Overview of schoolwide positive behavior support potentially essential components
Download
1 / 38

- PowerPoint PPT Presentation


  • 166 Views
  • Uploaded on

Overview of Schoolwide Positive Behavior Support: Potentially Essential Components . Dr. Hank Bohanon Center for School Evaluation Intervention and Training http://www.luc.edu/cseit Loyola University of Chicago [email protected] Session 33. Welcome. Welcome Issues of staff readiness

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about '' - wan


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Overview of schoolwide positive behavior support potentially essential components l.jpg

Overview of Schoolwide Positive Behavior Support: Potentially Essential Components

Dr. Hank Bohanon

Center for School Evaluation Intervention and Training

http://www.luc.edu/cseit

Loyola University of Chicago

[email protected]

Session 33


Welcome l.jpg
Welcome Potentially Essential Components

Welcome

Issues of staff readiness

Team formation

Systems supports, data access, and practices

Wrap up


Readiness l.jpg

Readiness Potentially Essential Components

How do you prepare your school for implementation?


Slide4 l.jpg

Principles Potentially Essential Components

  • Behavior

  • Reinforcement

  • Punishment

  • Setting events

  • Discipline

  • Shaping

Center for School Evaluation,

Intervention, & Training

www.luc.edu\cseit


Slide5 l.jpg

Principles Potentially Essential Components

  • Behavior = Purposive & Communicate

  • 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

www.luc.edu\cseit


Slide6 l.jpg

Working Smarter (Sugai, 2008) Potentially Essential Components


Designing school wide systems for student success a response to intervention model l.jpg
Designing School-Wide Systems for Student Success Potentially Essential Components A Response to Intervention Model

Tertiary Interventions/Tier 3:

*Young Leaders

*National Honor Society; Eyes on the World

Secondary/Tertiary-SLC teams

Tertiary Intervention/Tier 3:

- Assessment based…Wraparound,

Secondary Interventions/Tier 2:

Secondary/Tertiary-SLC teams

AVID; Mentor Moms

Credit Recovery

After School Matters

ELL

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 Intervention

Tier 1:

In-House Tutoring; Summer

School (freshman Connection),ASPIRA;_

Service Learning;

Attendance andTardies_

SLC; PARR; Freshman Seminar

  • Universal Intervention/Tier 1:

  • -PARR

  • Attendance and Tardy

  • - Small Learning Communities (SLC)

Academic Systems

Behavioral Systems

1-5%

1-5%

5-10%

5-10%

80-90%

80-90%


Activity designing school wide systems for student success a response to intervention model l.jpg

Tertiary Interventions/Tier 3: Potentially Essential Components

_______________________

_______________________

_______________________

Tertiary Intervention/Tier 3:

______________________

______________________

______________________

Secondary Interventions/Tier 2:

________________________

________________________

________________________

Secondary Interventions/Tier 2:

________________________

________________________

________________________

Universal Intervention

Tier 1:

__________________

__________________

__________________

Universal Intervention/Tier 1:

______________________

______________________

______________________

ACTIVITYDesigning School-Wide Systems for Student SuccessA Response to Intervention Model

Academic Systems

Behavioral Systems

1-5%

1-5%

5-10%

5-10%

80-90%

80-90%


Interview questioning route l.jpg
Interview Questioning Route Potentially Essential Components

Introductory Questions

Opening Questions

Key Questions

Data

Staff Buy-in

Supports


Readiness activity l.jpg
Readiness Activity Potentially Essential Components

Using the following slides

Answer as best you can

Determine if you would follow-up

Determine time line for next steps

Summarize using form


Needs assessment participants l.jpg
Needs Assessment Participants Potentially Essential Components

Individual Interview

Principal

Group Interviews

School Administrative Leadership Team

Assistant Principals

Professional Development Coordinator

Curriculum Coordinator

School Improvement Coach

Representation from School-wide or Leadership Team

General Education Teacher

Special Education Teacher

Counselor

Support Staff

Security

Assistant Teachers

Clerical

Janitorial

Cafeteria


Introductory and opening questions l.jpg
Introductory and Opening Questions Potentially Essential Components

Introductory Questions

What should we be asking you about your school regarding discipline/behavior?

Opening Questions

What are the top three initiatives in your building?

Are these initiatives meeting your needs?

Do you still have unmet needs? If so, what are they?


Key questions and data l.jpg
Key Questions and Data Potentially Essential Components

Key Questions

What are some systematic barriers when implementing initiatives in your building?

What are some ways you have found to facilitate success when implementing initiatives in your high school?

Data

Of the initiatives that you have tried, how do you know that they are working?


Staff buy in l.jpg
Staff Buy-In Potentially Essential Components

Staff Buy-in

What are ways that you have encouraged staff-buy-in to your school’s initiatives?

What has worked?

What has not worked as well? (e.g. Professional Development)


Supports l.jpg
Supports Potentially Essential Components

What kind of supports are in place in your school to develop and sustain your initiatives?

Administrative Support

Budget

Professional Development

Coaching


Closing l.jpg
Closing Potentially Essential Components

Is there anything else that is important for us to know about your experiences with your school initiatives or your high school in general?

In closing “Thank” individuals for participating in the interview group and let them know that their responses will help us to plan our work together.


Data analysis l.jpg
Data Analysis Potentially Essential Components

  • 1-2 hours of ICEPS Professional Development team time needed

  • Whole team read over the transcripts for all focus groups

  • Categorized themes:

    • Common Themes

    • Unique Themes

    • Celebrations

    • Challenges

    • Next Steps


Team set up l.jpg

Team Set Up Potentially Essential Components


District support l.jpg
District Support Potentially Essential Components

District Leadership Team

Top three goals

Identifying a District External Coach

Identifying an Internal Coach

Involvement of family and community

Staff-release time for professional development


Slide23 l.jpg

Critical Steps Potentially Essential Components

  • Obtain administrative commitment

  • 80% of staff support

  • Top 3 goals

  • Representative team

  • Conducting a self-assessment

  • Internal/external coaching

  • Formalize data system

(OSEP, 2003)


Slide24 l.jpg

Identify expectations of the setting Potentially Essential Components

Evaluate core curriculum

Develop team/plan/support

Directly teach expectations

Consistent Consequences

Acknowledgment

Collect Data

Communicate with staff

On-going evaluation

School wide Supports


Slide25 l.jpg

CHAIR Potentially Essential Components

Ad-hoc Tertiary

External Coach for Secondary & Tertiary Supports

Administrative Designee &

Internal Coordinator

Co-CHAIRS

Ad-hoc Secondary Individual

Secondary & Tertiary Supports Leadership Team

Co-CHAIRS

Ad-hoc Secondary Group

State-wide or District-wide Coordinator

Administrator

CHAIR

Acknowledgement Committee

CHAIR

Communication Committee

External Coach for Primary Supports

Administrative Designee &

Internal Coordinator

Primary Supports Leadership Team

Co-CHAIRS

Data

Committee

Co-CHAIRS

Teaching

Committee


Cairo a way to access linkages l.jpg
CAIRO: A way to access linkages Potentially Essential Components

Consulted

Approval

Informed

Responsible

Out of Decision Loop

(Bolman & Deal, 2002)


Systems data practices l.jpg

Systems, Data, Practices Potentially Essential Components


Data system criterion l.jpg
Data System Criterion Potentially Essential Components

Allow easy data entry;

Permit access to graphic displays of schoolwide (as well as individual student) data; and to

Provide administration, teams, and faculty with information that is accurate and recent (e.g., within 48 hours)

(Horner, Sugai, Todd, & Lewis-palmer, 2005)


Using office discipline referrals rationale l.jpg
Using Office Discipline Referrals: Rationale Potentially Essential Components

Plan targeted teaching sessions around time, location, and type of expectation

Help to focus acknowledgements

Help to identify any needed changes in policy

Determine the level of concern (e.g. school- wide, group, individual)

Celebrating successes

Problem Solving

(see page 363 Horner, Sugai, Todd & Lewis-Palmer, 2005 for Rules of ODRs)


See big five l.jpg
See Big Five Potentially Essential Components

Per day per month

Location

Time of day

Type

By student

Would suggest grade level as well


Slide35 l.jpg

Is the behavior office- managed? Potentially Essential Components


Next steps l.jpg
Next Steps Potentially Essential Components

Define Office vs. Class

Define office referrals

Flow chart for discipline process

Determine how data are entered and presented (Big Five)


Slide37 l.jpg

Please complete evaluations Potentially Essential Components

Dr. Hank Bohanon

Center for School Evaluation Intervention and Training

http://www.luc.edu/cseit

Loyola University of Chicago

[email protected]

Session 33


Share with the group l.jpg
Share with the group Potentially Essential Components

Great article on professional development

http://www.ku-crl.org/archives/pd/partnership.html

High Schools and PBS

http://www.pbis.org/school/high_school_pbs.aspx

Tennessee Examples http://web.utk.edu/~swpbs/

CSEIT Website

http://www.luc.edu/cseit

New Hampshire APEXII

http://www.iod.unh.edu/apex.html

Maryland PBIS

http://www.pbismaryland.org/


ad