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PBS in Urban High Schools: Primary, Secondary, and Tertiary Implementation NASP 2008 Annual Convention February 8th, 2008 4:00-4:50.

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Presentation on theme: "PBS in Urban High Schools: Primary, Secondary, and Tertiary Implementation NASP 2008 Annual Convention February 8th, 2008 4:00-4:50."— Presentation transcript:

1 PBS in Urban High Schools: Primary, Secondary, and Tertiary Implementation NASP 2008 Annual Convention February 8th, :00-4:50

2 Presenters and Contact Information Pamela Fenning, Loyola University Chicago Hank Bohanon, Loyola University Chicago Center for School Evaluation, Intervention, & Training

3 Presenters and Contact Information Brigit Aikins Kira Hicks Bret Patrick Roberts Dr. Lynda Stone Stacey Weber

4 Thank you! Dr. Lucille Eber, Steve Romano, Illinois PBIS Network Dr. Kimberly Thier 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 Character Education: Application of Positive Behavior Supports to U.S. Department of Education, Safe and Drug Free Schools. Awarded 2007.

5 ACADEMIC SYSTEMS BEHAVIORAL SYSTEMS Tier 1 Core Instructional Interventions All students Preventive, proactive STUDENTS Three-Tier Model 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% 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% 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.

6 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

7 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)

8 School Demographics 90% Low income 18% Limited English Proficiency 19% Dropout rate 44% Mobility rate 78% Average Daily Attendance 20% Qualify for Special Education

9 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

10 Teaching Expectations Examples Staff orientation meetings Assemblies Lesson plans for homerooms Posters Booster weeks Key Elements Rationale Negative examples Positive examples Practice

11 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 Dont forget the big people

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 improving Data are used to develop priorities for planning and to compare the impact of treatment with baseline years Developed at the University of Oregon

13 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 Sugai, Lewis-Palmer, Todd, & Horner, 2001


15 17.9% decrease

16 September October November December January February March April May June Months

17 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

18 Leadership Development Meeting guidelines: Please do & dont Sessions for leadership team (internal coach and committee chairs) –Review of PBS model –Effective meetings –Effective delegation and follow up on tasks –Action planning

19 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

20 Illinois Character Education Positive Supports ICEPS Next Steps

21 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

22 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

23 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

24 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

25 Facilitation of Teams Conducting Training in Running Meetings Setting Agendas Creating Action Plans Dividing Responsibilities Keeping Meetings Flowing

26 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

27 Share with the Group Great article on professional development High Schools and PBS – Tennessee Examples –

28 High School References Bill and Melinda Gates Foundation reports – cy.pdf Joint Center for Poverty Research –http://www- hildsummary.pdf Office of the Superintendent of Public Instruction – or%20SIP.pdf

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 – papers/index.html

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.

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