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Schoolwide High School Positive Behavior Support: Teaching, Acknowledging, and Redirecting Expected Behaviors

Schoolwide High School Positive Behavior Support: Teaching, Acknowledging, and Redirecting Expected Behaviors. Dr. Hank Bohanon Center for School Evaluation Intervention and Training Loyola University of Chicago http://www.luc.edu/cseit hbohano@luc.edu Session 41. Welcome. Welcome

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Schoolwide High School Positive Behavior Support: Teaching, Acknowledging, and Redirecting Expected Behaviors

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  1. Schoolwide High School Positive Behavior Support: Teaching, Acknowledging, and Redirecting Expected Behaviors Dr. Hank Bohanon Center for School Evaluation Intervention and Training Loyola University of Chicago http://www.luc.edu/cseit hbohano@luc.edu Session 41

  2. Welcome Welcome Teaching expectations Acknowledging behaviors Formalizing policies and redirecting Wrap up

  3. Powerpoint Increase the participants’ knowledge of the implementation of positive behavior support practices in high school settings.

  4. Thank you! Louisiana Positive Behavior Support Project Louisiana State University Louisiana State Department of Education

  5. Current Loyola Research Team Dr. Pamela Fenning Dr. Diane Morrison Stacey Weber Gina Bartucci Dr. Kimberly Thier Alissa Briggs Lauren McArdle • Jennifer Mills James • Sara Golomb • Audrey Shulruff • Agnes Kielian • Dr. Lynda Stone • Lisa Lewis • Nimisha Joshi

  6. “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!

  7. Sample

  8. Demographics About 2000 students 8% White 17% Black 72% Hispanic 79% low income 17% limited English proficiency Educational Environment 77% attendance 22% mobility 12% drop out rate 53% graduation rate

  9. Timeline • Phase I: Information gathering 2004-2005 • Conducted needs assessment • They asked us to come in and help • Phase II: Planning 2005-2006 (summer) • Acknowledgement system • Assemblies

  10. Timeline • Phase III: Implementation 2005-2006 • Teaching to staff • Teaching to students • Acknowledgment system • Data system • Phase III: Implementation 2006-2007 • Teaching to students • Teaching to staff • Acknowledgment system

  11. Timeline Phase II: Planning 2007-2008 (summer) Freshmen orientation Developed and communicated policies Trained in the SWIS data management system Phase III: Implementation 2007-2008 Teaching to student Acknowledgment system Data

  12. Timeline Phase II: Planning 2008-2009 (summer) Secondary supports Phase III: Implementation 2008-2009 Data Teaching to staff Communication

  13. Teaching Expectations

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

  15. Teaching • Identify areas of need • Develop plans and post • Lesson • Identify expectation (objective) • Rationale • Non-example/example • Practice/Feedback (Set limits and pre-teach stop prompt) • Evaluation • Booster Sessions as necessary

  16. See Examples of Teaching Lesson Plans Blank Matrix Key Components Other ways to teach

  17. Acknowledgement

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

  19. 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

  20. See Acknowledgement Handout

  21. See Acknowledgement Plan What are you doing currently? What are some possibilities for High Frequency Intermediate Large Scale Complete the reinforcement matrix

  22. Is the behavior office- managed?

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

  24. 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/school/high_school_pbs.aspx Tennessee Examples http://web.utk.edu/~swpbs/ CSEIT Website http://www.luc.edu/cseit New Hampshire APEXII http://www.iod.unh.edu/apex.html Maryland PBIS http://www.pbismaryland.org/

  25. Please complete evaluations Dr. Hank Bohanon Center for School Evaluation Intervention and Training Loyola University of Chicago http://www.luc.edu/cseit hbohano@luc.edu Session 41

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