1. 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)

2. 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

3. Why PBS? Initial Concerns Not just another program please! Not just another program please! Isn’t PBS just like Character Education? Flavor of the month. This, too, will pass!

4. Why Not PBS? We will never become successful if we work on one student at a time 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)

5. By The Way, Any behavior management seminar that offers “sure-fire” or “quick-fix” strategies should be filed under “fiction”.

6. BOTTOM LINE PBS is primarily about changing the interactions we have with students. It is not about changing the students. 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!! 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!!

7. Who’s Who? Our Dream Team Administrators Administrators Psychologist who coordinates PBS Psychologist who coordinates PBS Guidance Counselor Guidance Counselor Intervention Specialist Intervention Specialist Regular Education teachers Regular Education teachers Security Officer Security Officer

8. Building Leadership Team All BLT members received PD on PBS All BLT members received PD on PBS PD is ongoing PD is ongoing It is critical to have an expert who knows how to implement PBS at the secondary level It is critical to have an expert who knows how to implement PBS at the secondary level

9. Building Leadership Team We meet on a frequent basis to: We meet on a frequent basis to: -Review ODR -Analyze behavior problems and academics -Celebrate successes -Develop action steps to be shared with staff

13. Staff Communication Staff meeting – PD on PBS special topics Staff meeting – PD on PBS special topics Emails – reading materials Emails – reading materials PBS representatives talk to different staff members PBS representatives talk to different staff members

14. Freshman’s PBS Success Roadmap Created building-wide school expectations Created building-wide school expectations - Parent and Teacher surveys - Parent and Teacher surveys Designed schoolwide lesson plans (looked at others and created our own using real examples) Designed schoolwide lesson plans (looked at others and created our own using real examples) Implemented predictable school routines (e.g., Hallway passes) Implemented predictable school routines (e.g., Hallway passes) Created a reward system for staff and students Created a reward system for staff and students

15. Creating A School Where Every Student Wants to Belong Positive Behavior Supports is about creating a POSITIVE environment Positive Behavior Supports is about creating a POSITIVE environment How? Having a system of acknowledgement that is explicit and consistent How? Having a system of acknowledgement that is explicit and consistent

16. BRAVE TICKETS Getting ticketed can be a POSITIVE experience Getting ticketed can be a POSITIVE experience Who gets a BRAVE ticket? Who gets a BRAVE ticket? What does it look like? What does it look like? Making Brave tickets work – check and write positive expectations met

17. Challenges of Implementing Brave Tickets Generic brave tickets – rushed, good but not specific enough. Generic brave tickets – rushed, good but not specific enough. Some teachers give generously but others don’t (“Why should I reward what is expected?”) Some teachers give generously but others don’t (“Why should I reward what is expected?”) New staff needs to get PD on PBS New staff needs to get PD on PBS

18. Brave Tickets Data Brave tickets publicly displayed Brave tickets publicly displayed Students come and see if their names are on the board Students come and see if their names are on the board

19. MonthResponsibilityProblem SolverRespectTotal First Semester Aug/Sept 2009 378165119662 Oct230135 92457 Nov19611159366 Dec155 9137283 Jan 1-19 2010665620142 Second Semester Jan 20-31 715921151 Feb818413178 March20912743379 April20113659396 May 76 26178 Total1,6631,0404893,192

20. New tracking data: 447 out of 755 students (59%) receive at least 1 brave ticket We have done well but we can do better!!! We have done well but we can do better!!!

21. PBS student survey data conducted on 3/2/2010 by school psychologist conducted on 3/2/2010 by school psychologist Questions: Questions: 1. Can you tell me what are the Three schoolwide expectations? 1. Can you tell me what are the Three schoolwide expectations? 2. Can you list the expectations for.. Classroom, hallway, cafeteria? 2. Can you list the expectations for.. Classroom, hallway, cafeteria?

22. Can you tell me the 3 schoolwide expectations? 94 % of the students surveyed were all to list all 3 schoolwide expectations 94 % of the students surveyed were all to list all 3 schoolwide expectations

23. Can you list the expectations for: Classroom 65% listed at least one specific expectation for that location 65% listed at least one specific expectation for that location Rejected: get good grades, don’t cheat, study Rejected: get good grades, don’t cheat, study

24. Can you list the expectations for: Hallway 71% listed at least one specific expectation for that location 71% listed at least one specific expectation for that location

25. Can you list the expectations for: Cafeteria 59% listed at least one specific expectation for that location 59% listed at least one specific expectation for that location Rejected response: Eat right

26. 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-SW- PBS schools on teachers’ perceptions of: Differences exist between SW-PBS and non-SW- PBS schools on teachers’ perceptions of: - Principal’s involvement related to behavior management - Principal’s involvement related to behavior management - Higher job satisfaction - Higher job satisfaction

27. Challenges of Initial Implementation Obtaining staff buy-in and support Obtaining staff buy-in and support - Been there, done that (Flavor of the month) - 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) - Staff attitude of “Kids should know better” (No need to teach basic rules, kids should know what to do) - Incentives that work for staff - Incentives that work for staff WIIFM (“What’s In It For Me?”) WIIFM (“What’s In It For Me?”)

28. Strategies to increase staff “Buy In” To implement PBS, you must have a strong foundation in PBS. BLT received training on PBS. 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)

29. Strategies to increase staff “Buy In” Building relationships Building relationships - Administration and staff - Administration and staff - BLT and staff (BLT talks about PBS) - BLT and staff (BLT talks about PBS)

30. Creating a Common Language: Consistency and Communication Challenge Challenge - Lack of consistency in disciplining students - Lack of consistency in disciplining students - Strategies to address challenge: - Strategies to address challenge: - Create a simple decision flowchart for office referral - Create a simple decision flowchart for office referral - Create forms that are simple yet informative - Create forms that are simple yet informative - Provide PD on teacher- vs office- managed referral - Provide PD on teacher- vs office- managed referral

31. Getting Students Hooked on PBS Challenges Challenges - Most PBS research focus on elementary schools and how to get students to get buy-in - Most PBS research focus on elementary schools and how to get students to get buy-in - Strategies to address challenge - Strategies to address challenge * Design and teach behavior expectations * Design and teach behavior expectations * Post behavior expectations in all locations * Post behavior expectations in all locations * Conduct student survey on knowledge of schoolwide rules * Conduct student survey on knowledge of schoolwide rules * Re-teach behavior expectations for second * Re-teach behavior expectations for second half of the year half of the year * Implement incentives * Implement incentives

32. Reflections on three years of implementation Start small and prioritize your time Start small and prioritize your time The greatest resource is Human Resource The greatest resource is Human Resource Increase your focus on teaching and positive expectations

33. 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)