groups of students

(tangible, social, privilege) • Allow for choice – at least in some of the systems

Predictable schedule • Allow for all students to be eligible to earn acknowledgements daily• Layered: daily, weekly, monthly, quarterly, etc.

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Notable Deeds Cave Buddies Student of

the MonthGood News Postcards

ABS Movie night

PRIDE Qualities

Teacher of the Year

PRIDE Expectations

Weekly Tardy Raffle

Friday Pick-me Up

Des

cription

Certificates presented to students / staff in class by admin or to staff members at staff meetings.

Anyone can fill out a nomination form.

Stuffed cavemen presented to staff members at staff meetings by peers.

Each recipient chooses the next recipient.

4 are passed on each month.

Students receive a certificate and a free pizza lunch with the principal.

Each teacher selects two students per month

Staff members write notes to parents or students that are mailed home.

Postcards are available for staff use.

Students get free admission to a movie afternoon at school.

Includes popcorn or ice cream sundaes.

Each staff member is given 10 tickets per month to give to students.

Tickets good for entry in a raffle of the student’s choice.

Different quality each month

Students vote for the teacher who has had the biggest impact on their lives. Top 5 teachers are presented with awards at the end of the year assembly.

Admin. randomly selecting students to recite the expectations.If they can they get a HOINOR T-shirt

4 classes are randomly selected. 1student in each class is randomly selected until a student is found with no tardiesfor the previous week. Winnersget $5 from admin. during 3rd period.

Each Friday an admin. randomly selects a teacher who has been faithful with a given task for that week. Teacher getscoffee beverage of his or her choice during class.

By w

hom

/ to

who

m Staff to , staff & studentsStudents toStudents, & staff

Staff to staffStaff to students

Staff to students/parents

Staff to students Staff to students

Students to staff

Administration to Students

Administration to Students

Administration to Staff

Coor

din

ates

?

Joy Chan Albert JoAnna Chan JoyKirk (with help from Student Leadership)

Sven Sven Deb

Cost Printing costs

for awards

Cave Buddies already purchased

$6 / monthPrinting plus postage $50 / month $150 /month

Plaques paid for by Student Leadership

$15 /month($5 per student)

$20/week $2 week

Freq

uenc

y

On-going for students, presented monthly for staff

Monthly Monthly On-going Quarterly Monthly Yearly Weekly Weekly Weekly

Desired Behavior

Catch-all for positive behavior

•Above and beyond on the job• Completingextra tasks• Helping others• Good attitude• Excelling in his• or her field

Up to teacher discretion • Most

improved• Best behavior• Highest

grade• Good attitude• Hardest

worker

Up to teacher discretion • Most

improved• Best behavior• Highest

grade• Good

attitude• Hardest

worker

Academic success in the classroom

No D’s or F’s

PRIDE Qualities:

PerseveranceRespectIntegrityDisciplineExcellence

Rapport with Students

Positive relationships

Knowledge of PRIDE qualities

On-time to all classes

Changes each month

• Assignmentsonline

• Grade booksupdated

• Attendance taken

regularly

GPHS 2009

Collect and use evaluation data• All staff consistently implement :Tally by teacher names, Teacher

distribution quota• All staff and students receive acknowledgements: Tally by grade,

ethnicity, subject, etc. • Student selection of acknowledgments: Audit of acknowledgements

selected / left over

Conduct surveys or Team member to teacher check in• Do teachers, staff, and students know the acknowledgement

system?• Do they report that it is easy to implement (Easily fit into daily

activities; Avoids interruption of instructional time)?• Do a wide variety of students/staff report receiving

acknowledgments?

POWER Act’so 57/178 staff members have participated = 32%o 31/57 of those PA’s won = 54%

Notable Deedso 35 staff members turned in 110 ND’s = 20%o 11/35 of those ND’s won = 31%o 12/110 of students nominated win = 11%


Consequence System 1.5, 1.6, 1.9

Who? Tailor to your Audience

What?Have a targeted message (will change over time) Link message to broader events/themes

How?Make it Predictable, Consistent and Frequent Utilize multiple formats Always encourage two way communication

When? How Frequently?

Staff

Parents/Community

Admin Team

Students

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Connecting with Staffo Handbooks

o Newsletters

o Staff Meetings

o Surveys; Gallery Walk

o Department meetings; small groups

o Personal 1:1 contact

o Yeah buts Gallery Walk

0%

10%

20%

30%

40%

IEP No IEP

Students Missing More than 10% of Instructional Days by IEP Status

2008-09 2009-10


o Newsletters

o Staff Meetings




o Yeah buts

“It's as simple as this. When people don't unload their opinions and feel like they've been listened to, they won't really get on board.”

― Patrick Lencioni, The Five Dysfunctions of a Team: A Leadership Fable

What is the shortest word in English language that contains the letters abcdef?

FEEDBACK


o Newsletters

o Staff Meetings




o Yeah buts

Expensive, time consuming/ effortful

Unnecessary o “they should know how to behave by now”

Inappropriateo “Rewards are fine for elementary school but are ineffective

and inappropriate in middle or high school.”o The use of rewards will damage “intrinsic motivation” and

actually result in reduction of desired behaviors.o “I don’t believe in bribing students to learn”

Resistance to teaching behavior (even academic behaviors)o “I’m here to teach content, not behavior / study skills”

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Connecting with Administrative Teamo Administrator on Leadership Team

o Administrative Team liaison

o Specific Requests for Principal• Announcements• Time at Staff Meetings• Attendance at Leadership Meetings• Funds• Space in Student Handbook

Connecting with Studentso Student Teams/Groups: Have a Clear Purpose

• POWER Crew• Student Led Language Initiative• Leadership Class• Existing groups for smaller projects

o Student Surveys

o Student Handbook

o Student–led Lesson Plans / Assemblies

o Embed content in courses/advisory

School website Building entrances Computer wallpaper TV screens School newspaper Hallways Classrooms Sporting Events Dances

Posters on the walls become wallpaper over time

Consider rotating and refreshing signage throughout the year

Today’s teens are bombarded with new images and instant informationo Got to make the message relevant, attractive, &

engaging

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The single biggest problem in communication is the illusion that

it has taken place.

GEORGE BERNARD SHAW

Staff Students Parents

Initial Buy in-Commitment

Gallery walkClimate Surveys

VideosClimate SurveyFocus groups

Climate Surveys

Implement –Support

AcknowledgementsMatrices-SignageNewsletterPA Announcements

AcknowledgementsMatrices-SignageNewsletterPA Announcements

SignageNewsletter

Expand knowledge/understanding

PDFaculty HandbookLessons

Embedded contentParent-Student HandbookLessonsEmbedded content

NewsletterParent-Student Handbook

Input-Feedback SurveyInbox

SurveyInbox

SurveyInbox


Communicate 1.10, 1.11

Core Features of

Implementation

Key HS Focus

Areas


Success

SOCIAL BEHAVIOR

ACADEMIC SUCCESS


BELONGING

FRESHMEN SUPPORT

HS Contextual

Influences

Key

Foundational

Systems

Size

Culture

Developmental Level

Communication

Leadership

Data


Add to closing – show video if time (10:55 is hs)

fullppt final - pbis45–11:30 data based decision making 11:30 –12:30 lunch 12:30–1:15 teaching...

Documents