Teaching PBIS Expectations at the High School Level

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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

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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

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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

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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

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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
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?
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
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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

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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

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Foreman High SchoolAcademy Structure
FOREMAN HIGH SCHOOL
Math and Science
Arts and World Languages
Business and Technology
Humanities
Freshman Academy
FLYERS
HIVE
STING
SWARM
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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
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Timeline Year 1
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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.
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(No Transcript)
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Foreman ODR Data 2005-2009
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Foreman ODRs 2008-2009Average Referrals Per Day
Per Month(167 days/830 referrals)
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ODRs 2008-2009By Problem Behavior
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Example of Behavior Matrix for High Schools

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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

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High School Behavior MatrixAligning SEL Standards
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Just as we teach academics, we can also teach
behaviors
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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

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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

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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

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PBIS Process IN PROGRESSTeaching Cafeteria
Behavior
Practice should be conducted in actual setting
whenever possible
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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

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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

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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

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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

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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.

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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

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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

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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.
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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

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A Foreman Homeroom Challenge

• Reteaching
• How to be Respectful in School
• Discussion
• Assignment

• Acknowlegment
• One homeroom from each grade level wins a pizza
  party

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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.

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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
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(No Transcript)
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Gold and Silver ID Cards
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Some Things to Think About

• It all comes down to good teaching

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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?

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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

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Group Activity Classroom Managed Behavior
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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
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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

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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

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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

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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

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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
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PARR Website
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www.pbis.orgwww.pbisillinois.orgwww.pbssurveys.o
rgwww.swis.orgwww.isbe.netwww.luc.edu/cseitwww
.foremanhs.org
Resources
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Teaching Expectations at the High School Level

• Questions
• Answers
• Time to Reflect