Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Nonpublic Special Education Programs Annual Conference: Teaching, Acknowledging, and Redirecting Dr. Hank Bohanon Loyola University of Chicago

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Welcome Greetings and Key Elements – Principles – Teaching and Acknowledging – Redirection

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Powerpoint Participants will have an increased upstanding of approaches to creating a supportive environment for all students.

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago General Theme Systems, Practices, Data

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Thank you! ISBE Chicago Public Schools IL-PBIS University of Kansas Loyola University and CSEIT

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Thank you Staff and Leadership of CPS Schools Research Team from Loyola – Dr. Pamela Fenning – –Contact about policy and group level supports –See article –Journal of School Violence (2004), Vol. 3, (1)

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Colleagues Gina Bartucci Alissa Briggs Dr. Pamela Fenning, Kira Hicks Lisa Lewis Lauren McArdle Jennifer Mills Dr. Diane Morrison Steve Ramano (IL-PBIS) Jennifer Rose Dr. Lynda Stone Stacey Weber

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago 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!

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Ideas

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago What IDEA says about PBS Consider if Impedes School-wide General education Incidental benefit Service not a place School-improvement FBA/BIP

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Principles Behavior Reinforcement Punishment Setting events Discipline Shaping

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Principles Behavior = Purposive & Communitive 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

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Punishment Punishment stops a behavior Alone, it has some major side effects Increases escape/avoidance Encourages sneaky behaviors Generates desire for revenge Makes behavior harder to change Does not teach You cant find a big enough hammer It works both ways It makes us filter (e.g., Hes always mean to me!)

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Punishment What things have you stopped doing professionally? What are some the reasons people stop a practice?

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Question Have you ever had a flat on your car, then yelled at the dog when you got home?

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Setting Events Variables (antecedents) that effect behaviors in the future This is why quality of life is a factor (From Smith & Iwata, 1997)

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Shaping Behaviors What comes to your mind when I say someone is shaping behavior?

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Shaping Not acknowledging the problem behaviors Prompting what you want to see Reinforcing behaviors close to the goal What About Bob?

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Shaping How are new skills of staff supported? Think of a skill that you learned as a child. – How did you learn the skill? – Who taught you? – How were you supported? – What did you have to do to grow?

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Teaching

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Teaching Expectations Examples Staff orientation meetings Assemblies Lesson plans for homerooms Posters Booster weeks Key Elements Rationale Negative examples Positive examples Practice

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Teaching Identify areas of need Develop plans and post Lesson - Identify expectation - Rationale - Non-example/example - Practice/Feedback (Set limits and pre-teach stop prompt) - Evaluation Booster Sessions as necessary

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago On-Going Teaching

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Acknowledgement Frequent (Daily) Intermediate (Weekly/Monthly) Large (Quarterly/Bi-Annually) Includes staff and students

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago 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 Dont forget the big people

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Buzzy Buck

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Gold and Silver ID Cards

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Birthday Cards and Pencils

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Policies Clear on office v.s. class –Classroom management Communicated with staff –Teach, post, remind Support what you train/expect

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago 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

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Redirecting Equip teachers to handle minors Hallway issues Saving face

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago 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

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago School 1 Office Referrals By Month By Year Per Day Per Month Per 100 Students Per Average Daily Enrollment September October November December January February March April MayJune Months

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago % decrease

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Share with the group Great article on professional development crl.org/archives/pd/partnership.html High Schools and PBS – Maryland PBIS – Tennessee Examples –

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Share with the group Road Map to Secondary Supports (Vol 22, # 1) nts/4%20Raver.doc New Hampshire