Schoolwide High School Positive Behavior Support: Teaching, Acknowledging, and Redirecting Expected Behaviors Dr. Hank Bohanon Center for School Evaluation Intervention and Training Loyola University of Chicago Session 41

Welcome –Teaching expectations –Acknowledging behaviors –Formalizing policies and redirecting Wrap up

Powerpoint Increase the participants’ knowledge of the implementation of positive behavior support practices in high school settings.

Thank you! Louisiana Positive Behavior Support Project Louisiana State University Louisiana State Department of Education

Current Loyola Research Team Dr. Pamela Fenning Dr. Diane Morrison Stacey Weber Gina Bartucci Dr. Kimberly Thier Alissa Briggs Lauren McArdle Jennifer Mills James Sara Golomb Audrey Shulruff Agnes Kielian Dr. Lynda Stone Lisa Lewis Nimisha Joshi

“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 “Character Education: Application of Positive Behavior Supports” to U.S. Department of Education, Safe and Drug Free Schools. Awarded Thank you!

Sample

Demographics About 2000 students –8% White –17% Black –72% Hispanic –79% low income –17% limited English proficiency Educational Environment –77% attendance –22% mobility –12% drop out rate –53% graduation rate

Timeline Phase I: Information gathering –Conducted needs assessment –They asked us to come in and help Phase II: Planning (summer) –Acknowledgement system –Assemblies

Timeline Phase III: Implementation –Teaching to staff –Teaching to students –Acknowledgment system –Data system Phase III: Implementation –Teaching to students –Teaching to staff –Acknowledgment system

Timeline Phase II: Planning (summer) –Freshmen orientation –Developed and communicated policies –Trained in the SWIS data management system Phase III: Implementation –Teaching to student –Acknowledgment system –Data

Timeline Phase II: Planning (summer) –Secondary supports Phase III: Implementation –Data –Teaching to staff –Communication

Teaching Expectations

CSEIT Research Team 2008 Teaching Expectations Examples Staff orientation meetings Assemblies Lesson plans for homerooms Posters Booster weeks Key Elements Objective Rationale Negative examples Positive examples Practice

Teaching Identify areas of need Develop plans and post Lesson Identify expectation (objective) Rationale Non-example/example Practice/Feedback (Set limits and pre-teach stop prompt) Evaluation Booster Sessions as necessary

See Examples of Teaching Lesson Plans Blank Matrix Key Components Other ways to teach

Acknowledgement

Frequent (Daily) Intermediate (Weekly/Monthly) Large (Quarterly/Bi-Annually) Includes staff and students

Acknowledging Students and Staff Examples Buzzy Bucks/School Store Monthly raffles for students, teachers, and support staff Best Homeroom Challenge Gold and Silver ID cards Honors Dinner Birthday Cards School-Wide Celebrations Key Elements Variety of reinforcers Specific/Immediate Training Rationale Developmentally appropriate Don’t forget the big people

See Acknowledgement Handout

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

Is the behavior office- managed?

Redirecting Equip teachers to handle minors Hallway issues Saving face

Share with the group Great article on professional development – High Schools and PBS – Tennessee Examples CSEIT Website – New Hampshire APEXII – Maryland PBIS –

Please complete evaluations Dr. Hank Bohanon Center for School Evaluation Intervention and Training Loyola University of Chicago Session 41