Engaging Staff in PBIS: Engaging Staff in PBIS: Strategies for Tough Strategies for Tough

SituationsSituations(a PBIS follow-up)(a PBIS follow-up)

Dr. Hank BohanonDr. Hank Bohanon

hbohano@luc.eduhbohano@luc.edu

Thank youThank you

► Lucille, Steve, Marla, Candy (ISBE)Lucille, Steve, Marla, Candy (ISBE)► PBIS Network CoachesPBIS Network Coaches► Dr. Pamela Fenning, Kelly Carney, Dr. Pamela Fenning, Kelly Carney,

Myoung Minnis, Dr. Beverly Kasper, Kira Myoung Minnis, Dr. Beverly Kasper, Kira Hicks, Kristyn Moroz, Sarrah HarrissHicks, Kristyn Moroz, Sarrah Harriss

►Brigid Flannery and Rob Horner, U of Brigid Flannery and Rob Horner, U of OregonOregon

►George Sugai, UCONNGeorge Sugai, UCONN

Our Mentor!Our Mentor!

► Dr. Pamela FenningDr. Pamela Fenning School-wide mentor for Positive School-wide mentor for Positive

Behavioral Interventions & Strategies Behavioral Interventions & Strategies (PBIS)(PBIS)

Group level supportsGroup level supports Policy researchPolicy research

PurposePurpose

► Encourage people to stay in the field Encourage people to stay in the field and not to open a boutique in a small and not to open a boutique in a small resort town. resort town. Unless this is a part of their own personal Unless this is a part of their own personal

vision for their overall quality of life.vision for their overall quality of life.

PowerPointsPowerPoints

► Participants will be able to identify what Participants will be able to identify what makes a situation difficultmakes a situation difficult

► Participants will be able to articulate their Participants will be able to articulate their vision of what is a healthy climate or good vision of what is a healthy climate or good quality of life in a school (in general) quality of life in a school (in general)

► Participants will be able to identify Participants will be able to identify strategies for responding to difficult strategies for responding to difficult situations when they arise.situations when they arise.

TopicsTopics

►What makes something tough? What makes something tough? ►What are you trying to do to me?What are you trying to do to me?

►K. Rogers approach to interventionK. Rogers approach to intervention

NOPE / Maybe Later

Last Year’s GoalLast Year’s Goal

►Orientation for studentsOrientation for students►Orientations for staffOrientations for staff►Developing a chair = a go-to personDeveloping a chair = a go-to person►Major celebrationsMajor celebrations►Systems for school acknowledgmentSystems for school acknowledgment►Team meeting regularlyTeam meeting regularly►Delegation of tasksDelegation of tasks

Your most difficult situationYour most difficult situation

► What were you trying to accomplish and What were you trying to accomplish and when you became stuck?when you became stuck?

► When did this happen?When did this happen?

► What happen afterward?What happen afterward?

► Any major events happening to teachers or Any major events happening to teachers or school?school?

For whom is the problem?For whom is the problem?

What are you trying to do What are you trying to do to me?to me?

Teaching “Behavior”Teaching “Behavior”

► Every one is different, and yet they are notEvery one is different, and yet they are not Model A, Minivan, Corvette, PickupModel A, Minivan, Corvette, Pickup

► What are the principles – the big ideas What are the principles – the big ideas

► Why are you doing this? Why are you doing this? Your re-enforcers and setting events matterYour re-enforcers and setting events matter

► What is the goal and objective of your What is the goal and objective of your lesson?lesson?

What IDEA says about PBISWhat IDEA says about PBIS

► Consider if a behavior ImpedesConsider if a behavior Impedes► School-wide consistencySchool-wide consistency► General educationGeneral education► Incidental benefitIncidental benefit► School is a Service not a placeSchool is a Service not a place► Differentiated School-improvementDifferentiated School-improvement► Analyzed with an FBA/BIPAnalyzed with an FBA/BIP

ALL Behavior is Purposive & Communicative

Reinforcement = Add or take away something, behavior increases +/-

Punishment = You do something, behavior does not occur again

Setting events = before behavior Discipline = to teach Shaping = baby steps

Key PrinciplesKey Principles

What is the key?What is the key?► I am not going to give them candy for I am not going to give them candy for

doing what I expect of themdoing what I expect of them

(Fun time!) (Fun time!) You each get a piece of candyYou each get a piece of candy Give a piece of candy to someone who is doing Give a piece of candy to someone who is doing

something you like, or has on something you something you like, or has on something you likelike

Give them the candy, but do not tell them whyGive them the candy, but do not tell them why They have to guess why they got the candyThey have to guess why they got the candy Now, tell them what you liked and give them Now, tell them what you liked and give them

candy, praise, high five, hug, etc.candy, praise, high five, hug, etc.

Welcome to the School-wideWelcome to the School-wideFree Operant Conditioning Free Operant Conditioning

ProgramProgram

Be who you are!Be who you are!

Our motto: “We sure hope you know Our motto: “We sure hope you know what you are doing, ‘cause we sure what you are doing, ‘cause we sure

don’t!”don’t!”

Goal: at the School-wide level Goal: at the School-wide level ––

aim to get 80% of your staff aim to get 80% of your staff teaching behavior!teaching behavior!

Illinois research – when schools get to 80/80Illinois research – when schools get to 80/80 Fewer risk factorsFewer risk factors More protective factorsMore protective factors More likely to have tried interventions beyond More likely to have tried interventions beyond

SWSW More students with fewer discipline problemsMore students with fewer discipline problems

Previous School-wide Previous School-wide EvaluationEvaluation

► Teaching = 40%Teaching = 40%► Overall = 78%Overall = 78%

““Know when to hold ‘em, Know when to hold ‘em, know when to fold ‘em, know when to fold ‘em,

know when to walk away, know when to walk away, know when to run…”know when to run…”

Kenny RogersKenny Rogers

You have to start somewhereYou have to start somewhere

►What do you do when working with What do you do when working with individual students?individual students? Start with one behavior Start with one behavior Start with one schoolStart with one school

►Who asks whom to the dance?Who asks whom to the dance?

Kansas CityKansas City

Kansas CityKansas City►We have waysWe have ways►We were ready for youWe were ready for you►We started with individual studentsWe started with individual students►We presented to one school firstWe presented to one school first

►Now how many schools? Now how many schools?

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

BattlesBattles

► Choosing battles – or choosing to not make Choosing battles – or choosing to not make it a battleit a battle

► When do you become most frustrated with When do you become most frustrated with your child, students, staff, or team?your child, students, staff, or team?

► You cannot stand between people and their You cannot stand between people and their consequencesconsequences

► Battle only when you have to or when you Battle only when you have to or when you think you can winthink you can win

Resolutions Resolutions

► I knew what was happeningI knew what was happening

►How I felt – similar to what to struggle How I felt – similar to what to struggle over as a teacher, over as a teacher,

►for a brief moment…for a brief moment…

Orientation for staff –Orientation for staff –

Could not get time, made guidebookCould not get time, made guidebook►Professional development toolProfessional development tool►Best thing since sliced breadBest thing since sliced bread►Presentation for LRE came at end of Presentation for LRE came at end of

the yearthe year Great, please do this at the beginningGreat, please do this at the beginning

SET/ReferralsSET/Referrals

► New “Scores”New “Scores” Teacher Teacher = = 6060 (vs. 40)(vs. 40) Overall Overall = = 8282 (vs. 78)(vs. 78)

►ODR’sODR’s August to March - two years of reductionAugust to March - two years of reduction November onward was great!November onward was great!

PBIS TeamPBIS Team

►Assign Tasks and ChairsAssign Tasks and Chairs► SET - RecommendationsSET - Recommendations

Post expectations in classroomsPost expectations in classrooms Fast access to tickets Fast access to tickets Have go-to personHave go-to person Teach and remind (particularly freshmen)Teach and remind (particularly freshmen)

►Turned out to be good modeling for Turned out to be good modeling for professional developmentprofessional development

PBIS Team: (con’t.)PBIS Team: (con’t.)

►Look at the outcomes from data Look at the outcomes from data reviewreview

►Create hypothesis for behaviorCreate hypothesis for behavior►Create differentiated intervention(s)Create differentiated intervention(s)►More teaching – fewer referralsMore teaching – fewer referrals►Documentation for why orientation Documentation for why orientation

was useful was useful ►Practice in the classroomPractice in the classroom

Defining Next StepsDefining Next Steps

Top 3 Minor Infractions by Grade Level Per 100 Students

0

0.5

1

1.5

2

2.5

3

3.5

Fresh Soph Juniors Seniors

Grade Level

# o

f R

efe

rra

ls P

er

10

0 S

tud

en

ts

1-4 Classroom Disruption

1-3 Dress code

1-6 Tardy to class

1-4 Classroom Disruption

1-3 Dress code

1-6 Tardy to class

1-3 Dress code

1-4 Classroom Disruption

1-6 Tardy to class

1-3 Dress code

1-4 Classroom Disruption

1-2 Leaving Class

Top 3 Reasons for Major Referrals Per Every 100 Students

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

Fresh Soph Juniors Seniors

Grade Level

# o

f R

efe

rra

ls P

er

10

0 S

tud

en

ts

2-6 Profanity

2-5 Failing to Abide Rules

2-8 Defy Authority

2-6 Profanity

2-5 Failing to Abide Rules

2-8 Defy Authority2-6 Profanity

2-5 Failing to Abide Rules

2-8 Defy Authority

2-6 Profanity

2-5 Failing to Abide Rules

2-8 Defy Authority

Next action plan already setNext action plan already set

►Turned them loose with data and get out Turned them loose with data and get out of their way – going to address uniforms of their way – going to address uniforms

►Orientations are being scheduledOrientations are being scheduled►Chair – go-to person electedChair – go-to person elected►Handbook is being updatedHandbook is being updated►Teachers will be supported for trainingTeachers will be supported for training►Professional development is being Professional development is being

scheduledscheduled

ConclusionConclusion► Stay true to the PBIS model – the scientific Stay true to the PBIS model – the scientific

exploration of behavior – i.e., …exploration of behavior – i.e., …

► Save room for falling down, we learn through Save room for falling down, we learn through example and non-example – it took 10,000 example and non-example – it took 10,000 tries to create the light bulbtries to create the light bulb

► Be prepared to be the only one who believes, Be prepared to be the only one who believes, for a period of time. This is true for students, for a period of time. This is true for students, true for schools – Einstein did not develop the true for schools – Einstein did not develop the theory of relativity by committeetheory of relativity by committee

► If you are using your data, then you never If you are using your data, then you never have to list struggles as failure, they become have to list struggles as failure, they become “next steps.”“next steps.”