PBS in Urban High Schools: Primary, Secondary, and Tertiary Implementation

1. PBS in Urban High Schools: Primary, Secondary, and Tertiary Implementation NASP 2008 Annual Convention February 8th, 2008 4:00-4:50

2. Presenters and Contact Information • Pamela Fenning, Loyola University Chicago • pfennin@luc.edu • Hank Bohanon, Loyola University Chicago • hbohano@luc.edu Center for School Evaluation, Intervention, & Training www.luc.edu\cseit

3. Presenters and Contact Information • Dr. Lynda Stone lwstone@sbcglobal.net • Stacey Weber sweber1@luc.edu • Brigit Aikins baikins@luc.edu • Kira Hicks khicks@luc.edu • Bret Patrick Roberts broberts1@luc.edu

4. Thank you! • Dr. Lucille Eber, Steve Romano, Illinois PBIS Network • Dr. Kimberly Thier (kthier@luc.edu) • Chicago Public Schools • Center Researchers (Rob Horner and George Sugai) • Dr. Wayne Sailor, Dr. Rachel Freeman, Dr. Amy McCart, Nicki Wolfe, Peter Griggs and research team • “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.

5. Three-Tier Model ACADEMIC SYSTEMS BEHAVIORAL SYSTEMS • Tier 3Intensive, Individual Interventions • Individual Students • Assessment - based • Intense, durable procedures • Tier 3Intensive, Individual Interventions • Individual Students • Assessment - based • High intensity • Of longer duration 5% 5% 15% 15% • Tier 2Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Tier 2Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response 80% 80% • Tier 1Core Universal Interventions • All settings, All students • Preventive, proactive • Tier 1Core Instructional Interventions • All students • Preventive, proactive STUDENTS Batsche, G. M., Elliott, J., Graden, J., Grimes, J., Kovaleski, J. F., Prasse, D., et al. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc.

6. School-Wide Expectations • Identify expectations of the setting • Develop team/plan/support • Directly teach expectations • Consistent Consequences, Acknowledge/Reinforce (Tall, Grande, Vente’) • Collect Data • Communicate with staff • On-going evaluation

7. Critical Steps • Obtain administrative commitment • 80% of staff support • Top 3 goal • Conducting a self-assessment • Internal coordination • Internal capacity building • External coaching (OSEP, 2003)

8. School Demographics • 90% Low income • 18% Limited English Proficiency • 19% Dropout rate • 44% Mobility rate • 78% Average Daily Attendance • 20% Qualify for Special Education

9. Beginning Stage • Organize Teams • Teaching • Acknowledgements • Data • Communication • Representative membership • Organize Data • System • Referral Forms • Dean vs. Teacher vs. Attendance Office Managed Behavior • School-Wide Procedures and Policies • Define expectations by location • Tardy Policy

10. Teaching Expectations Examples • Staff orientation meetings • Assemblies • Lesson plans for homerooms • Posters • Booster weeks Key Elements • Rationale • Negative examples • Positive examples • Practice

11. Acknowledging Students and Staff • Key Elements • Variety of reinforcers • 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

12. Data-Based Decision-Making Tools Effective Behavior Supports (EBS) • Survey that measures the levels of support in place at a school and their level of importance for improving • Data are used to develop priorities for planning and to compare the impact of treatment with baseline years http://www.pbis.org/tools.htm Developed at the University of Oregon

13. School-Wide Evaluation Tool (SET) • A rigorous measure of primary prevention practices within school-wide behavior support • Consists of interviews, reviewing permanent products, and examining data collection systems • Seven major areas are assessed http://www.pbis.org/tools.htm Sugai, Lewis-Palmer, Todd, & Horner, 2001

15. 17.9% decrease

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

17. Sustainability and Replication • Institutionalizing • Professional Development • Professional development sessions for whole staff • Teaching, Acknowledging, and Redirecting • Behavior pathway and functions • Focused, more in-depth sessions for groups of teachers based on data (e. g. freshman teachers) • PD sessions: discussion, modeling, practice with feedback • Professional Development for PBS team members • Leadership development • Manualizing

18. Leadership Development • Meeting guidelines: “Please do” & “don’t” • Sessions for leadership team (internal coach and committee chairs) • Review of PBS model • Effective meetings • Effective delegation and follow up on tasks • Action planning

19. Secondary Planning • Reviewed established procedures for Encouraging Student Progress to determine process for students with more intensive needs (Freeman et al, 2003) • Differentiated procedures for students with less intense needs and students who need more support • Alternative to In School Suspension • Tardy Intervention

20. Next Steps Illinois Character Education Positive Supports ICEPS

21. ICEPS Content Areas Include: • Scientifically research-based academic and assessment practices • Curriculum Interventions and Professional Development topics • Scientifically Research-Based Behavior Practices • Character Education • Leadership

22. Role of the School Psychologist • Our Training is in the Following: • Data-based Decision-Making • System Issues • Facilitation of Teams • Three-Tiered Model of Prevention

23. Data-Based Decision-Making • Using Academic and Behavioral Data to Facilitate Decision-Making at all Three-Tiers • On a School-wide Basis • For Groups of Students • For Individual Students

24. Systems Issues • Understanding Systems at the High School Level • Facilitating System Reform Efforts (take 3 -5 years) • Understanding the Dynamics of the Building • Being Patient

25. Facilitation of Teams • Conducting Training in Running Meetings • Setting Agendas • Creating Action Plans • Dividing Responsibilities • Keeping Meetings Flowing

26. Three-Tier Model of Prevention • Spokesperson for this Model • Understanding Prevention • Understanding Movement Between Tiers • Addressing both Academic and Behavioral Issues Jointly • RtI and SWPBS –Similar Approach

27. 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/

28. High School References • Bill and Melinda Gates Foundation reports • http://www.gatesfoundation.org/nr/downloads/ed/policy.pdf • Joint Center for Poverty Research • http://www-cpr.maxwell.syr.edu/faculty/smeeding/classes/ppa781/childsummary.pdf • Office of the Superintendent of Public Instruction • http://www.k12.wa.us/research/pubdocs/pdf/9charactfor%20SIP.pdf

29. High School References • National Center for Educational Statistics (2003). Violence and crime at school - public school reports. • http://nces.ed.gov/pubs2004/crime03/7.asp?nav=2 • Office of Vocational and Adult Education, High School Leadership Summit, 2004 • http://www.ed.gov/about/offices/list/ovae/pi/hsinit/papers/index.html

30. High School References • National Governor's Association (2003). Reaching new heights: A Governor's' guide to turning around low-performing schools. • http://www.nga.org/cda/files/0803REACHING.PDF

31. High School Articles HIGH SCHOOL SWPBS IMPLEMENTATION: Bohanon, H., Eber, L., Flannery, B., & Fenning, P. (2007). Identifying a roadmap of support for secondary students in school-wide positive behavior support applications. International Journal of Special Education, 22(1), 39-59. SECONDARY/CLASSROOM SUPPORTS IN HIGH SCHOOLS: Moroz, K., Fenning, P., & Bohanon, (under review) The Effects of guided practice, publicly posted feedback, goal setting, and acknowledgement on classroom tardies in an urban high school implementing school wide positive behavioral supports.

32. Additional High School Article HIGH SCHOOL DISCIPLINE POLICIES AND PBS: Fenning, P., Golomb, S., Gordon, V., Kelly, M., Scheinfield, R., Banull, C. et al. (in press). Written discipline policies used by administrators: Do we have sufficient tools of the trade? Journal of School Violence.