1. Implementing MTSS at the Secondary Level Day 2 Hank Bohanon hbohano@luc.edu http://www.hankbohanon.net https://twitter.com/hbohano https://www.facebook.com/hank.bohanon

2. Welcome Back!

3. PowerPoint's Enduring Understanding: Components of effective schools Teaming to improving outcomes Defining processes for communication Organizing multiple processes and data sources Creating effective instructional models Preparing for students with intense needs

4. Essential Questions What are the components of effective school environments? How do these components connect with an effective instructional model? What are the components of effective secondary and tertiary teams at the highs school level? What are their systems, practices, and data.

5. Essential Questions How do we begin to look at consolidating processes and analysis of data for decision making?

6. Preparing Data for Decisions Video – Sales are up

7. Data See Handout – Key ideas for schoolwide data – where are you?

8. Types of Existing Data Office Discipline Referral Data GPA Credits toward graduation Attendance Failing grades Statewide assessments Existing screening data (Heppen, O'Cummings, & Therriault,2009; McIntosh, Flannery, Sugai, Braun, & Cochrane, 2008; McIntosh et al., 2009)

9. Deciding the Level of Intervention

10. See Sample Dashboard

11. Separate Data Sets

12. Combined Data Using VLookup See YouTube examples: http://www.youtube.com/watch?v=3tk_Mif7040 http://www.youtube.com/watch?v=3tk_Mif7040

13. Next Steps for Data - Handout

14. Data Using data from the school's perspective http://buff.ly/1Fex5hb http://buff.ly/1Fex5hb Helping teachers collect data on their teaching to improve instruction buff.ly/1G0wwYY buff.ly/1G0wwYY Toolkit for data decision making fb.me/6z6iyxCU2 fb.me/6z6iyxCU2 8th and 9th grade GPA and Attendance are predict drop out. http://fb.me/7sCfLI2QDhttp://fb.me/7sCfLI2QD Data dashboard – webinar and examples http://bit.ly/1FFbzEm http://bit.ly/1FFbzEm

15. Effective School Environments Career Builder

16. Reflection See Handout “Supportive Environments Quiz” Take the quiz

17. Answers 1-3 4-5 6 See short example video 0-1:36; 2:17-2:32

18. School Connectedness: Social and Emotional Learning What are some of the important factors for later success for students?

19. Factors Graduation – Passing Year 9 English, Algebra 1 – 8 th -9 th grade GPA and attendance > 80% (Burke, 2015; Link: fb.me/7sCfLI2QD) – School Connectedness – lack of leads to use substances engage in violence initiate sexual activity at an early age McNeely, Nonnemaker, & Blum (2002) National High School Center, National Center on Response to Intervention, and Center on Instruction (2010)

20. School Connectedness Positive classroom management climates Participation in extracurricular activities Higher grades Attending class Tolerant discipline policies Self-Discipline (autonomy, goal setting) Small school sizes (weak connection) McNeely, Nonnemaker, & Blum (2002) Ferris Bueller – the non-example video?

21. Classroom Tell me about your favorite class and teacher

22. Components of Effective Classroom Settings Maximized Structure Post, teach, model reinforce expectations Active engagement Varity of ways to acknowledge – Including success! Continuum of ways to respond (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

23. What do you include in your course syllabi?

24. Mark Shinn (http://markshinn.org)

25. The Syllabus Goals Contact information Success Traits Rules/expectations Activities Grades/Status Procedures Entering Tardy/Absence Materials Assignments (returns) Due dates Late, missing work Communication Ending class Consequences Model projects Checklists Sprick (2006)/Shinn http://markshinn.org See examples – http://www.hankbohanon.net (Resources page under “Teaching”http://www.hankbohanon.net Sample first days of school for high school teacher)

26. Planning See example What connections can you make for your staff?

27. Teaching Expectations High School Football?

28. Learning through punishment

29. See lesson- Blank!! Possible Example Teaching Story 1 or Pre-Teaching Student example from football Teaching Expectations Examples Staff orientation meetings Handbooks Lesson plans Syllabus Posters Booster sessions Pre-correct/remind Key Elements Rationale Negative examples Positive examples Practice/Feedback Evaluate Fruita Monument Example

30. Alignment Common Core (National) – Key areas College Readiness Math Language arts/English – http://www.corestandards.org/about-the-standards http://www.corestandards.org/about-the-standards Social and Emotional Standards (SEL) – Self-awareness and self-management skills – Social-awareness and interpersonal skills – Decision-making skills and responsible behaviors http://education.qld.gov.au/studentservices/protection/sel/ http://www.isbe.net/ils/social_emotional/standards.htm See examples from core?

31. CPS Matrix Aligned with Common Core Standards – See http://www.hankbohanon.net Aligned with Speaking and Listing Literacy National US Standards

32. Newcomer (2009) Sample Classroom Matrix Which of these behaviors would you like to address?

34. Shawnee Mission Schools, KS

37. Shawnee Mission North Football Jerseys

38. See Handout: Matrix for Laptops and Desktops

39. Prepare your staff http://vimeo.com/14818677 and Huntsville Cafeteria video http://vimeo.com/14818677 See check list in handbook, what did you see? 2 minutes..What does PBS look like… How are you teaching expectations?

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

41. Acknowledgement Cheerleading Video?

42. Earned this bag on SW…

43. Acknowledgement… As part of schoolwide approach, can lead to improved performance – Improved attendance (de Baca, Rinaldi, Billig, & Kinnison, 1991). – Reductions in discipline problems (Bohanon et al., 2012) Functional outcomes are important – Relevant curriculum – Social connection (Dunlap, Foster-Johnson, Clarke, Kern, & Childs, 1995).

44. Other Advantages of Praise Decreases in emotional exhaustion Higher efficacy Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Photo by Josh Thompson

45. Video See examples of why this is important – One page document “Acknowledging Students for Good Behaviors” – Cool tool – What are your doing around acknowledgement? – Zappos example? See short example video 0-1:36; 2:17-2:32

46. High Frequency

47. Buzzy Buck

48. Teacher Rewards Program 2 – Soft Drink 3 – Candy Bar 5 – Preferred Parking 8 – Free Lunch 10 – No Bus Duty 15 – No Morning or Lunch Duty 20 – Extra Planning Period Tonya Ryder, Assistant Principal Selena Gomes, Graduation Coach / Teacher Oberlin High School, LA

49. System of Recognition – “Tickets” given to students engaging in positive and appropriate behaviors – Kids can turn in for items, save for big ticket items…all are put in a big bin for quarterly drawings – Concessions at games, parking spots, VIP seating Jody Mimmack, PhD Fruita Monument High School, CO

50. CHUCK HANSEN, Principal AMY PALMER, Teacher SULPHUR HIGH SCHOOL, LA

53. Intermediate

55. Gold and Silver ID Cards

56. Timber Creek High School, FL, JOHN WRIGHT, PRINCIPAL

57. Large Scale

58. A Night in Paradise… Tonya Ryder, Assistant Principal Selena Gomes, Graduation Coach / Teacher Oberlin High School, LA

59. 1 st Six Weeks Party – CHUCK HANSEN, Principal AMY PALMER, Teacher SULPHUR HIGH SCHOOL, LA

60. A Night in Paradise… Tonya Ryder, Assistant Principal Selena Gomes, Graduation Coach / Teacher Oberlin High School, LA

61. Teacher earns vacation Timber Creek High School, FL, JOHN WRIGHT, PRINCIPAL

62. 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

63. From Susan Barrett

65. Matrix See example How will you prepare your staff? Think through levels of acknowledgment for students and faculty.

66. Engagement and Opportunities to Respond Non-example – Ferris Jeff Bliss Video Example

67. Quiz What percentage of the American workers consider themselves engaged at their jobs? Photo from Flicker Creative Commons https://www.flickr.com/photos/pennwic/8142281815/in/photolist-dpvjHe-dpvjNz-dpvths-pQoPx7-aMi2SZ-8vEXtU-8vBWcM-5C6oVt-pEQiQm-97vCko-rKn1F-h7BuWg-h7ybkV-h7wXts-h7y2AF-h7y1NP-8vBVJ2-8vBW8g-8vBVL8-8vBVZr-8vEXGf-8vBWgB-8vBWdB-8vBVTe-8vBW8X-8vBW4Z-h7wVwR-h7x7bs-aMi6nD-5pYDTp-aMiarZ-aMi2xk-aMhLrn-aMhSLR-aMhUsa-aMhK7i-aMhJQz-aMhUbT-aMhJxr-aMhYfc-aMhURP-aMhTt2-aMhV48-aMhKk8-aMhKyV-aMhKRR-aMhLHT-aMhTFt-aMhTXz-aMhUEp 31.7 % (Gallop, 2015) http://buff.ly/1Gna5NO

68. Instructional/Emotional Support Laughing with students Out of desk greeting Ask about events Ask “why”? Choice of responding http://mzteachuh.blogspot.com/2012/05/that-kid-drives-me-nuts-tweets-of-day.html http://ignitebrownsville.blogspot.com/p/picture-gallery.html http://english.vietnamnet.vn/fms/sports/57762/hanoi-to-host-5th-asean-student-sports-games.html http://www.phy.bris.ac.uk/news_archive1.html http://www.hillel.org/jewish/ask-big-questions Failure rates from 17% to 11% Allen, Gregory, Mikami, Lun, Hamre, & Pinata (2013)

69. Example What connections do you make with behavior and your instructional model? Schoolwide examples https://www.youtube.com/watch?v=y0H5XsZ1gzA https://www.youtube.com/watch?v=y0H5XsZ1gzA See example, how is this teacher preventing problem behavior through engagement? – See steps in handout – https://www.youtube.com/watch?v=zxTuPVtayOI https://www.youtube.com/watch?v=zxTuPVtayOI

70. Redirection and Active Supervision JcPenny’s does this very well How some mom’s handle the pressure video – Whitney Young

71. Is the behavior office- managed?

72. McClatchy Students Video, Dean?

73. See article about hallways @ http://hankbohanon.net on publications page Be at post Escort students Brief interactions (Johnson-Gros et al., 2008)

75. Support Staff: Preventing and Responding Teach skills for prevention – Good classroom instruction – Non-classroom settings Teach skills for redirection – Classroom – Non-classroom settings See Handout “Professional Development on Redirection”

76. Videos What does PBIS Look Like? – Active Supervsion..opennnig Redirection examples 6.12 mins http://vimeo.com/14818677

77. Videos Michael Kennedy http://vimeo.com/14818677 – See What does PBIS Look Like? – Opening, Redirection examples 6.12 mins Other tools

78. Resources Year-at-a-glance – http://www.hankbohanon.net/Resources_1.html http://www.hankbohanon.net/Resources_1.html Training script for booster for staff – http://www.hankbohanon.net/Resources_1.html http://www.hankbohanon.net/Resources_1.html

79. Strategies Mendler, A. N. & Mendler B. D. (2011) Power struggles: Successful techniques for teachers. Bloomington, IN: Solution Tree.

80. Classroom Management Knoster, T. (2013). The Teacher’s pocket guide effective classroom management (2 nd Ed.), Baltimore, MD: Paul H Brookes

81. Addressing Tardies Start on Time! Randy Sprick http://www.pacificnwpublish.com/home/pn p/page_38_14/start_on_time_safe_transiti ons_and_reduced_tardies.html

82. Other Supports IRIS Online Modules –http://iris.peabody.vanderbilt.edu/resources.ht mlhttp://iris.peabody.vanderbilt.edu/resources.ht ml Rti Action Network Article Behavior and Academics –http://www.rtinetwork.org/learn/behavior- supports/integrating-behavior-and-academic- supports-general-overviewhttp://www.rtinetwork.org/learn/behavior- supports/integrating-behavior-and-academic- supports-general-overview

83. Preparing for Students With More Intensive Support Needs

84. Enduring Understanding Be able to identify the components for preparing for tier II and tier III. Match interventions with supports needed for students.

85. Essential Questions What are the components of effective secondary and tertiary teams at the highs school level? What are the systems, practices, and data?

86. Components of Effective Secondary and Tertiary Teams Is this a schoolwide problem?

87. Typical Discipline Issues Tardiness and Skips Typical major reactions - suspension and expulsion Spaulding, 2010

88. Behavior Address tardy behaviors – Non-classroom Define on time, prompt, supervise, adjust schedule Additional supports – Incentives for being on time Bell ringers – Social outcome for being on time

90. Students in the Hall Years and Time of Day

91. Students in the Hall Years and Location

92. Have a Coke! Can’t Do (Skill Deficit) – Escape – Avoid Responses – Teach skill – Priming – Intersperse – Teach escape Won’t Do (Acquisition) – Attention – Access to object – Sensory Stimulation Responses – Prompt – 2-10 – Personal greeting – Choice/preference See CAST: http://www.cast.org/ and SIM http://www.kucrl.org/sim/

93. Examples of Systems, Practices, and Data

94. Three-Tiered RtI Most students needs are met with strong core Students are screened to determine needs Progress monitor effectiveness Intervention intensity increases with needs Use data for screening and monitoring National High School Center, National Center on Response to Intervention, and Center on Instruction. (2010). Tiered interventions in high schools: Using preliminary “lessons learned” to guide ongoing discussion.

95. ACADEMIC SYSTEMSBEHAVIORAL SYSTEMS Tier 1 Core Instructional Interventions All students Preventive, proactive STUDENTS Figure 2: 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.

96. Structures from the field Use of co-teaching Parallel academic seminars Use of credit recovery Focus on freshmen/sophomores English/LA, Algebra Grades, attendance data See http://bit.ly/1FwBZ5Q http://bit.ly/1FwBZ5Q

97. Scheduling Resource Very specific examples of scheduling – Planning Time – Interventions – https://www.naesp.org/resources/2/Leadership_ Compass/2007/LC2007v5n2a1.pdf (see handout) https://www.naesp.org/resources/2/Leadership_ Compass/2007/LC2007v5n2a1.pdf Are these similar to your work? Any helpful suggestions?

98. Missouri’s Model Select Interventions Based on Function Targeted Environmental Interventions (8 Classroom Factors) Check In/Check Out Small Group Social Skills Mentoring See: http://pbismissouri.org/teams/tier-2-workbookhttp://pbismissouri.org/teams/tier-2-workbook

99. Interventions used Check In Check Out Mentoring Credit recovery Social skills Homework lab Home setting involvement Counseling Pass system RENEW Student Leadership Referral. APEX II: Somersworth HS & CTC, NH – See reference

100. RENEW Process in a Nutshell Student Identified RENEW school facilitator Identified Initial conversation between facilitator and the student Future’s Plan (aka Person Centered Plan) Formation of a team according to the plan Routine check‐ins to determine success of the plan New plans/teams formed as new goals are developed APEX II: Somersworth HS & CTC, NH- See reference

101. Embedding Literacy for All Students http://clc.kucrl.org/http://clc.kucrl.org/ - - contact for information on Strategic Tutoring

102. From Mark Shinn Mark Shinn (http://markshinn.org) )

103. From Mark Shinn

104. Mark Shinn (http://markshinn.org) From Mark Shinn

105. Mark Shinn (http://markshinn.org) From Mark Shinn - Wilson Reading

106. Mark Shinn (http://markshinn.org) From Mark Shinn

107. Great Book for Reading Problems Carnine, D. W., Silbert, J, Kame'enui, E. J., &, Tarver, S. G. (2009). Direct Instruction Reading (5th Edition). Upper Saddle River, NJ: Prentice Hall.

108. Wilson Reading Program WILSON Reading System®, WILSON Fundations®, WILSON Just Words®, and WILSON Fluency®— http://www.wilsonlanguage.com/

109. Mission What do we want all students to learn by grade level, by course, and by unit of instruction? How will we know when each student has acquired the intended knowledge and skills? DuFour, DuFour, Eaker, & Karhanek, 2004

110. Qualities of Data Valid and reliable for screening purposes Repeatable Sensitive to growth Time-efficient Indicators of critical developmental skills Progress tool related to screener Common student identifier (Adapted from McIntosh et al., 2009 )

111. Data System Criterion Allow easy data entry; Permit access to graphic displays of schoolwide (as well as individual student) data; and to Provide administration, teams, and faculty with information that is accurate and recent (e.g., within 48 hours) (Horner, Sugai, Todd, & Lewis-palmer, 2005)

112. Types of Existing Data Office Discipline Referral Data GPA Credits toward graduation Attendance Failing grades Statewide assessments Existing screening data/common core (Heppen, O'Cummings, & Therriault,2009; McIntosh, Flannery, Sugai, Braun, & Cochrane, 2008; McIntosh et al., 2009)

113. Student Engagement Webinar on using data to improve student engagement http://fb.me/4vHawmKtzhttp://fb.me/4vHawmKtz Webinar for increasing student engagement through real world projects http://bit.ly/1K5ZplNhttp://bit.ly/1K5ZplN Assessing school climate webinar http://bit.ly/1IRJgBH http://bit.ly/1IRJgBH Online survey: student hope, engagement, belonging, and classroom management.... http://fb.me/2bX9tbQh4 http://fb.me/2bX9tbQh4 Teaching algebra in middle and high school http://buff.ly/1CqNf2c http://buff.ly/1CqNf2c

114. Where are you? Complete – Classroom management self-assessment – http://www.pbis.org/pbis_resource_detail_page.a spx?Type=4&PBIS_ResourceID=164 http://www.pbis.org/pbis_resource_detail_page.a spx?Type=4&PBIS_ResourceID=164 Free training on active supervision (limited time only) – https://www.irised.com/freecourse&?utm_source=IRIS+Educational+Media+Mailing+List&utm_campaign=9 d73acd430-FREEprog_SysSupEvElem_8_5_2014&utm_medium=email&utm_term=0_cb7ab95a8b- 9d73acd430-291122974#.U-U6UPldWSq https://www.irised.com/freecourse&?utm_source=IRIS+Educational+Media+Mailing+List&utm_campaign=9 d73acd430-FREEprog_SysSupEvElem_8_5_2014&utm_medium=email&utm_term=0_cb7ab95a8b- 9d73acd430-291122974#.U-U6UPldWSq

115. Resources State Implementation & Scaling-up of Evidence-based Practices Center – http://sisep.fpg.unc.edu/ http://sisep.fpg.unc.edu/ Kotter, J. (1995). Leading change: Why transformation efforts fail. Harvard Business Review, 73(2), 59–67. Retrieved from http://hbr.org/ http://hbr.org/ http://www.hankbohanon.net/Resources_1.ht ml http://www.hankbohanon.net/Resources_1.ht ml

116. Videos Michael Kennedy http://vimeo.com/channels/129830 http://vimeo.com/channels/129830 – Fruita Monument – Consistent Scott’s Pride https://sites.google.com/a/ddouglas.k12.or.us /scotspride/ https://sites.google.com/a/ddouglas.k12.or.us /scotspride/

117. Finding more plans Sample Lesson plans – http://www.pbismaryland.org/ http://www.pbismaryland.org/ – http://www.hankbohanon.net http://www.hankbohanon.net More Video Example – http://vimeo.com/groups/pbisvideos http://vimeo.com/groups/pbisvideos

118. Other Supports Defusing Disruptive Behavior in the Classroom – Geoff Colvin http://www.lookiris.com/store/K- 12_Professional_Development/Defusing_Disruptive_B ehavior_in_the_Classroom/http://www.lookiris.com/store/K- 12_Professional_Development/Defusing_Disruptive_B ehavior_in_the_Classroom/ Classroom management training – http://pbismissouri.org/class.html http://pbismissouri.org/class.html The FAST Method – http://www.lookiris.com/store/K- 12_Professional_Development/The_FAST_Method_O NLINE/ http://www.lookiris.com/store/K- 12_Professional_Development/The_FAST_Method_O NLINE/

119. Brawley, S. (accessed March 22, 2011). PBS in the classroom. M.Ed. Heart of Missouri RPDC. http://www.cesa7.org/pbis/Classroom_Management.asp http://www.cesa7.org/pbis/Classroom_Management.asp McNeely, C. A., J. M. Nonnemaker, J.M., & Blum, R. W. (2002). Promoting School Connectedness: Evidence from the National Longitudinal Study of Adolescent Health. The Journal of School Health 72(4): 138-146. Morrissey, K. L., Bohanon, H., & Fenning, P. (2010). Positive behavior support: Teaching and acknowledging behaviors in an urban high schools. Teaching Exceptional Children, 42(5), 26-35. National High School Center, National Center on Response to Intervention, and Center on I nstruction. (2010). Tiered interventions in high schools: Using preliminary “lessons learned” to guide ongoing discussion. Washington, DC: American Institutes for Research. Newcomer, L. (2009). Universal positive behavior support for the classroom. PBIS Newsletter, 4(4). Retrieved September 24, 2009 from http://www.pbis.org/pbis_newsletter/volume_4/issue4.aspx http://www.pbis.org/pbis_newsletter/volume_4/issue4.aspx Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based Practices in Classroom Management: Considerations for Research to Practice1. Education & Treatment of Children, 31(3). Story from middle school high school http://www.wickedlocal.com/ashland/topstories/x1777802903/IN-THE-CLASSROOM- Rewarding-positive-behaviors#axzz1HLe0R2nk http://www.wickedlocal.com/ashland/topstories/x1777802903/IN-THE-CLASSROOM- Rewarding-positive-behaviors#axzz1HLe0R2nk

120. More Resources Bohanon, H. (Accepted). Hallways and high schools: Changes in adult behavior to decrease disruption from students in non-classroom settings. Intervention in School and Clinic http://bit.ly/1HvjaT0 Bohanon, H. & Wu, M. (In Press). Developing buy-in for positive behavior support in secondary settings. Preventing School Failure, 58 (4), 1–7. doi: 10.1080/1045988X.2013.798774 http://ecommons.luc.edu/education_facpubs/17/ http://ecommons.luc.edu/education_facpubs/17/ Bohanon, H., Castillo, J., & Afton, M. (In Press). Embedding self-determination and futures planning within a schoolwide framework. Intervention in School and Clinic. http://ecommons.luc.edu/education_facpubs/16/ http://ecommons.luc.edu/education_facpubs/16/ Bohanon, H., Fenning, P., Hicks, K., Weber, S., Their, K., Akins. B., Morrissey, K., Briggs, A., Bartucci, G., Hoeper, L., Irvin, L., & McArdle, L. (2012). Case example of the implementation of schoolwide positive behavior support in a high school setting. Preventing School Failure, 56 (2), 92-103. http://ecommons.luc.edu/education_facpubs/7http://ecommons.luc.edu/education_facpubs/7 de Baca, M. R. C., Rinaldi, C., Billig, S., & Kinnison, B. M. (1991). Santo Domingo School: A rural schoolwide project success. Educational Evaluation and Policy Analysis, 13(4), 363-368. doi: 10.3102/01623737013004363 Flannery, B. K., Guest, E., & Horner, R. (2010). SWPBS: Schoolwide positive behavior supports. Principal Leadership, 11(1), 38-43. doi: 2123461661 Johnson-Gros, K. N., Lyons, E. A., & Griffin, J. R. (2008). Active supervision: An intervention to reduce high school tardiness. Education & Treatment of Children, 31(1), 39-53.

121. References Bohanon, H., Fenning, P., Carney, K., Minnis, M., Anderson-Harris, S., Moroz, K., Kasper, B., Hicks, K., Culos, C., & Sailor, W. (2006). School-wide application of urban high school positive behavior support: A case study. Journal of Positive Behavior Interventions, 8, 131-145. http://69.195.124.205/~hankboha/wp- content/uploads/2014/04/Journal-of-Positive-Behavior-Interventions-2006- Bohanon-131-45.pdfhttp://69.195.124.205/~hankboha/wp- content/uploads/2014/04/Journal-of-Positive-Behavior-Interventions-2006- Bohanon-131-45.pdf Bohanon, H. & Wu, M. (2012). Integration of social, behavioral, and academic initiatives: Part I, Communique’. 41 (2), pp. 4- 5. http://ecommons.luc.edu/education_facpubs/28http://ecommons.luc.edu/education_facpubs/28 Bohanon, H. & Wu, M. (2012). Integration of social, behavioral, and academic initiatives: Part II, Communique’. 41 (3), pp. 12- 13. http://ecommons.luc.edu/education_facpubs/27http://ecommons.luc.edu/education_facpubs/27 Bohanon, H. & Wu, M. (2011). Can prevention programs work together? An example of school-based mental health with prevention initiatives. School-Based Mental Health Practice 4 (4), 35-46. [LINK TO ARTICLE:http://ecommons.luc.edu/education_facpubs/1/ ]http://ecommons.luc.edu/education_facpubs/1/ Chard, D. J. (2013). Systems impact issues and trends in improving school outcomes for all learners through multitier instructional models. Intervention in School and Clinic, 48(4), 198-202. doi: 10.1177/1053451212462876

122. Other Resources Christ, T. J. (2008). Best practices in problem analysis. In A. Thomas & J. P. Grimes (Eds.), Best practices in school psychology V (pp. 159-176). Bethesda, MD: National Association of School Psychologists. Heppen, J., O'Cummings, M., & Therriault, S. (2009). Identifying Students At-Risk for Dropping Out of High School: Overview of a Tool for Developing Early Warning Systems. Paper presented for the National High School Center Webinar. http://www.betterhighschools.org/webinar/default.aspx Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors: Designing positive behavior plans (pp. 359- 390). New York: Guilford Press. Gamm, S., Elliott, J., Halbert, J. W., Price-Baugh, R., Hall, R., Walston, D.,... Casserly, M. (2012). Common Core State Standards and diverse urban students: Using multi-tiered systems of support. Washington, DC.: Council of the Great City Schools.