NJ

PBSIS Helping Schools Build Systems of Support

High School Implementation of PBIS NJ PBSIS is a collaboration between the New Jersey Department of Education, Office of Special Education Programs and The Boggs Center, Rutgers Robert Wood Johnson Medical School. NJ PBSIS is funded through the I.D.E.A. 2004, Part B Funds. Rutgers, The State University of New Jersey

NJ

PBSIS Helping Schools Build Systems of Support

• PBSIS is a collaboration between the New Jersey Department of Education, Office of Special Education Programs and the Boggs Center at Rutgers Robert Wood Johnson Medical School. State Training Team: • Sharon Lohrmann, Ph.D • • Bill Davis, M.Ed • • Scott McMahon, MSW • NJ DOE – OSEP Coordinator: • Mary Haspel, M.Ed, BCBA

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Paula Raigoza, M.Ed Blair Rosenthal, Ph.D Jolie Battista, M.Ed

Today’s Session • Profile three very different high schools that are implementing PBIS: – Focus on Universal Intervention implementation – Highlight activities and strategies that have been important to implementation – Conclude with key take away messages about implementation at the High School level 3

Training Sequence: Year 1 - PLANNING MayJune SepOct Nov

• Schools are nominated for participation • Administrators participate in webinar orientations • Administrator meetings • 1st universal team meeting • Self Assessment begins Training Day 1 PBIS introduction & analyzing self assessment data

Jan

Training Day 2

Designing an expectations framework

Feb

Training Day 3

Designing a school-wide recognition system

Apr

Training Day 4

Planning instructional events

Training Sequence Year 2 – IMPLEMENTATION Sep

Instructional Rollout – begin implementation

(Sep-Jan)

Oct

Training Day 5: Advanced implementation topics

Oct-Jun Guided implementation to develop maintenance fluency Jan - Feb Function-based problem solving at the secondary & tertiary tiers – 3 day training March Jun

Coaching pilots to implement function-based problem solving

Training Sequence Year 3 – Ongoing Coaching • Differentiated coaching supporting tailored to the implementing school’s needs

PBIS in High School Settings: Implementation Snapshot • Introduction of PBIS (During year 1 planning) – Professional development session – Opportunities to shape the decision making process

• Initial Staff Rollout (Just before the student rollout) – Implementation manual distributed – Professional development session – Classroom posters

PBIS in High School Settings : Implementation Snapshot • Expectations framework has visibility in the school – Posters in non classroom areas – Established logo and tagline

• Student instructional event – Teaching component – Celebration component – Launch of the recognition system

PBIS in High School Settings: Implementation Snapshot • Ongoing implementation – Monthly Universal Intervention team meetings – Maintenance of components (e.g., incentives) – Data-based decision making using office conduct referral and other data – Planned boosters

Featured High Schools at a Glance School Characteristics

Bridgeton High School

Bordentown Regional High School

Irvington High School

Size

867

552

1461

Graduation Rate (2012-2013)

68%

92%

60%

Title 1

Yes

Yes

No

F/R Lunch

83% Eligible

26% Eligible

46% Eligible

Location

South Jersey

Central Jersey

North Jersey

Designation

Rural - Urban

Rural - Suburban

Urban

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NJ

PBSIS Helping Schools Build Systems of Support

Bridgeton High School

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Bridgeton High School • 2011-2012: Trained & Planned • 9/2012: Initial Rollout: • In their 3rd year of implementation

Bridgeton High School • “A Solid instructional event gets everyone on

the same page” – First day of school – use a half day schedule – Students rotate as an Academy through different areas of the building – Mini lessons on the expectations are presented – Gym rotation includes Minute to Win It games – Auditorium rotation includes a student made video on PBIS at BHS – Activities are infused for fun and community building 13

Instructional Event Schedule Extended Homeroom 7:40-9:10 Attendance Teach Expectations • Homeroom Icebreaker Activity • Relationship Building Welcome Video • Introduce all Administrators • Overarching Expectations Transition to Designated Locations Practice / Model expectations

9:15-9:55

10:00-10:40

ABLE SLICE • Teach Expectations & • Teach Expectations & procedures: procedures: • Lunchroom • Lunchroom SUCCESS • Teach Expectations & procedures • Auditorium • Dress Code • Kick off Video • Entrance Security SLICE • Teach expectations & procedures • GYM • Recognition System and first drawing • Minute to Win It

ABLE • Teach Expectations & procedures • Auditorium • Dress Code • Kick off Video • Entrance Security SUCCESS • Teach expectations & procedures • GYM • Recognition System and first drawing • Minute to Win It

Return to Homerooms 11:30-12:15

10:45-11:25 SUCCESS • Teach Expectations & procedures: • Lunchroom SLICE • Teach Expectations & procedures • Auditorium • Dress Code • Kick off Video • Entrance Security

•

Character Building Activity

•

Goal setting

•

Teach Expectations & procedures • Bathroom • Dismissal procedures

•

Parent Info

ABLE • • Teach expectations & procedures • GYM • Recognition System and • first drawing • Minute to Win It

Distribute packets to be returned next day Dismissal

Bridgeton High School Roll the Video Tape!

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Bridgeton High School • Weekly classroom raffles (bin in each classroom) • Monthly Cafeteria raffles (classroom bins & loose tickets) • 3x a year Top Dog raffles (cumulative collection of tickets) • “Having multiple pathways to acknowledge assures that all students have something that motivates them” – Paw Pride Key Tickets – ‘Keyed into Success’ Positive Referral – ‘Top Dog’ Bulletin Board 16

Bridgeton High School • At least 3x a year solicit incentive ideas from students • “Freshman & Sophomores have different needs and interests than Juniors & Seniors” Freshman & Sophomores

Juniors & Seniors

• More likely to put tickets in the weekly & monthly raffles

• More likely to hold onto tickets for the Top Dog raffles

• Tend to select prizes that are student-centric (e.g., food gift card)

• Tend to like prizes that are socialcentric (e.g., getting an entry into the 17 in the minute to win it competition)

Bridgeton High School • “Boosters keep PBIS alive and relevant” – Monthly review of data – Select target and define a Boost Goal – Data sent to teachers with the target and suggestions for giving out tickets – Teachers share data and Boost Goal with the students – At least once during the month, the coach sends reminders to staff with suggestions

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Bridgeton High School • “Face to face communication with staff increases follow through” – Coach says email is “risky business” – Coach joins the small academy meetings 1x month to provide updates, information, answer questions, etc.

• “Keep staff in the spotlight” – Staff ‘Turn the Keys’ days gives staff a chance to receive Keys from students 19

YOU’VE GOT THE KEYS Staff Appreciation A Special Thanks to: ___________________________________________________ From: _____________________________________________________ Because: ____________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

You Make the Difference!

NJ

PBSIS Helping Schools Build Systems of Support

Irvington High School

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Irvington High School 2012-2013: Trained & Planned 9/2013: Initial Rollout In their 2nd year

The Secret to Their Success • Team Team Team – Meet monthly for a full day – High organized and task focused – Continually building and enhancing their capacity • Recruiting other staff to participate in various planning activities • Building a student committee

– Members are determined and stick with implementation

Irvington High School’s Rollout Plan Activities included: • Beginning of the year roll out: Instruction during class meetings, Be R.E.A.L. pride activity; Lunch with a short entertainment program by talented IHS students, choice activities where students modeled being R.E.A.L. with staff

• Ongoing recognition system • Periodic booster activities • OCR data tracking

Student Performances

Staff Role Played Expectations

Structured Activities for Student-Directed Choices

Walking the Runway

Staff modeled the Do’s and Don’ts of the uniform policy

Staff Transformations “In year staff were pessimistic and felt PBIS was "childish" and not meant for high school students, but three years later, they are seeking out tickets and are praising the various events that the universal team puts into place.”

Respect Booster: Express Yourself: What respect means to you

Be. R.E.A.L Student Ambassadors • A few Be R.E.A.L. Ambassadors

sporting their shirts…

The Be R.E.A.L. Ambassadors are a core group of student volunteers that meet on a monthly basis with the Universal Team. There are approximately 15 Ambassadors!

Be R.E.A.L. Pride 20 Be R.E.A.L. Tickets earn you a be R.E.A.L. Shirt! Staff can get a shirt too if their student ticket is pulled!

Stick-with-it-ness “The team must be comprised of staff members who have the guts, the discipline and the drive to take implementation all the way. Along the way, team members may (1) face indifference and apathy from staff, (2) experience resistance from the students, (3) plan and execute events almost entirely on their own, and (4) fight for every dollar in their budget. But as with any challenge, the rewards of success are worth all the time and effort.”

NJ

PBSIS Helping Schools Build Systems of Support

Bordentown High School

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Bordentown High School • 2009-2010: Trained & Planned • 9/2010: Initial Rollout • In their 4th year of implementation

Aspire Higher

Bordentown High School Beginning of the Year Rollout • 9th grade orientation – Entire event is developed and run by students – Use a half day schedule – Students rotate through four ‘centers’ – At each center an element of the Aspire Higher expectations framework is introduced

• 10-12th grades – Short staff run presentation that reviews key expectations

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Bordentown High School • “We link everything back to our Aspire Higher message” – High schools are inundated with new programs and initiatives – Initiative mapping has to be a part of every meeting conversation – How do emerging programs and initiative fit within the PBIS framework? • Customize the triangle to your school – Look for gaps – Look for overlaps

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Bordentown High School • “Students want to be a part of making the school better. They want to see their high school be the best.” – Student interns and committees run Aspire Higher at Bordentown • • • •

Organize and run instructional and booster events Deliver the instruction on expectations to the freshman Manage the tickets and prizes Write up all the passes for students involved in the various groups • Host recognition events for staff (e.g., custodial staff 36 appreciation; bus driver appreciation)

Bordentown High School • Student run event: Senior Brag Board – On Point Interns developed a Brag form • Distributed out to seniors • Seniors submitted the forms

– On Point Interns developed a bulletin board to display senior ‘brags’

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Bordentown High School • Student run event: Bordentown’s Got Game – One day break in between marking periods – The On Point Interns developed a series of game show activities weaving in Aspire Higher expectations • Don’t forget the lyrics; Bordentown trivia; Charades; Pictionary (i.e., high students like to be silly)

– Teachers submitted names for an Aspire Higher Raffle – Seniors only: ‘Guess how many’ winner got a jug of blank On Point tickets that could be used in the 38 Prom Ticket raffle

Bordentown High School • “Juniors & seniors are not going to jump up and down when they get a ticket, they’re too cool for that. Don’t be mislead into thinking that they don’t want one. I’ll ask the teachers, has a student every turned a ticket down?” – Very common to see a decrease in ticket distribution in the upper grades – High school students are not going to betray their public image – Just the fact that they accept the ticket implies there 39 is value to given them out

Bordentown High School • “Green Slip breakfast is the hottest ticket in town. Upper class students and teachers really buy-in to the Positive Referral” – Teacher submits a Positive Referral for an ‘above and beyond’ student behavior – Students are invited to a Green Slip breakfast cooked and hosted by Administrators and local key community leaders 40

INSTRUCTIONS: 1. Teacher submits this form to office as soon as possible. 2. All appropriate information should be included. 3. Following administrative action, a copy will be sent home.

Reason for Referral:  Continual Punctuality  Gesture of Good Will  Able to overcome adversity

STUDENT REFERRAL POSITIVE BEHAVIOR  Bordentown Regional High School 318 Ward Avenue, Bordentown, NJ 08505 Phone: (609) 298-0025

 Polite behavior  Sought extra help  Great smile

Student Name Teacher/Staff Member Grade

Location

Date of Observed Behavior Time

 Positive Attitude  Respectful Behavior  Provided help to a peer  Taking a stand against bullying  Provided help to a staff member  Continual Compliance of School Rules

Other/Explanation: _____________________________________________________________________________________

__________________________________________________________________________________________________ __________________________________________________________________________________________________ Action Taken by Teacher prior to referral. (Please give all data.)  Share w/ Student Date _______  Phoned Parent Date: _______ Action Taken by Administrator:  Verbal Praise  Parent (Phone) Conference Date ________ Date: ________

 Email/Note Home Date: _______

 Parent Note/Email Date(s): _______

 Contacted Guidance Date: _______

 Treat! Date(s): ________

 Recognition Lunch Date: ________

Other:______________________________________________________________________________________________

__________________________________________________________________________________________________ __________________________________________________________________________________________________ Administrator’s Signature __________________________________ Student Signature ______________________________________________

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Bordentown High School • “Booster events re-ignite Aspire Higher” – It is easy to loose momentum – We quickly forget the things we’re not talking about or using – Boosters keep PBIS in the conversation and focus efforts on issues that ‘crop up’ during the school year

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NJ

PBSIS Helping Schools Build Systems of Support

Take Away Messages

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Take Away Messages • Form a pro-social identity that students and staff can rally around: – Make this identity central to the high school experience – Engage students in designing the identity – Dedicate some time to building social cohesion among students & staff and tie those activities to the school’s pro-social identity

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Take Away Messages • Actively engage Administrators frequently: – Provide with scripts, talking points – Provide frequent updates on activities – Feature outcome examples and testimonials – Engage as VIPs in the incentive systems (e.g., Principal / administrator specific tickets) – Updates at Administrator meetings (when all the administrators are together) – Provide updates after each universal team meeting 46

Take Away Messages • Use high quality instruction to teach expectations – Nothing to loose, everything to gain by taking small amounts of time to teach what we expect

• Boosters are critical to keeping PBIS alive & relevant – Use data to select Boost Goals – Design creative high interest boosters – Keep the conversation going all year long

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Take Away Messages • Engage students as meaningful partners and leaders of PBIS implementation – Have defined role for students in the development and implementation of core universal intervention components • Internships • Ambassadors • Student Club or Committee

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Take Away Messages • Differentiate the recognition system & offer multiple pathways for recognition – Have some incentives that are grade specific – Offer recognition options beyond the ticket • Positive referral form, Golden Ticket, Brag boards

– Tune into what is important to your students 49

Take Away Messages • Provide staff with frequent reminders, encouragement & suggestions for implementation – Use a combination of outreach methods

• Reverse days for staff are important – Throughout the year have designated days when students recognize staff 50

Take Away Messages • Keep PBIS interesting for students & staff – POP up boost goals • Use data to select a boost target • Someone gets on the PA and instructs staff to provide a ticket to all students who meeting that boost goal in that moment (e.g., everyone displaying their ID)

– Vary incentives – Create unique PBIS events • Movie night • Talent show 51

Take Away Messages • Remember the fun – teenagers like to have to have fun • Our schools that seem to have to highest level of student buy in tend to infuse a few minutes of silliness into their events

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NJ

PBSIS Helping Schools Build Systems of Support

Examples of High School Outcome Data 53

Overall Benchmarks of Quality Percentage N = 9 High Schools

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Office Conduct Referral Data N= 9 High Schools

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Out of School Suspension Data N= 9 High Schools

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NJ

PBSIS Helping Schools Build Systems of Support

Technical Assistance Support

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Technical Assistance Support • The goal of technical assistance coaching is to help the school team build a sustainable implementation plan • Everyone receives a minimum level of TA – An external coach assigned to their building – Support during team monthly team meetings (at lest 7x in a year) – Assistance to use all of our tools, materials and resources 58

Sample TA Tracking Log Emails: 3 X

On Site Visits: 1 (12/5)

Reminders / To Dos

Reminders / To Dos

Met with principal or administrative team for planning and problem solving

Sent samples / products / tools

Status Update

Met with coach(es) for planning and problem solving

DECEMBER

Answered questions / problem solved

X

Phone Calls: 1 (12/18)

X

Answered questions / problem solved

X

Attended universal team meeting

Coordinated Meeting logistics

Explanation / Process description

Attended an event (e.g., instructional event, booster)

Other:

Other:

Delivered presentation

Assisted with task completion (e.g., entering data, developing a product) Other:

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TA Data Away Messages • In general we find that high schools need a more robust technical assistance package to reach implementation fidelity • It is necessary to differentiate the amount type and frequency of support provided to the school’s specific needs – One size won’t fit all 61

TA Data Take Away Messages • On average high schools receive 47 TA contacts in a school year – The ‘package’ of support reflects both the school’s needs as well as the TA providers work style

• From year to year, the amount, type, and frequency of TA will vary (because the schools’ profile of needs will vary) 62

Visit us at www.njpbs.org

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