PBS and High Schools: Supporting Adults who Support Students Hank Bohanon Loyola University of Chicago

Powerpoints For participants to have an increased understanding of how to support adults in the use of PBS how to improve outcomes regarding school climate

Outline Welcome Key Elements Key Components – Readiness – Implementation – Policy and data Review

Thank you! Michigan’s Integrated Behavior and Learning Support Initiative Michigan Department of Education, Office of Special Education and Early Intervention Services Loyola PBS Researchers

“Systematic Analysis and Model Development for High School Positive Behavior Support” Institute for Education Science, U.S. Department of Education, Submitted with the University of Oregon. Awarded (Q215S07001) “Character Education: Application of Positive Behavior Supports” to U.S. Department of Education, Safe and Drug Free Schools. Awarded (R324A070157) Thank you!

Amy Campbell Rikkii Clarent Tina Kocefas Jennifer Rollenhagen Craig Ross Kim Tiel Joe Zima

FY10 What is working well? Teaching expectations Acknowledgement Using data for buy-in and support More local examples Identifying and support students Communication Academic and behavior

FY10 What is working well? Diverse teams in place Reinforcing schoolwide

FY 10 Next Steps Prepare for changes (e.g., staff) Working smarter More intensive interventions

Advanced Organizer Building teams Using data Check In/Check Out Culture and Climate Videos Online Data Systems Lesson Learned

Critical Components

Principles Behavior = Purposive & Communicative Reinforcement = Add or take away something, behavior goes up Punishment = You do something behavior does not occur again Setting events = before behavior Discipline = to teach Shaping = baby steps

Proportions of Students with Problem Behavior Students with chronic/ intense problem behavior Frequent/lower intensity problem behaviors Students without problem behavior/ Minor problems National Standard Schoolwide support Group Support 1-7% 5-15% 80-90% Individual Support OSEP-PBS Center for School Evaluation, Intervention, & Training

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements Center for School Evaluation, Intervention, & Training

District Support District Leadership Team Top three goals Identifying a District External Coach Identifying an Internal Coach Involvement of family and community Staff-release time for professional development

Why commitment and systems are important

Critical Steps (TIC) 1-3 Obtain administrative commitment 80% of staff support (concept) Top 3 goals Representative team Conducting a self-assessment Internal/external coaching Formalize data system (OSEP, 2003)

Critical Steps (TIC) 4-7 Identify expectations of the setting Evaluate core curriculum Develop team/plan/support Directly teach expectations Consistent consequences Acknowledgment Collect data – Communicate with staff On-going evaluation Behavioral knowledge

Behavior Expectations Joe Zima, LMSW, Behavior Specialist St Clair County RESA

Readiness (Steps 1-3 Team Implementation Checklist) Ask Before Tell Philosophy Prepare Team

High School Issues Systems Slow down, start with systems Address buy in You need administrative team support (Continuous) Professional development connects high schools Healthy teaming Choose priorities Flannery, 2009; R324A070157

Background Components needed for successful systems change (Kotter, 1995) – Created sense of urgency – Core group of leaders – Long-term vision for change – Clear communication of goals – Celebration of small victories – Continuous work toward a goal/vision for change

Background Implementation occurs in stages (Fixsen, et al., 2005) – Exploration – Installation – Initial Implementation – Full Implementation – Innovation – Sustainability First 3 stages take 2 – 4 years

Local Priorities SIPA PRIORITY GOAL #4 Foster a safe, student-centered learning climate through providing a range of services and activities.

Build Case with Data: Create Urgency (Kotter, 1995) Writing a referral is not a bad thing, it is necessary! We hope you have fewer reasons Instructional time given to referrals (20 Minutes per referral) 77,400 Minutes = 1,290 Instructional Hours

Show Similar Example Joe Zima, LMSW, Behavior Specialist St Clair County RESA

Sample Time Saved minutes = 256 hours minutes= hours Joe Zima, LMSW, Behavior Specialist St Clair County RESA

Survey of Climate and/or Systems: Exploration (Fixsen, et al., 2005) (e.g., Effective Behavior Support Self-Assessment Survey PBS) 9. A team exists for behavior support planning & problem solving. 10. School administrator is an active participant on the behavior support team.

SAS (

Dr. S. White’s Decision Making Process We dig dig dig dig dig dig dig from early morn to night We dig dig dig dig dig dig dig up everything in sight We dig up diamonds by the score A thousand rubies sometimes more We don't know what we dig them for We dig dig digga dig dig disney-clipart.com

Self-Assess Which initiatives are – Projects (Time Limited) – Processes (On-Going) Have data to support their efforts? Are politically important? Are related to the SIP? Do you see something you can change?

1-5% 5-10% 80-90% Tertiary Interventions/Tier 3: *Young Leaders *National Honor Society; Eyes on the World Secondary/Tertiary-SLC teams Tertiary Intervention/Tier 3: - Assessment based…Wraparound, Secondary Interventions/Tier 2: Secondary/Tertiary-SLC teams AVID; Mentor Moms Credit Recovery After School Matters ELL Summer School/(Freshman Connection) Gear-Up Secondary Interventions/Tier 2: - AVID, After School Matters - ELL;Gear-up; Summer School(freshman Connection) - In HouseTutoring- Mentor Moms Universal Intervention Tier 1: In-House Tutoring; Summer School (freshman Connection),ASPIRA;_ Service Learning; Attendance andTardies_ SLC; PARR; Freshman Seminar Universal Intervention/Tier 1: -PARR -Attendance and Tardy -- Small Learning Communities (SLC) Designing School-Wide Systems for Student Success A Response to Intervention Model Academic Systems Behavioral Systems

Initiative, Project, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID/et c Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Working Smarter (Sugai, 2008) Sara

Replacing yourself (Israel, 2008) Initiative Committee Role (title) Responsibility With whom do you work? Who can you bring in? – 1. Not involved in organizing, – 2. Not highly taped in other initiatives – 3. Can bring fresh eyes after three years we go on autopilot

Preparing Healthy Teams Why do people at best avoid, at worst sabotage, initiatives?

CHAIR Co- CHAIRS Administrative Designee & Internal Coordinator SW Team Data Committee Communication Committee Teaching Committee Acknowledgement Committee Define Roles

Teaching Chair Responsibilities include: – Developing and updating teaching matrix – Developing and updating lesson plans – Planning assemblies – Planning booster sessions – Developing sub-committee for task completion – Developing posters See Model Positions Document

Hold Effective Meetings Scheduling and communication Creation and use of an agenda Meeting begins and ends on-time Keeping the meeting on track Action plan/delegating tasks Meeting Participation Dissemination of meeting notes

Implementation Teach, Acknowledge, Re-Direct

Teaching Expectations Do Not Train What You Cannot Support

How do you Teach What is Expected in your Home/School? Implicitly Indirectly Explicitly Directly We are always teaching!

Embedding PBS Makes Sense High School PBS in Sports

CSEIT Research Team 2008 Teaching Expectations Examples Staff orientation meetings Handbooks Assemblies Lesson plans for homerooms Posters Booster sessions Key Elements Rationale Negative examples Positive examples Practice/Feedback Evaluate

Baldwin Senior High MiBLSi Team

SULPHUR 9 th GRADE - PBIS Lesson Plan CHUCK HANSEN, Principal AMY PALMER, Teacher SULPHUR HIGH SCHOOL, LA

SULPHUR 9 th GRADE - PBIS Posters CHUCK HANSEN, Principal AMY PALMER, Teacher SULPHUR HIGH SCHOOL, LA

What is Insubordination? - Disrespect - Defiance or Talking Back - Lying to a Staff Member Students are expected to obey all reasonable directions and requests of staff members.

Examples See example of office

September October November December January February March April May June Months

Change Point Analysis: Possibly the booster for students and PD for staff in Jan/Feb 2007

Acknowledgement

See example of why this is important – HS Why Rewards Prepare your staff – One page handout

High Frequency

Birthday Cards and Pencils

Student Rewards Program 1 – Pencil 5 – Candy Bar 10 – Jeans Day 15 – Dress-Down Day 20 – Ball Game Ticket 25 – Pizza Slice 50 – Tiger Pride T-Shirt Tonya Ryder, Assistant Principal Selena Gomes, Graduation Coach / Teacher Oberlin High School, LA

Teacher Rewards Program 2 – Soft Drink 3 – Candy Bar 5 – Preferred Parking 8 – Free Lunch 10 – No Bus Duty 15 – No Morning or Lunch Duty 20 – Extra Planning Period Tonya Ryder, Assistant Principal Selena Gomes, Graduation Coach / Teacher Oberlin High School, LA

System of Recognition – “Tickets” given to students engaging in positive and appropriate behaviors – Kids can turn in for items, save for big ticket items…all are put in a big bin for quarterly drawings – Concessions at games, parking spots, VIP seating Jody Mimmack, PhD Fruita Monument High School, CO

CHUCK HANSEN, Principal AMY PALMER, Teacher SULPHUR HIGH SCHOOL, LA

Change Point Analysis: Possibly the “Best Division Challenges” March 2008

Intermediate

Ron our Liaison Jody Mimmack, PhD Fruita Monument High School, CO

Gold and Silver ID Cards

Timber Creek High School, FL, JOHN WRIGHT, PRINCIPAL

Large Scale

A Night in Paradise… Tonya Ryder, Assistant Principal Selena Gomes, Graduation Coach / Teacher Oberlin High School, LA

1 st Six Weeks Party – Blue Jeans and Cinnamon Rolls CHUCK HANSEN, Principal AMY PALMER, Teacher SULPHUR HIGH SCHOOL, LA

SPRING FLING CHUCK HANSEN, Principal AMY PALMER, Teacher SULPHUR HIGH SCHOOL, LA

See Acknowledgement Plan What are you doing currently? What are some possibilities for – High Frequency – Intermediate – Large Scale – Complete the reinforcement matrix

Be Careful About Your Data See research study

Policies What is in place now? Clear on office vs. class Consistent discipline plan Definitions of behaviors Communicated with staff – Taught, posted, reminded Support what you train/expect

Teacher-Managed Excessive talking Tardy: Inform Parents Off Task Drinks/Food/Headphones (as posted) Missing Homework Not Prepared for Class Inappropriate Language Dishonesty PDA Hallway Disruption Passing Notes Cheating/Plagiarism Office-Managed Attendance & Tardy Insubordination Fighting Vandalism Verbal/Physical Intimidation Weapons Gang Representation Cutting Class/School/Teacher Detention Theft Drug Violations Directed Profanity Arson Harassment (including sexual) Controlled Substances Threats Security Threat/Breach Repeated/Severe Offenses Dress Code Violations Hallway Disruption – Non Compliance IL Public School

Mark Shinn ( ----Prepare staff – Hallway Examplehttp://markshinn.org

Using Office Discipline Referrals: Rationale Plan targeted teaching sessions around time, location, and type of expectation Help to focus acknowledgements Help to identify any needed changes in policy Determine the level of concern (e.g. school- wide, group, individual) Celebrating successes Problem Solving (see page 363 Horner, Sugai, Todd & Lewis-Palmer, 2005 for Rules of ODRs)

See Big Five Per day per month Location Time of day Type By student Would suggest grade level as well

See also Student ID Location

Teacher-Managed Excessive talking Tardy: Inform Parents Off Task Drinks/Food/Headphones (as posted) Missing Homework Not Prepared for Class Inappropriate Language Dishonesty PDA Hallway Disruption Passing Notes Cheating/Plagiarism Office-Managed Attendance & Tardy Insubordination Fighting Vandalism Verbal/Physical Intimidation Weapons Gang Representation Cutting Class/School/Teacher Detention Theft Drug Violations Directed Profanity Arson Harassment (including sexual) Controlled Substances Threats Security Threat/Breach Repeated/Severe Offenses Dress Code Violations Hallway Disruption – Non Compliance IL Public School See

Is the behavior office- managed?

Next Steps Define Office vs. Class Define office referrals Flow chart for discipline process Determine how data are entered and presented (Big Five)

Final Thoughts Ask before you tell Do not train what you cannot support Remember your humanity – Make things work together

Share with the group Great article on professional development – High Schools and PBS – Maryland PBIS Website – CSEIT Website – Scaling up – PBS Evaluation – Hank Bohanon –

Share with the group Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) – Achievement in Dropout Prevention and Excellence – Rti Action Network Article – Behavior-and-Academic-Supports-Within-an-RtI- Framework-General-Overview Behavior-and-Academic-Supports-Within-an-RtI- Framework-General-Overview