10/2/2015

1

Keep Your Silos but Bake Better

Bread: Making Connections

Across MTSS

Hank Bohanon

hbohano@luc.edu

http://www.hankbohanon.net

RtI..Not Just for Breakfast..

PowerPoint's

Enduring Understanding:

• Seeing connections across tiers of support

makes life easier for schools

10/2/2015

2

Essential Questions

• How do you organize systems to enhance

the support in your environment (e.g.,

human, financial, structural)?

• What are some connections between

academic and behavior support?

Essential Questions

• What are effective ways to encourage

teams to work together effectively?

• What are the essential practices of an

effective instructional model?

Thank you!

• Vermont PBIS

• Vermont Agency of Education

• University of Vermont

• Presenters

• Cindy Cole

• Marisa Duncan-Holley

• Ryan Parkman and Chris Amell

10/2/2015

3

• “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.

(Q215S07001)

• “Character Education: Application of Positive Behavior Supports” to U.S. Department of Education, Safe and Drug Free Schools. Awarded 2007. (R324A070157)

Thank you!

Organizing

Building the plane video

Definitions of PBS

Positive behavior support (PBS) is a

broad range of systemic and

individualized strategies for achieving

important social and learning outcomes

while preventing problem behavior.

Turnbull, A., Edmonson, H., Griggs, P., Wickham, D., Sailor, W., Beech, S., Freeman,

R., Guess, D., Lassen, S., McCart, A., Park, J., D., Turnbull, R., & Warren, J. (2002). A

Blueprint for schoolwide positive behavior support: Full implementation of three

components, Exceptional Children, 68 (3), pgs. 337-402.

10/2/2015

4

PRACTICES

Supporting

Staff Behavior

Supporting

Student Behavior

OUTCOMES

Supporting Social Competence &

Academic Achievement

Supporting

Decision

Making

4 PBS

Elements

Key Elements

• Systems – Josh, flight, checklist

– Administrative Commitments, Coaching (external/internal), Representative Teams, Audit of practices, Priority

• Practices

– Based on evidence

• Data

– Process and impact – • dropout

• What and with whom?

http://en.wikipedia.org/wiki/Josh_Groban

http://www.inmagine.com/searchterms/private_jet.html

So what?

• High School principal told staff to handle

classroom behaviors this year..Then

moved on..

– What was

missing?

• Systems

• Practices

• Data

https://www.flickr.com/photos/chanbliss/3308161636/in/photolist-63kccA-ne754-ne7bm-cfYLEu-cfYMAS-cfYMjS-cfYLq3-cfYGcq-cfYLWq-7xBFbZ-5gyyHY-5gyxPm-5gueuT-5gyzdq-5gyz6h-

fQasiB-7P2xA1-bzwa5R-trn6DB-7a5X5d-fvrqWZ-fvFFRC-fvFFPG-jDJ62u-kvPaW-ehktj-nXvJsg-ogL87V-oePiTb-jDHiD3-DSoSt-jDHiXj-jDG6cF-jDG6FB-jDG5Qt-fvFGcq-qLzn4G-r3YQrX-r48ScB-

fvruiF-fvrtU6-fvFKYJ-fvruag-yr8txf-aBjSdV-fvFJnC-fvFJx9-jDHjTC-jDJ45U-jDJ4Vw

Image from Flickr creative commons

10/2/2015

5

McClatchy Students Video, Dean?

Strategies

• Mendler, A. N. & Mendler

B. D. (2011) Power

struggles: Successful

techniques for teachers.

Bloomington, IN: Solution

Tree.

10/2/2015

6

Key Principles

When did you get in trouble when

you knew better?

Key Principles

Schoolwide

Incidental Benefit

Reinforcement

Reinforcement

Shaping

Punishment

Schoolwide

What are the connections

between academic and

behavior support?

Jeff Bliss Video Example

10/2/2015

7

Use of Universal Tools

SBMH

only

SBMH

plus

PBIS PBIS, State RtI

Project, SEL

PBIS,

SEL

SEL

# school = 61 1

(1.6%)

4

(6.6%)

18

(29.5%)

23

(37.7%)

15

(24.6%)

No 1 1 3 11 12

Yes 0 3 15 12 3

(χ2 = 15.14, df=4, p=.004)

20 times more likely to use universal screening with high combination

(Odds ratio = (15/3)/(3/12) = 20) (Bohanon & Wu, 2011)

(Bohanon & Wu, 2011)

10/2/2015

8

ACADEMIC SYSTEMS BEHAVIORAL SYSTEMS

Tier 1 Core Instructional Interventions

• All students

• Preventive, proactive

STUDENTS

Three-Tier Model

80%

80% Tier 1 Core Universal Interventions

• All settings, All students

• Preventive, proactive

Tier 2 Targeted Group Interventions

• Some students (at-risk)

• High efficiency

• Rapid response

Tier 2 Targeted Group Interventions

• Some students (at-risk)

• High efficiency

• Rapid response

15%

15%

Tier 3 Intensive, Individual Interventions

• Individual Students

• Assessment - based

• High intensity

• Of longer duration

Tier 3 Intensive, Individual Interventions

• Individual Students

• Assessment - based

• Intense, durable procedures

5%

5%

Batsche, G. M., Elliott, J., Graden, J., Grimes, J.,

Kovaleski, J. F., Prasse, D., et al. (2005).

Response to intervention: Policy

considerations and implementation.

Alexandria, VA: National Association of

State Directors of Special Education, Inc.

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions/Tier 3: Dig deeper – why? Tertiary Intervention/Tier 3:

Ask questions, Teach what works better * Antibiotics Secondary Interventions/Tier 2:

Can’t do/won’t do Secondary Interventions/Tier 2: Coke test analogy.. Aspirin, Soup*

Universal Intervention Tier 1: Were we clear? Does it work? How do we respond?

Universal Intervention/Tier 1: Be clear on expectations, make sure they work, be humane Rest, Vitamins*

Designing School-Wide Systems for Student Success

A Response to Intervention Model/MTSS

Questions Answers

*Scott, T. examples

Developing futures

plan (i.e., RENEW),

FBA/BIP, Academic

Remediation

Teaching specific

social expectations:

SWPBIS, SEL

Embedding student

choice into the

academic,

behavioral, social

core curriculum: RtI,

SEL, UDL

Explicitly teaching

effective self-

expression, self-

evaluation, problem

solving, goal setting,

within the academic

and behavior core:

SOL, RtI, SEL

Teaching individual

replacement behaviors

classwide: Expectations;

Group interventions

Universal supports

Intensive

supports

Adapted from: Bohanon, H., Castillo, J., & Afton, M. (In Submission). Embedding self-determination and futures planning within a schoolwide framework.

What are you doing?

10/2/2015

9

Evidence-Based Practices

See handout: Examples? Non-examples?

https://www.flickr.com/photos/asterasnowwhite/2132665143/in/photolist-4fst3F-5PU28T-5PUquM-kYruYN-fH3EBm-5PU3ac-9CqkVf-9CnqKD-9CnqGT-9CqkJj-2DouAJ-fH3ET1-fH3EFL-fH3EJY-fH3EPo------9RSbfP-bDN3fK-bwgacS-c8hitm-4x31qr-2gaeE-8PhzKc-8SgYFK-edUyPn-dUHRmn-5PYRCq-aBb3uH-6mrbyM-nkfVg-5PUxe4-2Dj47K-9oBXSD-9oF2CJ-9oEXoh-9oBUEz-9oEZwd-9oF1FG-9oBX2B-9oEZeQ-9oEY1N-9oBW9P-9oEXz9-9oF19N-9oBXzF-9oEXL5

Musical Chairs

• When the music stops, talk with partner

• Can you think of times when these were

applied with success? Or perhaps non-

examples?

Celebration Time!

10/2/2015

10

Taking Your Time to Explore

and

Install Your Systems

Poll # 1

• When you are buying

a car, what is your

first step?

bestig.blogspot.com

Steps

Car http://www.prweb.com/releases/2012/8/prweb9815542.htm

Research http://www.uic.edu/uic/research/

Test drive http://www.familyhyundai.com/family-hyundai-customer-reviews/

Contract http://www.icts.uiowa.edu/content/contract-negotiation

Research Consider Needs

Sample Sign Up

Not First!

10/2/2015

11

What do we know about

implementation

• Successful systems change (Kotter, 1995)

– Created sense of urgency

– Core group of leaders

– Long-term vision for change

• Implementation occurs in stages (Fixsen, et al., 2005)

– Exploration

– Installation

– Initial Implementation

Exploration Examples From 4 High

Schools – Communication -

timeliness

– School climate

– Efficient meetings

– Integration of PD

– Work with PLCs

– Define academic and

behavior expectations

– Use data for decisions

– Braid initiatives

– Align administrative

supports with

strategies

– Students within special

support needs

– Need for increased

school spirit

– Distribute roles

– Parental involvement

See example of questions

10/2/2015

12

PBS Self-Assessment Survey – www.pbis.org

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

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/(First Year Connection) Gear-Up

Secondary Interventions/Tier 2: - AVID, After School Matters - ELL;Gear-up; Summer School(First Year Connection) - In HouseTutoring- Mentor Moms

Universal Intervention Tier 1: In-House Tutoring; Summer School (First Year Connection),ASPIRA;_ Service Learning; Attendance andTardies_ SLC; PARR; First Year Seminar

Universal Intervention/Tier 1: -PARR -Attendance and Tardy -- Small Learning Communities (SLC)

Designing School-Wide Systems for Student Success

A Response to Intervention Model

Academic Systems Behavioral Systems

What are our

priority

months for

support?

10/2/2015

13

Build Case with Data:

Create Urgency (Kotter, 1995)

• Writing a referral is not a bad thing, it is necessary!

• We hope you have fewer reasons

• Instructional time given to referrals

(20 Minutes per referral)

77,400 Minutes = 1,290 Instructional Hours

Healthy Team Functioning

10/2/2015

14

Integration of Efforts

MTSS

Silos are OK, let’s make some bread

https://www.flickr.com/photos/docsearls/5500118475/in/photolist-cXMNUQ-bC1HTo-9o2xAT-9o5AEY-69MYfV-bubVYL-fu5X2f-E9aS-8DnR9y-bxgyP7-5qSgwP-dSA9Bi-5shMyD-8usn4k-5kZNd-89XiCo-2BGoqb-79hKaP-6wBTN-d7tNeN-7Sp5BB-9gfYVD-bA5evD-7i8Yvi-7WuQSP-4pTi29-cFS2Bs-9bk1ib-vxLgw-CJ6Cg-8GYAwP-5y9gAy-9PykmB-s4Zdf-gtS4jP-5gF5YM-6wBUr-57aEQb-6ALHfs-auR8jn-h8TtVm-3FHzm8-nTvUk-xKH84-4Vc2E6-3pSKw-5W5NMW-ma4TR-29BGFW-7Sp6Wg

Napoleon and Getting Back On

Mission

Sometimes we get blown off course – https://www.youtube.com/watch?v=bcPvLWc_Li8

https://www.flickr.com/photos/dunechaser/1318424520/in/photolist-31vgFf-4XeSUX-fC69K-6JH6ck-nyy2ou-4NefDq-nwKKZL-aqLJbt-aLyYd-agAZj-dHXjiW-bKKTPD-vWRJW-4FTGPy-4Na3DM-xte5w-38CKFk -9ER8bR-dQu76q-aqUf5T-38HjYj-37XakH-38CLvM-4NcrsM-iUjd6K-nyz43E-dpUSgn-b2ATq-8PbDGK-aan7cn-37Prtj-dRuqt9-5o9RkF-peztGm-7qSBKA-gbqDQe-7qSD27-nyx2fK-4jC9xm-dwbfmS-9trw2m-9QMmzC-38Hik9-eddua-7qSCDb-6heizk-7qNHex-iStJa7-7Dj3iQ-4C7yFv

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

See examples: Herding Cats, Bad Meetings, Action Plans, Rate yourself –

handbook

10/2/2015

15

Think about your favorite

teacher

Why were they your favorite?

Components of Effective

Classrooms

• Maximized Structure

• Post, teach, model reinforce expectations

• Active engagement

• Varity of ways to acknowledge

– Including success!

• Continuum of ways to respond

(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

Big Three Teach expectations

– early, often,

examples – non

examples

Acknowledge/praise:

make deposits,

be specific

Redirect:

Private, eye contact,

proximity, humor

10/2/2015

16

Instructional/Emotional Support

Laughing with students

Out of desk greeting

Ask about events

Ask “why”?

Choice of responding

http://mzteachuh.blogspot.com/2012/05/that-kid-drives-me-nuts-tweets-of-day.html

http://ignitebrownsville.blogspot.com/p/picture-gallery.html

http://english.vietnamnet.vn/fms/sports/57762/hanoi -to-host-5th-asean-student-sports-games.html

http://www.phy.bris.ac.uk/news_archive1.html http://www.hillel.org/jewish/ask-big-questions

Failure

rates

from

17% to

11%

Allen, Gregory, Mikami, Lun, Hamre, & Pinata

(2013)

Yah, but once they get a

job..nobody does this..

https://accounts-flickr.yahoo.com/photos/jenkim/2248275918/sizes/m/in/photolist-4qF16U-bUQXfn-edNnEu-3csa6n-5sgmyu-edGH9z-53piaq-mVMTRx-3XsPp-fWBZ75-7hkzE5-83prtu-4qruLT-81Yq7e-6RycDm-4j8ri-2shYkc-akHDaG-dNJpxB-4q9VJ4-KTPYW-4urrjg-bSv1hk-4FgyQG-4adsUK-cXd2yE-3gNij7-4RxFTH-9AwVns-4WRbFq-5xMwUJ-eNBioc-84xBVn-9sp4J-7JYZqT-5Zdkxt-dbAtWt-ckEAPd-5wvNsm-6MYR4A-dq71AH-5GbP34-bm5Qmj-jvsXuS-dbAvD1-7kS2Dv-5PVFe1-niJtLf-mBVEDF-2jPkVf-edNeH3/

Teaching

Expectations:

Any Zappos

Fans in the Room?

https://accounts-flickr.yahoo.com/photos/20935403@N05/5340454781/in/photolist-98Ve9z-98UmVx-98XFAN-98UjT4-98V79z-98YcdS-98UQqt-98Ymcy-98Yj2j-98XwyN-98XGKw-98V2uv-98XQ3U-98UWY4-98UUSz-98UzZp-98UEfg-98Y8UG-98XXcG-98XAkW-98Ye2y-98V8HV-98Uqq8-98XVvN-98UT5t-98UtR2-98XtY5-58DVho-57k1bo-58DUG3-58DV1b-58Fw9Z-58DVzy-58FwK6-58CnCu-58zyu6-58zC3p-58KEMm-58zFen-58DRim-58CiLw-58CeGq-58zPrF-58DXbW-58DKdq-58DL7j-58zyQc-58zFvH-58EwNx-58FtfX-58y4g6?rb=1

10/2/2015

17

Classroom Cafeteria Hallway Restroom Office Auditorium BusesEmergency

SituationsTechnology

Be

Respectful

1. Listen attentively

to speaker.

2. Participate

actively in lesson.

3. Work

collaboratively in

groups.

4. Follow directions

of the teacher.

5. Leave the

environment neat

and orderly. (SLK 1,

3, 6)

1. Remember to

say "please" and

"thank you".

2. Use your inside

voices.

3. Wait your turn in

line.

4. Quickly take a

seat and remain

seated until you are

dismissed.

5. Use appropriate

table manners.

(SLK 1, 3, 6)

1. Walk quietly.

2. Keep hands and

body to self.

3. Quiet voices.

4. Appropriate

language.

5. Be aware of

classes in session.

(SLK 1, 3, 6)

1. Flush the toilet.

2. Use restroom for

intended purposes

only.

3. Keep walls,

floors and mirrors

clean.

1. Enter quietly

2. Use appropriate

language.

3. Wait your turn.

4. Remain on

"visitor" side of

counter. (SLK 1, 3,

6)

1. Select a seat and

remain seated.

2. Keep hands and

objects to yourself

3. Use your inside

voice.

4. Ask and receive

permission to

move.

5. Listen to others.

6. Respect the

space.

(SLK 1, 3, 6)

1. Board the bus

quickly and sit

down.

2. Remain seated.

3. Use an

appropriate tone of

voice.

4. Use appropriate

language.

5. Follow the

directions of the

driver.

6. Keep hands and

feet to self and

inside the bus. (SLK

1, 3, 6)

1. Remain quiet

and calm.

2. Listen and follow

directions of the

staff. (SLK 1, 3, 6)

1. Following teacher

directions for the

task

2. Handling my

computer/IPAD with

care

3. Maintaining all

school designated

settings ----

Be

Responsible

1. Come prepared to

learn with materials,

supplies and

homework..

2. Complete your

tasks in a timely

manner.

3. Use technology

appropriately.

4. Take good care of

equipment,

materials and

furniture.

1. Wash your hands

before eating.

2. Leave your area

cleaner than you

found it.

3. Use your time

wisely.

4. Eat your food.

5. Dispose of trash

properly.

6. Follow directions

of all adults.

1. Have a pass.

(One pass/one

student).

2. Walk to the right

in the hall and on

the stairs.

3. Go directly to

your destination

without detour.

4. Pick up garbage.

1. Wash your hands

with soap.

2. Get in and get

out.

3. Get permission

from the teacher

and bring a

completed pass.

1. Have a pass.

2. Ask permission.

3. Return promptly

to class.

1. Follow school

rules.

2. Alert adult of

unsafe behavior.

3. Help keep seats

in good condition.

(SLK 1)

1. Help keep seats

and vehicle in good

condition.

2. Keep aisle clear.

3. Open windows

only to the marked

spot.

4. Report problems

to the driver, bus

monitor and

principal.

1. Alert

appropraite

personnel.

2. Keep space

between you and

the situation if

possible.

1. Only visiting

designated and

appropriate

websites----

2. Observing energy

saving techniques

Be Kind

1. Use polite words.

2. Help clean up the

classroom.

3 Show

consideration to

others.

4. Remain in your

space and respect

the space of others.

(SLK , 3, 6)

1. Greet the staff.

2. Say, "thank you"

after you are

served.

3. Invite someone

new to sit with you.

4. Be generous, not

wasteful.

5. Offer help to

those who need it.

6. Include others in

conversation. (SLK

1, 3, 6)

1. Smile

2.Greet others, for

example, "Good

morning."

3. Help others pick

up fallen books or

materials. (SLK 1, 3,

6)

1. Respect others'

space and privacy.

(SLK 1)

1. Be kind to

guests.

2. Say "please" and

"thank you". (SLK

1)

1. Be friendly.

2. Show

appreciation.

3. Applaud

appropriately. (SLK

6)

1. Greet the bus

driver and bus

monitors.

2. Use polite

words.

1. Make sure others

are safe.

1. I report misuse of

technology --

2. I report any issues

or damage to

materials

CPS Matrix Aligned with Common Core Standards – See http://www.hankbohanon.net

Aligned with Speaking and Listing

Literacy National US Standards

Acknowledgment quiz..

• Who made this statement?

We cheer people on all the time..We

celebrate everything! Although we do have

some formal celebrations, a lot of them are

informal, spontaneous celebrations that cost

little or no money.

See Leading with Love

10/2/2015

18

What do people like about

Starbucks? Is it just the coffee?

Redirection, Starbucks Style

Problem= Listen

Acknowledge the problem

Take action

Thank the customer

Encourage their return https://www.flickr.com/photos/jack79_mi/295241529/in/photolist-s6c2c-snPcA-cBe9L5-4MCv86-deQWpH-5Hrfq8-deQWmG-bs8WbE-8QwTKz-54v7jN-deQWkH-4LQZDz-pTk24-5Hrew-7zYn6p-jhtJ2-3PrS4-93M6u-5ZRgv-7iCBqP-7zXPki-cfkpQ1-cAWgMq-o3Essy-4bX7QK-jhB4Qw-oi8bk3-HPLbR-d11jb-cv4v-69dDt-5Zqe12-3KZ51j-7CSQRL-4BUac-deQWaJ-733Hyf-27bFgT-63CyTY-4JMpRY-4E56j9-dWAY9h-hHxqqw-bkD5C-5u4KaH-2ND7vr-dF4Szc-uigrX-5pETae-4V632M

https://www.flickr.com/photos/sfj/5460895004/in/photolist-9jyvQ9-4EDQCx-ciq9gq-acTCLV-or6MBF-opyZQr-7HD4bD-2VTQV-ecdhtd-oc3FqA-7uuFQf-2vECfM-5HQQga-EZgJA-7eVbg-a95T3-jGwNrD-atfY75-MaAHM-5T63vU-8Nx9W-c51DLd-4D98Gt-2WbnRa-cdr3WN-dvcKjv-7iGxjN-3jVKDf-dsbnCL-5iSejM-ci7Qe-cUGZfN-4pH6PT-8xfZ1S-9oTxv4-u8Rr6-5HXUFU-6jkHSR-cBaiHL-h6VisX-ctjB7u-dHpzzL-69sPWA-5nXi3n-s2Qe-478wUK-neMFoz-dGVCiR-jJgKTt-8MnN24

One bite at a time!

10/2/2015

19

Other Supports

• IRIS Online Modules

– http://iris.peabody.vanderbilt.edu/resources.ht

ml

• Rti Action Network Article Behavior and

Academics

– http://www.rtinetwork.org/learn/behavior-

supports/integrating-behavior-and-academic-

supports-general-overview

References Bohanon, H., Fenning, P., Carney, K., Minnis, M., Anderson-Harris, S., Moroz, K.,

Kasper, B., Hicks, K., Culos, C., & Sailor, W. (2006). School-wide application of urban high school positive behavior support: A case study. Journal of Positive Behavior Interventions, 8, 131-145. http://69.195.124.205/~hankboha/wp-content/uploads/2014/04/Journal-of-Positive-Behavior-Interventions-2006-Bohanon-131-45.pdf

Bohanon, H. & Wu, M. (2012). Integration of social, behavioral, and academic

initiatives: Part I, Communique’. 41 (2), pp. 4-

5. http://ecommons.luc.edu/education_facpubs/28

Bohanon, H. & Wu, M. (2012). Integration of social, behavioral, and academic

initiatives: Part II, Communique’. 41 (3), pp. 12-

13. http://ecommons.luc.edu/education_facpubs/27

Bohanon, H. & Wu, M. (2011). Can prevention programs work together? An example

of school-based mental health with prevention initiatives. School-Based Mental

Health Practice 4 (4), 35-46. [LINK TO

ARTICLE:http://ecommons.luc.edu/education_facpubs/1/ ]

Chard, D. J. (2013). Systems impact issues and trends in improving school outcomes for all learners through multitier instructional models. Intervention in School and Clinic, 48(4), 198-202. doi: 10.1177/1053451212462876

Other Resources

Christ, T. J. (2008). Best practices in problem analysis. In A. Thomas & J. P. Grimes (Eds.), Best practices in school psychology V (pp. 159-176). Bethesda, MD: National Association of School Psychologists.

Heppen, J., O'Cummings, M., & Therriault, S. (2009). Identifying Students At-Risk for Dropping Out of High School: Overview of a Tool for Developing Early Warning Systems. Paper presented for the National High School Center Webinar.

http://www.betterhighschools.org/webinar/default.aspx

Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors: Designing positive behavior plans (pp. 359-390). New York: Guilford Press.

Gamm, S., Elliott, J., Halbert, J. W., Price-Baugh, R., Hall, R., Walston, D., . . .

Casserly, M. (2012). Common Core State Standards and diverse urban students:

Using multi-tiered systems of support. Washington, DC.: Council of the Great City

Schools.