1. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit Do Not Forget the Big People Dr. Hank Bohanon Loyola University of Chicago hbohano@luc.edu

2. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit Welcome Greetings and Key Elements – Communication – Supporting practices Teaching Acknowledging Redirection –Effective teams Charge

3. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit Powerpoint Participants will have an increased upstanding of approaches to supporting staff in their adoption of practice through: systematic readiness preparation, strategic professional development, and organization of team processes.

4. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit General Theme Systems, Practices, Data

5. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit Thank you! Western Maryland PBIS Leadership Team Maryland PBIS Chicago Public Schools IL-PBIS University of Kansas Loyola University and CSEIT

6. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit Thank you Staff and Leadership of CPS Schools Research Team from Loyola – Dr. Pamela Fenning – pfennin@luc.edupfennin@luc.edu –Contact about policy and group level supports –See article –Journal of School Violence (2004), Vol. 3, (1)

7. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit Presenters and Contact Information Dr. Pamela Fenning, pfennin@luc.edupfennin@luc.edu Dr. Hank Bohanon, hbohano@luc.eduhbohano@luc.edu Dr. Lynda Stone, lwstone680@sbcglobal.netlwstone680@sbcglobal.net Stacey Weber, sweber1@luc.edusweber1@luc.edu Kira Hicks, khicks@luc.edukhicks@luc.edu Brigit Aikins, baikins@luc.edubaikins@luc.edu Jennifer Rose, jenjames@aol.comjenjames@aol.com Center for School Evaluation, Intervention & Training www.luc.edu\cseit

8. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit “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. Thank you!

9. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit Communication Factors Amount (e.g., how much you share) Familiarity with information (familiar-novel) Rate of information exchange Level of threat Personal Factors (e.g., settings events) Reward value Similarity to personal beliefs Center for School Evaluation, Intervention, and Training (Adapted from Edward Heck, 2000)

10. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit The U-Shaped Curve of Processing Information High Low Level of information processing LowHigh Communication Factors Optimal level Watch for non-verbal signs Center for School Evaluation, Intervention, and Training (Adapted from Edward Heck, 2000)

11. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit Methodology Mixed methods approach –Naturalistic Inquiry and Quasi-Experimental (pre/post) Using unstructured approaches (e.g. open-ended interviews Structured and formal data-gathering process (e.g. organization of discipline referrals, SET data, school climate data; EBS data) Ongoing member checks and feeding data back to the system

12. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit Phase I: Informal Planning Stage 2001- 2002 They wanted to look at discipline Interviews with staff revealed need for: Clear, consistent expectations Improved response time from discipline office Desire to focus on being positive Phase III: Implementation 2003-2004  Summer o Formed representative team o Developed expectations, teaching curriculum and school-wide acknowledgment system (Cool Tickets) o Pilot  School year o Overview to staff explaining program, CARR expectations, use of tickets o Assembly to teach expectations o School-wide drawings weekly from tickets o Ongoing communication with staff o Two school-wide celebrations for improvements in referrals: dance in December and movie tickets in May o EBS, School-wide Evaluation Tool (SET) and climate survey o Retreat for planning Phase II: Formal Planning Stage 2002-2003 Effective Behavior Support Survey (EBS) Climate data Organized Office Discipline Referrals (ODR) Presented to staff Two hours of training for security staff Timeline School 1

13. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit Teaching

14. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit Teaching Expectations Examples Staff orientation meetings Assemblies Lesson plans for homerooms Posters Booster weeks Key Elements Rationale Negative examples Positive examples Practice

15. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit Acknowledgement

16. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit 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

17. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit Policies Clear on office v.s. class Communicated with staff –Taught, posted, reminded Support what you train/expect

18. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit

19. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit 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

20. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit Redirecting Equip teachers to handle minors Hallway issues Saving face

21. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit Teams

22. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit 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

23. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit 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/examples.htm

24. Center for School Evaluation, Intervention, & Training, Loyola University of Chicago www.luc.edu\cseit Share with the group Road Map to Secondary Supports (Vol 22, # 1) http://www.internationalsped.com/docume nts/4%20Raver.doc