Center for School Evaluation, Intervention,

1
Teaching, Acknowledging, and Redirecting

• Dr. Hank Bohanon
• Loyola University of Chicago
• hbohano_at_luc.edu

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Welcome

• Greetings and Key Elements
• Communication
• Supporting practices
• Teaching
• Acknowledging
• Redirection
• Effective teams
• Charge

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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.

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General Theme

• Systems, Practices, Data

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Thank you!

• APEX II
• NH-CEBIS
• Chicago Public Schools
• IL-PBIS
• University of Oregon
• University of New Hampshire
• University of Kansas
• Loyola University and CSEIT

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Thank you

• Staff and Leadership of CPS Schools
• Research Team from Loyola
• Dr. Pamela Fenning pfennin_at_luc.edu
• Contact about policy and group level supports
• See article
• Journal of School Violence (2004), Vol. 3, (1)

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Team

• Dr. Pamela Fenning, pfennin_at_luc.edu
• Dr. Lynda Stone, lwstone680_at_sbcglobal.net
• Stacey Weber, sweber1_at_luc.edu
• Kira Hicks, khicks_at_luc.edu
• Brigit Aikins, baikins_at_luc.edu
• Jennifer Rose, jenjames_at_aol.com
• Gina Bartucci gbartucci_at_luc.edu
• Alissa Briggs abriggs_at_luc.edu
• Lisa Lewis llewis2_at_luc.edu

Center for School Evaluation, Intervention
Training www.luc.edu\cseit
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Thank you!

• 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.

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What IDEA says about PBS

• Consider if Impedes
• School-wide
• General education
• Incidental benefit
• Service not a place
• School-improvement
• FBA/BIP

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Principles

• Behavior
• Reinforcement
• Punishment
• Setting events
• Discipline
• Shaping

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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

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Presenters and Sponsors

• PPLC Survey
• LSC
• Administration External Coach

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Big Ideas from Assessments

• 60 said discipline needed to be addressed
• Communication in general

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SIPAVision

• Administration
• Vision
• The vision of __________ School is to foster a
  safe and humane learning environment that values
  cultural diversity and empowers all students to
  function effectively in the community and
  contribute to the broader society.

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SIPAMission

• Administration
• Our mission at Foreman High School is to
• Implement a high-quality academic program that
  is grounded in standards-based instruction and
  the use of best practices,
• Increase the literacy level of all students,
• Foster higher-order thinking skills and
  problem-solving strategies,
• Promote good citizenship,
• Provide highly-qualified teachers to all
  students,
• While collaboratively working as members of a
  professional learning community.

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SIPA PRIORITY GOAL 4

• Administration
• Foster a safe, student-centered learning climate
  through providing a range of services and
  activities.

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Referral Data

• Writing a referral is not a bad thing, it is
  necessary!
• We hope you have fewer reasons
• Instructional time given to referrals
• (20 Minutes per referral)
• 77,400 Minutes 1,290 Instructional Hours

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September October November December
January February March April
May June
Months
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What can we do

• Form a representative team
• Summer planning
• Teaching, acknowledging, and tracking
  school-wide expectations in the fall
• Respond on the evaluation

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Punishment

• What comes to mind when I say this word -
  punishment?
• List four or five ideas and share with a
  neighbor.

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The Trials

• Punishment An event that follows a behavior that
  decreases the likelihood that behavior will occur
  in the future.

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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 cant find a big enough hammer
• It works both ways
• It makes us filter (e.g., Hes always mean to
  me!)

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Punishment

• What things have you stopped doing
  professionally?
• What are some the reasons people stop a practice?

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Principals of Behavior

• Behavior can be effected by the consequences
  it produces
• What do you do that does not serve a purpose?
• Certain events/variables can
• trigger certain behaviors (antecedents)

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Question

• Have you ever had a flat on your car, then
  yelled at the dog when you got home?

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Setting Events

• Variables (antecedents) that effect behaviors in
  the future
• This is why quality of life is a factor

(From Smith Iwata, 1997)
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Israel, 2008
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Setting Events

• What are individual factors that influence
  professionals ability to work?

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Setting Events

• Teaching Were you prepared?
• Deprivation Acknowledged?
• Satiation Is Susie on every team?
• Emotion Are problems identified and addressed?
• Aversive stimulation Is professionalism
  supported?
• This is why quality of life is a factor

(From Smith Iwata, 1997)
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Leadership Team

• School leadership teams are discretionary teams
  selected by and including the principal,
  consisting of professional personnel who hold
  designated leadership positions in the school and
  are charged with improving classroom instruction
  (p.17)

Maryland Middle School Steering Committee, 2008
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Leadership teams transform buildings

• supporting the school vision, modeling what is
  valued, facilitating collaborative planning,
  providing ongoing, job embedded professional
  development, and monitoring progress toward
  goals.
• Team members can stimulate change by serving as
  instructional coaches, role models, and mentors
  to teachers (p.17).

Maryland Middle School Steering Committee, 2008
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ICEPS Project, 2008 http//www.luc.edu/cseit
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CAIRO A way to access linkages

• Consulted
• Approval
• Informed
• Responsible
• Out of Decision Loop

Israel, 2008
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Israel, 2008
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How has your environment changed?

• Cost of living
• Access to resources
• Transportation
• Assumptions around experiences
• If I wanted to teach in the inner city
• If I had wanted to be a special education
  teacher

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In Addition The Community

• Information builds relationships
• Information also increases empathy which guides
  teachers' support of students
• Needs of students help identify potential
  partners
• You may need supports for your supports partners
  can help

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Discipline (Another Key Component of Prevention)

• What comes to mind when I say this word -
  discipline?
• List four or five ideas and share with a
  neighbor.

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Discipline

• From Disciplina - to teach

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From Statewide Report 2007
http//www.pbisillinois.org/
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Shaping Behaviors

• What comes to your mind when I say someone is
  shaping behavior?

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Shaping

• Not acknowledging the problem behaviors
• Prompting what you want to see
• Reinforcing behaviors close to the goal
• What About Bob?

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Shaping

• How are new skills of staff supported?
• Think of a skill that you learned as a child.
• How did you learn the skill?
• Who taught you?
• How were you supported?
• What did you have to do to grow?

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Shaping

• Do not train what you cannot support
• Teaching components
• Rationale
• Resources
• Modeling
• Practice
• Feedback (Coaching)

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Middle School Report

• Professional development is most effective when
  it is sustained and continuous based student
  needs, identifies the specific knowledge and
  skills content-specific, aligns
  withcurriculum addresses the cognitive,
  emotional, and social characteristics.
  includes strategies to differentiate instruction
  extends over a period and includes
  learning, reflection, practice, and feedback
  embedded in the school schedule evaluated to
  measure teachers learning outcomes, the
  impact on student learning.

Maryland Middle School Steering Committee, 2008
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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
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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)
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The U-Shaped Curve ofProcessing Information
High
Optimal level
Watch for non-verbal signs
Level of information processing
Low
Low
High
Communication Factors
Center for School Evaluation, Intervention, and
Training (Adapted from Edward Heck, 2000)
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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

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Timeline School 1

• Phase III Implementation 2003-2004
• Summer
• Formed representative team
• Developed expectations, teaching curriculum and
  school-wide acknowledgment system (Cool
  Tickets)
• Pilot
• School year
• Overview to staff explaining program, CARR
  expectations, use of tickets
• Assembly to teach expectations
• School-wide drawings weekly from tickets
• Ongoing communication with staff
• Two school-wide celebrations for improvements in
  referrals dance in December and movie tickets in
  May
• EBS, School-wide Evaluation Tool (SET) and
  climate survey
• Retreat for planning

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Teaching
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Teaching Expectations

• Examples
• Staff orientation meetings
• Assemblies
• Lesson plans for homerooms
• Posters
• Booster weeks

• Key Elements
• Rationale
• Negative examples
• Positive examples
• Practice

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Acknowledgement
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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
• Training
• Rationale
• Developmentally appropriate
• Dont forget the big people

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Policies

• Clear on office v.s. class
• Communicated with staff
• Taught, posted, reminded
• Support what you train/expect

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IL Public School

• 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

• 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

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Redirecting

• Equip teachers to handle minors
• Hallway issues
• Saving face

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Teams
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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

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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
• Maryland PBIS
• http//www.pbismaryland.org/
• Tennessee Examples
• http//web.utk.edu/swpbs/examples.htm

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Share with the group

• Road Map to Secondary Supports (Vol 22, 1)
• http//www.internationalsped.com/documents/420Ra
  ver.doc
• New Hampshire
• http//www.seresc.net/ed_nhcebis.php