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

NASP 2008 Annual ConventionFebruary 8th, 2008

4:00-4:50

Presenters and Contact Information

• Pamela Fenning, Loyola University Chicagopfennin@luc.edu

• Hank Bohanon, Loyola University Chicagohbohano@luc.edu

Center for School Evaluation,

Intervention, & Training

www.luc.edu\cseit

Presenters and Contact Information

• Brigit Aikinsbaikins@luc.edu

• Kira Hickskhicks@luc.edu

• Bret Patrick Robertsbroberts1@luc.edu

• Dr. Lynda Stonelwstone@sbcglobal.net

• Stacey Webersweber1@luc.edu

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.

ACADEMIC SYSTEMS BEHAVIORAL SYSTEMS

Tier 1 Core Instructional Interventions• All students• Preventive, proactive

STUDENTS

Three-Tier Model

80% 80% Tier 1 Core Universal Interventions• All settings, All students• Preventive, proactive

Tier 2 Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

Tier 2 Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

15% 15%

Tier 3 Intensive, Individual Interventions• Individual Students• Assessment - based• High intensity• Of longer duration

Tier 3 Intensive, Individual Interventions• Individual Students• Assessment - based• Intense, durable procedures

5%5%

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.

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

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)

School Demographics

• 90% Low income

• 18% Limited English Proficiency

• 19% Dropout rate

• 44% Mobility rate

• 78% Average Daily Attendance

• 20% Qualify for Special Education

Beginning Stage

Organize Data

• System

• Referral Forms

• Dean vs. Teacher vs. Attendance Office Managed Behavior

Organize Teams

• Teaching

• Acknowledgements

• Data

• Communication

• Representative membership

School-Wide Procedures and Policies

• Define expectations by location

• Tardy Policy

Teaching Expectations

Examples• Staff orientation

meetings• Assemblies• Lesson plans for

homerooms• Posters• Booster weeks

Key Elements• Rationale• Negative examples• Positive examples• Practice

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• Training• Rationale• Developmentally appropriate• Don’t forget the big people

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

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

School-wide Evaluation of PBS 2005-2007

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Total Average 05-06: 66%

Total Average 06-07: 77%

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Office Referrals by Year

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2007-2008

September October November December January February March April May June

Months

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

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

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

Illinois Character Education Positive Supports

ICEPS

Next Steps

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

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

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

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

Facilitation of Teams

• Conducting Training in Running Meetings

• Setting Agendas

• Creating Action Plans

• Dividing Responsibilities

• Keeping Meetings Flowing

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

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/

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

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

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

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.

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.