Post on 27-Mar-2015
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