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Chris Good & Purnima Lindsay Red Deer Public Schools, Alberta, Canada

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1 Chris Good & Purnima Lindsay Red Deer Public Schools, Alberta, Canada
Student Voice: Strategies to involve students in PBIS Chris Good & Purnima Lindsay Red Deer Public Schools, Alberta, Canada

2 Maximizing Your Session Participation
Work with your team Consider 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, 2005 We think we know what we need so we are planning to move forward (evidence-based) Exploration & Adoption Let’s make sure we’re ready to implement (capacity infrastructure) Installation Let’s give it a try & evaluate (demonstration) Initial Implementation That worked, let’s do it for real (investment) Full Implementation Let’s make it our way of doing business (institutionalized use) Sustainability & Continuous Regeneration

4 Leadership Team Action Planning Worksheets: Steps
Self-Assessment: Accomplishments & Priorities Leadership Team Action Planning Worksheet Session Assignments & Notes: High Priorities Team Member Note-Taking Worksheet Action Planning: Enhancements & Improvements

5 Goals for the day . . . Set the context of our city and schools
Explain key reasons for PBIS implementation Identify ways we use student voice to help create a positive school culture Explain strategies for getting students involved in “setting the direction” for PBIS in our schools Share results of how using student input is improving student outcomes Answer your questions

6 About us . . . Purnima Lindsay
Part of original PBIS implementation team at Oriole Park Currently Vice-Principal and Learning Assistance Teacher at Oriole Park PBIS team leader at school and in the district Chris Good District Administrator for Red Deer Public Schools SWIS Facilitator for RDPSD Future 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 city Central 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, Canada Dual Track French Immersion and English Program Two District Special Education Programs High levels of student transiency Diverse school with many different needs

9 Why we needed PBIS? School staff spending increasing amount of time on behaviour issues Concerns about increase in out of school suspensions School needed program to address concerns about student behaviour Concerns 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 students A systems based approach that is more inclusive of ALL students in the school. In particular students in special education programs PBIS provides a "framework" for evidence based practices which can be tailored to meet the needs of individual schools or districts Need for a clear and systematic approach to student interventions to counter often inconsistent societal messages

11 Video Clip

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 programs By 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 engagement Giving 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 culture Finding ways to seek student input and involve students provides opportunities for student leadership When the voice of students is heard it makes the message more FUN !!!!!

15 Giving Students’ a voice case study . . .
Central Middle School STARS team Student team began with implementation of BP-PBS at Central To 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 them Positive Feedback, students believed BP-PBS could work in our school Student buy in would depend on level of student involvement Creation 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 students Older 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 body Students 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 students Students need to use program appropriately or they would be letting themselves down Students were taught when to use and when not to use the stop signal Framed 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 permanent Merged with the student leadership team to form the STARS Team Succeed Trust Achieve Respect Share

23 Role of STARTS team Production Crew - a group of STARS students making videos to teach school-wide expectations Peer Mentor Team – older students trained in peer mentoring through Alberta Teachers Association to work with younger students Public 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 ago As program evolved school staff wanted to get students more involved in setting the direction and to ensure we used student friendly language Key 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 languages Classrooms are encouraged to make a classroom matrix based on the four respects - Respect Yourself, Respect Others, Respect Learning and Respect Property Students review the matrix each year and modify it if necessary. Respect team reinforces the Go Green Behaviours Green behaviour is celebrated and students in each class choose the “celebration” (insert Matrix on next slide??)

27 Green Behaviour at Oriole Park

28 Les comportements “Go Green” sont:

29 Go Green Video

30 Blue Ribbon Awards At each monthly assembly, one student from each class is recognized for showing outstanding respect with a Blue Ribbon Award Each class in the school sets the criteria for how students in their classroom are recognized to give students a voice in selection Add picture of blue ribbon receipent

31 Large Group Health Lessons planned by tier 1 team with input from Student Respect Team Weekly grade level sessions taught by the principal with help from student Respect Team Consistent, systematic way to teach students positive behaviours in a student friendly way Excellent structure for adminstration to have regular positive contact with students Great opportunity for staff collaboration

32 Stop, Walk & Talk Video

33 Respect team Supervision Support
Students wear Respect Team t-shirts so they are easily identified on the playground Respect Team is trained by School Staff to monitor behaviour on the playground Their role is proactive – they select, organize and run games and activities for younger students Students approach Respect team for advice Respect Team is monitored by lunch room staff who intervene as required The matrix is reinforced in a student friendly way by students at recess

34 School Themes Student Spirit Team helps to build and promote school wide themes Promoting respect by developing a sense of citizenship locally and globally According 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 Art 4 Art projects done throughout the year where artists worked with students and teachers to create examples of our 4 pillars of Respect

37 Respect Others Video

38 Respect Learning One way we have reinforced respect for others is by promoting the START (Students and Teachers are Reading Together) program Every available adult in the school reads with a “selected” student for one month. Grade Five Student Leaders read with younger students as well

39 Growing the Green Elementary Outcomes

40 Outcomes Alberta Education Accountability Pillar Report Card – October 2013 Measure Oriole Park School Alberta Measure Evaluation Current Result Prev Year Result Prev 3 Yr Average Achievement Improvement Overall Safe and Caring 90.8 87.7 88.6 89.0 88.1 Very High Maintained Excellent Citizenship 88.4 83.6 84.7 83.4 82.5 82.0

41 Academic Outcomes Alberta Education Accountability Pillar Report Card – May 2013 Measure Oriole Park School Alberta Measure Evaluation Current Result Prev Year Result Prev 3 Yr Average Achievement Improvement Overall Program of Studies 93.3 90.4 89.8 81.5 80.7 Very High Maintained Excellent Education Quality 96.1 92.4 93.0 89.4 89.3 PAT: Acceptable 89.7 91.7 86.3 79.1 79.3 78.9 PAT: Excellence 25.6 10.7 16.3 20.9 19.6 19.1 Improved

42 Questions? Chris Good – Purnima Lindsay –

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