Presentation on theme: "NASP 2008 Annual Convention"— Presentation transcript:
1 NASP 2008 Annual Convention PBS in Urban High Schools: Primary, Secondary, and Tertiary ImplementationHank 1 min slides 1-5NASP 2008 Annual ConventionFebruary 8th, 20084:00-4:50
2 Center for School Evaluation, Intervention, & Training Presenters and Contact InformationPamela Fenning, Loyola University ChicagoHank Bohanon, Loyola University ChicagoHankCenter for School Evaluation,Intervention, & Training
3 Presenters and Contact InformationBrigit AikinsKira HicksBret Patrick RobertsDr. Lynda StoneStacey WeberHank
4 Thank you! Dr. Lucille Eber, Steve Romano, Illinois PBIS Network Dr. Kimberly ThierChicago Public SchoolsCenter 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.Hank
5 Three-Tier Model 5% 15% 80% BEHAVIORAL SYSTEMS ACADEMIC SYSTEMS Tier 1 Core Instructional InterventionsAll studentsPreventive, proactiveSTUDENTSThree-Tier Model80%Tier 1 Core Universal InterventionsAll settings, All studentsTier 2 Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response15%Tier 3 Intensive, Individual InterventionsIndividual StudentsAssessment - basedHigh intensityOf longer durationIntense, durable procedures5%Stacey 2 minutesBatsche, 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 settingDevelop team/plan/supportDirectly teach expectationsConsistent Consequences, Acknowledge/Reinforce (Tall, Grande, Vente’)Collect DataCommunicate with staffOn-going evaluationHank 3 min slides 7-8
7 Critical Steps Obtain administrative commitment 80% of staff support Top 3 goalConducting a self-assessmentInternal coordinationInternal capacity buildingExternal coachingHank(OSEP, 2003)
8 School Demographics 90% Low income 18% Limited English Proficiency 19% Dropout rate44% Mobility rate78% Average Daily Attendance20% Qualify for Special EducationKira 4 min slides 9-15
9 Beginning Stage Organize Teams Teaching Acknowledgements Data CommunicationRepresentative membershipOrganize DataSystemReferral FormsDean vs. Teacher vs. Attendance Office Managed BehaviorKiraSchool-Wide Procedures and PoliciesDefine expectations by locationTardy Policy
10 Teaching Expectations Key ElementsRationaleNegative examplesPositive examplesPracticeExamplesStaff orientation meetingsAssembliesLesson plans for homeroomsPostersBooster weeksKira 3 min slides 16-17
11 Acknowledging Students and Staff ExamplesBuzzy Bucks/School StoreMonthly raffles for students, teachers, and support staffBest Homeroom ChallengeGold and Silver ID cardsHonors DinnerBirthday CardsSchool-Wide CelebrationsKey ElementsVariety of reinforcersTrainingRationaleDevelopmentally appropriateDon’t forget the big peopleBrigit 5 min slides 18-25
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 improvingData are used to develop priorities for planning and to compare the impact of treatment with baseline yearsBret 5 min slides 26-32Developed at the University of Oregon
13 School-Wide Evaluation Tool (SET) A rigorous measure of primary prevention practices within school-wide behavior supportConsists of interviews, reviewing permanent products, and examining data collection systemsSeven major areas are assessedBretSugai, Lewis-Palmer, Todd, & Horner, 2001
16 BretSeptember October November December January February March April May JuneMonths
17 Sustainability and Replication InstitutionalizingProfessional DevelopmentProfessional development sessions for whole staffTeaching, Acknowledging, and RedirectingBehavior pathway and functionsFocused, more in-depth sessions for groups of teachers based on data (e. g. freshman teachers)PD sessions: discussion, modeling, practice with feedbackProfessional Development for PBS team membersLeadership developmentManualizingKira 3 min slides 33-35
18 Leadership Development Meeting guidelines: “Please do” & “don’t”Sessions for leadership team (internal coach and committee chairs)Review of PBS modelEffective meetingsEffective delegation and follow up on tasksAction planning
19 Secondary PlanningReviewed 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 supportAlternative to In School SuspensionTardy InterventionStacey 3 min slides 36-37
20 Illinois Character Education Positive Supports Next StepsIllinois Character Education Positive SupportsICEPSLynda 3 min slides 38-39
21 ICEPS Content Areas Include: Scientifically research-based academic and assessment practicesCurriculum Interventions and Professional Development topicsScientifically Research-Based Behavior PracticesCharacter EducationLeadershipLynda
22 Role of the School Psychologist Our Training is in the Following:Data-based Decision-MakingSystem IssuesFacilitation of TeamsThree-Tiered Model of PreventionPam 5 min slides 40-44
23 Data-Based Decision-Making Using Academic and Behavioral Data to Facilitate Decision-Making at all Three-TiersOn a School-wide BasisFor Groups of StudentsFor Individual StudentsPam
24 Systems Issues Understanding Systems at the High School Level Facilitating System Reform Efforts (take 3 -5 years)Understanding the Dynamics of the BuildingBeing PatientPam
25 Facilitation of Teams Conducting Training in Running Meetings Setting AgendasCreating Action PlansDividing ResponsibilitiesKeeping Meetings FlowingPam
26 Three-Tier Model of Prevention Spokesperson for this ModelUnderstanding PreventionUnderstanding Movement Between TiersAddressing both Academic and Behavioral Issues JointlyRtI and SWPBS –Similar ApproachPam
27 Share with the Group Great article on professional development High Schools and PBSTennessee ExamplesPam - finish off the last slides
28 High School References Bill and Melinda Gates Foundation reportsJoint Center for Poverty ResearchOffice of the Superintendent of Public Instruction
29 High School References National Center for Educational Statistics (2003). Violence and crime at school - public school reports.Office of Vocational and Adult Education, High School Leadership Summit, 2004
30 High School References National Governor's Association (2003). Reaching new heights: A Governor's' guide to turning around low-performing schools.
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),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.