Enhanced Implementation In High Schools

Ami Flammini/Steve Romano

Technical Assistance Directors

Illinois PBIS Network

Session Objective

Participants will have an increased understanding of issues facing high school implementation of the PBIS process including curriculum development, readiness, training, tier 2/3 systems and on-going technical assistance.

Premise

High schools are different from elementary schools, middle schools and junior high

schools, BUT…

They’re not as different as they think they are!

The concepts are the same, but the practices may look different

How High Schools Are Different

• Size

• Expectations of staff

• Staff is departmentalized

• More groundwork is needed

• Teams can become layered

• Implementation comes more slowly

The need to work with high schools differently came about through high schools themselves.

Increased requests for trainings from high schools.

Teams felt trainings were geared toward elementary schools.

They were right!

Curriculum Development

• Developed a curriculum workgroup with those TACs having high school experience.

• Built on lessons learned from ICEPS grant.

• Focused on examples from a handful of successful high school implementers.

Readiness

More groundwork and time is needed.• Administrative overview• Coaches• Team development• Data audit• Team development• Informing staff• Staff needs assessment

• AA540/AS50 (high school emphasis) advertised to HS’s only (10 most FAQs)

• In-district meeting-supt., sp. ed director, principals, deans, counselors with TAC/TAD.

– Present and review District Readiness Checklist document

– Coaching • One school districts=two people for internal/external coach • Two plus schools=one external and 2 internal for each

building)

– Data-management system, availability of “big 5” data, SWIS, definitions

– Options regarding time commitments and compensation for leadership team

• TAC meets with External Coach to complete: – District Readiness Checklist including Data Audit – Working Smarter

• The building identifies a Universal Leadership Team

• Conduct needs assessment for all staff.

• Leadership team (including principal) analyzes and shares results of Data Audit and Needs Assessment.

• Inform/educate staff (ex. by department, lunch/cpdu’s, leadership team presents, U50, “Creating the Culture” video, planning period meetings, etc., implementing school to assist, share self-assessment results)

• Invitation to training per TAD approval  

Training

• Only high schools in attendance.

• High school specific curriculum/binder

• Initial two days (U100/200)

• One day follow up (U300)

Team Development/Roles

Core Team

Teaching

Acknowledgement

Data

Communication

On-Going Technical Assistance

• Monthly coaches network meetings.

• Schools host

Face to face

Go To Meetings

Phone conferences

High School Forum

State Leadership Conferences

THE ROAD AHEAD

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

SECONDARY

• Check In Check out (CICO)

• Small Group Interventions (SA/IG)

• Check & Connect (C&C)

• Brief FBA/BIP

TERTIARY

• Complex FBA/BIP

• RENEW

• Wrap Around