8/6/2015 Family and Youth Voice: Making It Real Presentation for the 2015 Conference on School Culture, Climate, and Positive Behavior Support August 13, 2015 Kathryn Francoeur Gabbie Rioux Alex Goff JoAnne Malloy 8/6/2015 Agenda • Student Involvement in PBIS Implementation: Nute High School, Milton, NH • Family Involvement in PBIS 8/6/2015 2 The APEX High School Model: Positive Behavior Interventions & Supports & RENEW Malloy, Agorastou & Drake, 2009 Adapted from Illinois PBIS Network, Revised Sept., 2008 & T. Scott, 2004 Student Progress Tracker; Individual Futures Plan Competing Behavior Pathway, Functional Assessment Interview, Tier 3/Tertiary RENEW and Wraparound Simple Individual Interventions (Brief FBA/BIP, Schedule/ Curriculum Changes, etc) Progress Monitoring (Behavior and Academic Goals) ODRs, Attendance, Tardies, Grades, Credits, Progress Reports, etc. Tier 2 Small Group Interventions (CICO, Social and Academic support groups, etc) Universal: School-Wide Assessment School-Wide Prevention Systems 1 8/6/2015 APEX and RENEW: Developed, implemented, and evaluated over the course of 10 years with more than 20 New Hampshire high schools. • 2002‐2006 Dropout Prevention – 2 high schools • 2006‐2009 Dropout Prevention project – 10 high schools • 2009‐ Build Problem‐solving capacity at Tiers 2 and 3 – 6 high schools • 2009‐2012 RtI and RENEW – 2 high schools 4 Education Revolution In what ways did you see students have a voice in their school and a take an active involvement in their PBIS system? How can we engage families in meaningful ways? 8/6/2015 5 Nute Middle & High School • Total school population: 309 • Rural, low income community • High percentage of retires • Town in change • Free and reduced lunch assistance (38.4%) is significantly higher than the state average of 23.7% 8/6/2015 6 2 8/6/2015 Who’s on Our Team: • Administration • General Education Classroom Teacher – Core teachers: Music , science , math, language arts, history, social studies • Special Education Teacher • Para Educator • School Counselor And …. Students 8/6/2015 8 We need students… We Believe that School Climate is… What happens when grown ups are not around…. All about “perception” Different for different people Different for adults than it is for students Something that adults cannot change on their own. 8/6/2015 9 3 8/6/2015 8/6/2015 Perception Activity 10 How can students help with the implementation of PBIS? 8/6/2015 11 How do students benefit from being involved? 8/6/2015 12 4 8/6/2015 Why is student voice important and different? 8/6/2015 13 What do students offer that is unique and helps the school? 8/6/2015 14 How can a school get started? 8/6/2015 15 5 8/6/2015 Teaching Faculty Student Led PD Activity 16 8/6/2015 Nute High School General Procedures for Problem Behavior Intervention Student‐ teacher dialogue should be handled quickly, quietly, respectively, and privately 1.Observe Problem Behavior 2. Check Behavior Definitions 3.Is the behavior a Major‐Level Referral? (refer behavior chart) IF NO…not a major 1st occurrence Redirect and Re‐ teach Expectations Teacher Determine Consequence Teacher Detention Parent Contact Time limits & make‐up time 6 8/6/2015 What if the SAME behavior continues? 3rd occurrence Complete Office Discipline Referral Form Send form to office as soon as possible Administration Intervention Follow Up with Concerned Parties File Documentation If NO…not a major 2nd occurrence Redirect and Re‐ teach Expectations Teacher student dialogue and follow through with pre‐ determined consequence If YES…it is a major Evaluate the safety of the situation IF SAFE Send Office Discipline form to office as soon as possible Administration Intervention Follow Up with Concerned Parties File Documentation 7 8/6/2015 If YES…it is a major Evaluate the safety of the situation Call Office IF UNSAFE Send or request escort for student to the office Complete ODR Form Send form to office as soon as possible Administration Intervention Follow Up with Concerned Parties File Documentation In… MAJOR Vs MINOR “The Situation” MAJOR or MINOR? Alex is wearing a T‐shirt that says something inappropriate. • MAJOR or MINOR?????? 8 8/6/2015 MINOR HELPING HAND: What is the teacher’s intervention here? INTERVENTION • Teacher Management‐RECUE, RETEACH, REDIRECT Teacher Gabby gives appropriate teacher directed response • WHAT IF THE STUDENT REFUSES? MAJOR Complete Office Referral Form “Administration” 9 8/6/2015 “The Situation” MAJOR or MINOR? Student Gabby stubs her toe on her desk while going to her seat to get prepared for class. It catches her by surprise she says “SH…” • MAJOR or MINOR?????? MINOR HELPING HAND: What is the teacher’s intervention here? INTERVENTION • Teacher Management‐RECUE, RETEACH, REDIRECT Teacher Alex gives appropriate teacher directed response • WHAT IF THE STUDENT ? 10 8/6/2015 BUT… What if the student Gabby is mad the teacher, once she was told that she had to redo her assignment or take a “0”. Gabby says: “You Are a Piece of Sh…” MAJOR HELPING HAND: What is the teacher’s intervention here? INTERVENTION • ODR‐ Administration Intervention 11 8/6/2015 “The Situation” MAJOR or MINOR? • Student Gabby comes into Biology class 5 min late with a pass. Major or MINOR?????? • Student Alex comes into Biology class 7 min late without a pass • Major or Minor For Tardies… • Minors… but please document. • With a pass mark Tardy Excused • Without a pass…mark tardy unexcused. Remember… 4 Unexcused Tardies = Detention 3 Unexcused Tardies = 1 Absence It ALL Adds up! From the students… • Encourage and support us all to be in class on time • Please be in the hallway to greet us and prompt us to be on class time. • We do want to learn and being on time will show us education matters 12 8/6/2015 Clear and Consistent Messages • We want you to teach us the rules and expectations and we will do our best to achieve them and improve our climate. • We need consistency and patience in handling behaviors. • We know as teens we will make mistakes, some more then others, but please help us by teaching us the RAMS way! At Nute High School Advantages of having student leaders as members of the Universal Team: • To have student buy in. • Students needs are heard. • Knowing what we say does matter, and makes a difference in school climate. 8/6/2015 38 The Data • We cut ODR’s on disrespect by 50%!! Disrespect 16 Post roll out data 14 12 10 8 Disrespect 6 4 2 0 May‐13 8/6/2015 Jun‐13 39 13 8/6/2015 Office Discipline Referrals: Combined Middle School & High School 2000 Decrease total MAJOR ODR’s by 1000! (this is combined NHS & NMS) 1800 1600 1400 1200 2012‐2013 1000 2013‐2014 800 600 400 200 0 8/6/2015 40 Majors Minors Total ODR's School‐Wide Implementation of PBIS NUTE SET Score: Mean/ Teaching Subscale Scores 1 87% 0.9 80% 0.8 School Set Score : 87/80 Score to indicate full implementation: 80/80 0.7 0.6 50% Mean 0.5 Expectations Taught 0.4 0.3 0.2 10% 0.1 0 8/6/2015 0 0 41 0 0 Year 1 0 0 Year 2 Helpful Tips with Building Student Voice • Use data to inform rollouts … BUT be aware of what students buy into, their perception, and what they see as problems to fix. • Increase student membership from a diverse student population • Student voice is CRUCIAL to successful implementation of PBIS • TRUST • FOLLOW THROUGH • CONSISTENCY 8/6/2015 42 14 8/6/2015 Rundlett Middle School • Enrollment: 1,010 • 6th, 7th, & 8th Grade • Race/Ethnicity: – White: 85.8% – Black: 5.6% – Asian: 5.9% Timeline: Exploration and Installation‐ 2010‐11 1. Identified a problem between staff and student expectations around behavior 2. Explored schools using systems such as PBIS 3. Representative from PBIS explained to the staff how PBIS works 4. Staff received additional workshop time to check for understanding on PBIS before the staff voted Timeline Continued 5. 83% of staff voted to bring in PBIS‐ May 2011 6. Staff from all over the building encouraged to apply to be part of the PBIS Universal Team (included administration, teachers, paraprofessionals, and parents) 7. PBIS Universal Team met over the summer of 2011 with a PBIS Coach to establish meeting norms and establish job criteria of the group 15 8/6/2015 Our Mission The mission of the Rundlett Middle School PRIDE Team is to guide, support, and sustain the development of structures and systems that foster a positive school EXCELLENCE DISCIPLINE INTEGRITY RESPECT PERSEVERANCE climate and promote student learning. In the Classroom In the Hallway Keep Trying Seek help when needed Finish what you start Maintain a positive attitude • Prepare yourself for class quickly Use appropriate language and voice level Respond positively to reasonable requests Be considerate of others’ learning and feelings Take care of school property and your learning materials Use appropriate language and voice level Keep hands and feet to yourself Make room for others to pass Be considerate of others’ feelings Do your own work Recognize and support the good work of others Report problems to an adult Help others in need Report problems to an adult Be on time Be on task Be prepared Be organized Walk Keep to the right Go directly to your destination Keep locker closed • Do your best work • Keep walls, lockers, and floors clean •Listen to learn and understand •Keep classroom neat and clean •Engage in your learning In the Bathroom/ Locker room Use appropriate language and voice level Clean up after yourself Flush! Place personal items in the proper receptacle Keep walls & stalls clean Give others privacy Report problems to an adult Consistently follow routines Return to room promptly In the Cafeteria Arrival to and Departure from school • Be patient as you wait your turn in line Be patient as you wait Stay in assigned area Seek help when needed Remove headphones from your ears before entering the building Use appropriate language and voice level Clean up after yourself Listen to announcements Keep hands, feet, and food to yourself Be considerate of others’ feelings • Pay for and consume your own food and drink •Support and include one another •Report problems to an adult Consistently follow routines Honor personal space Walk Use appropriate language and voice level Respond positively to reasonable requests Keep hands and feet to yourself Remove hats and silence phones when entering the building Be considerate of others’ feelings •Leave your area clean • Leave your area clean •Follow all bus rules • Always walk •Support and include one another •Leave the street at the door •Report problems to an adult •Follow the arrival and dismissal procedure • Enter and exit the building through the designated door Sit in your seat when on the bus 16 8/6/2015 • Rundlett MS: Organization of PBIS Developed Fall 2011 TERTIARY IMPLEMENTATION TEAM BEHAVIOR INTERVENTION TEAM (BIT) PRIDE LEADERSHIP TEAM SCHOOL‐WIDE SOCIAL/EMOTIONAL OUTCOMES Implementation 2012‐14 Schoolwide Evaluation Tool 120 100 Fidelity= 80% or greater 80 Aug‐11 60 May‐12 May‐13 40 20 0 Overall Score Expectations Taught Team Implementation Checklist RMS ODRS/100 students/day 16 SW PBIS Implementation began 14 12 10 8 6 4 2 0 17 8/6/2015 Family Involvement • Dan Habib (“Including Samuel” film maker) wanted to be involved because his son Samuel was at RMS • Dan helped recruit Nicoleen McDonough, Becky Bliss, and Autumn VanSice. • The RMS Student Ambassadors also contributed (student recognition) 8/6/2015 52 PRIDE Parent Sub‐Committee Started working on the Student Handbook Revision Initiative in March 2014 Attend bi‐monthly PRIDE team meetings ‐ collaborate on PRIDE reinforcements rollouts and Student Recognition incentive programs 18 8/6/2015 Parent Sub‐Committee Tasks P.R.I.D.E Perseverance Respect Integrity Discipline Excellence Design PRIDE themed Student Recognition cards and help in the development of PRIDE Bingo sheets for school‐wide PRIDE celebrations Design visuals (posters, logos) Incorporate PRIDE/PBIS centric language throughout Student Handbook Highlight major/minor behavior interventions and supports adopted by Rundlett 56 8/6/2015 57 19 8/6/2015 Highlights CAUGHT YA Individual Student Recognition Cards 8/6/2015 PRIDE BINGO game sheets used in school‐ wide PRIDE Assemblies 59 Student and Parent Handbook‐ Drafted by the Parent Sub‐Committee Snapshot of PRIDE Expectations in Table of Contents PBIS /PRIDE Language throughout handbook 20 8/6/2015 Highlights Visuals showing key components of a PRIDE/PBIS model Visuals and language representing core PRIDE values in Student Handbook Minor/Major behavior response chart highlighting PRIDE/PBIS interventions and supports tailored for middle school environment Highlights RMS PRIDE Team Parent Member Were Nominated for Annual Champions for Children Award “As members of the RMS PRIDE Team, Rebecca and Nicholeen contribute fresh ideas and a keen ability to ask questions that help clarify issues or that challenge the team to become what we profess in our vision statement: “… a caring community striving for excellence.” As part of the Parent Engagement Committee, Nicholeen and Rebecca have worked tirelessly to help revise and update our Student Parent Handbook, and have taken on active roles in helping to organize our Parent Academies.” Tom Sica, Principal, Rundlett Middle School 8/6/2015 63 21 8/6/2015 Lessons Learned Awareness (as a parent) that bad behavior may not always be the result of ‘choosing’ to do wrong as much as PRIDE/PBIS approach is designed to find someone not having the necessary effective interventions/supports to information to make the ‘right’ decision minimize problem behavior rather than Effectiveness of a simple one‐page PRIDE PRIDE/PBIS approach is designed to find resorting to conventional methods of Expectations Matrix in measuring effective interventions/supports to minimize discipline all of the time compliance within all school problem behavior rather than resorting to environments including school‐ conventional methods of discipline all of sponsored events the time Importance of BEHAVIOR EXPECTATIONS, INTERVENTIONS & SUPPORTS instead of consequences and discipline 8/6/2015 65 Family Engagement &PBIS Somersworth High School and Career Technical Center 66 22 8/6/2015 Family Engagement and PBIS at SHS/CTC The link between families and positive behavioral interventions and supports is an important one. When families are meaningfully involved in educational activities their children do better in schools. Families play an important part in their child's education and social development. www.pbis.org 67 Outcome of NH RESPONDS Family Engagement work at SHS Create a user friendly manual to document and systematize the work created by Universal Team and Targeted Team around family engagement Road to Get There…. • SAU created Family Engagement Framework • Universal and Targeted Teams outlined their Family Engagement Systems (or ideas for systems) • Critical Components for SHS Family Engagement in Universal and Targeted Team Drafted • Universal and Targeted Teams Review and Update the Critical Components • Create an Action Plan to document your Family Engagement Work in the RTI System (based on the Critical Components • Family Workgroup reviews work and provides input to the plan throughout the process 23 8/6/2015 Six Standards for Family‐School Partnerships • Welcoming All Families into the School Community • Communicating Effectively • Supporting Student Success • Speaking Up for Every Child • Shared Decision Making • Collaborating as a Community http://www.nhpti.org/NHStandards/player.html 8/6/2015 70 Standard 1: Welcoming All Families into the School Community Families are active participants in the life of the school and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class. 71 Critical Component: Families will know and understand how their children are progressing in school both academically and behaviorally Tier 1 Tier 2 • Teaching school‐wide behavioral expectations throughout the year • Acknowledgment system in place • Rollouts, Data, & Acknowledgment System shared with families • Develop positive postcards and positive phone logs. • Copy of FBA given to parents within a week of initiation • Informational meeting for parents to understand the basic components of an FBA • The Tier 2 Team will assess the efficacy of interventions via analysis of data. 72 24 8/6/2015 Standard 2: Communicating Effectively Families and school staff engage in regular, two‐way, meaningful communication about student learning. 73 Critical Component: Communicating Effectively Tier 1 • • • • • • • • • • Tier 2 Agenda Book Front Entrance Bulletin Board PBIS Brochure Positive Phone Log & Script Open House Direct email Parent/Guardian Survey Hilltopper News Channel 22 School Website • Quarterly Updates to Families • Positive Report Card Inserts • Parents are notified if there is a change with any interventions • “Helpful Hints” in Hilltopper News • FBA Communication • Parent/Guardian Survey 74 Standard 3: Supporting Student Success Families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively Cooperative, you GOTCHA are! Write your name on the back of this card and drop it Use the force, you off in the Main Office for a daily raffle. Please do so in must! between blocks Write your name on the back of this card and drop it off in the Main Office for a daily 75 raffle. Please do so in between blocks 25 8/6/2015 Critical Component: Families will know and understand how their children are progressing in school both academically and behaviorally Tier 1 Tier 2 • Teaching school‐wide behavioral expectations throughout the year • Acknowledgment system in place • Rollouts, Data, & Acknowledgment System shared with families • Develop positive postcards and positive phone logs. • Copy of FBA given to parents within a week of initiation • Informational meeting for parents to understand the basic components of an FBA • The Tier 2 Team will assess the efficacy of interventions via analysis of data. 76 Thank You! Kathy Francoeur, Research Associate 10 West Edge Dr. Durham, NH 03824 603‐862‐1320 Kathryn.francoeur@unh.edu Milton School District 652‐0221‐Nute 652‐4539‐MES JoAnne Malloy, Clinical Assistant Professor Institute on Disability University of New Hampshire 56 Old Suncook Rd. Concord, NH 03301 (603)228‐2084 Joanne.malloy@unh.edu Students at Nute High School! 8/6/2015 77 26