Title: Primary, Secondary, and Tertiary Support within an Urban High School: Preliminary Findings and Lesso
1Primary, Secondary, and Tertiary Support within
an Urban High School Preliminary Findings and
Lessons Learned
- Oregon PBIS Network
- 6th Annual Statewide PBS Conference
- March 12, 2008
- 100 215
2Advanced Organizer
- Introductions
- Universal Systems
- Targeted Group Interventions
- Individual Student Case Study
- Discussion
3Presenters and Contact Information
- Pamela Fenning, pfennin_at_luc.edu
- Hank Bohanon, hbohano_at_luc.edu
- Kimberly Thier, kthier_at_luc.edu
- Kira Hicks, khicks_at_luc.edu
- Brigit Aikins, baikins_at_luc.edu
Center for School Evaluation, Intervention
Training www.luc.edu\cseit
4Thank you!
- Dr. Lucille Eber, Steve Romano, Illinois PBIS
Network - 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.
5Current Loyola Team
- Brigit Aikins
- Dr. Kelly Morrissey
- Kira Hicks
- Agnes KielianĀ
- Bret Patrick Roberts
- Jennifer Rose
- Dr. Kimberly Thier
- Stacey Weber
- Bhavana Shanbhag
- Wendy Warren
- Suzanne Budak
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7Critical Systems Components
- Commitments Administrative representation, 80
of staff support, Top 3 goal, representative team - Self-assessment
- Capacity Internal coordination, External
coaching
(OSEP, 2003)
8Primary Behavior Practices
- Identify expectations of the setting
- Develop team/plan/support
- Directly teach expectations
- Consistent Consequences, Acknowledge/Reinforce
(Tall, Grande, Venti) - Collect Data
- Communicate with staff
- On-going evaluation
9Organization of Systems, Practices, and Data
- 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
10Leadership Development
- Meeting guidelines Please do dont
- Sessions for leadership team (internal coach and
committee chairs) - Review of PBS model
- Effective meetings
- Effective delegation and follow up on tasks
- Action planning
11Action Plan Sample
12School Demographics
- 90 Low income
- 18 Limited English Proficiency
- 19 Dropout rate
- 44 Mobility rate
- 78 Average Daily Attendance
- 20 Qualify for Special Education
13Teaching Expectations
- Examples
- Staff orientation meetings
- Assemblies
- Lesson plans for homerooms
- Posters
- Booster weeks
- Key Elements
- Rationale
- Negative examples
- Positive examples
- Practice
14Acknowledging 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
- Dont forget the big people
15Data-Based Decision-Making Tools
- Self-Assessment Survey
- 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
16- 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
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1817.9 decrease
19Office Disciple Referrals by Month by Year
ODR per day per month per 100 students per
average daily enrollment
Sept Oct Nov Dec Jan
Feb March April May
June
Months
20Sustainability 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
21Secondary 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 traditional In School Suspension
- Tardy Intervention
22ISS Alternative
- Key Elements
- Schedule
- Social skills instruction tied to SW expectations
- Academic assessment skill-based instruction
- Intervention plan to share with referring teacher
- Data for Decision-Making
- Criteria for inclusion
23ISS schedule AM-745-1115 PM-1115-239
24Next Steps
- Establish the system
- Team
- Self-assessment
- Administrative support
- On-going review of data
- Capacity building
25Tertiary Support Case Study
26? Old Friends Manny Steve, Larry S. ? Auntie
Tonya ? Doug S.
- Immediate family Mom, Vince, and Sarah
- Cousins Doug, Steve, Lil Carl, Ret
- Neighbor Eddie
- Non-judgmental FHS staff Ms. Pen, Ms. P, G.B.,
Ms. W., E.S.
M.
27Ed-Info ToolMath class
28Ed-Info Tool Student M
29YFC-TCommunitySafety/medical/basic needs
30Resources
- Great article on professional development
- www.ku-crl.org/archives/pd/partnership.html
- High Schools and PBS
- www.pbis.org/highschool.htm
- Tennessee Examples
- http//web.utk.edu/swpbs/
31High School References
- Bill and Melinda Gates Foundation reports
- www.gatesfoundation.org/nr/downloads/ed/policy.pdf
- Joint Center for Poverty Research
- www.cpr.maxwell.syr.edu/faculty/smeeding/classes/p
pa781/childsummary.pdf - Office of the Superintendent of Public
Instruction - www.k12.wa.us/research/pubdocs/pdf/9charactfor20S
IP.pdf
32High School References
- National Center for Educational Statistics
(2003). Violence and crime at school - public
school reports. - http//nces.ed.gov/pubs2004/crime03/7.asp?nav2
- Office of Vocational and Adult Education, High
School Leadership Summit, 2004 - http//www.ed.gov/about/offices/list/ovae/pi/hsini
t/papers/index.html
33High School References
- National Governor's Association (2003). Reaching
new heights A Governor's' guide to turning
around low-performing schools. - www.nga.org/cda/files/0803REACHING.PDF
34High 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.
35Additional 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.