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School-wide Behavior Supports in High Schools:
What Works!And What Does Not!
Dr. Hank BohanonLoyola University of Chicago
Center for School Evaluation, Intervention, and Training
[email protected]://www.luc.edu/cseit
Welcome
• Greetings and Key Elements– Lessons Learned– Principles, and Systems, Practices, Data– Remembering the Adults
• Charge and benediction
Powerpoint
• Participants will have a better idea of the what may work (and what certainly does not work) in high school schoolwide behavior support implementation
Outline
• What seems to work
– Lesson’s learned from the field (Ready, Get Set, Go)
– Principles, Systems, Practices, Data
– Supporting Adult Behavior
Thank you!• Maryland PBIS Leadership Team• Virginia Department of Education• George Mason University• Maryland PBIS• Sheppard Pratt Health System • Johns Hopkins University• 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 – [email protected]– Contact about policy and group level supports– See article
– Journal of School Violence (2004), Vol. 3, (1)
Colleagues
• Gina Bartucci [email protected]
• Alissa Briggs [email protected]
• Dr. Pamela Fenning, [email protected]
• Kira Hicks [email protected]
• Lisa [email protected]
• Lauren McArdle [email protected]
• Jennifer [email protected]
• Dr. Diane Morrison [email protected]
• Steve Ramano (IL-PBIS)[email protected]
• Jennifer Rose [email protected]
• Dr. Lynda Stone [email protected]
• Stacey Weber [email protected]
• “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!
Who do we have in the room?
• Years of PBS implementation
• Roles
Presentations• Brad Engel, Assistant
Principal– Kent Island High School– Queen Anne’s County,
Maryland• Adam Sheinhorn,
Administrator– North County High School– Anne Arundel County,
Maryland• Bruce Butler, Principal
Teresa FennessyMarla FullertonFrances Walker, PBS Coach– South Lakes High School– Fairfax County, Virginia
• Aaron Engley, AdministratorCarrie Jones, PBS CoachGarrett Hubbard
West Potomac High SchoolFairfax County,
Virginia
• Panel Discussion
What you will hear next…
• Description of schools
• Key components (e.g., buy-in)
• Examples of teaching, acknowledging, and policies (redirection)
• Implementation data
• Outcome data
Ready (Lesson’s Learned)
• Take time to build foundation– Identify priorities
• Share priority perceptions and organized outcome data
– Link approach with local need• Link to top three priorities (school improvement)
– Address philosophy of staff• Behavior• Discipline
Question
• What are at least three things you can do to supports students from diverse backgrounds in your schools?
Task Force, 2006
• Help African-American males…transition from high school to college
• In areas of high need, provide…mental health services needed to support greater academic achievement.
• Increase and improve in-school, supervised suspension programs focused on academic development and behavioral counseling.
(Task Force on the Education of Maryland’s African-American Males, 2006)
Task Force, 2006
• Futures planning
• Wraparound
• Schoolwide behavior and academic support
(Task Force on the Education of Maryland’s African-American Males, 2006)
Big Ideas: Get Set!
What IDEA says about PBS
• Consider if Impedes
• School-wide
• General education
• Incidental benefit
• Service not a place
• School-improvement
• FBA/BIP
Principles
• Behavior• Reinforcement• Punishment• Setting events• Discipline• Shaping
Principles
• Behavior = Purposive & Communitive
• 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 steps
Punishment• Punishment stops a behavior• Alone, it has some major side effects
- Increases escape/avoidance- Encourages “sneaky” behaviors- Generates desire for revenge- Makes behavior harder to change- Does not teach- You can’t find a big enough hammer- It works both ways- It makes us filter (e.g., He’s always mean
to me!)
AcknowledgmentSystems
AdministrativeSupports
EngagingSchools
Instructing Behavior
GroupSupports
DataTeams Individuals
• Representative• Top 3 goal• Use data• Have mission• Meet regularly
• Identify concerns• Prioritize• Simple questions• Useful presentation
• Address skill deficits• Function-based• Multiple students
• Data driven• Team based• Comprehensive
• Knows the team• Attends training• Anticipates needs• Plans meetings• Liaison between team and staff
• Ask questions• Identify concerns• Build on strengths• Pacing
• Clear responses for + and – behavior• Encourage, discourage and monitor behavior• Prompt and reward staff
• Across settings• Examples/ non-examples• Re-teaching• Pre-teaching• Prompting
Structure of
Prevention
Key Features of Prevention
• Pro-activity
• Data-based decision-making; and
• Problem-solving orientation
(Horner, 2000; Lewis & Sugai, 1999; Sugai, et al., 2000; Weigle, 1997).
Key Prevention Strategies
• Multiple approaches to changing behavior:
Changing systems
Alteringenvironments
Teaching skills
Improvingquality of life
Systems, Practices &
Data: Go!
PROPORTIONS WHO RESPOND TO A CONTINUM OF SUPPORTS
Students who respond to intensive academic behavior support
Students who respond to less intensive academic behavior support
Students who would respond to effective core academic and behavior curriculum
National Standard
Schoolwide support
Group Support
1
1-7%
5-15%
80-90%
Individual Support
OSEP-PBS
Blueprint for Prevention
UniversalInstruction
GroupInstruction
Individual Supports
How do you Teach What is Expected in your
Home/School?
ImplicitlyIndirectly
Explicitly Directly
We are always teaching!
Examples of Universal Supports
Effective core curriculumModifying academic curriculum
(Universal Learning Design)Academic screening Improving classroom management Embedding social skills instruction
Modified from Online Academy – Access 2002
Building Level Systems
• Administrative Commitment
• Staff Commitment/Priority
• Team
• Self-Assessment
• Data system
Schoolwide Supports
• Identify expectations of the setting
• Evaluate implementation and evaluation of core curriculum
• Develop team/plan/support
• Directly teach expectations
• Consistent consequences
• Acknowledgement• Collect data
– Process, academics and behavior
• Communicate with staff
• On-going evaluation
Key Elements
• Systems– Administrative Commitments, Representative
Teams, Audit of practices, Priority
• Practices– Based on evidence
• Data– Process and impact
• What and with whom?
Systems/Data
• System - SET Information– Overall Score approximately 80%– Teaching @ 70%– Acknowledgment @ 50%
• Impact data– School has access to discipline and
attendance data
Practice
• To address tardies (high school) – names of students from class were put into a drawing. Four students’ names were drawn at random weekly, if the student did not have a tardy they could choose a prize.
Report from School
• Teachers were not able to sustain, teachers did not remember to conduct drawings.
• We can use department chairs to provide reminders and support to staff (System)
Can it be done?
CSEIT Research Team 2008
Teaching Expectations
Examples• Staff orientation
meetings• Assemblies• Lesson plans for
homerooms• Posters• Booster weeks
Key Elements• Rationale• Negative
examples• Positive examples• Practice
Teaching• Identify areas of need• Develop plans and post• Lesson
- Identify expectation- Rationale- Non-example/example- Practice/Feedback (Set limits and pre-teach
stop prompt)- Evaluation
• Booster Sessions as necessary
Acknowledgement
• Frequent (Daily)
• Intermediate (Weekly/Monthly)
• Large (Quarterly/Bi-Annually)
• Includes staff and students
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• Specific/Immediate• Training• Rationale• Developmentally
appropriate• Don’t forget the big
people
Buzzy Buck
CONGRATULATIONS!!!
DIVISIONS: Freshman div. 132 Mr. W
Sophomore div. 040 Mr. J & Ms. M Junior div. 903 P
Senior div. 816 Mr. W
YOU WERE ONE OF THE TOP DIVISIONS OF YOUR CLASS WITH THE LEAST NUMBER OF LOANER SHIRTS CHECKED
OUT FOR THE MONTHS OF November and December!
Be Appropriate and be in uniform; was our school wide goal for November and December!
Thank you for your dedication to making this a
PARR-FECT and APPROPRIATE school!
We will be having a large Pizza party for you this Thursday January 17th at 11:00am!
In the social room following finals students MUST have their ID’s on to gain entrance to the party!
Gold and Silver ID Cards
Birthday Cards and Pencils
Policies
• Clear on office v.s. class– Classroom management
• Communicated with staff– Teach, post, remind
• 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
W h a t i s a l l o f t h i s t a r d y b u s i n e s s ?
Definition of ON TIME:
Student is 100% through the threshold of the classroom before the second bell rings.
INAPPR OPR IATE entrance to class:
Appropriate way to enter the classroom:
Redirecting
• Equip teachers to handle minors
• Hallway issues
• Saving face
0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%
100.00%
Per
cen
tag
e
2002-2003 2003-2004 2004-2005
Year
Proportion of Students With Office Discipline Referrals
6 + Referrals to Office 21.00% 16.00% 13.13%
2 to 5 Referrals to Office 33.00% 25.00% 23.47%
0-1 Referrals to Office 46.00% 59.00% 63.40%
2002-2003 2003-2004 2004-2005
(02-03 compared to 03-04 X2 = 53.199, df = 2, p = .000)
(03-04 compared to 04-05 X2 = 6.324, df = 2, p = .042)
School 2 School-wide Evaluation of PBS 2005-2008
0
20
40
60
80
100
120
SET Category
Perc
en
tag
e o
f Im
ple
men
tati
on
2005-2006
2006-2007
2007-2008
0.665531
0.558752
0.5
0.55
0.6
0.65
0.7
pe
r d
ay
pe
r m
on
th p
er
10
0 s
tud
en
ts p
er
av
era
ge
da
ily
en
roll
me
nt
2005-2006 2006-2007
Year
Office Referrals by Year
17.9%
decrease
School 1 Office Referrals By Month By Year
0
0.5
1
1.5
2
2.5
3
3.5
4
Per
Day
Per
Mon
th P
er 1
00 S
tude
nts
Per
Ave
rage
Dai
ly E
nrol
lmen
t
02-03
03-04
04-05
05-06
September October November December Jan uary February March April May June
Months
Houston County H.S. SET Results
0102030405060708090
100
SWPBS Feature
Per
cent
in P
lace Fall 2003
Winter 2004
Fall 2005
Accessed 3-7-06 = http://web.utk.edu/~swpbs/schools/data/hchs/HCHS%20SET%209%2028%2005.doc
Supporting Adult Behavior
ICEPS Project, 2008http://www.luc.edu/cseit
CSEIT Research Team
Effective Meetings
• Scheduling and
communication • Creation and use of
an agenda • Meeting begin and
end on-time • Keeping the
meeting on track
• Action plan/delegating
tasks
• Meeting Participation
• Dissemination of meeting notes
Shaping
• Do not train what you cannot support– Teaching components– Rationale– Resources– Modeling– Practice– Feedback (Coaching)
Coaching
• Do you give time?• Do you use evidence-based approaches?• Do coaches get the professional development
they need?• Is the coaching relationship protected?• Do coaches and administration work together?• Are they the right people?• Are the coaches effective?
Knight, 2008
Punch Line
• Invest in local capacity
• Tie into greater mission
• Ask before you tell
• Do not train what you cannot support
• Remember your humanity
Final Thoughts
• Ask before you tell
• Do not train what you cannot support
• Remember your humanity– Make things work together
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
• Scaling Up– http://sisep.fmhi.usf.edu/
• PBS Evaluation from the University of Oregon– https://www.pbseval.org/
