2. Implementing PBIS at the High School Level: Readiness, Systems, and Healthy Teaming Dr. Hank Bohanon Center for School Evaluation Intervention and Training http://www.luc.edu/cseit Loyola University of Chicago hbohano@luc.edu

3. Powerpoint Increase participants knowledge of ways to address implementation of positive behavior support at the high school level. –An emphasis will be placed on systems readiness and supports that may increase success of teams. – Teaching, Acknowledging, and Redirection of Behavior also will be addressed

4. Welcome – Preparation ask before tell, philosophy – Preparing working groups – Teaching, Acknowledging, Redirection Wrap up

5. Thank you! Michigan’s Integrated Behavior and Learning Support Initiative Reaching and Teaching Struggling Learners Michigan Department of Education, Office of Special Education and Early Intervention Services

6. Current Loyola Research Team Alissa Briggs Sara Golomb Agnes Kielian Pamela Fenning Lisa Lewis Lauren McArdle Diane Morrison Audrey Shulruff Kimberly Thier Stacey Weber

7. “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. (Q215S07001) “Character Education: Application of Positive Behavior Supports” to U.S. Department of Education, Safe and Drug Free Schools. Awarded 2007. (R324A070157) Thank you!

8. What is working well? Use of video for teaching Leadership support Connecting PBIS with culture and climate Consistent staff presence Some key personnel on board Reduction in overall ODR’s Use of data

9. What is working well? Courage of MiBLSi team Student support Social opportunities as rewards –Class competitions –Athletic events Surveying students for input

10. Next Steps Staff buy in Increased teaching Sustainable funding Reward systems Distributing tasks/sharing responsibility Understanding Philosophy of PBIS Applying PBIS to classroom

11. Next Steps Networking with other teams Reinforce what is working Identifying outcomes Student belonging, involvement, connection Starting the year prepared

12. Today’s Content Leadership –Teaming –Buy-in –Data Linking initiatives Teaching expectations Reward systems Action Steps

13. Question What are some of the key factors for high school PBIS, including buy in? –Take 2 minutes –Come back when my hand goes up

14. Lessons Learned – May not be unique, but critical Systems before practices Address philosophy regarding behavior School must own process Administrator must be on board Address student and staff buy in Support of district is key Data systems drive change Communication must formalized Fenning, 2008; R324A070157

15. Lessons Learned – May not be unique, but critical: Process takes longer Systems work together Fenning, 2008; R324A070157

16. Address the following PD must be on-going, include coaching, be high school specific Network high schools Plan for structures (e.g., departments) Formalize communication plan –CAIRO (Bolman & Deal, 2002) Fenning, 2008; R324A070157

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

18. Background Components needed for successful systems change (Kotter, 1995) –Created sense of urgency –Core group of leaders –Long-term vision for change –Clear communication of goals –Celebration of small victories –Continuous work toward a goal/vision for change

19. Background Implementation occurs in stages (Fixsen, et al., 2005) –Exploration –Installation –Initial Implementation –Full Implementation –Innovation –Sustainability First 3 stages take 2 – 4 years

20. Big Ideas from Assessments 60 % said discipline needed to be addressed Communication in general

21. SIPA Vision Administration Vision: –The vision of __________ School is to foster a safe and humane learning environment that values cultural diversity and empowers all students to function effectively in the community and contribute to the broader society.

22. SIPA PRIORITY GOAL #4 Administration Foster a safe, student-centered learning climate through providing a range of services and activities.

23. Referral Data Writing a referral is not a bad thing, it is necessary! We hope you have fewer reasons Instructional time given to referrals (20 Minutes per referral) 77,400 Minutes = 1,290 Instructional Hours

26. What can we do… Form a representative team Summer planning Teaching, acknowledging, and tracking school-wide expectations in the fall Respond on the evaluation

29. 1-5% 5-10% 80-90% 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) Designing School-Wide Systems for Student Success A Response to Intervention Model Academic Systems Behavioral Systems

30. 1-5% 5-10% 80-90% Tertiary Interventions/Tier 3: _______________________ Tertiary Intervention/Tier 3: ______________________ Secondary Interventions/Tier 2: ________________________ Secondary Interventions/Tier 2: ________________________ Universal Intervention Tier 1: __________________ Universal Intervention/Tier 1: ______________________ ACTIVITY Designing School-Wide Systems for Student Success A Response to Intervention Model Academic Systems Behavioral Systems

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

32. 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

33. 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

34. 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?

35. 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?

36. 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)

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

38. 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.

39. 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

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

42. 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

43. What NCLB/IDEA says about Prevention Early Intervention Consider if impedes School-wide General education Incidental benefit Service not a place School-improvement FBA/BIP Center for School Evaluation, Intervention, & Training www.luc.edu\cseit

44. Training and Support

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

46. 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.

47. 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)

48. 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

49. Critical Steps – See Team Implementation Check List Obtain administrative commitment 80% of staff support Top 3 goals Representative team Conducting a self-assessment Internal/external coaching Formalize data system (OSEP, 2003)

50. School wide Supports 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 Behavioral knowledge

51. Healthy Teaming Why do people at best avoid, at worst sabotage, initiatives?

52. Bolman & Deal, 2009; Israel, 2004

53. External Coach for Primary Supports External Coach for Secondary & Tertiary Supports State-wide or District- wide Coordinator CHAIR Co- CHAIRS Administrative Designee & Internal Coordinator Primary Supports Leadership Team Data Committee Communication Committee Teaching Committee Acknowledgement Committee Administrative Designee & Internal Coordinator CHAIR Co- CHAIRS Secondary & Tertiary Supports Leadership Team Ad-hoc Tertiary Ad-hoc Secondary Individual Ad-hoc Secondary Group Administrator PLC’s may have an impact on this process

54. CHAIR Co- CHAIRS Administrative Designee & Internal Coordinator SW Team Data Committee Communication Committee Teaching Committee Acknowledgement Committee

55. Effective Meetings 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

57. Initiative, Project, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID/et c Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Working Smarter (Sugai, 2008)

58. 1-5% 5-10% 80-90% 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) Designing School-Wide Systems for Student Success A Response to Intervention Model Academic Systems Behavioral Systems

59. Replacing yourself (Israel, 2008) “Who you gunna call?” –1. Not involved in organizing, –2. Not highly taped in other initiatives –3. Can bring fresh eyes after three years we go on autopilot

61. Teaching Expectations

62. 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

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

65. What is Insubordination? - Disrespect - Defiance or Talking Back - Lying to a Staff Member Students are expected to obey all reasonable directions and requests of staff members.

66. Acknowledgement

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

68. 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

69. Buzzy Buck

72. In recognition of excellence in teaching, __________ is awarded this certificate for devotion to the students, commitment to learning, and dedication to the core values of R High School. Date, Principal R324A070157

73. Policies and Redirection

76. See also http://www.pbismaryland.org/schoolexamples.htm#High Student ID Location

77. 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 See http://www.pbismaryland.org/schoolexamples.htm#High

79. Is the behavior office- managed?

80. Change Point Analysis: 2005-2008 Possibly the booster for students and PD for staff in Jan/Feb 2007

81. Change Point Analysis: 2005-2008 Possibly the “Best Division Challenges” March 2008

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

83. Final Thoughts Ask before you tell Do not train what you cannot support Remember your humanity –Make things work together

84. Share with the group Great article on professional development –http://www.ku-crl.org/archives/pd/partnership.htmlhttp://www.ku-crl.org/archives/pd/partnership.html High Schools and PBIS –http://www.pbis.org/school/high_school_pbs.aspxhttp://www.pbis.org/school/high_school_pbs.aspx Tennessee Examples http://web.utk.edu/~swpbs/http://web.utk.edu/~swpbs/ CSEIT Website –http://www.luc.edu/cseithttp://www.luc.edu/cseit Scaling up –http://www.fpg.unc.edu/~sisep/http://www.fpg.unc.edu/~sisep/ PBS Evaluation –http://www.pbseval.orghttp://www.pbseval.org