1. School-wide Behavior Supports in High Schools: What Works! And What Does Not! Dr. Hank Bohanon Loyola University of Chicago Center for School Evaluation, Intervention, and Training hbohano@luc.edu http://www.luc.edu/cseit

2. Welcome Greetings and Key Elements – Lessons Learned – Principles, and Systems, Practices, Data – Remembering the Adults Charge and benediction

3. Powerpoint Participants will have a better idea of the what may work (and what certainly does not work) in high school schoolwide behavior support implementation

4. Outline What seems to work – Lesson’s learned from the field (Ready, Get Set, Go) – Principles, Systems, Practices, Data – Supporting Adult Behavior

5. Thank you! Maryland PBIS Leadership Team Virginia Department of Education George Mason University Maryland PBIS Sheppard Pratt Health System Johns Hopkins University Chicago Public Schools IL-PBIS University of Kansas Loyola University and CSEIT

6. Thank you Staff and Leadership of CPS Schools Research Team from Loyola – Dr. Pamela Fenning – pfennin@luc.edupfennin@luc.edu –Contact about policy and group level supports –See article –Journal of School Violence (2004), Vol. 3, (1)

7. Colleagues Gina Bartucci gbartucci@luc.edu gbartucci@luc.edu Alissa Briggs abriggs@luc.edu abriggs@luc.edu Dr. Pamela Fenning, pfennin@luc.edu pfennin@luc.edu Kira Hicks khicks@luc.edu Lisa Lewis llewis2@luc.edu Lauren McArdle lmcardl@luc.edu lmcardl@luc.edu Jennifer Mills jmills1@luc.edu Dr. Diane Morrison dmorriso@luc.edu dmorriso@luc.edu Steve Ramano (IL-PBIS) sromano11@comcast.net sromano11@comcast.net Jennifer Rose jenjames@aol.com Dr. Lynda Stone lwstone680@sbcglobal.net lwstone680@sbcglobal.net Stacey Weber sweber1@luc.edu

8. “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 2007. “Character Education: Application of Positive Behavior Supports” to U.S. Department of Education, Safe and Drug Free Schools. Awarded 2007. Thank you!

9. Who do we have in the room? Years of PBS implementation Roles

10. What is working well?

11. Presentations Brad Engel, Assistant Principal –Kent Island High School –Queen Anne’s County, Maryland Adam Sheinhorn, Administrator –North County High School –Anne Arundel County, Maryland Bruce Butler, Principal Teresa Fennessy Marla Fullerton Frances Walker, PBS Coach –South Lakes High School –Fairfax County, Virginia Aaron Engley, Administrator Carrie Jones, PBS Coach Garrett Hubbard West Potomac High School Fairfax County, Virginia Panel Discussion

12. What you will hear next… Description of schools Key components (e.g., buy-in) Examples of teaching, acknowledging, and policies (redirection) Implementation data Outcome data

13. What doesn't works in high schools? You are sitting down with a district administrator (not your own) who just explained that she has a training plan for “rolling out” expectations. Her intension is to start by having teachers sit in groups at during a PD sessions and come up with expectations…

14. What works in high schools …as a response begins to form in your mind you remember a line from a movie with Jack Nicolson and Tom Cruise, “Truth, you can’t handle the truth!!!” Aside from determining how to explain the issues, what are the concerns that come to mind?

15. Ready (Lesson’s Learned) Take time to build foundation –Identify priorities Share priority perceptions and organized outcome data –Link approach with local need Link to top three priorities (school improvement) –Address philosophy of staff Behavior Discipline

16. Question What are at least three things you can do to supports students from diverse backgrounds in your schools?

17. Task Force, 2006 Help African-American males…transition from high school to college In areas of high need, provide…mental health services needed to support greater academic achievement. Increase and improve in-school, supervised suspension programs focused on academic development and behavioral counseling. (Task Force on the Education of Maryland’s African-American Males, 2006)

18. Task Force, 2006 Futures planning Wraparound Schoolwide behavior and academic support (Task Force on the Education of Maryland’s African-American Males, 2006)

19. Presenters and Sponsors PPLC Survey LSC Administration External Coach

20. Big Ideas from Assessments 60 % said discipline needed to be addressed Communication in general

21. SIPA Vision Administration Vision: –The vision of __________ School is to foster a safe and humane learning environment that values cultural diversity and empowers all students to function effectively in the community and contribute to the broader society.

22. SIPA Mission Administration Our mission at Foreman High School is to –Implement a high-quality academic program that is grounded in standards-based instruction and the use of best practices, –Increase the literacy level of all students, –Foster higher-order thinking skills and problem- solving strategies, –Promote good citizenship, –Provide highly-qualified teachers to all students, –While collaboratively working as members of a professional learning community.

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

24. Referral Data 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

27. September October November December January February March April May June Months

28. What can we do… Form a representative team Summer planning Teaching, acknowledging, and tracking school-wide expectations in the fall Respond on the evaluation

31. Big Ideas: Get Set!

32. What IDEA says about PBS Consider if Impedes School-wide General education Incidental benefit Service not a place School-improvement FBA/BIP

33. Principles Behavior Reinforcement Punishment Setting events Discipline Shaping

34. 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

35. 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 can’t find a big enough hammer - It works both ways - It makes us filter (e.g., He’s always mean to me!)

36. Question Have you ever had a flat on your car, then yelled at the dog when you got home?

37. Setting Events Variables (antecedents) that effect behaviors in the future This is why quality of life is a factor (From Smith & Iwata, 1997)

38. Setting Events What are individual factors that influence professionals ability to work?

39. Acknowledgment Systems Administrative Supports Engaging Schools Instructing Behavior Group Supports DataTeams Individuals Representative Top 3 goal Use data Have mission Meet regularly Identify concerns Prioritize Simple questions Useful presentation Address skill deficits Function-based Multiple students Data driven Team based Comprehensive Knows the team Attends training Anticipates needs Plans meetings Liaison between team and staff Ask questions Identify concerns Build on strengths Pacing Clear responses for + and – behavior Encourage, discourage and monitor behavior Prompt and reward staff Across settings Examples/ non-examples Re-teaching Pre-teaching Prompting

40. Activity Choose a color of M & M Red or Green just starting or restarting, Blue or Yellow, you have been at this a while With your partner, choose one key item of PBS Red or Green, one minute to say why this is working in your setting Blue and Yellow, one minute to say how you overcame any barriers

41. Structure of Prevention

42. Key Features of Prevention Pro-activity Data-based decision-making; and Problem-solving orientation (Horner, 2000; Lewis & Sugai, 1999; Sugai, et al., 2000; Weigle, 1997).

43. Key Prevention Strategies Multiple approaches to changing behavior: Changing systems Altering environments Teaching skills Improving quality of life

44. Prevention Described Problem behavior becomes ineffective and inefficient. Occurrences and non-occurrences of problem behavior are identified. Factors that maintain problem behaviors are identified. New skills development are taught

45. Prevention Described Person-centered Just because you can, should you? What occurred just before and after behavior Increase rather than suppress What sets up future problem behavior

46. Systems, Practices & Data: Go!

47. Blueprint for Prevention Universal Instruction Group Instruction Individual Supports

48. PROPORTIONS WHO RESPOND TO A CONTINUM OF SUPPORTS Students who respond to intensive academic behavior support Students who respond to less intensive academic behavior support Students who would respond to effective core academic and behavior curriculum National Standard Schoolwide support Group Support 1 1-7% 5-15% 80-90% Individual Support OSEP-PBS

49. Blueprint for Prevention Universal Instruction Group Instruction Individual Supports

50. Tier One Universal Instruction

51. Universal Support Defined (Emphasis on Prevention) “The goal of universal support is to significantly reduce or eliminate as many problem behaviors and increase as many appropriate behaviors as possible for as many students in the school as possible.” (Turnbull, et al., 2002)

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

53. Examples of Universal Supports Effective core curriculum Modifying academic curriculum (Universal Learning Design) Academic screening Improving classroom management Embedding social skills instruction Modified from Online Academy – Access 2002

54. Building Level Systems Administrative Commitment Staff Commitment/Priority Team Self-Assessment Data system

55. Schoolwide Supports Identify expectations of the setting Evaluate implementation and evaluation of core curriculum Develop team/plan/support Directly teach expectations Consistent consequences Acknowledgement Collect data – Process, academics and behavior Communicate with staff On-going evaluation

56. Critical Steps Obtain administrative commitment 80% of staff support Top 3 goal Conducing a self-assessment Internal coordination (chair and team) Internal capacity building External coaching (OSEP, 2003)

57. Key Elements Systems –Administrative Commitments, Representative Teams, Audit of practices, Priority Practices –Based on evidence Data –Process and impact What and with whom?

58. Systems/Data System - SET Information –Overall Score approximately 80% –Teaching @ 70% – Acknowledgment @ 50% Impact data –School has access to discipline and attendance data

59. Practice To address tardies (high school) – names of students from class were put into a drawing. Four students’ names were drawn at random weekly, if the student did not have a tardy they could choose a prize.

60. Report from School Teachers were not able to sustain, teachers did not remember to conduct drawings. We can use department chairs to provide reminders and support to staff (System)

61. Can it be done?

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

63. 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

68. On-Going Teaching

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

70. 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

71. Buzzy Buck

76. Gold and Silver ID Cards

77. Birthday Cards and Pencils

79. Policies Clear on office v.s. class –Classroom management Communicated with staff –Teach, post, remind Support what you train/expect

81. 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

83. Redirecting Equip teachers to handle minors Hallway issues Saving face

84. (02-03 compared to 03-04 X2 = 53.199, df = 2, p =.000) (03-04 compared to 04-05 X2 = 6.324, df = 2, p =.042)

86. 17.9% decrease

87. School 1 Office Referrals By Month By Year 0 0.5 1 1.5 2 2.5 3 3.5 4 Per Day Per Month Per 100 Students Per Average Daily Enrollment 02-03 03-04 04-05 05-06 September October November December January February March April MayJune Months

88. Accessed 3-7-06 = http://web.utk.edu/~swpbs/schools/data/hchs/HCHS%20SET%209%2028%2005.doc

89. Supporting Adult Behavior

90. Teaching – Variations on a theme Can you just hand out a lesson? Kick off sessions Ongoing teaching

91. Acknowledgment Large group celebrations Not always a tangible reinforcer Cause staff to think about their interactions

92. 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?

93. Israel, 2008

94. CAIRO: A way to access linkages Consulted Approval Informed Responsible Out of Decision Loop Israel, 2008

95. Ordering for the store/Bud get Need a budget that is set for the store Mr. Principal, Ms. Acknowled gement chair Mr. Principal Ms. Acknowledge ment chair, Ms. Schoowide Chair, Ms. Acknowledge ment Chair Ms. Schoolwide Chair and Mr. Vice Principal (2- 28-08) PARR Team additional chairs TaskWho is Consulted? Who has ultimate Approval? Who should be Informed? Who is Responsible for carrying it out? Who can be Out of the loop? Israel, 2008

96. ICEPS Project, 2008 http://www.luc.edu/cseit

97. CSEIT Research Team Effective Meetings Scheduling and communication Creation and use of an agenda Meeting begin and end on-time Keeping the meeting on track Action plan/delegating tasks Meeting Participation Dissemination of meeting notes

98. Shaping Do not train what you cannot support – Teaching components – Rationale – Resources – Modeling – Practice – Feedback (Coaching)

99. Coaching Do you give time? Do you use evidence-based approaches? Do coaches get the professional development they need? Is the coaching relationship protected? Do coaches and administration work together? Are they the right people? Are the coaches effective? Knight, 2008

100. Punch Line Invest in local capacity Tie into greater mission Ask before you tell Do not train what you cannot support Remember your humanity

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

102. Share with the group Great article on professional development http://www.ku- crl.org/archives/pd/partnership.html High Schools and PBS –http://www.pbis.org/highschool.htm Tennessee Examples –http://web.utk.edu/~swpbs/examples.htm

103. Share with the group Scaling Up –http://sisep.fmhi.usf.edu/ PBS Evaluation from the University of Oregon –https://www.pbseval.org/https://www.pbseval.org/