Overview of Schoolwide Positive Behavior Support:

Potentially Essential Components

Dr. Hank BohanonCenter for School Evaluation Intervention and Training

http://www.luc.edu/cseit Loyola University of Chicago

hbohano@luc.edu

Session 33

Welcome

• Welcome– Issues of staff readiness – Team formation – Systems supports, data access, and practices

• Wrap up

Readiness

How do you prepare your school for implementation?

Principles

• Behavior

• Reinforcement

• Punishment

• Setting events

• Discipline

• Shaping

Center for School Evaluation,Intervention, & Training

www.luc.edu\cseit

Principles

• Behavior = Purposive & Communicate

• Reinforcement = Add or take away something, behavior goes up

• Punishment = You do something, behavior does not occur again

• Setting events = before behavior

• Discipline = to teach

• Shaping = baby stepsCenter for School Evaluation,

Intervention, & Trainingwww.luc.edu\cseit

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter (Sugai, 2008)

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 Tardy-- Small Learning Communities (SLC)

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

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions/Tier 3:_____________________________________________________________________

Tertiary Intervention/Tier 3:__________________________________________________________________

Secondary Interventions/Tier 2:________________________________________________________________________

Secondary Interventions/Tier 2:________________________________________________________________________

Universal InterventionTier 1:______________________________________________________

Universal Intervention/Tier 1:__________________________________________________________________

ACTIVITYDesigning School-Wide Systems for Student Success

A Response to Intervention Model

Academic Systems Behavioral Systems

Interview Questioning Route

• Introductory Questions

• Opening Questions

• Key Questions

• Data

• Staff Buy-in

• Supports

Readiness Activity

• Using the following slides– Answer as best you can– Determine if you would follow-up– Determine time line for next steps– Summarize using form

Needs Assessment Participants

• Individual Interview– Principal

• Group Interviews– School Administrative

Leadership Team• Assistant Principals• Professional

Development Coordinator

• Curriculum Coordinator• School Improvement

Coach

- Representation from School-wide or Leadership Team- General Education

Teacher- Special Education Teacher- Counselor

- Support Staff- Security- Assistant Teachers- Clerical- Janitorial- Cafeteria

Introductory and Opening Questions

• Introductory Questions

– What should we be asking you about your school regarding discipline/behavior?

• Opening Questions

– What are the top three initiatives in your building?

– Are these initiatives meeting your needs?

– Do you still have unmet needs? If so, what are they?

Key Questions and Data

• Key Questions

– What are some systematic barriers when implementing initiatives in your building?

– What are some ways you have found to facilitate success when implementing initiatives in your high school?

• Data

– Of the initiatives that you have tried, how do you know that they are working?

Staff Buy-In

• Staff Buy-in

– What are ways that you have encouraged staff-buy-in to your school’s initiatives?

– What has worked?

– What has not worked as well? (e.g. Professional Development)

Supports

• What kind of supports are in place in your school to develop and sustain your initiatives?– Administrative Support– Budget– Professional Development– Coaching

Closing

• Is there anything else that is important for us to know about your experiences with your school initiatives or your high school in general?

• In closing “Thank” individuals for participating in the interview group and let them know that their responses will help us to plan our work together.

Data Analysis• 1-2 hours of ICEPS Professional Development

team time needed• Whole team read over the transcripts for all

focus groups • Categorized themes:

– Common Themes– Unique Themes– Celebrations– Challenges– Next Steps

Data on Beginning PBS Practices

0

2

4

6

8

10

12

Meeting with administrationto first overview to staff

Meeting with administrationto first team meeting

# of

Mon

ths

School # 1

School #2

Staff Who Attended First Team Meeting

0

5

10

15

20

25

Number of School Staff at First Meeting

# of

Sta

ff School # 1

School #2

Team Set Up

District Support

• District Leadership Team

• Top three goals

• Identifying a District External Coach

• Identifying an Internal Coach

• Involvement of family and community

• Staff-release time for professional development

Critical Steps

Obtain administrative commitment

80% of staff support Top 3 goals Representative team Conducting a self-assessment Internal/external coaching Formalize data system

(OSEP, 2003)

School wide Supports • Identify expectations

of the setting• Evaluate core

curriculum• Develop

team/plan/support• Directly teach

expectations

• Consistent Consequences

• Acknowledgment• Collect Data

– Communicate with staff

• On-going evaluation

External Coach for Primary Supports

External Coach for Secondary & Tertiary Supports

State-wide or District-wide Coordinator

CHAIR

CHAIR

Co-CHAIRS

Co-CHAIRS

Ad

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&

Inte

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tor

Prim

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Su

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ea

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ip T

ea

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Data Committee

Communication Committee

Teaching Committee

Acknowledgement Committee

Ad

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e D

esi

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ee

&

Inte

rna

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ord

ina

tor

CHAIR

Co-CHAIRS

Co-CHAIRS

Se

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ry &

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up

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Le

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hip

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Ad-hoc Tertiary

Ad-hoc Secondary Individual

Ad-hoc Secondary Group

Ad

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CAIRO: A way to access linkages

• Consulted

• Approval

• Informed

• Responsible

• Out of Decision Loop

(Bolman & Deal, 2002)

Systems, Data, Practices

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)

Using Office Discipline Referrals: Rationale

• Plan targeted teaching sessions around time, location, and type of expectation

• Help to focus acknowledgements• Help to identify any needed changes in policy• Determine the level of concern (e.g. school-

wide, group, individual)• Celebrating successes• Problem Solving (see page 363 Horner, Sugai,

Todd & Lewis-Palmer, 2005 for Rules of ODRs)

See Big Five

• Per day per month

• Location

• Time of day

• Type

• By student

• Would suggest grade level as well

Is the behavior office-

managed?

Next Steps

• Define Office vs. Class

• Define office referrals

• Flow chart for discipline process

• Determine how data are entered and presented (Big Five)

Dr. Hank BohanonCenter for School Evaluation Intervention and Training

http://www.luc.edu/cseit Loyola University of Chicago

hbohano@luc.edu

Session 33

Please complete evaluations

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/school/high_school_pbs.aspx

• Tennessee Examples http://web.utk.edu/~swpbs/ • CSEIT Website

– http://www.luc.edu/cseit

• New Hampshire APEXII– http://www.iod.unh.edu/apex.html

• Maryland PBIS– http://www.pbismaryland.org/