Using the PBIS Model to Improve NECAP Test Scores at the High

Using the PBIS Model to Improve
NECAP Test Scores at the
High School Level
Berlin High School
550 Willard Street
Berlin, NH 03570
752-4122
Contact Information
• Julie King, PBIS Universal Team Coach
752-4122 x 1554
[email protected]
• Tim Forestall, Assistant Principal &
PBIS Coach
752-4122 x 1507
[email protected]
• Gary Bisson, Principal
752-4122 x 1508
[email protected]
History of Berlin High….the abridged version
Successes
• Sports
• Advanced Placement &
SAT scores
• Band/Chorus
• FCCLA and other clubs
• Acceptances from top
colleges
Recent trouble area
• School In Need of
Improvement (SINI) for the
past four years due to
NECAP scores
– Disaggregated populations
• Socio-Economically
Disadvantaged Students
(SES)
• Those on Individualized
Education Plans (IEPs)
– 2007-2008 results also
indicated lack of progress
from the group as a whole in
mathematics
This is a school / community-wide problem.
How should we tackle it?
Points Made During Discussions
• Few students take the test seriously
–
–
–
–
–
Blank/sparsely filled areas on Writing portion
Students finish early then have nothing to do
Absenteeism
Randomly filling in the circles
Teachers report that they KNOW their students are learning more
than they’re displaying on the tests
– Math/Science/English classes use NECAP released questions
• Teachers speaking negatively about the tests to students
• Administration was already working on the testing
schedule – trying to eliminate distractions and reduce loss
of class time for juniors
Hypothesis – Motivation problem!
Since motivation is behavior-related – let’s
use the PBIS model!!!
The PBIS Model – Simplified!
1. Teach behavioral
expectations
Use data
to
determine
problem
area
Plan a
roll-out
2. Reinforce
appropriate
behaviors (work
to correct
inappropriate
ones also)
3. Celebrate
successes!
Evaluate
Step 1
Use data to
determine
problem
area
Use data
to
determine
problem
area
1.
Teach behavioral
expectations
2.
Reinforce
appropriate
behaviors (work to
correct
inappropriate ones
also)
3.
Celebrate
successes!
Plan a
roll-out
Evaluate
Regarding Prior NECAP Data…
• Hard to compare different cohorts
• What if every student scored just 1 more
point???
• The message, “Do YOUR best on the
test.”
Function Behind Their Behavior?
AKA: Why Aren’t They Motivated?
Gathered data (informally)– UT mtg., class
discussions…
• Lack of understanding & communication
regarding reasons and importance of
testing and results
• Lack of ownership - No grade attached
• Feeling of hopelessness – “I don’t know
all the answers so I’ll never do well.”
APEX PBIS MODEL
Tertiary Prevention:
RENEW Intervention
~5% ~15% Secondary Prevention:
Specialized Group
Systems for Students with At‐Risk Behavior
We suspected this
behavioral
break-down would
also apply to
student (AND
teacher) motivation
surrounding the
NECAPs!
Primary Prevention:
School‐/Classroom‐
Wide Systems for
All Students,
Staff, & Settings
~80% of Students
Step 2
1. Teach behavioral
expectations
Use data
to
determine
problem
area
Plan a
roll-out
Plan a roll-out
2. Reinforce
appropriate
behaviors (work to
correct
inappropriate ones
also)
3. Celebrate
successes!
Evaluate
WHAT, SPECIFICALLY, SHOULD WE TEACH????
BERLIN HIGH SCHOOL
CONDUCT ACTION GUIDE
Be Responsible
Have Respect
Strive for Success
•Come prepared.
•Be on-time—both feet must be through the
classroom door by the time the bell stops
ringing.
•Pick up after yourself.
•Respond to reasonable requests.
•Complete your ‘own’ assignments and tasks
as required.
•Be silent during announcements.
•Dress appropriately (see Dress Code).
•Allow others’ expressions and ideas.
•Use appropriate language and voice.
•Honor others’ property.
In the
HALLWAY
•Walk to the right.
•Use time for intended purpose only.
•Keep the hall and floors clean.
•Honor others’ personal space.
•Apologize if you bump into
someone.
•Use appropriate language and voice.
•Display affection appropriately.
•Model positive behavior and
acknowledge it in others.
•Help others in need.
In the
CAFETERIA
•Be on-time.
•Practice polite table manners.
•Leave the floor and table clean for the next
group using the facility.
•Consume only your own food and drink.
•Wait your turn in line.
•Keep your hands, feet and food to yourself.
•Use “please” and “thank you”.
•Use appropriate language and voice.
•Eat lunch with someone who is
eating alone.
•Model positive behavior and
acknowledge it in others.
•Compliment the kitchen staff.
In
ASSEMBLIES/
EVENTS
•Participate appropriately.
•Come and go in an orderly fashion.
•Pick up after yourself.
•Sit with your class during school assemblies.
•Help create an environment where
everyone can enjoy the activity.
•Treat visitors kindly.
•Use appropriate language and voice.
•Encourage others to enjoy the
presentation or event.
•Model positive behavior and
acknowledge it in others.
In the
CLASSROOM
•Engage in learning.
•Maintain a positive outlook
towards school.
•Model positive behavior and
acknowledge it in others.
Who Should Sit At The Table?
• Universal Team – admin., parents,
students, staff, community members
• Targeted Team
• Intensive Team
• Student Leadership Group
• Guidance Department
• Others with interest –
Math/English/Science department
members, administrators
Brainstorming Session
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•
•
•
Research review done prior to meeting
Great turn-out!
Think-Pair-Share (important for community-building)
Gantt Chart (shared work - important for Coaches’ sanity!)
Two hour session
Solid Action Plan
GANTT CHART
Number
Task
Person in charge
Give info
to:
Due
Date
Educating students
1
Find info on last year's scores for competitive posters
Julie
Student
Leadership
Team
Wed. 9/16
2
Finalize plan for practice sessions - Block 2 on 9/30 for all
juniors.
Julie/Guy/Administration
Julie
Tues. 9/30
3
Make practice tests from released questions
Math & English departments
All classes
Tues. 9/30
4
Make a list of reasons why the test is important - money?
Permanent record? Self-respect?
Administration
Julie
Wed. 9/16
5
Make & hang motivational / competitive posters to explain
why tests are important
Student Leadership Group
Hang them in
prominent
locations/
junior hallway
Fri. 9/19
6
Design, print & handout invitations with "Smarties" or
balloons to juniors telling them about test week format and
incentives. This should be done the week prior to the
testing. See Mrs. King for info details.
Student Leadership Group
Julie
Hand out
Thursday
10/2
The Plan – Teaching Expectations
Must teach staff first!
• Block meeting presentations
• All teachers will have a role in testing
– 6 to 8 students with 2 teachers (at least 1 they’ve
had before)
– Be positive – educate students on test importance
– Practice session for juniors – 1 English & 1 Math
teacher go through sample questions teaching
multiple choice testing strategies
– New schedule for test week – only juniors will be
in the building during testing (other students on
delayed entry)
– Kickoff breakfast with essay practice session
Teaching Teachers
Be Knowledgeable
Be able to answer students questions of “Why” this test is important?
• Used to measure students’ • Lousy scoring =less
knowledge
money=cuts in sports,
technology, clubs, etc.
• Sets the amount of grant
money received
• Good scoring = a
celebration
• Helps with college or job
acceptance by improving
• Good scoring = self
the community’s
appreciation.
perception of our school
• Attracts businesses to the
area
• Becomes part of students’
permanent record
Say Encouraging Words
•
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•
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Nice job.
That's a commendable job.
Wonderful.
Fabulous!
You can do it!
Good going!
You're great!
Groovy!
Good job.
Good work
Keep up the good work.
Clever!
Correct!
•
•
•
•
•
•
•
•
•
•
•
•
Wow!
Great job!
Now you've got it!
Awesome!
Outrageous!
You have a lot of talent
Superior!
Fantastic!
Very much improved.
Right on
Outstanding!
Glad to see you here
Approach Testing with Positive
Attitude
• If you’re happy they’re
happy.
• Your outward and
inward attitude is
reflected; students
“buy in” to taking the
test
Be Encouraging
•
•
•
•
Try your best.
Take your time
Do your best to finish
The foundation of
lasting selfconfidence and selfesteem is excellence
and mastery of your
work.
The Plan – Teaching Expectations
Educating Students
• Posters around school
• Practice sessions
• Invitations delivered during class
Educating Parents & Community
• Letter mailed home
• Newspaper article
Hey,
__________!
Room ______________
NECAP testing is right around the corner and this
year, we’re doing it right! The week of October 6-9
will run on a delayed entry schedule (see reverse),
so you won’t miss classes! And guess what…we’re
having a real breakfast just for you on Monday, Oct.
6th! Stuff your face and strut your stuff during testing
week! Show us how many smarty pants you have in
your class by raising test scores this year and we’ll
plan a BIG celebration in your honor!
PLUS:
We will have daily raffles and a raffle at the end of
the week to give $100 to a lucky Junior with perfect
attendance!
Test taking tips:
1. Get a good night’s sleep!
2. Eat a good breakfast!
3. Take your time on the
test!
4. Think of what you’ll do to
relax when the test is over!
NECAP Schedule:
Juniors arrive at normal time
(7:30).
7:30-10:30 NECAP testing
What’s the big deal?
1. Some colleges DO look at these
scores!...You could get extra
scholarship money!
2. If BHS is successful, we will get
more federal money, making it
possible to improve our school!
3. A community with a good school
who is not “in need of improvement”
will attract more businesses and
people to the community…that means
more jobs and opportunities for you!
4. Party in the spring…need we say
more?
10:30 – Entrance bell
10:40-11:23 Block 3
(for
students w/ 2nd lunch)
10:40-11:04 1st lunch
11:09–11:52 Block 3
(for
students w/ 1st lunch)
11:28-11:52 2nd lunch
11:57-12:40 Block 1
12:45-1:28 Block 2
1:33-2:16 Block 4
Teaching Students
Positive Self -Talk
•
•
•
•
•
•
•
•
•
•
•
•
I am what I think I am.
I can do it.
I will do well if I give it my best
Confidence comes from Doing
Its easy
I know how to do it
It will get easier the more I do.
I’m going to give it my all.
I wont know until I try
Good work = Success
Clever!
Correct!
•
•
•
•
•
•
•
•
•
•
Wow!
Now I’ve got it!
Awesome!
I have a lot of talent
Superior!
Fantastic!
Very much improved.
Right on
Outstanding!
Glad I did it.
Multiple Choice
• Read questions 1st
• Come up with your own
answer before you
choose
• Eliminate choices
• Take educated guesses
• 1st guess is usually right.
• More information on a
M/C is usually the correct
answer
NECAP PRACTICE
SESSION WITH 1 MATH
AND 1 ENGLISH
TEACHER
We Didn’t Start the
Fire….Essay Practice
Session During the
Kickoff Breakfast
NECAP Roll-out Breakfast and
Writing Practice Session
STUDENTS ARE
SEATED FOR
BREAKFAST
WITH THEIR
SMALL TESTING
GROUPS
THE TEACHERS
SERVE
BREAKFAST TO
THE JUNIORS
Reinforcing & Celebrating Positive
Behavior – The Incentive System
• Gotchas
– Frequent positive verbal praise & encouragement
– Daily raffle for juniors present & on-time for testing – gift cards
– Bag of goodies for each test group with fun facts to improve test
performance
• Boosters
– $100 cash raffle for perfect attendance and punctuality
– Kickoff breakfast served by faculty
• Celebrations – Remember to set a school-wide goal!
– Whole School –
• Results announcement assembly with music & early release
• Dead Season concert (combo celebration for 2 roll-outs)
– Juniors Only – End of last day of Science testing = junior BBQ/field day and
early release
• Don’t forget the teachers!
– Raffle for chair massages during planning block
Strive for Success on NECAP Tests
Goal: The goal is to increase the percentage of students who
score in the proficient range on each of the 3 NECAP tests.
Last year’s results:
NECAP 2007 Math Results
NECAP 2007 Writing Results
Proficient, 10%
Proficient, 21%
Proficient
Proficient
Not Proficient
Not Proficient
Not Proficient,
79%
Not Proficient,
90%
NECAP 2007 Reading Results
Not Proficient,
50%
Proficient, 50%
Proficient
Not Proficient
If we meet the goal: There will be rewards offered at both the class level and
the school level.
Class level: Prizes raffled to juniors only & BBQ
School level: Recognition and Celebration Assembly
OUR FIRST JUNIOR RAFFLE
WINNER
Fun Facts
Teachers: Please share these fun facts and goodies with the juniors as
you see fit throughout the testing week.
Studying is just one of the things you can do to get good grades.
Here are some scientifically proven ways to ace your tests:
•
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Go to bed early the night before. Sleeping only six hours instead of eight
increases levels of the stress hormone cortisol by 50%, and sleep- deprived
people score 30% lower on memory tests.
Don’t skip the corn flakes. Students who eat breakfast score higher on tests
and report less test-related anxiety. Best bets? Eggs for brain-boosting
choline, and oatmeal for a calming increase in serotonin levels.
After your healthy breakfast, treat yourself with a little dark chocolate. It
boosts memory, alertness, and concentration, and its special chemicals even
decrease anxiety.
Bring a bottle of water with you to the test. Even the slightest dip in hydration
levels can lead to stress, memory loss, and a drop in mental functioning.
Pop a stick of gum. In one British study, the act of chewing was found to
activate the hippocampus, the brain area responsible for memory, improving
recall by 35%.
Mint scents increase alertness, leading to fewer mistakes.
Put a bit of fresh rosemary in your pocket on test day—it’s a proven memory
booster! In fact, in ancient Greece, students wore sprigs of rosemary in their
hair on exam day.
Use this acupressure trick: Press the spot on your wrist about two thumb
widths down from the base of the palm. Acupuncturists believe this signals
the heart to slow to a more soothing rhythm.
Score Release Assembly
BHS
s Dead Season
JUNIOR BBQ
Juniors enjoy some
R&R during their
celebratory Field Day.
Mr. Forestall, Assistant Principal,
asks the juniors to take a class
picture – then turns the
sprinklers on them 
Step 3
Use data
to
determine
problem
area
1.
Teach behavioral
expectations
2.
Reinforce
appropriate
behaviors (work to
correct
inappropriate ones
also)
3.
Celebrate
successes!
Plan a rollout
Evaluate
Evaluate
WAS THE ROLL-OUT
EFFECTIVE?
WHAT WORKED AND WHAT
DIDN’T?
NECAP Results
# Students
tested
School
Mean
Score 2008
School
Mean
Score 2007
Proficient %
2008
Proficient %
2007
BHS - Grade 11
133
1147
1140
76%
50%
GHS - Grade 11
WMRHS - Grade 11
LHS - Grade 11
39
94
70
1146
1144
1141
1147
1144
1143
79%
70%
59%
77%
69%
68%
State - Grade 11
15,691
1145
1144
72%
67%
BHS - Grade 11
133
1135
1131
31%
10%
GHS - Grade 11
WMRHS - Grade 11
LHS - Grade 11
39
94
69
1137
1135
1131
1136
1133
1132
41%
31%
20%
42%
22%
17%
State - Grade 11
15,674
1135
1134
32%
28%
BHS - Grade 11
133
5.9
4.8
36%
22%
GHS - Grade 11
WMRHS - Grade 11
LHS - Grade 11
39
95
71
5.7
5.6
5.2
6.9
5.3
6.2
26%
27%
24%
64%
33%
43%
State - Grade 11
15,643
6
5.5
39%
33%
Reading
Math
Writing
Teacher Opinion Survey Sample
(with results & comments)
7. Regarding the meeting in the cafeteria: How effective was providing a
breakfast on Monday in creating a positive environment surrounding the
testing?
Very effective 33
Somewhat effective 5
Ineffective 0
•
If you felt the breakfast was ineffective, what suggestions would you make
for next year?
– The food was good but delivery of the procedure was poor – English experts
should be in a ?? class ie. Mrs. Piche has 3 other classes (all 6/7) kids total 28 to
do the work.
– It generated excitement!
– The students especially enjoyed having the staff serve them!
– It was cool b/c it was different. It showed importance.
– Better organization of servers.
8. Did seating the students in their respective small test groups during
breakfast accomplish the goal of providing a connection within the group?
Yes 37
•
No 1
If you disagreed, what suggestions would you make for next year?
Yes!!!! 
Outcomes
Expected:
•Significant increase in students scoring proficient
and above in all test areas
•Increased reliability/validity of data for department
analysis
Unexpected:
•Attendance
•Overwhelming staff support!
•Report from teachers – Exactly opposite of prior
years: Not enough time provided on each test!!!!
•Disaggregated group attitudes and effort
•Each junior scored at least 1 point on each writing
assignment – No blank tests!!!!
•Connections made !!!
Now what?