1. NASP 2008 Annual Convention
PBS in Urban High Schools: Primary, Secondary, and Tertiary Implementation
Hank 1 min slides 1-5
NASP 2008 Annual Convention
February 8th, 2008
4:00-4:50

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

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

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 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 Interventions
All students
Preventive, proactive
STUDENTS
Three-Tier Model
80%
Tier 1 Core Universal Interventions
All settings, All students
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
Intense, durable procedures 5%
Stacey 2 minutes
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
Hank 3 min slides 7-8

7. Critical Steps Obtain administrative commitment 80% of staff support
Top 3 goal
Conducting a self-assessment
Internal coordination
Internal capacity building
External coaching
Hank
(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
Kira 4 min slides 9-15

9. Beginning Stage Organize Teams Teaching Acknowledgements Data
Communication
Representative membership
Organize Data
System
Referral Forms
Dean vs. Teacher vs. Attendance Office Managed Behavior
Kira
School-Wide Procedures and Policies
Define expectations by location
Tardy Policy

10. Teaching Expectations
Key Elements
Rationale
Negative examples
Positive examples
Practice
Examples
Staff orientation meetings
Assemblies
Lesson plans for homerooms
Posters
Booster weeks
Kira 3 min slides 16-17

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
Don’t forget the big people
Brigit 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 improving
Data are used to develop priorities for planning and to compare the impact of treatment with baseline years
Bret 5 min slides 26-32
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
Bret
Sugai, Lewis-Palmer, Todd, & Horner, 2001

14. Bret

15. 17.9%
decrease
Bret

16. Bret
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
Kira 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 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
Stacey 3 min slides 36-37

20. Illinois Character Education Positive Supports
Next Steps
Illinois Character Education Positive Supports
ICEPS
Lynda 3 min slides 38-39

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
Lynda

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
Pam 5 min slides 40-44

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
Pam

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
Pam

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

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
Pam

27. Share with the Group Great article on professional development
High Schools and PBS
Tennessee Examples
Pam - finish off the last slides

28. High School References
Bill and Melinda Gates Foundation reports
Joint Center for Poverty Research
Office 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.