High School Positive Behavior Support: From encouraging staff participation to

fidelity and sustainability

Dr. Hank Bohanon

Center for School Evaluation Intervention and TrainingLoyola University of Chicagohttp://www.luc.edu/cseit

hbohano@luc.edu

“Character Education: Application of Positive Behavior Supports” to U.S. Department of Education, Safe and Drug Free Schools. Awarded 2007. Q215S070001

Thank you!

Thank you!

• Louisiana Positive Behavior Support Project

• Louisiana State University

• Illinois PBIS Network

• 5 ICEPS partnership districts and related schools

• Center for School Evaluation, Intervention and

Training, Loyola University of Chicago

Purpose

• Participants will have an increased understanding of the issues of high school behavior support in general, methods for increasing the success of their teams, and ways to address buy-in and implementation.

Outline

• Background• High schools in general• Working with teams• Gaining support• Implementation

Examples

– Oberlin HS – Policy, acknowledgement– Sulphur HS – teaching, acknowledgement– St. Martinville – teaching– West Monroe HS – saving time– Abbeville HS – accessing information to plan

What is working well?

• Improved defined expectations• Improved teaching of expectations• Improved acknowledgment• Communication• Consistency• High levels of overall implementation• Climate (academic and behavior)

Things to work on..

• Addressing problem behavior consistently• Strategies for the classroom• Acknowledgment systems• Addressing unstructured settings• Staying out of power struggles• Staff support (e.g., time, people)• Tardiness, respect, defiance…

NCES 2007

• In 2003 were school rules enforced by other teachers?– Elementary 79 % said yes– High School 56% said yes

NCES 2007

• In 2005 for high school students during the previous 12 months : – 36 % reported being in fight anywhere– 14 % reported being in a fight on school property

(Indicator 13)

NCES 2007Happens at least once a week1

Student bullying

Student verbal

abuse of teachers

Wide-spread

disorder in classrooms

Student acts of

disrespect for teachers

School level3

Primary 20.6 6.1 0.8! 12.1

Middle 43.0 16.0 5.2 30.5

High school 22.3 17.3 4.8 30.4

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2005–06 School Survey on Crime and Safety (SSOCS), 2006.

Question

• What are some of the key factors for high school PBS, including buy in?– Take 2 minutes– Come back when my hand goes up

High School IssuesSystems• Slow down, start with systems• Address buy in• You need administrative team support• Professional development connects high schools• Continuous support and professional development• Healthy teaming• Choose priorities

Flannery, 2009; R324A070157

Working with Teams

Leadership and Healthy Teaming

• Core group of leaders• Clear communication of goals• Will and capacity• Working efficiently• Professional learning communities

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions/Tier 3:*Young Leaders *National Honor Society; Eyes on the WorldSecondary/Tertiary-SLC teams

Tertiary Intervention/Tier 3:- Assessment based…Wraparound

Secondary Interventions/Tier 2:Secondary/Tertiary-SLC teamsAVID; Mentor MomsCredit RecoveryAfter School MattersELL Summer School/(Freshman Connection) Gear-Up

Secondary Interventions/Tier 2:- AVID, After School Matters- ELL; Gear-up;Summer School(Freshman Connection)- In HouseTutoring - Mentor Moms

Universal InterventionTier 1: In-House Tutoring; Summer School (Freshman Connection),ASPIRA;_Service Learning;Attendance andTardies_SLC; PARR; Freshman Seminar

Universal Intervention/Tier 1:-PARR-Attendance and Tardies-- Small Learning Communities (SLC)

Designing School-Wide Systems for Student SuccessA Response to Intervention Model

Academic Systems Behavioral Systems

INITIATIVE COMMITTEE ROLE/TITLE RESPONSIBILITY WORK WITH WHOM BRING TO THE TABLE

Who You Gonna Call?Maintaining and Sustaining Healthy Teams

(Marla Israel, December 2008)

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

Gaining Support

Buy in and order

• Do not train what you cannot support– Commitments– Teams

• Take your time• Ask before you tell• Prepare people

– For teams– For PBS

Background• Components needed for successful systems

change (Kotter, 1995)– Created sense of urgency– Core group of leaders– Long-term vision for change

Implementation

Implementation

• Train only what you can support• Support what you train

– Teach– Model– Guided practice– Independent practice– Feedback

Teach the Basics

• Teach one lesson• Practice one acknowledgement• Try one redirection• See handouts

Resources• Great article on professional development

• http://www.kucrl.org/partnership/ • High Schools and PBS

• http://www.pbis.org/school/high_school_pbis.aspx• CSEIT Website

• http://www.luc.edu/cseit • New Hampshire APEXII

• http://www.iod.unh.edu/apex.html• Look IRIS

• http://www.lookiris.com/ • Maryland PBIS

• http://www.pbismaryland.org/• MiBlsi

• http://miblsi.cenmi.org/MiBLSiModel/Implementation/HighSchool.aspx