Overview of Schoolwide Positive Behavior Support: Potentially Essential Components

1. Overview of Schoolwide Positive Behavior Support: Potentially Essential Components Dr. Hank Bohanon Center for School Evaluation Intervention and Training http://www.luc.edu/cseit Loyola University of Chicago hbohano@luc.edu Session 33

2. Welcome Welcome Issues of staff readiness Team formation Systems supports, data access, and practices Wrap up

3. Readiness How do you prepare your school for implementation?

4. Principles • Behavior • Reinforcement • Punishment • Setting events • Discipline • Shaping Center for School Evaluation, Intervention, & Training www.luc.edu\cseit

5. Principles • Behavior = Purposive & Communicate • 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 www.luc.edu\cseit

6. Working Smarter (Sugai, 2008)

7. Designing School-Wide Systems for Student SuccessA Response to Intervention Model Tertiary Interventions/Tier 3: *Young Leaders *National Honor Society; Eyes on the World Secondary/Tertiary-SLC teams Tertiary Intervention/Tier 3: - Assessment based…Wraparound, Secondary Interventions/Tier 2: Secondary/Tertiary-SLC teams AVID; Mentor Moms Credit Recovery After School Matters ELL Summer School/(Freshman Connection) Gear-Up Secondary Interventions/Tier 2: - AVID, After School Matters - ELL;Gear-up; Summer School(freshman Connection) - In HouseTutoring- Mentor Moms Universal Intervention Tier 1: In-House Tutoring; Summer School (freshman Connection),ASPIRA;_ Service Learning; Attendance andTardies_ SLC; PARR; Freshman Seminar • Universal Intervention/Tier 1: • -PARR • Attendance and Tardy • - Small Learning Communities (SLC) Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

8. Tertiary Interventions/Tier 3: _______________________ _______________________ _______________________ Tertiary Intervention/Tier 3: ______________________ ______________________ ______________________ Secondary Interventions/Tier 2: ________________________ ________________________ ________________________ Secondary Interventions/Tier 2: ________________________ ________________________ ________________________ Universal Intervention Tier 1: __________________ __________________ __________________ Universal Intervention/Tier 1: ______________________ ______________________ ______________________ ACTIVITYDesigning School-Wide Systems for Student SuccessA Response to Intervention Model Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

9. Interview Questioning Route Introductory Questions Opening Questions Key Questions Data Staff Buy-in Supports

10. Readiness Activity Using the following slides Answer as best you can Determine if you would follow-up Determine time line for next steps Summarize using form

11. Needs Assessment Participants Individual Interview Principal Group Interviews School Administrative Leadership Team Assistant Principals Professional Development Coordinator Curriculum Coordinator School Improvement Coach Representation from School-wide or Leadership Team General Education Teacher Special Education Teacher Counselor Support Staff Security Assistant Teachers Clerical Janitorial Cafeteria

12. Introductory and Opening Questions Introductory Questions What should we be asking you about your school regarding discipline/behavior? Opening Questions What are the top three initiatives in your building? Are these initiatives meeting your needs? Do you still have unmet needs? If so, what are they?

13. Key Questions and Data Key Questions What are some systematic barriers when implementing initiatives in your building? What are some ways you have found to facilitate success when implementing initiatives in your high school? Data Of the initiatives that you have tried, how do you know that they are working?

14. Staff Buy-In Staff Buy-in What are ways that you have encouraged staff-buy-in to your school’s initiatives? What has worked? What has not worked as well? (e.g. Professional Development)

15. Supports What kind of supports are in place in your school to develop and sustain your initiatives? Administrative Support Budget Professional Development Coaching

16. Closing Is there anything else that is important for us to know about your experiences with your school initiatives or your high school in general? In closing “Thank” individuals for participating in the interview group and let them know that their responses will help us to plan our work together.

17. Data Analysis • 1-2 hours of ICEPS Professional Development team time needed • Whole team read over the transcripts for all focus groups • Categorized themes: • Common Themes • Unique Themes • Celebrations • Challenges • Next Steps

21. Team Set Up

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

23. Critical Steps • Obtain administrative commitment • 80% of staff support • Top 3 goals • Representative team • Conducting a self-assessment • Internal/external coaching • Formalize data system (OSEP, 2003)

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

25. CHAIR Ad-hoc Tertiary External Coach for Secondary & Tertiary Supports Administrative Designee & Internal Coordinator Co-CHAIRS Ad-hoc Secondary Individual Secondary & Tertiary Supports Leadership Team Co-CHAIRS Ad-hoc Secondary Group State-wide or District-wide Coordinator Administrator CHAIR Acknowledgement Committee CHAIR Communication Committee External Coach for Primary Supports Administrative Designee & Internal Coordinator Primary Supports Leadership Team Co-CHAIRS Data Committee Co-CHAIRS Teaching Committee

26. CAIRO: A way to access linkages Consulted Approval Informed Responsible Out of Decision Loop (Bolman & Deal, 2002)

27. Systems, Data, Practices

28. Data System Criterion Allow easy data entry; Permit access to graphic displays of schoolwide (as well as individual student) data; and to Provide administration, teams, and faculty with information that is accurate and recent (e.g., within 48 hours) (Horner, Sugai, Todd, & Lewis-palmer, 2005)

29. Using Office Discipline Referrals: Rationale Plan targeted teaching sessions around time, location, and type of expectation Help to focus acknowledgements Help to identify any needed changes in policy Determine the level of concern (e.g. school- wide, group, individual) Celebrating successes Problem Solving (see page 363 Horner, Sugai, Todd & Lewis-Palmer, 2005 for Rules of ODRs)

30. See Big Five Per day per month Location Time of day Type By student Would suggest grade level as well

35. Is the behavior office- managed?

36. Next Steps Define Office vs. Class Define office referrals Flow chart for discipline process Determine how data are entered and presented (Big Five)

37. Please complete evaluations Dr. Hank Bohanon Center for School Evaluation Intervention and Training http://www.luc.edu/cseit Loyola University of Chicago hbohano@luc.edu Session 33

38. 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/