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
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Agenda
• Student Involvement in PBIS Implementation: Nute High School, Milton, NH
• Family Involvement in PBIS
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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
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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
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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
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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%
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2
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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
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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.
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Perception Activity 10
How can students help with the implementation of PBIS?
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How do students benefit from being involved?
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Why is student voice important and different?
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What do students offer that is unique and helps the school?
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How can a school get started?
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Teaching Faculty
Student Led PD Activity 16
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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
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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
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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
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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”
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“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 ?
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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
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“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
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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.
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The Data
• We cut ODR’s on disrespect by 50%!!
Disrespect
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Post roll out data
14
12
10
8
Disrespect
6
4
2
0
May‐13
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Jun‐13
39
13
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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
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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
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0
0
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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
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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
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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
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• 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
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SW PBIS Implementation began
14
12
10
8
6
4
2
0
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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)
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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
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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
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Highlights
CAUGHT YA
Individual Student Recognition Cards 8/6/2015
PRIDE BINGO game sheets used in school‐
wide PRIDE Assemblies
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Student and Parent Handbook‐
Drafted by the Parent Sub‐Committee Snapshot of PRIDE Expectations in Table of Contents
PBIS /PRIDE Language throughout handbook
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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
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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
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Family Engagement &PBIS
Somersworth High School and Career Technical Center
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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
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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
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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
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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.
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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.
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Standard 2:
Communicating Effectively
Families and school staff engage in regular, two‐way, meaningful communication about student learning.
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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
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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
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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.
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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!
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