PiBS Coaches Forum Indianapolis, 2013.
Credit to: Dr. Sandy Washburn and Michele Brentano, Indiana
University
Jeff Ziegler, Blair Garceau, Jimtown High School,
Baugo Community Schools, Elkhart, IN
SWPBS at the High School
 Challenges
 Organizational Structure and Size


Does not foster shared responsibility for individual students
or school environment
Difficult to integrate initiatives
 Priority on teaching academic content

Students expected to be fluent in social behavior
 Emphasis on sharing academic data, not behavioral data
SWPBS at the High School
 Addressing Challenges
 Start small and establish concrete, valuable goals
 Make explicit connections to existing efforts
 Use existing communication structures, facilitate
frequent conversations
 Establish strong team and support the team
 Help faculty understand need and facilitate active
participation
 Share data in visual formats, monitor progress
 On-going professional development
 Move slowly
Jimtown High School
 Unique Advantages
 Small school
 13 teachers voluntarily attended CM Workshop
 Administrative support/ a proactive philosophy
 Strong Team
 District and Cooperative Support—


All other Baugo Schools involved in SW PBS planning
District leadership/support and external coaches from special
education cooperative
Getting Started
 High School in own training cohort
 External Coach—BC from SE cooperative
 Internal Coach—Special Ed. Teacher with credibility
and flexibility in schedule
 School Leadership Team
 Asst. Principal, teachers from across departments, union
president
 Existing Communication Structures—Focus Groups
 3 team members sports coaches
Getting Started
 Team Norms, Meeting Roles, Efficient Processes, and
Communication Assignments
 Students—Student Advisory Group
 Build Relationships
 Learn history
 Build on existing plans
 Listen and Understand—Back to the Future Protocol
 Data
 ODR, Teacher Survey
 Presentation to faculty
Tardies and Attendance
 2 of 4 top concerns (Class disruption, homework
completion)
 Teacher survey—ODR data confirms
 Baseline—
 321 tardies for 2008-09
 226 tardies for 2009-10
 186 tardies for 2010-2011
 128 tardies for 2011-2012
 117 tardies for 2012-2013
Late to School, Late to Class
On-Time to School, On-Time to Class
 Prior to planning, understand
 A-B-C analysis
 Visible
 Multi-component Plan--Universal
 Prevention, Teaching, Rewarding, Responding
 SW Expectations, Setting Specific Behaviors,
Teaching Plans, Adult Responsibilities,
Acknowledgments, Consequences, Monitoring
 Practices, Data, Systems, Outcomes
Universal Plan—Responsibility
Campaign to Chill Lateness
 See handout
 SW Expectations—Code of Ethics
 Location Specific Behavioral Examples
 Teaching Plans
 Adult Responsibilities
 Acknowledgement—Tropical Heatwave
 Consequences—Sign In, Parent Contact, Freezes
 Monitoring
Improve On-time
 4th tardy + results in office notification and assignment
of detention
 Starting in 2009-10, students do not miss class time for
tardy (<8)
 Outcomes
Tardies
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
Total
321
228
110
127
143
Detention
211
197
98
102
107
Saturday
School
4
27
12
19
20
ISS
65
0
0
6
16
OSS
2
4
0
0
0
Improve On-time
 Responsibility Campaign to Chill Lateness started 4th
quarter 09-10
140
120
100
2008/09
80
2009/10
60
2010/11
40
2011/12
20
2012/13
0
4th Quarter ODRs for Tardy
Improve Attendance-Universal
 Initial Brainstorming--Multi-Component Plan
 Prevention, Teaching, Acknowledging, Responding
 Practices, Systems, Data, Outcomes
 Increase Frequency and Clarity of Messages to
Families and Students
 Attendance Newsletter
 Faculty attention
 Goal Setting and Monitoring
 Class Competitions
 Individual Rewards
Attendance Newsletter
 Goals—concrete
 Performance—individual student, class
 School attendance associated with positive
outcomes


700% difference between 20 students with highest
GPAs and 20 students with lowest GPAs
Attendance
Graduation
$ potential
 Tips/Help
 Vacation Planning
GPAs and Attendance
Top 20
GPA
Total Days Bottom 20
Absent
GPA
Total Days
Absent
Freshman
3.867
13.0
1.373
70.5
Sophomores
3.876
17.0
0.837
72.5
Juniors
3.897
18.0
1.156
76.0
Seniors
3.879
16.5
1.507
31.0
3.883
64.5
1.030
250.0
Total for All
Grades
Attendance-Class Competitions
 Attendance rate counted on certain day
 1-2 per month
 Announced first few, unannounced thereafter
 Class with highest rate and minimum of 98%
 5 extra minutes on lunch the following day
 Started in November
 Now planned out for rest of year
Individual Rewards-Attendance
 Perfect attendance for quarter
 Sticker placed on back of ID
 Budge pass can be used every day
 Other special privileges
 20 tickets in end-of-year raffle
 98% for quarter--missed only one day
 10 tickets in raffle
 Perfect attendance for year
 50 extra tickets in raffle
Improved Attendance
99.00%
98.00%
97.00%
96.00%
95.00%
94.00%
93.00%
92.00%
91.00%
90.00%
Improved Attendance
 Attendance has increased overall and for each
grade level
 Plans to reward improvements by class
 An overall increase of 1.25% means that students
gained 695 instructional days---in just the first
semester.
Attendance-Targeted Group
 Point Guard (mentoring/monitoring)




All students with attendance issues from prior year
Poor history of attendance --10 or more absences
Faculty, aides, principals asked to mentor/monitor 2 kids each
 See handout
Progress Monitoring
 ARC—Attendance Resource Committee



Point Guard refers when attendance continues to be a
problem 4 or 5 absences
After 10+ student is sent to Strategies (RTI)
Flow chart created, includes grades, discipline and attendance
Point Guard—Initial Outcomes
 66 students identified August 2010
 48 students identified August 2013 (18 Freshmen)
 As of Jan 2011
 41 made some progress --72%
 13 attendance rate declined
 8 no longer enrolled
 2 went to Homebound
 2 no change
 170 student instructional days gained
Moving into the Classroom
 Most ODR’s come from classroom
 Teacher Survey—Top Concerns (2 of 4)
 Classroom Disruption
 Homework Completion
 Classroom System Assessment by Team
 Instructional Engagement
Teach Like a Champion by Lemov
 All faculty given book
 Team chunks sections
 Asks faculty to read short sections
 Demonstrates techniques
 Facilitates discussion
 Engages faculty through practice, application
 Follows-up with faculty reporting
Faculty Survey--Progress
 11 statements related to improvements in student
behavior, teacher management and overall climate.
 Respondents were instructed to consider
improvements over the past, contrasting the current
status with what existed prior to PBS implementation.
Unanimous Agreement
Statement
Agree
I am supportive of the efforts we have taken
to make learning successful.
18%
Strongly
Agree
82%
I believe we are headed in the right direction 21%
and am excited to be part of it.
79%
24%
76%
My responsibilities are clear.
Overwhelming Agreement
Statement
Strongly Disagree
Disagree
Agree
Strongly
Agree
Tardies have decreased within my
classroom.
6%
58%
36%
I enjoy teaching in this environment.
3%
39%
58%
My classroom behavior
management has improved.
6%
47%
47%
The faculty in general has improved
their classroom management skills.
10%
56%
34%
12%
56%
29%
Attendance is much better.
3%
Majority Agreement
Statement
Strongly Disagree Agree
Disagree
Strongly
Agree
Homework is expected and turned in.
25%
63%
12%
Homework is turned in on time.
36%
61%
3%
The students arrive with a willingness
to learn.
44%
53%
3%
Senior Survey
Senior Survey
70% Agreed
Senior Survey
38% Agreed
Thanks to Our School Sponsors!
Momentum
 Teachers integrating Code of Ethics into
Instruction
 Tardy—Universal Plan
 Attendance—Universal and Targeted Group Plan
 Classroom—Universal--Instructional Engagement
 Classroom—Universal--Align rules with code of Ethics
 Team and Faculty looking at data
 Teaching Matrix for Common Areas
 ODR Process and T-chart, Monitoring
 Strategies Team
Momentum Continued
• Homework Integrity Program (HIP)
• Jimmie Olympics
• New Student Ambassadors
• SLUGS
• Teaching School Wide Expectations and Class Meetings
• Freshmen Academy/Basic Skills
• Model Site
• Field of Dreams
• Tier Three program
• Discovery Period
• Check in Check Out
Communication
• Jimtown High School’s PBIS Teacher Handbook
• Monthly Newsletters
• PBIS Bulletin Board
• JHS Teachers Lounge Bulletin Board
• School Signage
Reward Programs
• Pick 10
• Big 3
• Class Attendance Competitions
• Donuts for 1st Hour
• Perfect Attendance
• Heatwave
Lessons Learned – Team Members
 Don’t assume that kids & faculty know expectations
 Communication/getting input
 Start with non-invasive plans
 Choose team wisely
 Make sure someone can bake
 Attend to and address team dynamics
 Be patient
 Celebrate early and frequently (w/ the faculty especially)
 Student engagement key
Lessons Learned
 Start with Faculty Concerns
 Listen, Learn, Adapt to local context
 Build Relationships
 Use Universal Planning Framework, Tiered Support, and
PBS Basic Elements to build plans to address faculty
concerns
 Coaches and team networking
 Active Principal Support
Our Contact Information
Jeff Ziegler
jziegler@baugo.org
Jimtown High School
59021 C.R. 3, South
Elkhart, IN 46517
Blair Garceau
bgarceau@baugo.org
(574) 295-2343
Questions and Comments