School-Wide PBS Administrative Leadership Makes It Happen

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School-Wide PBS Administrative Leadership Makes
It Happen

• PBS Summer Institute
• June 8, 2009

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Purpose

• Provide quality and useful information regarding
  building implementation of Positive Behavior
  Support.
• Suggest steps administrators should follow for
  successful implementation.

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West Junior High Demographics2008-2009

• Enrollment- 941 (8th - 9th Grade Building)
• of Student Enrollment by Ethnicity
• White 73.6
• Black 14.5
• Hispanic 3.5
• Asian 8.3

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West Junior High SchoolPBS Team Make-up

• One Administrator
• (listen, guide discussion, make decisions)
• Department Representative (9)
• (2 Departments not represented)
• PBS Facilitator

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Our Six Year Journey

• Years 1-3 Learning and Planning
• Years 4-6 Implementation

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2005-2006The Process Begins

• Accomplishments
• Development of a Matrix
• Significant learning curve for PBS Team
• Developed a student survey to gather information
  on school climate
• Began action plan development
• One focus area

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Administrative Support for PBS Implementation-
Year 1

• Selection process for PBS team
• Coach selection and training
• Allow time out of building for training/observatio
  ns
• Schedule time with coaches to develop meeting
  agenda
• Define and establish meeting norms
• Accept all recommendations/suggestions
• Have a clear objective of where you want to go
• Guide Discussion

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PBS 2006/2007Year 2 Overview

• Implementation of Start on Time
• Action Plan (1st Draft)
• Attempted to integrate social building activities
  - 25 minute lesson one per month
• Unsuccessful
• Met resistance from faculty
• Activities did not meet curriculum content
  guidelines
• Low level of support

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Administrative Initiatives 2006-2007 (Year 2)

• Faculty Training/Data Collection
• SWIS
• Defined Teacher Managed vs. Office Managed
• Facilitated professional development for faculty
• PBS Manuals (every handout hole punched)
• Observations, teacher conferences
• PBS in the forefront
• Student Recognition
• Established No Tardy Celebrations
• Supported preliminary discussion on recognition
  for students who meet school wide behavior
  expectations

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PBS 2007/2008Year 3 Overview

• Start on Time Year 2
• Integrate respectful and responsible activities
  as prepared class lessons
• Twice per month
• Did not meet expectations of PBS Team
• Support Varied - Accountability Issues
• Faculty Resistance
• Lesson may not match learning level of students
• Generic lesson -no relation to current
  instructional unit

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Admin. Responsibilities/Support 2007/2008 (Year
3)

• Data Collection
• SWIS, Big 5 Reports, Tardy Data
• Faculty meetings - Share student data
• Professional Development
• Developed Science of Behavior Worksheet
• Facilitated professional development for faculty
• Coaches Training/Team Training
• Observations, teacher conferences
• Student Recognition
• No Tardy Celebrations
• Valiant Viking Card

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PBS Target Areas2008/2009
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PBS 2008-2009Year 4 Overview

• Integration of Respect, Responsible, Ready into
  Content
• Teacher Flexibility, Autonomy
• Science of Behavior Worksheets - 2 target goals
  for Ready, Responsible, Respectful
• West Junior High School PBS website link
• Restructure of district PBS facilitator position

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Administrative Support for Building Level Change

• Established Professional Learning Teams
• Format change of faculty meetings
• PBS members facilitate learning teams
• Teacher accountability through PLTs
• Professional Development for PBS Team
• Analysis and explanation of data
• Prepare Coaches to facilitate meetings
• Allow team members to be leaders

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Science Teacher

• Element Bonding
• Activity
• Students constructed an element hat made of ping
  pong balls and construction paper
• Students take on the personification of the
  element
• They must find others to bond with (attach hat to
  hat)
• PBS
• Respect
• What are appropriate ways to get something from
  someone?
• Is it appropriate to just take from someone?
• How would you introduce yourself?

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English Teacher

• Book- Picture Bride (Japanese women coming to
  America to marry a man she never met)
• Weaved Respectful, Responsible, Ready into theme
  of the book
• Facing stereotyping, labeling, racism (Respect)
• Sent to marry one man, but falling for another
  (Responsible)
• Japanese Internment Camps (Ready)
• Combined in-class writing assignment with
  discussion groups

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• West Junior High School
• Data/Referral System

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Discipline ReferralsMajor-Minor Referrals

• Major Referral- Office Managed
• Disrupted the learning environment
• Caused loss of instruction
• Compromised the well being of others
• Minor Referral- Teacher Managed
• Teacher can correct with minimal disruption or
  loss of instruction
• Redirect the focus and behavior of the student
• Open dialogue, re-enforces expectations
• Provides for early intervention and parent
  contact
• Enhance Teacher-Student relationship

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Average Referrals Per Day Majors Only

• Year No./Ref. Avg./Day
• 2006/2007 2902 16.5
• 2007/2008 2545 14.4
• 2008/2009 2193 14.1
• (based on 155 days Aug.-April)
• Tardy Referrals Deleted
• 2008/2009 1809 11.6
• (based on 384 tardy referrals YTD)

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Instructional Time Statistic

• 06-07
• 2902 Major Office Referrals _at_ 20 min. 967 hrs.
• LIT 138 days of lost instruction
• 07-08
• 2543 Major Office Referrals _at_ 20 min. 848 hrs.
• LIT 121 days of lost instruction
• 08-09
• 2193 Major Office Referrals _at_ 20 min. 731 hrs.
• LIT 104 days of lost instruction
• (based on Aug April data)
• Net Gain from 06/07 08/09
• 34 Instructional Days
• 236 Hours of Instruction
• (LIT Lost Instructional Time)

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• REFLECTIONS
• OF
• POSITIVE BEHAVIOR SUPPORT
• IMPLEMENATION

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Student Supports

• Teach expectations through PBS lessons
• Policy change
• Signs- In halls and classrooms
• Student Conferences
• Student Recognition
• Shift in mind-set by Administration
• How office managed referrals are processed

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Challenges of Implementation

• Create a Thorough Plan for Implementation
• Presentation Development
• Consider All Possible Scenarios
• Energize Presentation-Engage Audience
• Clear Parent Communication
• Faculty must see/accept
• the benefit for them as teachers in your building
• PBS is here to stay
• Second Order Change - asks teachers to alter
  beliefs and practices (Tomlinson)
• Deep Implementation (Marzano, Reeves)

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Keys For Faculty Acceptance

• Team make-up Department Representation
• Continuous ongoing professional development
• Use data to show a need
• Provide anticipated benefit to faculty
• Show evidence of success from similar demographic
  schools
• Prepare a formal initial introduction by the
  Administration to Faculty
• Administrator message- PBS is here to stay. This
  is a district initiative.
• Have complete program implementation handbook
  prepared for teachers
• Anticipate questions and scenarios

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Where Do We Go From Here2009-2010

• Strengthen faculty knowledge of PBS
• Grow from our use of Learning Teams
• Develop advanced strategies/training for faculty
  to conference with students
• Continue to define
• Direct teaching
• Integration into the content
• Teacher accountability to PBS

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Where Do We Go From Here2009-2010 cont.

• Identify behaviors through data
• Tier 2/3 students
• Intervention Pyramid
• Establish Intervention Strategies for Behavior
  Change

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Keys to Administrative Leadership

• Model Learning- PBS
• Request Feedback
• Respond
• Policy/procedure changes
• Use data to bring staff along through the process
• Develop Teacher Leaders
• Continuous, Ongoing Professional Development
• Outlast the resistance

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Contact Information

• Mr. Jeff Beiswinger, Assistant Principal
• West Junior High School, Columbia, MO
• Email - jbeiswin_at_columbia.k12.mo.us
• West Junior High School Website
• www.columbia.k12.mo.us/wjhs