IASP Conference November, Dr. Sandy Washburn and Michele Brentano, Indiana University Jeff Ziegler,, Randy DeShone, Jimtown High School, Baugo Community Schools, Elkhart, IN Contact:

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 New Asst. Principal w/ 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 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 tardies for

Late to School, Late to Class On-Time to School, On-Time to Class Prior to planning, understand A-B-C analysis Multi-component Plan--Universal Prevention, Teaching, Rewarding, Correcting 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 4 th tardy + results in office notification and assignment of detention Starting in , students do not miss class time for tardy (<8) Outcomes Tardies Total DetentionSat. School ISSOSS

Improve On-time Responsibility Campaign to Chill Lateness started 4th quarter 09-10

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

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 Sticker placed on back of ID Budge pass can be used Fridays Perfect attendance for year 50 extra tickets in raffle

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) Incoming Freshmen & sophomores 66 students identified 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 Problem Solving Team

Point Guard—Initial Outcomes 66 students identified August 2010 As of Jan no longer enrolled 2 went to Homebound 13 attendance rate declined 2 no change 41 made some progress --72% 170 student instructional days gained

Point Guard—Next Steps Implementation Checks More frequent Progress Monitoring Sharing data with faculty, families and community ARC-problem solving Celebrate Individual Student Progress Correlate with other outcomes Fade to Self-Monitoring and Self-Management Assignment of Point Guards

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

Momentum After 2 school years--80/80 on SET 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 Team quickly implemented typical universal plan pieces Teaching Matrix for Common Areas, Lessons, Adult Responsibilities, Acknowledgment, ODR Process and T- chart, Monitoring Tier 2—Homework is Important, Discovery Period

Faculty Survey--Progress 12 statements related to improvements in student behavior, teacher management and overall climate. Respondents were instructed to consider improvements over the past two years, contrasting the current status with what existed prior to PBS implementation.

Unanimous Agreement Statement Agree Strongly Agree I am supportive of the efforts we have taken to make learning successful. 18%82% I believe we are headed in the right direction and am excited to be part of it. 21%79% My responsibilities are clear. 24%76%

Overwhelming Agreement Statement Strongly Disagree DisagreeAgree 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% The faculty in general has improved their classroom management skills. 10%56%34% Attendance is much better.3%12%56%29%

Majority Agreement Statement Strongly Disagree DisagreeAgree 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

70% Agreed

Senior Survey 28% Agreed

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- Trainers 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