Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Do Not Forget the Big People Dr. Hank Bohanon Loyola University of Chicago

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Welcome Greetings and Key Elements – Communication – Supporting practices Teaching Acknowledging Redirection –Effective teams Charge

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago 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.

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago General Theme Systems, Practices, Data

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Thank you! Western Maryland PBIS Leadership Team Maryland PBIS Chicago Public Schools IL-PBIS University of Kansas Loyola University and CSEIT

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

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Presenters and Contact Information Dr. Pamela Fenning, Dr. Hank Bohanon, Dr. Lynda Stone, Stacey Weber, Kira Hicks, Brigit Aikins, Jennifer Rose, Center for School Evaluation, Intervention & Training

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago “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 Thank you!

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago 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)

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago 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)

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago 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

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Phase I: Informal Planning Stage 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  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 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

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Teaching

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

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Acknowledgement

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago 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

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

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago 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

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Redirecting Equip teachers to handle minors Hallway issues Saving face

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Teams

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago 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

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Share with the group Great article on professional development crl.org/archives/pd/partnership.html High Schools and PBS – Tennessee Examples –

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago Share with the group Road Map to Secondary Supports (Vol 22, # 1) nts/4%20Raver.doc