Presentation on theme: "Chris Good & Purnima Lindsay Red Deer Public Schools, Alberta, Canada"— Presentation transcript:
1 Chris Good & Purnima Lindsay Red Deer Public Schools, Alberta, Canada Student Voice:Strategies to involve students in PBISChris Good & Purnima Lindsay Red Deer Public Schools, Alberta, Canada
2 Maximizing Your Session Participation Work with your teamConsider 4 questions:Where are we in our implementation?What do I hope to learn?What did I learn?What will I do with what I learned?
3 Where are you in implementation process Where are you in implementation process? Adapted from Fixsen & Blase, 2005We think we know what we need so we are planning to move forward (evidence-based)Exploration & AdoptionLet’s make sure we’re ready to implement (capacity infrastructure)InstallationLet’s give it a try & evaluate (demonstration)Initial ImplementationThat worked, let’s do it for real (investment)Full ImplementationLet’s make it our way of doing business (institutionalized use)Sustainability & Continuous Regeneration
4 Leadership Team Action Planning Worksheets: Steps Self-Assessment: Accomplishments & PrioritiesLeadership Team Action Planning WorksheetSession Assignments & Notes: High PrioritiesTeam Member Note-Taking WorksheetAction Planning: Enhancements & Improvements
5 Goals for the day . . . Set the context of our city and schools Explain key reasons for PBIS implementationIdentify ways we use student voice to help create a positive school cultureExplain strategies for getting students involved in “setting the direction” for PBIS in our schoolsShare results of how using student input is improving student outcomesAnswer your questions
6 About us . . . Purnima Lindsay Part of original PBIS implementation team at Oriole ParkCurrently Vice-Principal and Learning Assistance Teacher at Oriole ParkPBIS team leader at school and in the districtChris GoodDistrict Administrator for Red Deer Public SchoolsSWIS Facilitator for RDPSDFuture Principal of Ecole Barrie Wilson Elementary School
7 Ecole Central Middle School 500 student, Grade 6-8 school in Red Deer, Alberta, Canada.Central is a very diverse school which has students from all areas of the cityCentral is the designated school for Late and Early French Immersion at the middle level.Central was the designated school for ESL (English as a Second Language)Central had 2 District Special Education programs
8 Ecole Oriole Park Elementary School 500 student K-5 school in Red Deer, Alberta, CanadaDual Track French Immersion and English ProgramTwo District Special Education ProgramsHigh levels of student transiencyDiverse school with many different needs
9 Why we needed PBIS?School staff spending increasing amount of time on behaviour issuesConcerns about increase in out of school suspensionsSchool needed program to address concerns about student behaviourConcerns that student behaviour was negatively impacting academic achievement
10 Why PBIS? Success of other schools, strong research base for PBIS System of clear and consistent interventions and supports for studentsA systems based approach that is more inclusive of ALL students in the school. In particular students in special education programsPBIS provides a "framework" for evidence based practices which can be tailored to meet the needs of individual schools or districtsNeed for a clear and systematic approach to student interventions to counter often inconsistent societal messages
12 Giving Students a Voice in PBIS Students are becoming increasingly disengaged from schools and we need to give them a voice in reforms to increase engagement (Smyth, 2006)Wanted to get student’s more engaged in school programsBy gathering input from and involving students in PBIS we move from things being “done to them” to “working with them”If PBIS is a school wide program then we need input from all members of the school community. This includes staff, parents and above all else STUDENTS
13 Student Voice to Improve Outcomes Giving students a voice in school priorities and reforms is an effective way to improve student outcomes(Mitra, 2006)For PBIS to be successful student input is critical in ensuring student engagementGiving students a VOICE allows for the message to be shared in more student friendly language
14 Student Voice to Improve School Culture Increasing student voice in schools helps create a shift towards a more positive school climate (Mitra, 2003)Schools with a positive school culture are more effective (Engles et al, 2008)Seeking student’s perspective has create a more positive school cultureFinding ways to seek student input and involve students provides opportunities for student leadershipWhen the voice of students is heard it makes the message more FUN !!!!!
15 Giving Students’ a voice case study . . . Central Middle School STARS teamStudent team began with implementation of BP-PBS at CentralTo increase chances of successful implementation of BP-PBS we wanted to get student input and ensure their voice was heard
16 BP-PBS – What is it?Bully Prevention in Positive Behavior Support describes a 3 step response to problem behavior, including “Stop”, “Walk”, and “Talk.” (Ross, Horner & Stiller, 2008)Stop: Let the person know you want them to stop by using the CMS stop signal (too far) OP stop signal (STOP)Walk: If the disrespect does not stop you should walk away.Talk: If you tell the other student to stop and then walk away and if the disrespect still does not stop, you need to talk to an adult.
17 PBIS Student team is formed Started with a small cohort of future school leaders and introduced the BP-PBS program to themPositive Feedback, students believed BP-PBS could work in our schoolStudent buy in would depend on level of student involvementCreation of PBIS student team to help with design and implementation
18 Steps towards implementation: Program presented to SWPBS student team, suggestions for implementation:Students need to play a major role in presenting Stop, Walk and Talk to studentsOlder grade 8 students present the program to increase student “buy in”Three grade 8 students selected to present the Stop, Walk and Talk to student bodyStudents debate and select CMS stop signal “too far”
19 Student Voice in BP-PBS at CMS Students work with school administration to plan and prepare student presentation.Focus of presentation was that BP-PBS was developed by students for studentsStudents need to use program appropriately or they would be letting themselves downStudents were taught when to use and when not to use the stop signalFramed within previously taught behaviour expectations
20 Outcomes of BP-PBS @ CMS Implemented in Fall 2008:Incidents of Verbal & Physical Aggression
21 Outcomes of SWPBS Implementation – Middle School
22 Students take on a larger role . . . After successful implementation of BP-PBS, school staff and students decided to make the PBIS student team permanentMerged with the student leadership team to form the STARS TeamSucceedTrustAchieveRespectShare
23 Role of STARTS teamProduction Crew - a group of STARS students making videos to teach school-wide expectationsPeer Mentor Team – older students trained in peer mentoring through Alberta Teachers Association to work with younger studentsPublic Relations Team - students making gold cards, bulletin boards, welcoming new students, staff appreciation, writing blurbs for the newsletter, etc.Community Team - working at Loaves & Fishes (all students on team will do this), making Christmas cards for our community neighbors, Food Bank drive, or other social action projects
24 Student Voice in Elementary PBIS PBIS at Ecole Oriole Park School began over 10 years agoAs program evolved school staff wanted to get students more involved in setting the direction and to ensure we used student friendly languageKey component of this was creation of Student Respect Team
26 School Matrix Students provided input into creating the school matrix We are a French Immersion school so matrix was created in both languagesClassrooms are encouraged to make a classroom matrix based on the four respects - Respect Yourself, Respect Others, Respect Learning and Respect PropertyStudents review the matrix each year and modify it if necessary.Respect team reinforces the Go Green BehavioursGreen behaviour is celebrated and students in each class choose the “celebration”(insert Matrix on next slide??)
30 Blue Ribbon AwardsAt each monthly assembly, one student from each class is recognized for showing outstanding respect with a Blue Ribbon AwardEach class in the school sets the criteria for how students in their classroom are recognized to give students a voice in selectionAdd picture of blue ribbon receipent
31 Large Group HealthLessons planned by tier 1 team with input from Student Respect TeamWeekly grade level sessions taught by the principal with help from student Respect TeamConsistent, systematic way to teach students positive behaviours in a student friendly wayExcellent structure for adminstration to have regular positive contact with studentsGreat opportunity for staff collaboration
33 Respect team Supervision Support Students wear Respect Team t-shirts so they are easily identified on the playgroundRespect Team is trained by School Staff to monitor behaviour on the playgroundTheir role is proactive – they select, organize and run games and activities for younger studentsStudents approach Respect team for adviceRespect Team is monitored by lunch room staff who intervene as requiredThe matrix is reinforced in a student friendly way by students at recess
34 School ThemesStudent Spirit Team helps to build and promote school wide themesPromoting respect by developing a sense of citizenship locally and globallyAccording to the recent Canadian survey among parents/guardians of year olds, as well as year olds themselves, almost half of both samples polled feel that today's youth generation has more of an ability to help others and the world than today's adult generation. (Canada's Youth: The 2012 Power to Change survey)
35 Year Long Themes & Projects “Make the world a little bit better” Showing what Respect means through Art“Make the world a little bit better”Planting lupins at the school and in the community.“Me to We”Supporting Tools for Africa goal.
36 Student Voice through Art Year long project to give students a voice about our school culture through Art4 Art projects done throughout the year where artists worked with students and teachers to create examples of our 4 pillars of Respect
38 Respect LearningOne way we have reinforced respect for others is by promoting the START (Students and Teachers are Reading Together) programEvery available adult in the school reads with a “selected” student for one month.Grade Five Student Leaders read with younger students as well
40 OutcomesAlberta Education Accountability Pillar Report Card – October 2013MeasureOriole Park SchoolAlbertaMeasure EvaluationCurrent ResultPrev Year ResultPrev 3 Yr AverageAchievementImprovementOverallSafe and Caring90.887.788.689.088.1Very HighMaintainedExcellentCitizenship88.483.684.783.482.582.0
41 Academic OutcomesAlberta Education Accountability Pillar Report Card – May 2013MeasureOriole Park SchoolAlbertaMeasure EvaluationCurrent ResultPrev Year ResultPrev 3 Yr AverageAchievementImprovementOverallProgram of Studies93.390.489.881.580.7Very HighMaintainedExcellentEducation Quality96.192.493.089.489.3PAT: Acceptable89.791.786.379.179.378.9PAT: Excellence25.610.716.320.919.619.1Improved
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