Staff Engagement at High School What's it Take? Brigid Flannery (brigidf@uoregon.edu) Kim Kalousek, Larkin High School, (kimkalousek@u 46.org) George Kalousek, Larkin High School, (georgekalousek@u 46.org) 1 SWPBIS Made Simple...? 1. Establish a Leadership Team 2. Establish a Consistent, Predictable Environment 3. Teach 4. Acknowledge and Reinforce 5. Communicate 6. Use Databased Decision Making CULTURAL EQUITY Social Competence & Academic Achievement Staff Behavior OUTCOMES CULTURAL KNOWLEDGE CULTURAL VALIDITY Student Behavior Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011 PRACTICES CULTURAL RELEVANCE Decision Making 1
Contextual Influences Size Foundational Systems Attendance Behavior Course Performance Data Culture Developmental Level Leadership Communication 4 High School Implementation of SWPBIS HS Contextual Influences Key Foundational Systems Core Features of Implementation Key HS Focus Areas SOCIAL BEHAVIOR Size Culture Developmental Level Leadership Data Communication School Engagement and Success FRESHMEN SUPPORT ACADEMIC SUCCESS PERSONALIZA TION / SCHOOL BELONGING Flannery & Kato, 2012 5 Staff and Team Behavior OUTCOMES Staff Engagement Staff Engagement PRACTICES Decision Making Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011 2
How do you engage staff in implementation of PBIS? How do you get buy in from staff? How do we increase staff commitment? How do you get staff involved? 7 Participate: to take or have a part or share Engage: become involved Involve: to engage, require, demand Buy in: signifies the commitment of interested or affected parties to a decision to agree to give it support, often by having been involved in its formulation. 8 Multiple Levels of Engagement Step 1: Obtain initial buy in commitment Step 2: Maintain commitment and increasing involvement during implementation 9 3
40% 30% 20% 10% 0% Students Missing More than 10% of Instructional Days by IEP Status IEP 2008 09 2009 10 No IEP 10/8/2015 Secure Initial Commitment 1. Share data to Determine if there s a problem in your school Clearly define the problem 2. Explore PBIS as a possible solution 3. Have those difficult conversations 10 Gallery Walk Let the data tell the story 11 Behavioral Expectations Sample School Map 12 4
Secure Initial Commitment 1. Share data to Determine if there s a problem in your school Clearly define the problem 2. Identify PBIS as a possible solution Establish an understanding of its effectiveness Show alignment with existing efforts Answer what s in it for me? 13 2014 RCT & Group Design PBIS Studies Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school wide Positive Behavioral Interventions and Supports: Findings from a group randomized effectiveness trial. Prevention Science, 10(2), 100 115 Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462 473. Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133 148. Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, 177 193. Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1 26. Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), 1136 1145. Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait list controlled effectiveness trial assessing school wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133 145. Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school wide positive behavior support. Focus on Exceptionality, 42(8), 1 14. Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School wide Positive Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 116(2), 149 156 Some Tier I Articles on High School Bohanon, H., Fenning, P., Carney, K. L., Minnis Kim, M. J., Anderson Harriss, S., Moroz, K. B.,... Sailor, W. (2006). Schoolwide application of positive behavior support in an urban high school: A case study. Journal of Positive Behavior Interventions, 8, 131 145. doi: 10.1177/10983007060080030201 Flannery, K. B., Fenning, P., Kato, M. M., & McIntosh, K. (2013, November 4). Effects of School Wide Positive Behavioral Interventions and Supports and Fidelity of Implementation on Problem Behavior in High Schools. School Psychology Quarterly. Advance online publication. doi: 10.1037/spq0000039 Flannery, K. B., Frank, J. L., McGrath Kato, M., Doren, B., & Fenning, P. (2013). Implementing Schoolwide Positive Behavior Support in high school settings: Analysis of eight high schools. The High School Journal, 96(4), 267 282. doi: 10.1353/hsj.2013.0015 Freeman, J., Simonsen, B., McCoach, D.B., Sugai, G., Lombardi, A., Horner, R. (2015). Relationship between school wide positive behavior interventions and supports and academic, attendance, and behavior outcomes in high schools. Journal of Positive Behavior Interventions. DOI: 10.1177/1098300715580992 Freeman, J., Simonsen, B., McCoach, D.B., Sugai, G., Lombardi, A., Horner, R. (2015). An Analysis of the Relationship Between Implementation of School wide Positive Behavior Interventions and Supports and High School Attendance and Dropout Rates. The High School Journal. Morrissey, K. L., Bohanon, H., & Fenning, P. (2010). Teaching and acknowledging expected behaviors in an urban high school. Teaching Exceptional Children, 42, 27 35. Muscott, H., Mann, E., & LeBrun, M. (2008). Positive behavioral interventions and supports in New Hampshire: Effects of large scale implementation of schoolwide positive behavior support on student discipline and academic achievement. Journal of Positive Behavior Interventions, 10, 190 205. doi: 10.1177/1098300708316258 Swain Bradway, J., Pinkney, C. & Flannery, K. B. (2015) Implementing SWPBIS in High Schools: Contextual Factors and Stages of Implementation. Teaching Exceptional Children. 47 (5), 245 255 RESOURCE Flannery, K. B. & Sugai, G. (2010) School Wide PBIS Implementation in High Schools: Current Practice and Future Directions. Eugene, OR: University of Oregon, Educational and Community Supports. Available on http://pbis.org 5
Do you communicate your vision alongside PBIS? What does our vision/mission look like What will we see? What does our vision/mission sound like What will we hear? How will PBIS align with our vision? 16 What s in it for me (WIFM) Increased teacher efficacy Improved working climate Decrease in student disruptions Increased instructional time Secure Initial Commitment 1. Share data to Determine if there s a problem in your school Clearly define the problem 2. Identify PBIS as a possible solution Establish an understanding of its effectiveness Show alignment with existing efforts and WIFM 3. Have those difficult conversations 18 6
YEAH BUTS Expensive, time consuming/effortful Unnecessary Why do we need to teach expectations They should know how to behave by now Inappropriate Rewards are fine for elementary school but are ineffective and inappropriate in middle or high school. The use of rewards will damage intrinsic motivation and actually result in reduction of desired behaviors. I don t believe in bribing students to learn Resistance to teaching behavior (even academic behaviors) I m here to teach content, not behavior / study skills 19 Why teach behavior expectations? Myth: Teenagers should already know appropriate behavior. Fact: Kids, teens, and adults need to know whats expected in different situations, especially with large crowds. 20 Why teach it again or so explicitly? Myth: Once told they should remember Fact: Kids, teens, and adults need repetition in order to bring it into their repertoire 21 7
Repetition is key to learning new skills For a child to learn something new, it needs to be repeated on average 8 times (Joyce and Showers, 2006) Adults average 25? (Joyce and Showers, 2006) 22 Teaching Academics & Behavior ADJUST (RETEACH) For efficiency DEFINE (TELL) Simplify BE CONSISTENT MODEL (SHOW) Monitor PRACTICE In setting 23 Maintain Commitment/Increase Involvement 1. Provide ongoing communication 2. Continue those difficult conversations 3. Bring new staff/students on board 8
Maintain Commitment/Increase Involvement 1. Provide ongoing communication Staff/Faculty Communication and Feedback Loops Grade level, core, vertical, department meetings Staff/Faculty Meetings Personal 1:1 contact; Yeah buts Newsletters, handbooks, announcements; bulletin boards Google Docs, SharePoint, or other virtual sharing mechanisms Feedback box; Surveys; Gallery Walk; Professional development days; Communities of Learners Others?? 26 Communication System Who? Admin Tailor to your Audience Team What? Have a targeted message (will change over time) Link message to broader events/themes How? Make it predictable, consistent and frequent Utilize multiple formats Always encourage two way communication When? How Frequently? Staff Parents/ Community Students 27 9
Across Groups. Vary Across Purposes Initial Buy in Commitment Implement Maintain commitment Expand knowledge/ understanding Input Feedback Staff Students Parents Gallery walk Climate Surveys Acknowledgements Matrices Signage Newsletter PA Announcements Sharing data Celebration PD Faculty Handbook Lessons Survey Inbox Videos Climate Survey Focus groups Acknowledgements Matrices Signage Newsletter PA Announcements Sharing data Celebration Embedded content Parent Student Handbook Lessons Embedded content Survey Inbox Climate Surveys Signage Newsletter Sharing Data Celebration Newsletter Parent Student Handbook Survey Inbox 28 Maintain Commitment/Increase Involvement 1. Provide ongoing communication to 1. Expand knowledge/understanding 2. Systematically and predictably allow for input feedback 2. Continue those difficult conversations It's as simple as this. When people don't unload their opinions and feel like they've been listened to, they won't really get on board. Patrick Lencioni, The Five Dysfunc ons of a Team: A Leadership Fable 3. Bring new staff and subs on board 10