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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
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
min
istr
ativ
e D
esi
gn
ee
&
Inte
rna
l Co
ord
ina
tor
Prim
ary
Su
pp
ort
s L
ea
de
rsh
ip T
ea
m
Data Committee
Communication Committee
Teaching Committee
Acknowledgement Committee
Ad
min
istr
ativ
e D
esi
gn
ee
&
Inte
rna
l Co
ord
ina
tor
CHAIR
Co-CHAIRS
Co-CHAIRS
Se
con
da
ry &
Te
rtia
ry S
up
po
rts
Le
ad
ers
hip
Te
am
Ad-hoc Tertiary
Ad-hoc Secondary Individual
Ad-hoc Secondary Group
Ad
min
istr
ato
r
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
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/