Center for School Evaluation, Intervention, & Training, Loyola University of Chicago \cseit Nonpublic Special Education Programs Annual Conference:

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

www.luc.edu\cseit

Nonpublic Special Education Programs Annual Conference:

Teaching, Acknowledging, and Redirecting

Dr. Hank BohanonLoyola University of Chicago

hbohano@luc.eduhttp://www.luc.edu/cseit

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

www.luc.edu\cseit

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

• 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

• Systems, Practices, Data

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

www.luc.edu\cseit

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 you

• Staff and Leadership of CPS Schools

• Research Team from Loyola

– Dr. Pamela Fenning – pfennin@luc.edu– 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

Colleagues

• Gina Bartucci gbartucci@luc.edu

• Alissa Briggs abriggs@luc.edu

• Dr. Pamela Fenning, pfennin@luc.edu

• Kira Hicks khicks@luc.edu

• Lisa Lewisllewis2@luc.edu

• Lauren McArdle lmcardl@luc.edu

• Jennifer Millsjmills1@luc.edu

• Dr. Diane Morrison dmorriso@luc.edu

• Steve Ramano (IL-PBIS)sromano11@comcast.net

• Jennifer Rose jenjames@aol.com

• Dr. Lynda Stone lwstone680@sbcglobal.net

• Stacey Weber sweber1@luc.edu

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

www.luc.edu\cseit

• “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.”

Thank you!

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

www.luc.edu\cseit

Ideas

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

www.luc.edu\cseit

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

Principles

Behavior Reinforcement Punishment Setting events Discipline Shaping

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

www.luc.edu\cseit

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

• 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

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

• 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

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

www.luc.edu\cseit

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

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

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

www.luc.edu\cseit

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

www.luc.edu\cseit

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

www.luc.edu\cseit

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

www.luc.edu\cseit

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

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

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

www.luc.edu\cseit

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

www.luc.edu\cseit

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

www.luc.edu\cseit

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

www.luc.edu\cseit

CONGRATULATIONS!!!

DIVISIONS: Freshman div. 132 Mr. W

Sophomore div. 040 Mr. J & Ms. M Junior div. 903 P

Senior div. 816 Mr. W

YOU WERE ONE OF THE TOP DIVISIONS OF YOUR CLASS WITH THE LEAST NUMBER OF LOANER SHIRTS CHECKED

OUT FOR THE MONTHS OF November and December!

Be Appropriate and be in uniform; was our school wide goal for November and December!

Thank you for your dedication to making this a

PARR-FECT and APPROPRIATE school!

We will be having a large Pizza party for you this Thursday January 17th at 11:00am!

In the social room following finals students MUST have their ID’s on to gain entrance to the party!

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

www.luc.edu\cseit

Gold and Silver ID Cards

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

www.luc.edu\cseit

Birthday Cards and Pencils

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

www.luc.edu\cseit

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

www.luc.edu\cseit

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

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

www.luc.edu\cseit

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

W h a t i s a l l o f t h i s t a r d y b u s i n e s s ?

Definition of ON TIME:

Student is 100% through the threshold of the classroom before the second bell rings.

INAPPR OPR IATE entrance to class:

Appropriate way to enter the classroom:

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

www.luc.edu\cseit

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

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

www.luc.edu\cseit

0%

20%

40%

60%

80%

100%

Mea

n %

Stu

dent

s w

ith O

DR

s

1

Percentage of students with referrals, adjusted per day, per month, per average daily enrollment 2002-

2003

% 6+

% 2-5

% 0-1

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

www.luc.edu\cseit

0%

20%

40%

60%

80%

100%

Mea

n %

Stu

dent

s w

ith O

DR

s

1

Percentage of students with referrals, adjusted per day, per month, per average daily enrollment 2003-

2004

% 6+

% 2-5

% 0-1

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

www.luc.edu\cseit

School-wide Evaluation of PBS 2005-2008

0

20

40

60

80

100

120

SET Category

Perc

en

tag

e o

f Im

ple

men

tati

on

2005-2006

2006-2007

2007-2008

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

www.luc.edu\cseit

School 1 Office Referrals By Month By Year

0

0.5

1

1.5

2

2.5

3

3.5

4

Per

Day

Per

Mon

th P

er 1

00 S

tude

nts

Per

Ave

rage

Dai

ly E

nrol

lmen

t

02-03

03-04

04-05

05-06

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

0.665531

0.558752

0.5

0.55

0.6

0.65

0.7

pe

r d

ay

pe

r m

on

th p

er

10

0 s

tud

en

ts p

er

av

era

ge

da

ily

en

roll

me

nt

2005-2006 2006-2007

Year

Office Referrals by Year

17.9%

decrease

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

www.luc.edu\cseit

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 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