Transcript From Research To Practice: Implementing PBS at the

From Research To Practice:
Implementing PBS at the
Fairfield Freshman School
Mr. Wissman (Principal)
Mr. Lindberg (Assistant Principal)
Dr. Ray Soh, NCSP (School Psychologist, PBS Coordinator)
Mrs. J. Platt (High School Counselor)
Ms. Caryn May (Intervention Specialist)
So, when did we start?
2006-2007 : Pre-PBS training
2007-2008 : Year 1 Implementation
2008-2009 : Year 2 Implementation
2009-2010 : Year 3 Implementation
Why PBS?
Initial Concerns
Not just another program please!
Isn’t PBS just like Character
Education?
Flavor of the month. This, too, will
pass!
Why Not PBS?
We will never become successful if
we work on one student at a time
PBS helps us focus on systems
change
PBS is prevention rather than
reaction (crisis management)
By The Way,
Any behavior management seminar
that offers “sure-fire” or “quick-fix”
strategies should be filed under
“fiction”.
BOTTOM LINE
PBS is primarily about changing the
interactions we have with students. It is
not about changing the students.
PBS is about providing supports to adults
so that they positively engage with
students. When adults in our school feel
positive and supported, magic happens!!
Who’s Who?
Our Dream Team
Administrators
Psychologist who coordinates PBS
Guidance Counselor
Intervention Specialist
Regular Education teachers
Security Officer
Building Leadership Team
All BLT members received PD on
PBS
PD is ongoing
It is critical to have an expert who
knows how to implement PBS at the
secondary level
Building Leadership Team
We meet on a frequent basis to:
- Review ODR
- Analyze behavior problems and
academics
- Celebrate successes
- Develop action steps to be shared
with staff
Trend Data - Discipline
900
800
700
Frequency
600
2006-2007
500
2007-2008
2008-2009
400
2009-2010
300
200
100
0
# Suspensions
# Sat Schools
Consequence
# Detentions
First Sem ester Failures
90
80
70
60
2006-2007
50
2007-2008
2008-2009
40
2009-2010
30
20
10
0
Students w / 1 Failure
Students w / 2 Failure
Students w / 3 Failure
Second Sem ester Failures
100
90
80
70
60
2006-2007
2007-2008
50
2008-2009
40
2009-2010
30
20
10
0
Students w / 1 Failure
Students w / 2 Failure
Students w / 3 Failure
Staff Communication
Staff meeting – PD on PBS special
topics
Emails – reading materials
PBS representatives talk to different
staff members
Freshman’s PBS
Success Roadmap
Created building-wide school expectations
- Parent and Teacher surveys
Designed schoolwide lesson plans (looked at
others and created our own using real examples)
Implemented predictable school routines (e.g.,
Hallway passes)
Created a reward system for staff and students
Creating A School Where Every
Student Wants to Belong
Positive Behavior Supports is about
creating a POSITIVE environment
How? Having a system of
acknowledgement that is explicit and
consistent
BRAVE TICKETS
Getting ticketed can be a POSITIVE
experience
Who gets a BRAVE ticket?
What does it look like?
Making Brave tickets work – check and
write positive expectations met
Challenges of Implementing
Brave Tickets
Generic brave tickets – rushed, good
but not specific enough.
Some teachers give generously but
others don’t (“Why should I reward
what is expected?”)
New staff needs to get PD on PBS
Brave Tickets Data
Brave tickets publicly displayed
Students come and see if their
names are on the board
Month
Responsibility
Problem Solver
Respect
Total
First Semester
Aug/Sept 2009
378
165
119
662
Oct
230
135
92
457
Nov
196
111
59
366
Dec
155
91
37
283
Jan 1-19 2010
66
56
20
142
Second
Semester
Jan 20-31
71
59
21
151
Feb
81
84
13
178
March
209
127
43
379
April
201
136
59
396
May
76
76
26
178
Total
1,663
1,040
489
3,192
New tracking data:
447 out of 755 students (59%)
receive at least 1 brave ticket
We have done well but we can do
better!!!
PBS student survey data
conducted on 3/2/2010 by school
psychologist
Questions:
1. Can you tell me what are the
Three schoolwide expectations?
2. Can you list the expectations
for.. Classroom, hallway, cafeteria?
Can you tell me the
3 schoolwide expectations?
94 % of the students surveyed
were all to list all 3 schoolwide
expectations
Can you list the expectations for:
Classroom
65% listed at least one specific
expectation for that location
Rejected: get good grades, don’t
cheat, study
Can you list the expectations for:
Hallway
71% listed at least one specific
expectation for that location
Can you list the expectations for:
Cafeteria
59% listed at least one specific
expectation for that location
Rejected response: Eat right
Principals Make A Difference
Survey conducted PBS v Non-PBS schools
All staff rate principal’s leadership with respect to
managing behavior as important
Differences exist between SW-PBS and non-SWPBS schools on teachers’ perceptions of:
- Principal’s involvement related to behavior
management
- Higher job satisfaction
Challenges of
Initial Implementation
Obtaining staff buy-in and support
- Been there, done that (Flavor of the
month)
- Staff attitude of “Kids should know
better” (No need to teach basic rules, kids
should know what to do)
- Incentives that work for staff
WIIFM (“What’s In It For Me?”)
Strategies to increase
staff “Buy In”
To implement PBS, you must have a
strong foundation in PBS. BLT
received training on PBS.
Ongoing PD for staff during staff
meetings (Faculty needs to
understand that change takes time
and PBS is not a quick fix)
Strategies to increase
staff “Buy In”
Building relationships
- Administration and staff
- BLT and staff (BLT talks about
PBS)
Creating a Common Language:
Consistency and Communication
Challenge
- Lack of consistency in disciplining
students
- Strategies to address challenge:
- Create a simple decision flowchart for
office referral
- Create forms that are simple yet
informative
- Provide PD on teacher- vs officemanaged referral
Getting Students Hooked on PBS
Challenges
- Most PBS research focus on elementary schools
and how to get students to get buy-in
- Strategies to address challenge
* Design and teach behavior expectations
* Post behavior expectations in all locations
* Conduct student survey on knowledge of
schoolwide rules
* Re-teach behavior expectations for second
half of the year
* Implement incentives
Reflections on
three years of implementation
Start small and prioritize your time
The greatest resource is Human
Resource
Increase your focus on teaching and
positive expectations
Reflections on
three years of implementation
Increase your opportunities for
feedback to staff and students
Create a common and predictable
experience for staff and students
(e.g., create routines and teach
common expectations)