School wide Positive Behavior Support Plan at HighTech LAColleen Molina

To influence, inspire, and challenge students,

colleagues, and others around me,

in positive and successful ways.

Vision STATEMENT

1,5

Project MissionTo develop and implement a

school-wide positive behavior support

plan

that will influence the

culture, safety, and student achievement

of HighTech LA.

1,2,3,5,6

Demographics

DemographicsName: HighTech LA Charter High School

Location: Van Nuys, CA

Student Population: 354

Teachers: 17

API: 853 9/9

3,5

Demographics

127

97

64

66

GradeL

vel

e97

64

66

64

666612th

11th

10th

9th

3,5

Demographics

Gender62.5%

37.5%

3,5

Demographics

EthnicityHispanic31.20%

African Amer-ican

4.20%

Asian4.50%Filipino

4.80%Unclassifed

4.80%

Caucasian50.50%

3,5

The PAR TeamColleen M.

Special Education

Coordinator

Jennifer O.School

Psychologist

Anabel J.Special

Education Teacher

Nikki B.Director of Academics

1,2,3,5,6

Compelling Need

Where do I go?

Go to the session about

SWPBS!

Lunch Time

We are doing

everything wrong!

How was your

session?

We need to start a SWPBSWhat?

Huh?

1,2,3,4,6

Inquiry?

I wonder what will happen to negative

behaviors if a school-wide PBS plan is

put in place, at HighTech LA, as

measured by behavioral referrals and

suspensions data?

1,2,3,5,6

(Lynass, Tsai, Richman, & Cheney, 2011; Solomon, Klein,

Hintze, Cressey, & Peller, 2012)

Academic performance

(Horner, Todd, Lewis-Palmer, Irvin, Sugai &

Boland, 2004)

(Lassen, et. al., 2006)

Suspensions

(Lassen, Steele, & Sailor, 2006)

Instruction time

(Horner et. al, 2004)

Office referrals (20%-60%)

Problem Behaviors

(Algozzine & Algozzie, 2007)

On task behavior

(Ross, Romer, & Horner, 2011)

Interactions between

adults and students

(Horner et. al, 2004)

Social climate

Tardiness

(Caldarella, Shatzer, Gray,

Young & Young, 2011)

Unexcused

absences

(Caldarella et. al., 2011)

Research

1,2,3,5,6

TimelineSeptember October November December

Picked PAR team

Need systematic

referral process

Developed referral slip

Implemented referral slip

Measured number of suspensions

Measured referral slips

Large number of referrals

Developed Monkey Money

Need for SWPBS

1,2,3,5,6

TimelineJanuary February March April May

Implemented referral slip

Measured number of suspensions & referral slips

Implemented SWPBS, “Monkey Money”

Measured number of

Monkey Money

Measured teacher

participation

Low teacher participation

Implemented “Be

Respectful” lesson

Implemented “Be

Responsible” lesson

Implemented “Be Safe”

lesson

1,2,3,5,6

Referral Slip

1,2,3,

Monkey Money

1,2,3

PaR CycLEDiagnose:

Need systematic

referral process

Act: Develop & Implement referral slip

Measure: Number of

referral slips & suspensions

Reflect: Large

number of referral slips

Diagnose: Need

SWPBS

Act: Develop & Implement

SWPBS “Monkey Money

Measure: Number of

“Monkey Money” & teacher

participation

Reflect: Low percent of teacher

participation

1,2,3,4,5,6

MethodologyQuantitative Qualitative

Student Feedback

Teacher Feedback

0 1 2 3 4 5 6 7 8 9 10

Detention

Staff Participation

Suspension

1,3,5

Data

Month DetentionSuspension

s l …l

Sept. ??? 0

Oct. 16 4

Nov. 9 1

Dec. 0 2

Jan. 4 1

Feb. 6 2

Mar. 5 1

Apr. 8 2

May 4 0

Month DetentionSuspension

s# days in

school

Sept. ??? 0 17

Oct. 16 4 23

Nov. 9 1 17

Dec. 0 2 9

Jan. 4 1 18

Feb. 6 2 19

Mar. 5 1 15

Apr. 8 2 19

May 4 0 21

Month DetentionSuspension

s# days in

school

Detention per day

Suspensions per

day

Sept. ??? 0 17 ??? 0

Oct. 16 4 23 0.70 0.17

Nov. 9 1 17 0.53 0.06

Dec. 0 2 9 0 0.22

Jan. 4 1 18 0.22 0.06

Feb. 6 2 19 0.32 0.11

Mar. 5 1 15 0.33 0.07

Apr. 8 2 19 0.42 0.11

May 4 0 21 0.19 0

1,3,5,6

Data

Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May.0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

Detention per day Suspensions per day

1,3,5,6

Staff member

# of Monkey Money

Teacher 1 7Teacher 2 10Teacher 3 0Teacher 4 8Teacher 5 59Teacher 6 25Teacher 7 5Teacher 8 61Teacher 9 22Teacher 10 97Teacher 11 36Teacher 12 0Teacher 13 72Teacher 14 0Teacher 15 4Teacher 16 9Teacher 17 124

DataStaff member

# of Monkey Money

Admin 1 4Admin 2 0Admin 3 15

Staff member

# of Monkey Money

Classified 1 0Classified 2 11Classified 3 17Classified 4 4

Staff member

# of Monkey Money

ParaEd 1 6ParaEd 2 5ParaEd 3 0Other 0

Total: 601

1,3,5

Data

Teacher 1

Teacher 2

Teacher 3

Teacher 4

Teacher 5

Teacher 6

Teacher 7

Teacher 8

Teacher 9

Teacher 10

Teacher 11

Teacher 12

Teacher 13

Teacher 14

Teacher 15

Teacher 16

Teacher 17

Admin

1

Admin

2

Admin

3

Class

ified 1

Class

ified 2

Class

ified 3

Class

ified 4

ParaEd 1

ParaEd 2

ParaEd 3

Oth

er

7

10

0

8

59

25

5

61

22

97

36

0

72

0

4

9

124

4

0

15

0

11 1

7

4 6 5

0 0

# of Monkey Money

1,3,5

Qualitative Data

This really works! They are so

excited

You need more teacher buy in.

The kids get so quite in advisory when you announce

the winners. It’s great!

I like Monkey Money.

Yay! I got a Monkey Money.

How come only some teachers have Monkey

Money?

1,3,5

Conclusions

Overall decline in detentions and suspensionsBefore SWPBS

Plan

Detention: .41 per

day

Suspension: .11 per

day

After SWPBS Plan

Detention: .30 per

day

Suspension: .07 per

day

Low staff participation

7 out of 28 staff members did not

participate in rewarding Monkey

Money.

18% of the staff rewarded 68% of

the Monkey Money.

25%

1,3,5

Road Blocks

Implementati

on of the

teaching

expectations

Coordinati

ng PAR

team

meetings

Teacher participation

and

consistency3,5

Next StepsTalk to principal about SWPBS budget

Plan out monthly themes

Monkey poster contest

Gorilla Goodies?

1,3,5

Analyzing detention and suspension data

Developing expectation sheets

Training staff on use of Monkey Money

Coordinating with PAR team

Copying and cutting Monkey Money

Distributing Monkey Money and expectation sheets

Conducting weekly raffles

Sending out reminder emails

1,2,3,4,5,6

MANAGEMENTLEADERSHIP

Personal Transformation/Learning

TRUSTStrengths

Learner▪Achiever▪Arranger▪Individualization▪Responsibility

Sharpenthe

Saw

1,2,3,5,6

ReferencesAlgozzine, K., & Algozzine, B. (2007). Classroom instructional ecology and school-

wide

positive behavior support. Journal of Applied School Psychology, 24(1), 29-

47. doi:10.1300/J370v24n01_02.

Caldarella, P., Shatzer, R. H., Gray, K. M., Young, K., & Young, E. L. (2011). The effects

of school-wide positive behavior support on middle school climate and

student outcomes. Research in Middle Level Education Online, 35(4), 1-14.

Covey, S. (1989). The 7 habits of highly effective people. New York, NY: Free press.

DuFour, R., DuFour, R. B., & Eaker, R. E. (2008). Revisiting professional learning

communities at work: New insights for improving schools. Bloomington, IN:

Solution Tree.

Fullan, M. (2003). The moral imperative of school leadership. Thousand Oaks, CA:

Corwin Press, Inc.

ReferencesHorner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G., & Boland, J. B.

(2004). The school-wide evaluation tool (SET): A research instrument for

assessing school-wide positive behavior support. Journal of Positive

Behavior Interventions, 6(1), 3-12.

James, E. A., Milenkiewicz, M. T., & Bucknam, A. (2008). Participatory action research

for educational leadership: Using data-driven decision making to improve

schools. Los Angeles, CA: Sage Publications.

Lynass, L., Tsai, S., Richman, T. D., & Cheney, D. (2012). Social expectations and

behavioral indicators in school-wide positive behavior supports: A national

study of behavior matrices. Journal of Positive Behavior Interventions, 14(3), 153-

161. doi:10.1177/1098300711412076.

Lassen, S. R., Steele, M. M., & Sailor, W. (2006). The relationship of school-wide

positive behavior support to academic achievement in an urban middle

school. Psychology in the Schools, 43(6), 701-712. doi:10.1002/pits.20177.

ReferencesLynass, L., Tsai, S., Richman, T. D., & Cheney, D. (2012). Social expectations and behavioral

indicators in school-wide positive behavior supports: A national study of behavior

matrices. Journal of Positive Behavior Interventions, 14(3), 153-161.

doi:10.1177/1098300711412076.

Maxwell, J. (2007). The 21 irrefutable laws of leadership: workbook: Follow them and people

will follow you. Nashville, TN: Thomas Nelson.

Rath, T. (2007). Strengths finder 2.0. New York, NY: Gallup Press.

Ross, S. W., Romer, N., & Horner, R. H. (2012). Teacher well-being and the implementation of

school- wide positive behavior interventions and supports. Journal of Positive Behavior

Interventions, 14(2), 118-128. doi:10.1177/1098300711413820

Schmidt, L. (2002). Gardening in the minefield: A survival guide for school administrators .

Portsmouth, NH: Heinemann.

Solomon, B. G., Klein, S. A., Hintze, J. M., Cressey, J. M., & Peller, S. L. (2012). A meta-analysis

of school-wide positive behavior support: An exploratory study using single-case

synthesis. Psychology in the Schools, 49(2), 105-121. doi:10.1002/pits.20625

-John F. Kennedy

Leadership and learning

are indispensabl

e to each other.