high school positive behavior support: from encouraging staff participation to fidelity and...
TRANSCRIPT
High School Positive Behavior Support: From encouraging staff participation to
fidelity and sustainability
Dr. Hank Bohanon
Center for School Evaluation Intervention and TrainingLoyola University of Chicagohttp://www.luc.edu/cseit
“Character Education: Application of Positive Behavior Supports” to U.S. Department of Education, Safe and Drug Free Schools. Awarded 2007. Q215S070001
Thank you!
Thank you!
• Louisiana Positive Behavior Support Project
• Louisiana State University
• Illinois PBIS Network
• 5 ICEPS partnership districts and related schools
• Center for School Evaluation, Intervention and
Training, Loyola University of Chicago
Purpose
• Participants will have an increased understanding of the issues of high school behavior support in general, methods for increasing the success of their teams, and ways to address buy-in and implementation.
Examples
– Oberlin HS – Policy, acknowledgement– Sulphur HS – teaching, acknowledgement– St. Martinville – teaching– West Monroe HS – saving time– Abbeville HS – accessing information to plan
What is working well?
• Improved defined expectations• Improved teaching of expectations• Improved acknowledgment• Communication• Consistency• High levels of overall implementation• Climate (academic and behavior)
Things to work on..
• Addressing problem behavior consistently• Strategies for the classroom• Acknowledgment systems• Addressing unstructured settings• Staying out of power struggles• Staff support (e.g., time, people)• Tardiness, respect, defiance…
NCES 2007
• In 2003 were school rules enforced by other teachers?– Elementary 79 % said yes– High School 56% said yes
NCES 2007
• In 2005 for high school students during the previous 12 months : – 36 % reported being in fight anywhere– 14 % reported being in a fight on school property
(Indicator 13)
NCES 2007Happens at least once a week1
Student bullying
Student verbal
abuse of teachers
Wide-spread
disorder in classrooms
Student acts of
disrespect for teachers
School level3
Primary 20.6 6.1 0.8! 12.1
Middle 43.0 16.0 5.2 30.5
High school 22.3 17.3 4.8 30.4
SOURCE: U.S. Department of Education, National Center for Education Statistics, 2005–06 School Survey on Crime and Safety (SSOCS), 2006.
Question
• What are some of the key factors for high school PBS, including buy in?– Take 2 minutes– Come back when my hand goes up
High School IssuesSystems• Slow down, start with systems• Address buy in• You need administrative team support• Professional development connects high schools• Continuous support and professional development• Healthy teaming• Choose priorities
Flannery, 2009; R324A070157
Leadership and Healthy Teaming
• Core group of leaders• Clear communication of goals• Will and capacity• Working efficiently• Professional learning communities
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 Tardies-- Small Learning Communities (SLC)
Designing School-Wide Systems for Student SuccessA Response to Intervention Model
Academic Systems Behavioral Systems
INITIATIVE COMMITTEE ROLE/TITLE RESPONSIBILITY WORK WITH WHOM BRING TO THE TABLE
Who You Gonna Call?Maintaining and Sustaining Healthy Teams
(Marla Israel, December 2008)
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
Buy in and order
• Do not train what you cannot support– Commitments– Teams
• Take your time• Ask before you tell• Prepare people
– For teams– For PBS
Background• Components needed for successful systems
change (Kotter, 1995)– Created sense of urgency– Core group of leaders– Long-term vision for change
Implementation
• Train only what you can support• Support what you train
– Teach– Model– Guided practice– Independent practice– Feedback
Teach the Basics
• Teach one lesson• Practice one acknowledgement• Try one redirection• See handouts
Resources• Great article on professional development
• http://www.kucrl.org/partnership/ • High Schools and PBS
• http://www.pbis.org/school/high_school_pbis.aspx• CSEIT Website
• http://www.luc.edu/cseit • New Hampshire APEXII
• http://www.iod.unh.edu/apex.html• Look IRIS
• http://www.lookiris.com/ • Maryland PBIS
• http://www.pbismaryland.org/• MiBlsi
• http://miblsi.cenmi.org/MiBLSiModel/Implementation/HighSchool.aspx