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Nonpublic Special Education Programs Annual Conference: Teaching, Acknowledging, and Redirecting. Dr. Hank Bohanon Loyola University of Chicago [email protected] http://www.luc.edu/cseit. Welcome. Greetings and Key Elements Principles Teaching and Acknowledging Redirection. Powerpoint.

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nonpublic special education programs annual conference teaching acknowledging and redirecting

Nonpublic Special Education Programs Annual Conference:Teaching, Acknowledging, and Redirecting

Dr. Hank Bohanon

Loyola University of Chicago

[email protected]

http://www.luc.edu/cseit

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

welcome
Welcome
  • Greetings and Key Elements
    • Principles
    • Teaching and Acknowledging
    • Redirection

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

powerpoint
Powerpoint
  • Participants will have an increased upstanding of approaches to creating a supportive environment for all students.

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

general theme
General Theme
  • Systems, Practices, Data

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

thank you
Thank you!
  • ISBE
  • Chicago Public Schools
  • IL-PBIS
  • University of Kansas
  • Loyola University and CSEIT

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

thank you6
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)

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

slide7
Gina Bartucci [email protected]

Alissa Briggs [email protected]

Dr. Pamela Fenning, [email protected]

Kira Hicks

[email protected]

Lisa Lewis

[email protected]

Lauren McArdle [email protected]

Jennifer Mills

[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]

Colleagues

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

slide8

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.”

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

ideas

Ideas

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

what idea says about pbs
What IDEA says about PBS
  • Consider if Impedes
  • School-wide
  • General education
  • Incidental benefit
  • Service not a place
  • School-improvement
  • FBA/BIP

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

slide11

Principles

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

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

slide12

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

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

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

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

slide14

Shaping

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

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

shaping
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?

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

teaching

Teaching

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

teaching expectations
Teaching Expectations

Examples

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

Key Elements

  • Rationale
  • Negative examples
  • Positive examples
  • Practice

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

slide18

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

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

slide19
Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

slide20
Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

slide21
Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

slide22
Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

acknowledgement
Acknowledgement
  • Frequent (Daily)
  • Intermediate (Weekly/Monthly)
  • Large (Quarterly/Bi-Annually)
  • Includes staff and students

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

acknowledging students and staff
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

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

buzzy buck
Buzzy Buck

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

slide26
Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

slide27
Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

slide28
Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

slide29
Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

gold and silver id cards
Gold and Silver ID Cards

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

birthday cards and pencils
Birthday Cards and Pencils

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

slide32
Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

policies
Policies
  • Clear on office v.s. class
    • Classroom management
  • Communicated with staff
    • Teach, post, remind
  • Support what you train/expect

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

slide34
Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

il public school
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

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

slide36
Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

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

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

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

Effective Meetings

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

slide39
Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

slide40
Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

slide41
Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

slide42

School 1 Office Referrals By Month By Year

4

3.5

3

2.5

02-03

Per Day Per Month Per 100 Students Per Average Daily Enrollment

03-04

2

04-05

05-06

1.5

1

0.5

0

September October November December Jan

uary February March April May

June

Months

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

slide43

17.9%

decrease

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

share with the group
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

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

share with the group45
Share with the group

Road Map to Secondary Supports (Vol 22, # 1)

http://www.internationalsped.com/documents/4%20Raver.doc

New Hampshire

http://www.seresc.net/ed_nhcebis.php

Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

www.luc.edu\cseit

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