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Primary, Secondary, and Tertiary Support within an Urban High School: Preliminary Findings and Lesso

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Dr. Wayne Sailor, Dr. Rachel Freeman, Dr. Amy McCart, Nicki Wolfe, Peter Griggs ... Cousins: Doug, Steve, Lil' Carl, Ret. Neighbor: Eddie ... – PowerPoint PPT presentation

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Title: Primary, Secondary, and Tertiary Support within an Urban High School: Preliminary Findings and Lesso


1
Primary, Secondary, and Tertiary Support within
an Urban High School Preliminary Findings and
Lessons Learned
  • Oregon PBIS Network
  • 6th Annual Statewide PBS Conference
  • March 12, 2008
  • 100 215

2
Advanced Organizer
  • Introductions
  • Universal Systems
  • Targeted Group Interventions
  • Individual Student Case Study
  • Discussion

3
Presenters and Contact Information
  • Pamela Fenning, pfennin_at_luc.edu
  • Hank Bohanon, hbohano_at_luc.edu
  • Kimberly Thier, kthier_at_luc.edu
  • Kira Hicks, khicks_at_luc.edu
  • Brigit Aikins, baikins_at_luc.edu

Center for School Evaluation, Intervention
Training www.luc.edu\cseit
4
Thank you!
  • Dr. Lucille Eber, Steve Romano, Illinois PBIS
    Network
  • Chicago Public Schools
  • Center Researchers (Rob Horner and George Sugai)
  • Dr. Wayne Sailor, Dr. Rachel Freeman, Dr. Amy
    McCart, Nicki Wolfe, Peter Griggs and research
    team
  • 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.

5
Current Loyola Team
  • Brigit Aikins
  • Dr. Kelly Morrissey
  • Kira Hicks
  • Agnes Kielian 
  • Bret Patrick Roberts
  • Jennifer Rose
  • Dr. Kimberly Thier
  • Stacey Weber
  • Bhavana Shanbhag
  • Wendy Warren
  • Suzanne Budak

6
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7
Critical Systems Components
  • Commitments Administrative representation, 80
    of staff support, Top 3 goal, representative team
  • Self-assessment
  • Capacity Internal coordination, External
    coaching

(OSEP, 2003)
8
Primary Behavior Practices
  • Identify expectations of the setting
  • Develop team/plan/support
  • Directly teach expectations
  • Consistent Consequences, Acknowledge/Reinforce
    (Tall, Grande, Venti)
  • Collect Data
  • Communicate with staff
  • On-going evaluation

9
Organization of Systems, Practices, and Data
  • Organize Data
  • System
  • Referral Forms
  • Dean vs. Teacher vs. Attendance Office Managed
    Behavior
  • Organize Teams
  • Teaching
  • Acknowledgements
  • Data
  • Communication
  • Representative membership
  • School-Wide Procedures and Policies
  • Define expectations by location
  • Tardy Policy

10
Leadership Development
  • Meeting guidelines Please do dont
  • Sessions for leadership team (internal coach and
    committee chairs)
  • Review of PBS model
  • Effective meetings
  • Effective delegation and follow up on tasks
  • Action planning

11
Action Plan Sample
12
School Demographics
  • 90 Low income
  • 18 Limited English Proficiency
  • 19 Dropout rate
  • 44 Mobility rate
  • 78 Average Daily Attendance
  • 20 Qualify for Special Education

13
Teaching Expectations
  • Examples
  • Staff orientation meetings
  • Assemblies
  • Lesson plans for homerooms
  • Posters
  • Booster weeks
  • Key Elements
  • Rationale
  • Negative examples
  • Positive examples
  • Practice

14
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
  • Training
  • Rationale
  • Developmentally appropriate
  • Dont forget the big people

15
Data-Based Decision-Making Tools
  • Self-Assessment Survey
  • Survey that measures the levels of support in
    place at a school and their level of importance
    for improving
  • Data are used to develop priorities for planning
    and to compare the impact of treatment with
    baseline years

16
  • School-Wide Evaluation Tool (SET)
  • A rigorous measure of primary prevention
    practices within school-wide behavior support
  • Consists of interviews, reviewing permanent
    products, and examining data collection systems
  • Seven major areas are assessed

17
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18
17.9 decrease
19
Office Disciple Referrals by Month by Year
ODR per day per month per 100 students per
average daily enrollment
Sept Oct Nov Dec Jan
Feb March April May
June
Months
20
Sustainability and Replication
  • Institutionalizing
  • Professional Development
  • Professional development sessions for whole staff
  • Teaching, Acknowledging, and Redirecting
  • Behavior pathway and functions
  • Focused, more in-depth sessions for groups of
    teachers based on data (e. g. freshman teachers)
  • PD sessions discussion, modeling, practice with
    feedback
  • Professional Development for PBS team members
  • Leadership development
  • Manualizing

21
Secondary Planning
  • Reviewed established procedures for Encouraging
    Student Progress to determine process for
    students with more intensive needs (Freeman et
    al, 2003)
  • Differentiated procedures for students with less
    intense needs and students who need more support
  • Alternative to traditional In School Suspension
  • Tardy Intervention

22
ISS Alternative
  • Key Elements
  • Schedule
  • Social skills instruction tied to SW expectations
  • Academic assessment skill-based instruction
  • Intervention plan to share with referring teacher
  • Data for Decision-Making
  • Criteria for inclusion

23
ISS schedule AM-745-1115 PM-1115-239
24
Next Steps
  • Establish the system
  • Team
  • Self-assessment
  • Administrative support
  • On-going review of data
  • Capacity building

25
Tertiary Support Case Study
  • Student M

26
? Old Friends Manny Steve, Larry S. ? Auntie
Tonya ? Doug S.
  • Immediate family Mom, Vince, and Sarah
  • Cousins Doug, Steve, Lil Carl, Ret
  • Neighbor Eddie
  • Non-judgmental FHS staff Ms. Pen, Ms. P, G.B.,
    Ms. W., E.S.

M.
27
Ed-Info ToolMath class
28
Ed-Info Tool Student M
29
YFC-TCommunitySafety/medical/basic needs
30
Resources
  • Great article on professional development
  • www.ku-crl.org/archives/pd/partnership.html
  • High Schools and PBS
  • www.pbis.org/highschool.htm
  • Tennessee Examples
  • http//web.utk.edu/swpbs/

31
High School References
  • Bill and Melinda Gates Foundation reports
  • www.gatesfoundation.org/nr/downloads/ed/policy.pdf
  • Joint Center for Poverty Research
  • www.cpr.maxwell.syr.edu/faculty/smeeding/classes/p
    pa781/childsummary.pdf
  • Office of the Superintendent of Public
    Instruction
  • www.k12.wa.us/research/pubdocs/pdf/9charactfor20S
    IP.pdf

32
High School References
  • National Center for Educational Statistics
    (2003). Violence and crime at school - public
    school reports.
  • http//nces.ed.gov/pubs2004/crime03/7.asp?nav2
  • Office of Vocational and Adult Education, High
    School Leadership Summit, 2004
  • http//www.ed.gov/about/offices/list/ovae/pi/hsini
    t/papers/index.html

33
High School References
  • National Governor's Association (2003). Reaching
    new heights A Governor's' guide to turning
    around low-performing schools.
  • www.nga.org/cda/files/0803REACHING.PDF

34
High School Articles
HIGH SCHOOL SWPBS IMPLEMENTATION Bohanon, H.,
Eber, L., Flannery, B., Fenning, P. (2007).
Identifying a roadmap of support for secondary
students in school-wide positive behavior support
applications. International Journal of Special
Education, 22(1), 39-59. SECONDARY/CLASSROOM
SUPPORTS IN HIGH SCHOOLS Moroz, K., Fenning, P.,
Bohanon, (under review) The Effects of guided
practice, publicly posted feedback, goal setting,
and acknowledgement on classroom tardies in an
urban high school implementing school wide
positive behavioral supports.
35
Additional High School Article
HIGH SCHOOL DISCIPLINE POLICIES AND PBS Fenning,
P., Golomb, S., Gordon, V., Kelly, M.,
Scheinfield, R., Banull, C. et al. (in press).
Written discipline policies used by
administrators Do we have sufficient tools of
the trade? Journal of School Violence.
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