3/25/16' School&PBIS&Ignite&Session& 2016&APBS&Conference& San&Francisco,&CA High'School'Implementa7on'of'SWPBIS:'' PRESENTERS: 1. BRIGID&FLANNERY,&PATTI&HERSHFELDT Unique'Considera7ons' 2. NATHAN&A.&STEVENSON 3. MICHAEL&BELK,&TOMAS&URRESTTA 4. IINES&PALMU Brigid'Flannery,'Univ'of'Oregon' 5. AMANDA&RUDD,&KWANGPSUN&BLAIR PaI'Hershfeldt,'MidKAtlan7c'Regional'PBIS' 6. CORINNE&FOLEY,&KAMI&MURPHY,&KRISTEE&LAIVA Network' 7. ROBIN&DROGAN&AND&BRENNA&WOOD 8. JUSTIN&KEATE,&MATT&BARBER 9. EMILY&GRAYBILL,&ANDREW&ROACH Guiding'ques7ons'for'Problem'Solving'' High'School'Implementa7on'of'SWPBIS ' • Have'you'considered'contextual'features?' Key' Core'Features'of' Key'HS'Focus' HS'Contextual' Founda7onal' • Are'the'key'founda7onal'systems'developed'and'accessible'to' Implementa7on' Areas'' Influences' Systems' all'stakeholders?'' SOCIAL& BEHAVIOR& • Are'you'adhering'to'the'Core'Features'of'PBIS?' ACADEMIC& SUCCESS & ' ' Data • Are'you'aligning'your'ini7a7ves'within'the'PBIS'framework?' Size' School& Engagement& '' and&Success& Leadership Culture' PERSONALIZA@ TION&/&SCHOOL& '' BELONGING& Communica7on Developmental' FRESHMEN& Level' SUPPORT& Flannery'&'Kato,'2012' SWPPBIS&Goals&and&High&Schools ' Improve&outcomes&for&students,&staff,&and&families& Suc Success ssful&PB ful&PBIS&I S&Imple mpleme mentaXo aXon& n& • 'Fewer'disciplinary'incidents' in&H in&High&Sc igh&Scho hools:& ls:& Managing& • 'More'efficient'use'of'learning'7me' Common&Factors&that&Derail&Success& • 'Greater'equity' • 'Reduce'stress/Increase'job'sa7sfac7on' APBS'CONFERENCE'2016'–'IGNITE'SESSION' • 'Increase'likelihood'of'posi7ve'life'outcomes' NATHAN'A.'STEVENSON,'PHD' 1'
3/25/16' 5&RecommendaXons Behavior&change&in&children&and&adults 1) Manage' expectaMons ' • 'Long'term'behavior'change'is' gradual 'and' recursive '–'oeen' requires'progress'monitoring'and'reKteaching' 2) '' • 'Equate'changing'behavior'prac7ces'to'changing'life'habits'(losing' 3) '' weight,'ea7ng'healthy,'quiIng'smoking' 4) '' Weekly'Progress'Monitoring' • 'Acknowledge'success' 80' 5) '' 70' 60' 50' • 'Persist'when'setbacks'occur' 40' 30' 20' 10' 0' 0' 2' 4' 6' 8' 10' 12' 14' & 5&RecommendaXons ACKNOWLEDGE&DIFFERENCE 1) Manage' expectaMons 'carefully' ' Elementary& Secondary& ' 2) Acknowledge' differences& Typical'course' SelfKcontained' Mul7Kperiod/mul7Kteacher' structure' 3) '' ≈30$per$class ' ≈150$per$class ' Students' 4) '' Independence' Early'Learner' PreKadult' 5) '' Reinforcers' s7ckers' parking'spot' Disposi7on' prep'for'next'year' prep'for'life' Securing&support&from&leadership RecommendaXons ' Administra7on'–'Teacher'leaders'–'Office'staff' 1) Manage' expectaMons 'carefully' 2) Acknowledge' differences& • 'If'you'don’t'have'a'PBIS'leadership'team,'get'one' • 'Develop'a'long'term'plan' 3) Secure'support'of'building' leadership ' 4) '' • 'Document'success' • 'Protect'against'administrator'turnover' 5) '' (StricklandKCohen,'McIntosh,'&'Horner,'2014)' 2'
3/25/16' RecommendaXons Fidelity 1) Manage' expectaMons '' ' SchoolKwide'behavioral'outcomes'are'not'likely'to'improve'un7l' fidelity'is'achieved'(e.g.'reduc7ons'in'ODRs).' 2) Acknowledge' differences& 3) Secure'support'of'building' leadership& ! 'Develop'and'teach'explicit'expecta7ons' ! 'Ensure'consequences'shape'behavior'posi7vely' 4) Ensure' fidelity& ! 'Make'dataKbased'decisions' 5) '' ! 'Principles'of'behavior'management'(ABC,'reinforcement,'etc.)' ! 'Check'fidelity'oeen'(TFI,'SAS,'SET,'etc.)'K'pbis.org;' pbisassessment.org' RecommendaXons Data 1) Manage' expectaMons 'carefully' • Share'data'every'2K4'weeks' • Ensure'you'include'trend'data' 2) Acknowledge' differences& • Highlight' points'of'pride' 3) Secure'support'of'building' leadership& • Don’t'hide'from'ugly'data' 4) Ensure' fidelity& Transparency'counts' 5) Share'the' data& Thank&You! &5&RecommendaXons&–&mnemonic& ! Every&& 1) Manage' expectaMons 'carefully' ' Nathan'A.'Stevenson,'Ph.D.' 2) Acknowledge' differences& ! Dad& ' Assistant'Professor,'Special'Educa7on' ' Kent'State'University' 3) Secure'support'of'building' leadership& ! Likes& ' 405'White'Hall' 4) Hold'fast'on' fidelity& ! Frosted& ' 150'Terrace'Drive' 5) Share'the' data& ! Doughnuts& ' Kent,'OH'44242' ' nsteve15@kent.edu' ' '''''''@nsteve15' 3'
3/25/16' A LITTLE BIT ABOUT OUR SCHOOL A HIGH SCHOOL’S TWO- • ROCK HILL, SOUTH CAROLINA YEAR JOURNEY IN • SUBURB; SOUTH OF CHARLOTTE, NORTH CAROLINA IMPLEMENTING TIER ONE • URBAN AND RURAL SCHOOL • 1300 STUDENTS • 49% AFRICAN-AMERICAN SOUTH POINTE HIGH SCHOOL • 46% WHITE ROCK HILL, SOUTH CAROLINA • 2% HISPANIC MICHAEL BELK, ASSISTANT PRINCIPAL TOMAS URRESTTA, SPANISH TEACHER, • 2% TWO OR MORE RACES DEPARTMENT CHAIR, PBIS TEAM • 1% NATIVE AMERICAN MEMBER • 50 % FREE OR REDUCED LUNCH STATUS THE TOP TEN THINGS WE HAVE DONE TO THE TOP TEN THINGS WE HAVE DONE TO IMPLEMENT TIER ONE IMPLEMENT TIER ONE SCHOOL-WIDE BANNERS OF EXPECTATIONS – THE SOUTH POINTE WAY! 1. 6. WEEKLY VIDEOS AND DISCIPLINE DIRECTION IN OUR WEEKLY CLICK HERE TO VIEW OUR BANNERS OF EXPECTATIONS! NEWSLETTER (STALLION STAMPEDE) RECOGNITION CARDS WITH TIERED INCENTIVES AND ANNOUNCMENTS/BULLETIN 2. 7. FOCUS ON DISCIPLINE DATA AND CELEBRATE SUCCESSES! BOARD (START WITH THE POSITIVES!) CLICK HERE TO VIEW THE TIERED INCENTIVES 8. THE SOUTH POINTE WAY FOR TEACHERS! WHAT DO TEACHERS 3. I.C.E. COLD WINTER AND SPRING BASHES FOR ANY STUDENT IN THE 0-1 REFERRAL EXPECT OF THEIR PEERS WHEN IT COMES TO DEALING WITH THE RANGE (FREE FOR ALL!) CLICK HERE TO VIEW A SPRING I.C.E. BASH FLYER DISCIPLINE OF STUDENTS? SURVEY TO TEACHERS TO DISTINGUISH BETWEEN MINOR VERSUS MAJOR BEHAVIORS 4. 9. TIME! FOCUSING ON INSTRUCTIONAL COST: MORE ALTERNATIVES CLICK HERE TO VIEW THE GOOGLE SURVEY RESULTS FOR DISCIPLINE (DETENTIONS); ISS FOR OFFENDING BLOCK, CLASSROOM BEHAVIOR RUBRIC: DISTINGUISHING BETWEEN OFFICE MANAGED AND LOOKING AT THE STUDENT HANDBOOK AND ENSURING IT MATCHES 5. CLASSROOM MANAGED BEHAVIORS AND PROCEDURES FOR HANDLING CLASSROOM PHILOSOPHY! INCIDENTS CLICK HERE TO VIEW THE CLASSROOM BEHAVIOR RUBRIC 10. BUILDING RELATIONSHIPS! CAPACITY FOR BUILDING CULTURAL PROFICIENCY! (EMPHASIS MOVING FORWARD) HOW HAVE THE FOLLOWING STEPS IMPACTED HOW DOES THIS RELATE TO GRADUATION RATE, OUR DISCIPLINE DATA? SLO’S, TIME CATEGORY 2012-2013 2013-2014 2014-2015 2015-2016 • INSTRUCTIONAL COST : (FALL) • 2012-2013: 1010 DAYS TOTAL 4726 3999 2673 1085 • 2013-2014: 1138 DAYS FALL: 1553 REFERRALS SPRING: 1123 • 2014-2015: 947 DAYS CUTTING 842 613 405 77-FALL • 2015-2016 (FALL): 233.6 DAYS; 429 DAYS AT END OF 3 RD NINE CLASS WEEKS CELL PHONE 536 787 328 149-FALL • SLO’S (STUDENT LEARNING OBJECTIVES; NEW EVALUATION IN SOUTH REFUSAL TO 371 334 212 108-FALL CAROLINA; MEASURING STUDENT GROWTH) OBEY • HIGH STAKES TEST RESULTS (END OF COURSE, ACT, WORK KEYS, DISRUPTING 371 337 193 104-FALL CLASS ETC) CONFRONTA 49 71 82 49-FALL • GRADUATION RATE TIONS FIGHTING 61 51 40 17-FALL OSS 911 1140 608 204-FALL 4'
3/25/16' SW-PBIS since 2013 The Hen or the Egg – Do Externalizing Behavior Problems Precede Academic Underachievement? Iines Palmu 2016 24.3 APBS-conference San Francisco http://www.4eb.org.au/finnish Competing models in previous research The aim of the study " To examine the longitudinal relation between academic attainment and externalizing 1. Underachievement externalizing behavior behavior problems (competing models) 2. Externalizing behavior underachievement " During school transition to secondary school 3. The relationship is reciprocal (grade 6 th 7 th ) 4. Underlying, antecedent variables result in both " Considering child- and family-related problem domains covariates " Mplus structural equation modeling program (Hinshaw, 1992) was used to test all cross-lagged models Measures Data • Externalizing behavior: Goodman’s (1997) Strengths & • Data was collected 2010–2013 Difficulties Questionnaire (SDQ), teacher ratings • Combined externalizing scale ( • N=311(52% female) • Separate conduct disorder ( and hyperactivity/ inattention ( scales • 12–13-year-olds • Academic performance: general grade point average • Between grades: transition to ( • Child-related covariates: gender, special education secondary school – new school support status, standardized reading scores, new teachers standardized math test scores • Family-related covariates: maternal and paternal education level, family form 5'
Recommend
More recommend
