Do Not Forget the Big People

Dr. Hank Bohanon

Loyola University of Chicago

hbohano@luc.edu

Welcome

• Greetings and Key Elements– Communication– Supporting practices

• Teaching• Acknowledging• Redirection

– Effective teams

• Charge

Powerpoint

• Participants will have an increased upstanding of approaches to supporting staff in their adoption of practice through: systematic readiness preparation, strategic professional development, and organization of team processes.

General Theme

• Systems, Practices, Data

Thank you!

• Western Maryland PBIS Leadership Team

• Maryland PBIS

• Chicago Public Schools

• IL-PBIS

• University of Kansas

• Loyola University and CSEIT

Thank you

• Staff and Leadership of CPS Schools

• Research Team from Loyola

– Dr. Pamela Fenning – pfennin@luc.edu– Contact about policy and group level supports– See article

– Journal of School Violence (2004), Vol. 3, (1)

Presenters and Contact Information

• Dr. Pamela Fenning, pfennin@luc.edu

• Dr. Hank Bohanon, hbohano@luc.edu

• Dr. Lynda Stone, lwstone680@sbcglobal.net

• Stacey Weber, sweber1@luc.edu

• Kira Hicks, khicks@luc.edu

• Brigit Aikins, baikins@luc.edu

• Jennifer Rose, jenjames@aol.com

Center for School Evaluation,

Intervention & Training

www.luc.edu\cseit

• “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.

Thank you!

Communication Factors

• Amount (e.g., how much you share)• Familiarity with information (familiar-novel)• Rate of information exchange• Level of threat• Personal Factors (e.g., settings events)• Reward value• Similarity to personal beliefs

Center for School Evaluation, Intervention, and Training(Adapted from Edward Heck, 2000)

The U-Shaped Curve ofProcessing Information

High

Low

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form

atio

n pr

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sing

Low HighCommunication Factors

Optimal level

Watch for non-verbalsigns

Center for School Evaluation, Intervention, and Training(Adapted from Edward Heck, 2000)

Methodology

• Mixed methods approach – Naturalistic Inquiry and Quasi-Experimental

(pre/post)• Using unstructured approaches (e.g. open-ended

interviews• Structured and formal data-gathering process (e.g.

organization of discipline referrals, SET data, school climate data; EBS data)

• Ongoing member checks and feeding data back to the system

Phase I: Informal Planning Stage 2001-2002• They wanted to look at discipline• Interviews with staff revealed need for:• Clear, consistent expectations• Improved response time from discipline office• Desire to focus on being positive

Phase III: Implementation 2003-2004 Summer

o Formed representative teamo Developed expectations, teaching curriculum and school-wide acknowledgment system (Cool Tickets)o Pilot

School yearo Overview to staff explaining program, CARR expectations, use of ticketso Assembly to teach expectationso School-wide drawings weekly from ticketso Ongoing communication with staffo Two school-wide celebrations for improvements in referrals: dance in December and movie tickets in Mayo EBS, School-wide Evaluation Tool (SET) and climate surveyo Retreat for planning

Phase II: Formal Planning Stage 2002-2003• Effective Behavior Support Survey (EBS)• Climate data• Organized Office Discipline Referrals (ODR)• Presented to staff• Two hours of training for security staff

Timeline School 1

Teaching

Teaching Expectations

Examples• Staff orientation

meetings• Assemblies• Lesson plans for

homerooms• Posters• Booster weeks

Key Elements• Rationale• Negative

examples• Positive examples• Practice

Acknowledgement

Acknowledging Students and StaffExamples• 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

Policies

• Clear on office v.s. class

• Communicated with staff– Taught, posted, reminded

• Support what you train/expect

Teacher-Managed

• Excessive talking• Tardy: Inform Parents• Off Task• Drinks/Food/Headphones (as posted)• Missing Homework• Not Prepared for Class• Inappropriate Language• Dishonesty• PDA• Hallway Disruption• Passing Notes• Cheating/Plagiarism

Office-Managed

• Attendance & Tardy• Insubordination• Fighting• Vandalism• Verbal/Physical Intimidation• Weapons• Gang Representation• Cutting Class/School/Teacher Detention• Theft• Drug Violations• Directed Profanity• Arson• Harassment (including sexual)• Controlled Substances• Threats• Security Threat/Breach• Repeated/Severe Offenses• Dress Code Violations• Hallway Disruption – Non Compliance

IL Public School

Redirecting

• Equip teachers to handle minors

• Hallway issues

• Saving face

Teams

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

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/examples.htm

Share with the group

Road Map to Secondary Supports (Vol 22, # 1)

http://www.internationalsped.com/documents/4%20Raver.doc