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Teaching PBIS Expectations at the High School Level

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Title: Teaching PBIS Expectations at the High School Level


1
Teaching PBIS Expectations at the High School
Level
  • Illinois PBIS Network
  • Positive Behavior Interventions
    SupportsComing Together to Strengthen Illinois
    Schools
  • August 6, 2009
  • Session 40

2
Presenters and Contact Information
  • Dr. Kelly Morrissey
  • Foreman High School
  • Chicago, Illinois
  • klcarney_at_cps.edu
  • Darlene Sobel
  • Illinois PBIS Network
  • darlene.sobel_at_pbisillinois.org

3
Thank you!
  • Character Education Application of Positive
    Behavior Supports to U.S. Department of
    Education, Safe and Drug Free Schools.
    Q215S070001 Awarded 2007.
  • Systematic Analysis and Model Development for
    High School Positive Behavior Support Institute
    for Education Science, U.S. Department of
    Education, Submitted with the University of
    Oregon. R324A070157 Awarded 2007.
  • Foreman High School Chicago, Illinois
  • Larry Irvin, Principal
  • Lisa Hoeper, Universal Chair
  • Claire Newton, Secondary Co-Chair
  • Loyola University of Chicago
  • Dr. Hank Bohanon
  • Dr. Pam Fenning
  • Dr. Kimberly Thier
  • Stacey Weber
  • Alissa Briggs
  • Gina Bartucci
  • Illinois PBIS Network
  • Dr. Lucille Eber
  • Steve Romano
  • Dr. Lynda Stone

4
By the end of this presentation, you will be
familiar with
  • How an urban high school uses data to develop
    teaching expectations
  • Development of Behavior Lesson Plans for high
    schools
  • Teaching Behavior Lesson Plans in high schools
  • Classroom management and consequences

5
Designing School-Wide Systems for Student
SuccessA Response to Intervention Model
Academic Systems
Behavioral Systems
1-5
1-5
5-10
5-10
  • Universal Interventions
  • All Settings, All Students
  • Preventive, Proactive

80-90
80-90
Adapted from What is school-wide PBS?
OSEP Technical Assistance on positive
behavioral Interventions and supports. Accessed
at http//www.pbis.org/schoolwide.htm
6
?
Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Adapted from What is a systems Approach in
school-wide PBS? OSEP Technical Assistance
on Positive Behavioral Interventions
and Supports. Accessed at http//www. Pbis.org/sch
oolwide.htm
Supporting Student Behavior
7
Some Challenges Facing High Schools Today
  • Student readiness to master High School
    Curriculum
  • Advancing Technology-positives and negatives
  • Adolescent behaviors associated with gaining
    independence
  • Creating host environments or systems that
    enable adoption sustained use of effective
    practices
  • Drop out rate

8
Foreman High SchoolChicago, Illinois
  • About 2000 students
  • 8 White
  • 17 Black
  • 72 Hispanic
  • 79 low income
  • 17 limited English proficiency
  • Educational Environment
  • 77 attendance
  • 22 mobility
  • 12 drop out rate
  • 53 graduation rate
  • Loyola
    University of Chicago
  • Center for
    School Evaluation, Intervention, and Training
    (CSEIT)

  • www.luc.edu.edu/cseit

9
Foreman High SchoolAcademy Structure
FOREMAN HIGH SCHOOL
Math and Science
Arts and World Languages
Business and Technology
Humanities
Freshman Academy
FLYERS
HIVE
STING
SWARM
10
Designing School-Wide Systems for Student
SuccessA Response to Intervention ModelForeman
Programs
Academic Systems
Behavioral Systems
1-5
1-5
5-10
5-10
80-90
80-90
11
Timeline Year 1
12
Tiered Supports Leadership Teams
Character Education Application of Positive
Behavior Supports (ICEPS) to U.S. Department of
Education, Safe and Drug Free Schools.
Q215S070001 Awarded 2007.
13
(No Transcript)
14
Foreman ODR Data 2005-2009
15
Foreman ODRs 2008-2009Average Referrals Per Day
Per Month(167 days/830 referrals)
16
ODRs 2008-2009By Problem Behavior
17
Example of Behavior Matrix for High Schools

18
Social Emotional Learning (SEL) Standards
  • Develop self-awareness self-management skills
    to achieve school life success
  • Use social-awareness interpersonal skills to
    establish maintain positive relationships
  • Demonstrate decision-making skills responsible
    behaviors in personal, school, and community
    contexts

19
High School Behavior MatrixAligning SEL Standards
20
Just as we teach academics, we can also teach
behaviors
21
Teaching Behavioral Expectations
  • 1) State behavioral expectations
  • 2) Specify student behaviors (rules)
  • 3) Model appropriate student behaviors
  • 4) Students practice appropriate behaviors
  • 5) Acknowledge appropriate behaviors

22
Designing a Behavior Lesson Plan for High Schools
  • STEP ONE Select the skill to be taught
  • Skills are taken directly from the behavioral
    matrix
  • Select skills based on the trends in your data
  • STEP TWO Write the lesson plan
  • Name the skill align to SEL Standard and
    school-wide expectation
  • RESPECT Say My Name, Please
  • Introduce the rule/skill
  • Demonstrate the rule/skill
  • Provide acknowledgment and feedback

23
Tips for Teaching Behavior
  • Practice should be conducted in actual setting
    whenever possible
  • Real students should never practice non-examples
  • Use high frequency acknowledgments
  • Precorrect with students before activity
  • Have a plan for behavioral acting-out

24
PBIS Process IN PROGRESSTeaching Cafeteria
Behavior
Practice should be conducted in actual setting
whenever possible
25
Teaching Behavior in High Schools
  • Use student leaders to develop
  • strategies for teaching expectations
  • Survey students for suggests and concerns
  • Clearly define expectations, i.e. tardiness, that
    you want to address
  • Posters of expectations posted in established
    areas
  • Each month a different focus violence,
  • tardiness, etc

26
Teaching Behavior in High Schools
  • Use creative roll-out procedures such as
    videotapes, popular movies, role-playing by staff
    or students
  • Provide formal lesson plans
  • Pilot with a small group of students
  • Instruction during advisory period with 15-20
    students per advisor
  • Orientation by guidance people for first day of
    school to introduce expectations

27
Teaching ExpectationsKick-Off
  • Content
  • Introducing school-wide expectations
  • Announcing initiatives
  • Generating enthusiasm and support
  • Assembly
  • Staff and student led examples and non-examples
    of behaviors
  • School-produced video

28
Foremans Kick Off Timeline
  • Prior to the opening of school Parents of
    freshman are invited to rotational meetings
    regarding academic and behavioral expectations.
  • First three days of school Orientation for
    returning teachers, new teachers, esps,
    cafeteria staff, and security guards
  • When school starts Separate assembly for
    freshman sophomores-seniors have refresher
    orientation regarding PARR

29
A Foreman School-wide Challenge
  • Attendance Booster for Students
  • Attendance goals discussed at kick-offs
  • Acknowledgment
  • Students with one absence per month,or by the
    end of the first quarter three or less absences,
    were acknowledged with treat bags.

30
Teaching ExpectationsOn-Going
  • School-wide behavior lesson plans are presented
    monthly or bi-monthly
  • In response to concerns on Big 5 Data
  • Teaching the lesson plans
  • Homeroom
  • Extended Advisory
  • Rotational schedule

31
Foreman Develops Behavior Lesson Plans
  • PARR Teaching and Communication teams develop
    topics after looking at ODR data. Student driven
    activities are completed during extended
    homeroom.
  • Behavior Lesson Plans
  • Posters related to behavior expectations
  • Classroom discussions with product
  • Independent student analysis of scenarios

32
Universal or Core Team
Character Education Application of Positive
Behavior Supports (ICEPS) to U.S. Department of
Education, Safe and Drug Free Schools.
Q215S070001 Awarded 2007.
33
Teaching ExpectationsBoosters
  • Re-teaching expectations when administrators or
    Universal team identify a school-wide concern
  • All-school assemblies
  • Week-long celebrations
  • Special activities, i.e. picnics
  • Acknowledging improved behaviors based on data
    analysis
  • Following vacations
  • Following statewide testing
  • Following a specific task, i.e. reducing the
    number of first period tardies

34
A Foreman Homeroom Challenge
  • Reteaching
  • How to be Respectful in School
  • Discussion
  • Assignment
  • Acknowlegment
  • One homeroom from each grade level wins a pizza
    party

35
Urban High School Booster
  • Reward Party
  • In October, the students were rewarded a party
    for 1 or less tardies. Over 900 students earned
    this privilege.

36
Acknowledging Students and Staff
  • Examples
  • Buzzy Bucks/School Store
  • Monthly raffles for students, teachers, and
    support staff
  • Best Homeroom Challenge
  • Gold and Silver ID cards
  • Honors Dinner
  • Birthday Cards
  • School-Wide Celebrations
  • Key Elements
  • Variety of reinforcers
  • Training
  • Rationale
  • Developmentally appropriate
  • Dont forget the big people

Center for School Evaluation, Intervention,
Training www.luc.edu\cseit
37
(No Transcript)
38
Gold and Silver ID Cards
39
Some Things to Think About
  • It all comes down to good teaching

40
A Foreman Tune-up an opportunity to increase
the staffs ability to develop behavior
management strategies
  • Historically, November has been a difficult month
    as reflected by ODRs.
  • Why do we think student misconduct spikes at this
    point in time?

41
From the Foreman Handbook
  • Behaviors
  • to be logged by Teacher
  • Excessive talking
  • Insubordination
  • Off task
  • Passing notes
  • Drinks/food
  • Headphones
  • Cell phones
  • Missing homework
  • Not prepared for class
  • Inappropriate language
  • Dishonesty
  • Dress code
  • Cheating/Plagiarism

42
Group Activity Classroom Managed Behavior
43
Consequence Keys
  • Negative feedback is paired with positive
  • Thank you for having your uniform shirt on
    today now I need you to put on your ID.
  • Use the mildest form that would still be
    effective
  • (Gentle pressure relentlessly applied) Its
    time for class to start lets clear the hallways
    its time for you to go to class we can walk and
    talk, but it is time for us to go.

http//flpbs.fmhi.usf.edu/revision07/secondary/Cla
ssroom20Consultation20Guide.pdf
44
Consequence Keys (contd)
  • Student is not deprived of key social and
    learning experiences
  • Why dont you take two or three minutes to
    yourself, and then I will come back to help you
    get started.
  • Punishment alone has side effects
  • A students behavior can worsen with an
    unbalanced consequence. Allow for a reconnection
    or a closure discussion.
  • http//flpbs.fmhi.usf.edu/revision07/secondary/Cla
    ssroom20Consultation20Guide.pdf

45
Proven Effective Classroom Practices
  • Provide advance organizers/precorrections
  • Keep students engaged
  • Provide a positive focus
  • Consistently enforce school/class rules
  • Correct rule violations and social behavior
    errors proactively
  • Teach and plan for smooth transitions
  • Proven strategies from www.pbis.org

46
PARR Strategies - Handbook
  • PRODUCTIVE
  • Be consistent in consequences rewards possibly
    allow students to have a say in what
    those consequences and rewards will be
  • Make sure curriculum and materials presented are
    compatible with various learning abilities
  • Give timely feedback on assignments and tests
  • APPROPRIATE
  • Be on time to class so you can greet students at
    the door each day
  • Keep a professional relationship with students
    and parents and provide positive reinforcement
  • Keep a friendly professional relationship with
    co-workers dress in a professional manner
  • RESPECTFUL
  • Stay calm and positive avoid power struggles
  • When necessary, speak with a student in private
    allow students to speak freely while following
    PARR expectations
  • Treat peers and students with the same respect
    you want from them
  • RESPONSIBLE
  • Remind students, and remember, that each of us is
    in control of his or her own behavior
  • Clearly define model the specific social
    behaviors you want students to exhibit
  • Keep classrooms neat clean for other
    teachers/students who use the room
  • Taken from the FHS Teacher Handbook 08-09, PARR
    section page 35

47
Seven Steps to creating a positive classroom
environment and culture
  • Designing the physical space of the classroom
  • Teaching expectations
  • Establishing classroom routines
  • Using consequences effectively
  • Pre-correcting problem behavior
  • Managing interactions and defusing confrontation
  • Managing Instruction
  • Classroom Management Self-Assessment Revised
  • Simonsen, Fairbanks, Briesch, Sugai, 2006

48
Time Lost to Discipline(Barrett and
Swindell-2002)
Teacher Student
Administrator
Referrals
5 minutes
20 minutes
10 minutes
In-School Suspension
5 minutes
6 hours
20 minutes
Out of School Suspension
5 minutes
6 hours
45 minutes
49
PARR Website
50
www.pbis.orgwww.pbisillinois.orgwww.pbssurveys.o
rgwww.swis.orgwww.isbe.netwww.luc.edu/cseitwww
.foremanhs.org
Resources
51
Teaching Expectations at the High School Level
  • Questions
  • Answers
  • Time to Reflect
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