PBS in Urban High Schools: Primary, Secondary, and Tertiary Implementation
NASP 2008 Annual ConventionFebruary 8th, 2008
4:00-4:50
Presenters and Contact Information
• Pamela Fenning, Loyola University [email protected]
• Hank Bohanon, Loyola University [email protected]
Center for School Evaluation,
Intervention, & Training
www.luc.edu\cseit
Presenters and Contact Information
• Brigit [email protected]
• Kira [email protected]
• Bret Patrick [email protected]
• Dr. Lynda [email protected]
• Stacey [email protected]
Thank you!• Dr. Lucille Eber, Steve Romano, Illinois PBIS Network• Dr. Kimberly Thier ([email protected])• 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.
ACADEMIC SYSTEMS BEHAVIORAL SYSTEMS
Tier 1 Core Instructional Interventions• All students• Preventive, proactive
STUDENTS
Three-Tier Model
80% 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% 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%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.
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
Critical Steps
• Obtain administrative commitment
• 80% of staff support
• Top 3 goal
• Conducting a self-assessment
• Internal coordination
• Internal capacity building
• External coaching(OSEP, 2003)
School Demographics
• 90% Low income
• 18% Limited English Proficiency
• 19% Dropout rate
• 44% Mobility rate
• 78% Average Daily Attendance
• 20% Qualify for Special Education
Beginning Stage
Organize Data
• System
• Referral Forms
• Dean vs. Teacher vs. Attendance Office Managed Behavior
Organize Teams
• Teaching
• Acknowledgements
• Data
• Communication
• Representative membership
School-Wide Procedures and Policies
• Define expectations by location
• Tardy Policy
Teaching Expectations
Examples• Staff orientation
meetings• Assemblies• Lesson plans for
homerooms• Posters• Booster weeks
Key Elements• Rationale• Negative examples• Positive examples• Practice
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
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
http://www.pbis.org/tools.htm
Developed at the University of Oregon
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
http://www.pbis.org/tools.htm
Sugai, Lewis-Palmer, Todd, & Horner, 2001
School-wide Evaluation of PBS 2005-2007
0
20
40
60
80
100
120
Expec
tatio
ns Def
ined
Behav
iora
l Exp
ecta
tions T
augh
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tem
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ision
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agem
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Distric
t Lev
el Supp
ort
SET Category
Per
cen
tag
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f Im
ple
men
tati
on
2005-2006
2006-2007
Total Average 05-06: 66%
Total Average 06-07: 77%
0.665531
0.558752
0.5
0.55
0.6
0.65
0.7
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ay
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tud
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2005-2006 2006-2007
Year
Office Referrals by Year
17.9%
decrease
Office Referrals by Month by Year
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
Per
Day P
er
Month
Per
100 S
tudents
Per A
vera
ge D
aily
Enro
llment
2005-2006
2006-2007
2007-2008
September October November December January February March April May June
Months
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
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
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
Illinois Character Education Positive Supports
ICEPS
Next Steps
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
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
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
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
Facilitation of Teams
• Conducting Training in Running Meetings
• Setting Agendas
• Creating Action Plans
• Dividing Responsibilities
• Keeping Meetings Flowing
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
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/highschool.htm
• Tennessee Examples–http://web.utk.edu/~swpbs/
High School References
• Bill and Melinda Gates Foundation reports–http://www.gatesfoundation.org/nr/downloads/ed/policy.pdf
• Joint Center for Poverty Research–http://www-cpr.maxwell.syr.edu/faculty/smeeding/classes/ppa781/childsummary.pdf
• Office of the Superintendent of Public Instruction–http://www.k12.wa.us/research/pubdocs/pdf/9charactfor%20SIP.pdf
High School References
• National Center for Educational Statistics (2003). Violence and crime at school - public school reports.
–http://nces.ed.gov/pubs2004/crime03/7.asp?nav=2
• Office of Vocational and Adult Education, High School Leadership Summit, 2004
–http://www.ed.gov/about/offices/list/ovae/pi/hsinit/papers/index.html
High School References
• National Governor's Association (2003). Reaching new heights: A Governor's' guide to turning around low-performing schools.
–http://www.nga.org/cda/files/0803REACHING.PDF
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), 39-59.
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.
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.