11/13/17 Learning Objectives Sustained Implementation u Identify strategies to overcome challenges to implementing PBIS of PBIS in a High School: in high schools, and to sustaining implementation over time. u Identify specific PBIS components that are being implemented in Progression of Specific PBIS one high school that has been implementing for 6 years u Describe methods to gather information from students and Components teachers, and have the systems needed to put this into practice u Identify key variables that have helped or hindered PBIS NE PBIS CONFERENCE implementation efforts in one high school. NOVEMBER 2017 SARAH A. FEFER & ASHLEY THOMA, UMASS AMHERST ADRIANNA GALLO, SUE FEYRE, JEANNE MORIARTY, AGAWAM HIGH SCHOOL Thank you to Kayla Gordon, Bethany Healy, John Elias, Steve Lemanski,& April Rist for your contributions and support of this presentation! Common Challenges to Agenda Implementing PBIS in High Schools u Introduction to Agawam High School environment u Teacher Buy-In / Feelings that this is not their role u Video: AHS PBIS Journey u Students moving between multiple teachers/classrooms throughout each day u Buy-in/Getting Started with PBIS u Identifying and delivering meaningful/developmentally appropriate incentives u Moving to Tier 2: CICO u High stakes of academic performance for future success u Praise and reinforcement decreases as students age – u Data to Drive Practice we expect students to know how to behave already! Video u AGAWAM HIGH SCHOOL’S PBIS JOURNEY Readiness and Buy-in GETTING STARTED 1
11/13/17 Beginning Stages Strategic Planning for Buy-In u In 2012, AHS received 3-day training from PBIS technical u In 2005 principal went to PBIS conference and could not see it assistance staff and completed initial PBIS assessment being applicable to high school u Preparing for NEASC visit by establishing a mission statement u Marked the start of PBIS at elementary schools, then later to secondary schools and developing academic/social/civic expectations u AHS was making strides to improve the culture by training u PBIS was not presented as a new initiative/not called PBIS faculty in Capturing Kids Hearts , which targeted student- teacher relationships and set the tone for PBIS implementation u https://flippengroup.com/education/capturing-kids-hearts-1/ Getting Started u AHS then worked on having expectations become a part of the community by making them visible in the building and created monthly raffles to provide recognition/reinforcement u Discipline form updated to reference the expectations/core values which gave more exposure to these expectations for MOVING TO TIER 2 staff and students u Prevention efforts were also encouraged (3:1 ratio) GLOWS AND GROWS OF CICO u Each year small steps toward full PBIS implementation have been taken – slow and steady wins the race J Getting started with CICO Systems to Support CICO u Team completed TFI in and was pleasantly surprised by how many u Importance of informing teachers about CICO Tier 2/Tier 3 components were in place in Feb 2015 became clear early on and required ongoing u Framed CICO as one additional strategy to add to current practices collaboration and problem solving u Piloted a small number of students in Spring 2015 u CICO supported by administration u In Fall 2015 CICO continued with small pilot sample and added students referred from the Junior High u Teachers are incentivized to serve as coordinators/mentors by having CICO responsibilities as their assigned duty 2
11/13/17 CICO Supporting Documents Current CICO Practices u Drafted letter for parents, checklist for coordinator, specific u Two teachers coordinate CICO and actively recruit referral form and methods for teachers to document volunteer mentors who students have indicated what’s already been tried, description of CICO for all having a relationship with teachers, and task list and description of responsibilities for any teacher who needs to enter data u Google doc is used so that students do not have to u For example: carry the forms, and to collect/evaluate/share data in ongoing way u 4 questions that align with 6 expectations/core values u Large amount of time was spent discussing how to make the incentives relevant for their age group u Timing, access, and preferred items CICO Barriers u Faculty buy-in to serve as mentors u Balance between prioritizing student preferences and faculty volunteers u Consistency of data entry u Currently problem solving around inconsistent data PBIS Data entry from teachers ONGOING CONSIDERATION OF DATA SOURCES AS A KEY TO SUSTAINABILITY Data Success Team Evaluating Implementation Over Time u Meets regularly to asses data u Fidelity tools annually u Academic, discipline, and attendance u Student/Staff Surveys annually u Use multiple data sources u Research projects u Aligned with early warning system to prevent drop- out u Continuous improvement process! 3
11/13/17 Benchmarks of Quality Tiered Fidelity Inventory (TFI) Yearly Staff Surveys: 2017 Effective Teaching Strategies u Collect, analyze, and disseminate student and staff surveys at • I post & review an agenda at the outset of the lesson 76 % the end of every school year 58 % • I post the Essential Question(s). u 100% of teachers are proud of Agawam High School • I use an activator at the outset of the lesson. 61% u 98% of faculty feel they are a part of the school 84 % • I connect what is being learned to the real world. • I feel safe at school. 9 6 % 9 2 % • I connect present learning to previous learning. • Good behavior is often recognized/rewarded. 9 6 % • I use a summarizer at the end of the lesson. 66 % • Faculty have a say in important decisions 89 % u Graduation Rate: 9 4.2 %! • Staff gets along well with administration 100 % • I have been recognized for something I have accomplished at AHS. 82 % • This school deals with behavior problems quickly and effectively using fair judgment and treatment. 92 % Student Relationships Student –Teacher Relationships “Teachers treat me with respect and kindness.” 83% • Students trust each other. 96% u “I feel like there is at least one adult at my school, in addition to my • Students respect one another. 94% u school counselor, who I can talk to if I have a problem.” 81% • Students generally know each other well. 94% (4% increase since 2015) • Students work well together. 98% (7% increase since 2014) • I think bullying is a problem at AHS. 51% • Students spending 1:1 time with teachers after school 71% Students: • Students know what is expected of them in their classes. 94% 51% have witnessed bullying • My teachers use a variety of methods to teach. 77% 17% have been bullied on school property (21% 16-17) • My teachers ask for my input to improve class instruction. 60% • Students accessing their Edline account at least once per week. 80% 13% have been electronically bullied (13% 16-17) • Students feel comfortable going to their teacher for help. 80% 4
11/13/17 How many times have you gotten in trouble for your behavior during this school year? AHS Research Partners 3% 3% None 2015 Data Collection 15.7% 1 -2 Times u Open to collaborating for research projects 4 -5 Times u Spring 2015 and Spring 2017 – Information about PBIS 77.3% 5+ Times Implementation, Discipline History and School Climate 4 u Use the data for meaningful decision making 3.5 Average Response 3 u Examples: Core values, district-wide climate surveys 2.5 2 1.5 1 Teacher Student Student Emotional Positive Punitive Clarity of SEL Techniques Student Relationships Engagement Behavioral Techniques Expectations Relationships Techniques 2017 Data Questions? Comments? My school has positively stated rules, expectations, or core values. School Climate 4 4% 8% Yes 3.5 Sometimes 47% 2.9361 2.8655 3 2.7754 2.7251 No 2.6855 41% 2.6173 2.5674 2.5165 2.484 Prefer not to answer Contact Us 2.5 2 u Sarah Fefer 1.5 1 u sfefer@educ.umass.edu 0.5 0 5
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