Empowering Student Voice in High Schools: Strategies and Benefits
Explore the significance of involving high school students in decision-making processes and initiatives within the school community. Learn about the key elements of student voice, its benefits, and strategies to enhance student buy-in for a more inclusive and supportive educational environment.
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C16 - Students Can Do More: Authentically Involving Youth In Implementation PATTI HERSHFELDT, MID-ATLANTIC PBIS NETWORK (MD); STEPHANIE MARTINEZ, UNIVERSITY OF SOUTH FLORIDA; MONICA COLUNGA, IRVINE HIGH SCHOOL (CA); HAINES CITY HIGH SCHOOL PBIS LEADERSHIP FORUM 2018 OCTOBER 4, 2018 KEY WORDS: HIGH SCHOOL, YOUTH VOICE
Agenda Overview of Student Involvement Colunga High School Haines City High Open Discussion
What is Student Voice? Referred to by different names (Mitra, Sierriere, &Kirshner, 2014) Student participation Learner voice Youth Activism Key elements Collaborative partnership Exchanging ideas and feedback Providing support and improving practices (Leonard & Leonard, 2001; Lieberman & Grolnick, 2001 Difference in student voice between students as individuals and students as a group (Mager & Nowak, 2012)
For our purposes today. Student voice describes many ways in which youth have the opportunities to share in the school decisions that shape their lives and the lives of their peers (Mitra, 2008) I believe it is our role as teachers not to give students a voice but co-create space for students to share their voice unabashedly. Homrich-Knieling, 2016 4
Why Student Voice? Emphasizing a relationship between teachers and students increases respect and positive relationships (Cook-Sather, 2006) Increases students agency, belong and competence (Mitra, 2004, 2009) Builds support and sustainability for initiatives (Fieldings, 2001; Rudduck, 2007) Students can find and gain rapport with stakeholder group successfully (Mitra, Serriere & Kirshner, 2013)
Buy-In: Students Why Buy-In from Students? Students support Sell to other students Gives leadership opportunities Gives students a voice in the development of the school Builds Culture How do you get student buy-in? Student team Broad representation of student body Along a continuum? Assign tasks for students to develop and implement Ask students what they would like to see changed Students see their ideas implemented What has the school done to get student buy-in?
Rungs 6, 7, 8 Rung 6. Adult Initiated, Shared Decisions With Students. Data indicated that tardies are a school-wide issue. Two students on the PBIS team developed a survey for students to identify why they are tardy to class. Rung 7. Student Initiated, Student-Led Decisions. The student team suggested the opportunity for peer-to-peer recognition along with students recognizing staff Rung 8. Student Initiated, Shared Decision Making. PBIS student team approached administration about a new idea for minor behaviors (i.e. tardies, dress code, etc.) where students would earn points similar to speeding tickets.
Irvine High School Positive Behavioral Interventions Support Monica Colunga, Ed.D., Principal developed in collaboration with Sara Franko, PBIS Committee Member
Irvine High School Demographics 1 of 5 Comprehensive Schools in Irvine, CA Approximate enrollment: 2000 38% Asian 33% White 12% Hispanic 4% African American 4% Filipino 23% Free and Reduced Lunch Program 9% Special Education 7% ELL
Tier I - Practices Defined Behavior Expectations Integrity Honor self & Others Social Responsibility Teach Developed matrix with student leadership operationalized expected behaviors 9th grade Link Crew Orientation Day Behavior Agreements/Contract In house Intervention Model Link Crew Teacher & Student behavior Students in Leadership positions Reinforce Via Vaquero Teacher Advisory Class Via Vaquero Drawings IHS acknowledgement postcards Monitor Attendance Detentions Grades
Tier II Supports Academics English Essentials 1 with Read 180 Math Foundation Study Skills Accommodations for students with IEPs and 504 plans Behavioral Detentions Behavior Agreements SARB Letters/SART/SARB In house Intervention Functional based Positive Behavior Plan School wide Project Success Counselor Outside referrals/agencies of support SST/SRT referrals Parent/teacher/student conferences
Tier III Supports Academic/Behavior Wellness Coordinator Outside referrals/agencies of support SST/SRT referrals Parent/teacher/student conferences Ehrms Specialist Wrap services Behavior Intervention Plans Supports Functional Behavior Assessments
History Incorporating Data: Then and Now Implemented PBIS in 2003 Addressed single period truancies In 2002 data indicated approx. 45% single period truancy. In 2008 data indicated a reduction to 11.4% single period truancy In 2016-2017 school year we have a 95%-97% positive attendance.
Developing the Teaching Matrix Call to Action: Data collected & analyzed PBIS was introduced to Irvine High School Step #1: Students leaders identifying values of Irvine High School I Integrity H Honor Yourself and Others S Social Responsibility Step #2: Teachers vetting definitions
School-wide System for Matrix Development Survey Senior Students Student Forum refines Senior Survey outcomes to narrow definitions (5-3-1) Teacher Advisements vet definitions and chose final definitions (5-3-1) Teacher participate in identifying definitions Final Behavior Matrix is introduced and implemented through our various Teaching Processes and Practices PBIS Committee will be to facilitator of this process on a 4-year cycle
Teaching the Matrix: Processes and Practices Classroom Behavior Matrix Resources & Technology Student Involvement Announcements/Skits Publicizing Teacher Advisement
Via Vaquero Acknowledgments
Ongoing Areas of Focus Building resiliency and coping mechanisms Gradual fading of support and increase self monitoring by the student Consistent collection of behavioral data and analysis by PBIS Committee 5:1 acknowledgment schedule (Via Vaqueros) Systemic classroom process to teach expected behaviors Continued work on the fidelity of implementation On-going staff development
Successes Increased teacher implementation of classroom matrices All student involvement in the development of Schoolwide Matrix every 4 years. Vaquero Strong Campaign
Thank you for letting me share our story Contact info Monica Colunga, Ed.D., Principal monicacolunga@iusd.org
Haines City High School Adam Lane- Principal Crystal Young- Assistant Principal, IB Program Brandy Polly- Assistant Principal II Eric Hutchinson- Mindful Schools Grant PBIS Support
Polk County Public Schools District at a Glance
Haines City High School Haines City, FL Demographics 2,550 students 9th -12th grade Black 1% 1% White 0% 200 staff members 3% Hispanic 24% American Indian /Alaskan Native Native Hawaiian 14% 57% Multiracial Asian
HCHS Academies & Special Programs International Baccalaureate Academy of Media Production (AMP) Environmental Agriculture & Technology Academy (EATA) Academy of Children & Educational Studies (ACES) Visual Arts Academy Performing Arts Academy Junior Reserve Officer s Training Core (JROTC)
PBIS at Haines City High School What does PBIS look PBIS has been in place for almost 2 years at HCHS All items have been created by students or with student input
Hornet Nation Store Store is organized by PBIS Leadership class Items are voted on by students School supplies sold Chance tickets popular- Pizza with the Principal Homecoming/Prom tickets Special ticketed events- Movie events, Play previews, holiday & sporting events
Positive Culture- Beyond Hornet Nation Visitors from The Netherlands Presentation at PBIS Conference in Chicago Filmed by PCPS to showcase school culture Channel 10 News School of the Week
Discipline Referral Comparison 2783 2638 2202 1921 2014-15 2015-16 2016-17 2017-18 Referrals
Student Involvement Haines City High School Student involvement Past student involvement- open to any student that wanted to participate in PBIS team 29 students currently in Peer Counseling class- focuses on PBIS Next Steps: Invite new students to get involved this year in PBIS meetings Utilize QR codes to provide outlet for Student Voice Provide more outlets for students to talk with leadership on campus, such as Lunch with the Principal What are some positive effects? Building more positive relationships Creating a safe atmosphere Reducing Discipline/ Increasing Time in Classroom
Panel Discussion For a new getting starting on this endeavor, what are some recommendations you have to get the school started? How do you ensure that all types of students voices are represented? How do you find the time to do this work? Audience questions
Resources for High Schools www.apbs.org www.pbis.org www.flpbis.org https://www.facebook.com/HSNetworkAPBS/
High School APBS Network Facebook Page https://www.facebook.com/HSNetworkAPBS
*NEW: Lessons Learned on Implementatio n of PBIS In High Schools Click on Publications
National PBIS Leadership Forum | October 4-5, 2018, Chicago, IL Please Complete the Session Evaluation to Tell Us What You Thought of This Session
Contact Information Patti Hershfeldt, phershfeldt@midatlanticpbis.org Stephanie Martinez, sam2@usf.edu Monica Colunga, Irvine High School, monicacolunga@iusd.org Adam Lane, Haines City High School, adam.lane@polk-fl.net Link to join the APBS Network: https://docs.google.com/spreadsheets/d/1nWwb8ktF9-C4gA51- Fbm2iu8y6NiQ4f-80LXZTfb8jI/edit?usp=sharing
