High School Positive Behavior Support: From encouraging staff participation to fidelity and sustainability Dr. Hank Bohanon Center for School Evaluation Intervention and Training Loyola University of Chicago

“Character Education: Application of Positive Behavior Supports” to U.S. Department of Education, Safe and Drug Free Schools. Awarded Q215S Thank you!

Louisiana Positive Behavior Support Project Louisiana State University Illinois PBIS Network 5 ICEPS partnership districts and related schools Center for School Evaluation, Intervention and Training, Loyola University of Chicago

Purpose Participants will have an increased understanding of the issues of high school behavior support in general, methods for increasing the success of their teams, and ways to address buy-in and implementation.

Outline Background High schools in general Working with teams Gaining support Implementation

Examples – Oberlin HS – Policy, acknowledgement – Sulphur HS – teaching, acknowledgement – St. Martinville – teaching – West Monroe HS – saving time – Abbeville HS – accessing information to plan

What is working well? Improved defined expectations Improved teaching of expectations Improved acknowledgment Communication Consistency High levels of overall implementation Climate (academic and behavior)

Things to work on.. Addressing problem behavior consistently Strategies for the classroom Acknowledgment systems Addressing unstructured settings Staying out of power struggles Staff support (e.g., time, people) Tardiness, respect, defiance…

NCES 2007 In 2003 were school rules enforced by other teachers? – Elementary 79 % said yes – High School 56% said yes

NCES 2007 In 2005 for high school students during the previous 12 months : – 36 % reported being in fight anywhere – 14 % reported being in a fight on school property (Indicator 13)

NCES 2007 Happens at least once a week 1 Student bullying Student verbal abuse of teachers Wide- spread disorder in classrooms Student acts of disrespect for teachers School level 3 Primary !12.1 Middle High school SOURCE: U.S. Department of Education, National Center for Education Statistics, 2005–06 School Survey on Crime and Safety (SSOCS), 2006.

Question What are some of the key factors for high school PBS, including buy in? – Take 2 minutes – Come back when my hand goes up

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

Working with Teams

Leadership and Healthy Teaming Core group of leaders Clear communication of goals Will and capacity Working efficiently Professional learning communities

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 Tardies -- Small Learning Communities (SLC) Designing School-Wide Systems for Student Success A Response to Intervention Model Academic Systems Behavioral Systems

INITIATIVECOMMITTEEROLE/TITLERESPONSIBILITYWORK WITH WHOM BRING TO THE TABLE Who You Gonna Call? Maintaining and Sustaining Healthy Teams (Marla Israel, December 2008)

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

Gaining Support

Buy in and order Do not train what you cannot support – Commitments – Teams Take your time Ask before you tell Prepare people – For teams – For PBS

Background Components needed for successful systems change (Kotter, 1995) – Created sense of urgency – Core group of leaders – Long-term vision for change

Implementation

Train only what you can support Support what you train – Teach – Model – Guided practice – Independent practice – Feedback

Teach the Basics Teach one lesson Practice one acknowledgement Try one redirection See handouts

Resources Great article on professional development High Schools and PBS CSEIT Website New Hampshire APEXII Look IRIS Maryland PBIS MiBlsi