Working Towards Lasting Change

1. Working Towards Lasting Change Dr. Hank Bohanon Loyola University of Chicago hbohano@luc.edu

2. Welcome • Greetings and Key Elements • Key components • Overview of Principles • Addressing system • Charge and benediction

3. Powerpoint • Participants will have a better idea of the components for successful statewide, district, and building level implementation of three tiered support

4. General Theme • Systems, Practices, Data

5. Thank you! • Western Maryland PBIS Leadership Team • Maryland PBIS • 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.edu • Contact about policy and group level supports • See article • Journal of School Violence (2004), Vol. 3, (1)

7. Presenters and Contact Information • Dr. Pamela Fenning, pfennin@luc.edu • Dr. Hank Bohanon, hbohano@luc.edu • Dr. Lynda Stone, lwstone680@sbcglobal.net • Stacey Weber, sweber1@luc.edu • Kira Hicks, khicks@luc.edu • Brigit Aikins, baikins@luc.edu • Jennifer Rose, jenjames@aol.com Center for School Evaluation, Intervention & Training www.luc.edu\cseit

8. Thank you! • “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.

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

10. Big Ideas

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

12. Principles • Behavior • Reinforcement • Punishment • Setting events • Discipline • Shaping

13. 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

14. Behavior • What comes to mind when I say this word - behavior? • List four or five ideas and share with a neighbor.

15. What makes a school effective?

16. Nine indicators 1. A clear and shared focus. 2. High standards and expectations for all students 3. Effective school leadership (create school culture conducive to student learning) 4. High levels of collaboration and communication 5. Curriculum, instruction and assessments aligned with state standards 6. Frequent monitoring of learning and teaching 7. Focused professional development 8. A supportive learning environment 9. High levels of family and community involvement Office of Superintendent of Public Instruction Office of the Superintendent of Public Instruction, 2003

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

18. Structure of Prevention

19. 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).

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

21. Prevention Described • Problembehavior 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

22. Three Tier Model

23. 1 PROPORTIONS OF STUDENTS WITH PROBLEM BEHAVIOR Students with chronic/ intense problem behavior Individual Support 1-7% Group Support Frequent/lower intensity problem behaviors 5-15% Students without problem behavior/ Minor problems 80-90% Schoolwide support OSEP-PBS National Standard

24. Blueprint for Prevention Universal Instruction Group Instruction Individual Supports

25. The Basics • Teams • Focus on strengths and increasing • Data drives change • Focus on teaching • Quality of life is important

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

27. Examples of Universal Supports Modifying academic curriculum (Universal Learning Design) Academic screening Improving classroom management Embedding social skills instruction Implementing school-wide social skills instruction Online Academy – Access 2002

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

29. Identify expectations of the setting Evaluate core curriculum Develop team/plan/support Directly teach expectations Consistent Consequences Acknowledge Collect Data Academics and behavior Communicate with staff On-going evaluation School wide Supports

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

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

32. 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.

33. 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)

34. Can it be done?

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

36. 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

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

38. Acknowledging Students and Staff • Key Elements • Variety of reinforcers • Specific/Immediate • Training • Rationale • Developmentally appropriate • Don’t forget the big people 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

40. Policies • Clear on office v.s. class • Communicated with staff • Taught, posted, reminded • Support what you train/expect

42. 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

44. Redirecting • Equip teachers to handle minors • Hallway issues • Saving face

45. 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 Effective Meetings CSEIT Research Team

46. Statewide Support • Assessing needs of district and buildings • Training and technical assistance Coaches • Assistance in collecting and using data • Resources for students with intensive needs. • Technical assistance (e.g., coaching, professional development)

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

48. From Statewide Report 2007 http://www.pbisillinois.org/

49. What are some of the decisions you must make?

50. Statewide