SW-PBS in High Schools
Supplemental Resources
With resources from:
Sugai, Horner, George, Borgmeier, Flannery, High Schools Implementing Across the Country,
etc.
High Schools’ Concerns…
• Low academic achievement
• Antisocial school culture & behavior
– Insubordination, dress code, language use,
etc
– Low attendance, tardies, substance use
– Withdrawal, depression, emotional
disturbances
– Dropping out, substance use, delinquency
• Graduation, careers, postsecondary
• Social skill deficits
3
“Reinventing” What & How We Teach:
The New 3 “R’s” for the 21st Century
RIGOR
 High standards, content level and instruction
 Meeting needs of all students
 Focus on increasing student achievement
 Preparing students for post-secondary education, careers, life
National High School Alliance
RELEVANCE
 Helping students to understand why something is important to
learn
 Fostering curiosity & life-long learning by providing students
opportunities to explore learning that is personally relevant to
them
RELATIONSHIPS/RESPECT
 Students won’t learn or work hard for teachers who do not
respect them
 You can’t motivate a student you don’t know
Tony Wagner
Predictable Reactive
Responses
• When we experience aversive situation,
we select interventions that produce
immediate relief by
– Removing student
– Removing ourselves
– Modifying physical environment
– Assign responsibility for change to student
&/or others
5
Assumptions
• Adolescents should know better…most do
• Adolescent will “get it” & change…many do
• Adolescents must take responsibility for own
behavior….most know they should &
do….appropriately & inappropriately
• Punishment teaches right way….not really
• Parents will take care of it…many try
• Adolescents will learn from natural
consequences….most do
WHAT ABOUT NON-RESPONDERS?
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So…How should we respond?
•Positive, predictable school-wide
climate
•High rates of academic & social
success
•Formal social skills instruction
•Positive active supervision &
reinforcement
•Positive adult role models
•Multi-component, multi-year schoolfamily-community effort
Surgeon General’s Report
on Youth Violence (2001)
Coordinated Social
Emotional & Learning
(Greenberg et al., 2003)
Center for Study &
Prevention of Violence
(2006)
White House Conference
on School Violence
(2006)
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PBS: How High Schools Differ
In General
•School size varies
•Teachers see role as teaching
behavior and academics
•Targeted behaviors are reflected
in office referrals
•Teacher-student relationships are
easily formed
•Easier to shape student behavior
•Outcome is educational gradual
progress
In High School
•Larger numbers of students and
staff – Hierarchical management
•Teachers see role as teaching
academics- content focused
•Targeted behaviors are reflected in
attendance, performance, and
office referrals
•Impersonal atmosphere – lack of
shared responsibility
•Expectation of adult behavior
•Outcome is educational mastery
and competitive achievement – end
outcomes
•Student responsibilities: jobs, family
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High School DVD: Chapter 3
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Teaming
10
Administrative Leadership
Be Knowledgeable & Involved
•
•
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Inspire and promote a shared vision
Acknowledge that change is hard
Play an active and visible role
–
–
Lip service won’t cut it; be an active team member
Model PBS philosophy & practice with staff as well as
students
–
–
•
Teach, redirect, reinforce
Mindset & action is consistent with prevention &
capacity building, instead of monitoring and control
Get other administrators up to speed & involved
11
The High School PBS Core Team
• Team members should be highly regarded and
motivated staff
• All members of core team must be
knowledgeable and engaged
–
–
–
Willing to talk about PBS to other staff members
Have time & ability to take on tasks to support
initiatives
Diversify personal strengths
• Clear expectations for what team is to do
• Team membership mostly stable from year to year
12
Preparing for Success
• Reallocate resources
• Schedule a common planning time
• Data is accurate & up to date
• Core team meetings are a priority
• Plan for faculty & student input
• Be willing to listen & explore conflict
• Start with small concrete goals
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High School DVD: Chapter 6
14
Teaching Expectations and Rules
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Teaching Expectations
In High School
• Include students
• Use variety of teaching methods
• Do not rely on role play alone
• Incorporated into instruction
• Can include self-determination components
• Prepare your staff to teach behavior
16
Ideas for Teaching Students
• Use student leaders, Use Future Educators of America (FEA) to
develop strategies
• Survey students for suggestions & concerns
• Use clips from popular movies
• Pilot with a small group of students
• Different lesson plans for upperclassman vs. lower
• During advisory, homeroom, study hall
• Independent student analysis of scenarios, classroom discussion
with products, bell work
• Student must developed product covering Student Code of
Conduct (PowerPoint, video, poster, examples & non-examples
• Art contests, “Graffti” wall
• Scavenger hunts
• Rolling video across TV screens, online modules
Working with Subject Areas
• Task force to ID specific ways expectations can be
worked into existing curricula
– Language arts, civics, social studies, statistics, general
science, media
– Solicit embedding ideas from all faculty and students
• Make it easy for the rest of the faculty
• Prepare your staff to teach behavior
• Get their impressions of the lessons afterwards, too
• Use homeroom, study hall, before/after school
waiting areas; consider adding social skills class to
schedule
– Emphasize time saved with appropriate behavior
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A High School Kick Off
Timeline
• Prior to the opening of school: Parents and
Freshman/New Students invited to rotational meetings
for academic & behavioral expectations
• First three days of school: Orientation for returning
teachers, new teachers, cafeteria staff, security
guards, etc.
• When school starts: Separate assembly for freshman;
sophomores-seniors have refresher orientation
19
Folder: Teaching Appropriate
Behavior
•Variety of Lesson Plans (over 50)
•
•
•
•
Respect
Responsibility
Readiness
Student Code of
Conduct
• Social Injustice
•
•
•
•
•
Goal Setting
Appropriate Language
Acceptance
Anti-Bullying
Optimism
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“Chuck Chuckerson” Video
21
Rewarding Students
22
Recognizing Students for Meeting
Behavioral Expectations
In High School
•Rules vary across multiple settings
•Students may contact many more staff on a daily basis
•Behaviors of concern differ (attendance, tardy, etc.)
•Rewards must be valued – HS students do like “hokey”
things!
•Do not try to solve academic deficiencies with
behavioral rewards
23
To Reward, or Not To Reward?
• Increase the likelihood that students will behave
• Teaching tool
• Increase opportunities to build positive adultstudent relationships, create positive climate
• Encourage students to “take the next step”
• Counteract negative peer influences
• Shape intrinsic motivation
24
“PBS requires schools to use
token economies”
25
Token Economies
Benefits
Drawbacks
•Fast & Efficient feedback
•Logistics can be
intimidating
•Flexible
•Bridge to long-term reward
•Counterfeiting worries
•Faculty buy-in
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School-Wide Behavior Bingo
Be
Respectful
Homeroom
Class 1
Class 2
Lunch
Class 3
Class 4
Class 5
Class 6
Be
Responsible
Be Ready to
Learn
High School Reward Programs
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•
•
•
•
•
•
•
Tickets/tokens
Stamps
Bingo Cards
Phone calls home
“Fast passes” for cafeteria
Tickets to school sporting events
Parking spaces
Dances
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High School Reward Programs
•
•
•
•
•
•
•
•
•
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Buy back a tardy
Shadow a teacher/administrator for a day
Silent auction during lunch
VIP/Hospitality Room at special events
Preferred Parking Pass
Music played over loudspeaker between classes
Faculty/student sports competition
Go to/Get out of Pep Rally
Tailgating Party
Seat Cushions
31
Rewarding Staff
Earn Dollars to be redeemed for:
• Free Lunch
• Duty Free Week
• No Bus Duty
• No Morning Duty
• Extra Planning Period
• Wear Jeans
• Get Out of Pep Rally
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Other Ways to Reward Staff
(Teachers hated attending •Class of the week:
pep rallies)
– Identified through
•Homecoming Week:
– Every teacher attending
rally had name placed into
drawing
– 5 Winners received gift
certificate to Denny’s
– Additional recognition in
newsletter
administrator walk-throughs
– One class per week
nominated, based on
outstanding instruction,
student behavior and
student work.
– Announced on Wolf-TV and
presented with a framed
certificate pronouncing them
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Class of the Week.
Still More to Consider…
• Web Resources:
– Ideas for Free Incentives:
http://flpbs.fmhi.usf.edu/revision07/schoolwide/schoolexamples/
Rewards-Incentives/Ideas%20for%20Free%20Incentives.pdf
– Increasing the Effectiveness of Reward Systems (non-token
economy based):
http://flpbs.fmhi.usf.edu/revision07/schoolwide/schoolexamples/
RewardsIncentives/Increasing%20the%20Effectiveness%20of%20Rewa
rd%20Systems.pdf
– Add Laura Riffel Ideas
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Folder: School-Wide Reward
Systems
•Positive Student Referral
•Reinforcement Planning Matrix
•Celebration Survey
•Reward Procedures
•Rationale for Acknowledging Students
•Viking of the Month
•List of Non-Cost Reinforcement Ideas
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PBS DVD Rewarding Staff
36
Effective Discipline
Procedures
a)
b)
c)
d)
Definitions
Office Discipline Referral Forms
Developing a Coherent Office Discipline Referral Process
Developing Effective Responses to Problem Behavior
37
Responding to
Problem Behavior
In High School
•Office vs. Class vs. Dean vs. Security must be clear
• Consistency is difficult (teacher and administrator)
• Do not forget tardies- attendance
• Prepare your staff to redirect not confront/ combat
students
•See Negative Consequences Examples from Folder
38
Establish a Philosophy
•Prepare your staff to redirect, not confront or
combat students
•Shift in mindset from monitoring & control to
prevention & capacity building
•Kids want to succeed, adults want to help them be
successful
•Evaluate the values reflected in your current discipline
policies
•“3 Strikes & You’re Out” doesn’t help kids graduate
•See Negative Consequences Examples from Folder
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Thinking Outside the Box
• Loss of Privileges (temporary)
• Parking
• Participating sports, clubs, productions, etc.
• Academic Web-Based ISS
• Mini-modules
• Student studies (often independently) a specific topic
• Combination of videos, readings, research, etc.
• YouTube, popular movies, TV shows, etc…
• Blackboard, Illuminate, I-Tunes, etc…
• Consider a test on the content of the course
40
Thinking Outside the Box
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Community Service/Service Learning
Behavior Contracts
Restitution
Restorative Justice
Peer Mediation/Teen Court
Referral to Community Agencies/Diversion Programs
“New and Improved” ISS, Saturday School, Detentions
Back Pack Club
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Folder: Effective Discipline
Procedures
•Staff Incident Reports
•Lansdowne High Flowchart
•Negative Consequence Examples
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Implementation
43
Pre-Training Steps
• Administrator must express buy-in
• Identify volunteers for team
– May or may not have staff representation
• Form team
• Team identifies areas to target in upcoming year
– Buy-in, specific setting, parent support
– Use data
• Formulate implementation plan
44
Universal Leadership Teams
In High School
•Facilitate buy-in – may be difficult across grades,
learning communities, departments
•Size and distribution of leadership
•Utilize departmental structures
•Account for diverse philosophies of education
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Staff and Student Participation
In High School
•
Challenges
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Staff expectations for teaching academics
Staff expectations concerning discipline
Behavioral data are not public and values
Differences in personal, political views
Staff understanding of SWPBS
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Use data, stories from other high schools, pilots within your
school
Student involvement
Consider student team or student members on the core
team
Student leaders should be given public roles
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Student and Parent Involvement
• Student buy-in will change faculty behavior
– Build student involvement: student PBS team
– Student leaders should be given public roles
• Parental support will foster relationships
between school, students, and faculty
– Greater support for administrative and faculty
decisions
• Get input and make changes based on
results
47
Building Staff Buy-In
In High School
• Main focus of activities prior to training
• May take a year or longer to obtain 80%
• Ensure involvement of all stakeholders
– Parents
– Students
48
Build Staff Buy-In Prior to
Implementation
• Main focus of activities prior to training
• May take a year or longer to obtain consensus
• Start with pre-implementation surveys:
– what works/ what doesn’t
– what are the school’s perceived priorities
• Ensure involvement of all stakeholders
– Parents
– Students
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Handout
50
Buy-In During Implementation
• Start small (biggest bang for your buck)
• Have an implementation plan
• Team meetings
• Weekly, monthly rewards
• Least amount of work for faculty
• Focus on one setting or behavior
• Use data to determine starting point
• Small reward component
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•
•
•
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Have baseline data
Make it clear & easy
Reward staff behavior
Share outcome data and celebrate success
Survey staff AND make changes based on survey
results
Buy-In Strategy
• Do the “Data Walk”
– Post graphs of different kinds of data around the room
(demographics, attendance, classroom, achievement,
kids re-taking courses, time in counselors’ offices,
climate, graduation, etc…)
– Staff walks through in small groups, create
hypotheses for a selection of graphs (2-3?)
– PBS Team uses ideas in their problem-solving
meetings, and during faculty buy-in presentations
52
Implementation Strategies
• Get your heads together
– 1 year planning to build administrator and faculty buyin prior to roll-out and training
• Implement one grade level, hallway, subject
area, etc… at a time
• Develop internal and external PBS Coaches
• Extended training to accommodate the
larger school-based teams
• Continued and frequent social skills groups
across all staff and students
53
Ongoing Professional Development
is Required
• PD is tied to data
• Allocate PD days (full and/or partial) to PBS
topics; and/or include PBS in established topics
• Teachers will need additional info on:
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Classroom implementation
Verbal de-escalation
Behavior basics, effective consequences
Activities to build philosophical consensus
• Be a participant
• In-service new teachers on SWPBS
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High School DVD: Chapter 4
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High School DVD: Chapter 5
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Folder: Implementing Tier 1
•Lebanon High School Teacher Handbook
•Focusing PBS on Adults
•Survey
•High School Top Ten
•PBS in Florida High Schools
•Student Voice Project
•PBS in High Schools: Notes from Video
•Parent Flyer
57
Evaluation
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Emphasize Data
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•
•
•
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Faculty won’t buy into a new practice unless they
understand why it’s being implemented (buy-in)
Consider different kinds of data: dropouts, retaking courses, truancy, etc…
Use the problem-solving process for behavior and
academics - Core team makes recommendations
to faculty, they may accept, or amend &
implement
At least 1-2x/month, look at fidelity & effectiveness
(are we doing what we said we would, & is it
working?).
Identify weak system components
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High School DVD: Chapter 8
60
Folder: Evaluation
•PBS Newsletter
•Developing Early Warning Systems to Identify
Potential High School Dropouts
•Another piece of data to analyze
•Is Tier 1 having a positive impact on students who are at-risk
for dropping out?
•Students who may need more than Tier 1
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Classroom PBS
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Classroom Management
In High School
• Prepare staff
• Discipline with dignity
• Pre-teach, teach and re-teach
• Effective use of humor
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High School Articles
•HIGH SCHOOL SWPBS IMPLEMENTATION:
•Bohanon, H., Eber, L., Flannery, B., & Fenning, P. (2007). Identifying a
roadmap of support for secondary students in school-wide positive behavior
support applications. International Journal of Special Education, 22(1), 39-59.
•SECONDARY/CLASSROOM SUPPORTS IN HIGH SCHOOLS:
•Moroz, K., Fenning, P., & Bohanon, (under review) The Effects of guided
practice, publicly posted feedback, goal setting, and acknowledgement on
classroom tardies in an urban high school implementing school wide positive
behavioral supports.
•HIGH SCHOOL DISCIPLINE POLICIES AND PBS:
•Fenning, P., Golomb, S., Gordon, V., Kelly, M., Scheinfield, R., Banull, C. et
al. (in press). Written discipline policies used by administrators: Do we have
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sufficient tools of the trade? Journal of School Violence.
Before Getting to Work…
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High School DVD: Chapter
12
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Windsor High School DVD
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