Transcript Implementing MTSS at the Secondary Level Day 2 Hank Bohanon [email protected] http://www.hankbohanon.net https://twitter.com/hbohano https://www.facebook.com/hank.bohanon Welcome Back!

Implementing MTSS at the Secondary
Level Day 2
Hank Bohanon
[email protected]
http://www.hankbohanon.net
https://twitter.com/hbohano
https://www.facebook.com/hank.bohanon
Welcome Back!
PowerPoint's
Enduring Understanding:
• Components of effective schools
• Teaming to improving outcomes
• Defining processes for communication
• Organizing multiple processes and data
sources
• Creating effective instructional models
• Preparing for students with intense needs
Essential Questions
• What are the components of effective school
environments? How do these components
connect with an effective instructional model?
• What are the components of effective
secondary and tertiary teams at the highs
school level? What are their systems,
practices, and data.
Essential Questions
• How do we begin to look at consolidating
processes and analysis of data for decision
making?
Preparing Data for Decisions
Video – Sales are up
Data
• See Handout – Key ideas for schoolwide
data – where are you?
Types of Existing Data
•
•
•
•
•
•
•
Office Discipline Referral Data
GPA
Credits toward graduation
(Heppen, O'Cummings, &
Attendance
Therriault,2009; McIntosh, Flannery,
Sugai, Braun, & Cochrane, 2008; McIntosh et al.,
Failing grades
2009)
Statewide assessments
Existing screening data
Deciding the Level of Intervention
% of Students by GPA
% of Students with ODRs
11%
5%
7%
32%
6 or more ODRs
1.0 GPA or Less
1.0 - 1.9 GPA
93%
2-5 ODRs
2.0 GPA or More
57%
%
0-1 ODRs
%
See Sample Dashboard
•
Separate Data Sets
Combined Data Using VLookup
See YouTube examples:
http://www.youtube.com/watch?v=3tk_Mif7040
Next Steps for Data - Handout
Data
• Using data from the school's perspective
http://buff.ly/1Fex5hb
• Helping teachers collect data on their
teaching to improve instruction
buff.ly/1G0wwYY
• Toolkit for data decision making
fb.me/6z6iyxCU2
• 8th and 9th grade GPA and Attendance are
predict drop out. http://fb.me/7sCfLI2QD
• Data dashboard – webinar and examples
http://bit.ly/1FFbzEm
Effective School Environments
Career Builder
Reflection
• See Handout “Supportive Environments Quiz”
• Take the quiz
School Connectedness: Social and
Emotional Learning
What are some of the important
factors for later success for students?
Factors
• Graduation
– Passing Year 9 English, Algebra 1
National High School Center, National Center on Response to
Intervention, and Center on Instruction (2010)
– 8th-9th grade GPA and attendance > 80%
(Burke, 2015; Link: fb.me/7sCfLI2QD)
– School Connectedness – lack of leads to
• use substances
• engage in violence
• initiate sexual activity at an early age
McNeely, Nonnemaker, & Blum (2002)
School Connectedness
•
•
•
•
•
•
•
Positive classroom management climates
Participation in extracurricular activities
Higher grades
Attending class
Tolerant discipline policies
Self-Discipline (autonomy, goal setting)
Small school sizes (weak connection)
McNeely, Nonnemaker, & Blum (2002)
Ferris Bueller – the non-example video?
Classroom
Tell me about your favorite class and
teacher
Components of Effective Classroom
Settings
•
•
•
•
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)
What do you include in your
course syllabi?
Mark Shinn (http://markshinn.org)
The Syllabus
•
•
•
•
•
•
•
•
•
Goals
Contact information
Success Traits
Rules/expectations
Activities
Grades/Status
Procedures
Entering
Tardy/Absence
•
•
•
•
•
•
•
•
•
Materials
Assignments (returns)
Due dates
Late, missing work
Communication
Ending class
Consequences
Model projects
Checklists
Sprick (2006)/Shinn http://markshinn.org
See examples – http://www.hankbohanon.net (Resources page under “Teaching”
Sample first days of school for high school teacher)
Planning
• See example
• What connections can you make for your
staff?
Teaching Expectations
High School Football?
Learning through punishment
Teaching Expectations
Key Elements
• Rationale
• Negative examples
• Positive examples
• Practice/Feedback
• Evaluate
See lesson- Blank!! Possible Example
Teaching Story 1 or Pre-Teaching
Student example from football
Examples
• Staff orientation
meetings
• Handbooks
• Lesson plans
• Syllabus
• Posters
• Booster sessions
• Pre-correct/remind
Fruita Monument Example
Alignment
• Common Core (National)
– Key areas
• College Readiness
• Math
• Language arts/English
– http://www.corestandards.org/about-the-standards
• Social and Emotional Standards (SEL)
– Self-awareness and self-management skills
– Social-awareness and interpersonal skills
– Decision-making skills and responsible behaviors
•
•
http://education.qld.gov.au/studentservices/protection/sel/
http://www.isbe.net/ils/social_emotional/standards.htm
See examples from core?
Classroom
Be
Respectful
Be
Responsible
Be Kind
Cafeteria
Hallway
Restroom
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. 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. 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. Greet the staff.
2. Say, "thank you"
1. Use polite words.
after you are
2. Help clean up the
served.
classroom.
3. Invite someone
3 Show
new to sit with you.
consideration to
4. Be generous, not
others.
wasteful.
4. Remain in your
5. Offer help to
space and respect
those who need it.
the space of others.
6. Include others in
(SLK , 3, 6)
conversation. (SLK
1, 3, 6)
Auditorium
Buses
1. Board the bus
quickly and sit
1. Select a seat and
down.
remain seated.
2. Remain seated.
2. Keep hands and
1. Enter quietly
3. Use an
1. Flush the toilet.
objects to yourself
2. Use appropriate
appropriate tone of
2. Use restroom for
3. Use your inside
language.
voice.
intended purposes
voice.
3. Wait your turn.
4. Use appropriate
only.
4. Ask and receive
4. Remain on
language.
3. Keep walls,
permission to
"visitor" side of
5. Follow the
floors and mirrors
move.
counter. (SLK 1, 3,
directions of the
clean.
5. Listen to others.
6)
driver.
6. Respect the
6. Keep hands and
space.
feet to self and
(SLK 1, 3, 6)
inside the bus. (SLK
1, 3, 6)
1. Remember to
1. Listen attentively
say "please" and
to speaker.
"thank you".
2. Participate
2. Use your inside
actively in lesson.
voices.
3. Work
3. Wait your turn in
collaboratively in
line.
groups.
4. Quickly take a
4. Follow directions
seat and remain
of the teacher.
seated until you are
5. Leave the
dismissed.
environment neat
5. Use appropriate
and orderly. (SLK 1,
table manners.
3, 6)
(SLK 1, 3, 6)
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.
Office
1. Wash your hands
with soap.
2. Get in and get
out.
3. Get permission
from the teacher
and bring a
completed pass.
1. Smile
2.Greet others, for
example, "Good
1. Respect others'
morning."
space and privacy.
3. Help others pick
(SLK 1)
up fallen books or
materials. (SLK 1, 3,
6)
1. Follow school
rules.
1. Have a pass.
2. Alert adult of
2. Ask permission.
unsafe behavior.
3. Return promptly
3. Help keep seats
to class.
in good condition.
(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. Following teacher
directions for the
1. Remain quiet
task
and calm.
2. Handling my
2. Listen and follow computer/IPAD with
directions of the
care
staff. (SLK 1, 3, 6)
3. Maintaining all
school designated
settings ----
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. Greet the bus
driver and bus
monitors.
2. Use polite
words.
1. I report misuse of
technology -1. Make sure others
2. I report any issues
are safe.
or damage to
materials
Aligned with Speaking and Listing
Literacy National US Standards
CPS Matrix Aligned with Common Core Standards – See http://www.hankbohanon.net
Emergency
Technology
Situations
1. Only visiting
designated and
appropriate
websites---2. Observing energy
saving techniques
Sample Classroom Matrix
Newcomer (2009)
Which of these behaviors would you like to address?
Shawnee Mission Schools, KS
Shawnee Mission Schools, KS
Shawnee Mission Schools, KS
Shawnee Mission North
Football Jerseys
• See Handout: Matrix for Laptops and Desktops
Prepare your staff
• http://vimeo.com/14818677 and Huntsville
Cafeteria video
• See check list in handbook, what did you see?
• 2 minutes..What does PBS look like…
• How are you teaching expectations?
Month
May-08
Mar-08
Jan-08
Nov-07
Sep-07
Jul-07
0.8
May-07
1
Mar-07
Jan-07
Nov-06
Sep-06
Jul-06
May-06
Mar-06
Jan-06
Nov-05
Sep-05
ODR's/Per Day/Per Month/100 students/Average Dailiy
Enrollment
Change Point Analysis: 2005-2008
1.2
Possibly the
booster for
ODR's
students and
PD for staff in
Jan/Feb 2007
0.6
0.4
0.2
0
Acknowledgement
Cheerleading Video?
Earned this bag on SW…
Acknowledgement…
• As part of schoolwide approach, can lead to
improved performance
– Improved attendance (de Baca, Rinaldi, Billig, & Kinnison, 1991).
– Reductions in discipline problems (Bohanon et al., 2012)
• Functional outcomes are important
– Relevant curriculum
– Social connection (Dunlap, Foster-Johnson, Clarke, Kern, & Childs, 1995).
Other Advantages of Praise
Decreases in emotional
exhaustion
Higher efficacy
Reinke, W. M., Herman, K. C., & Stormont, M. (2013).
Photo by Josh Thompson
Video
• See examples of why this is important
– One page document “Acknowledging Students for
Good Behaviors”
– Cool tool
– What are your doing around acknowledgement?
– Zappos example? See short example video 0-1:36;
2:17-2:32
High Frequency
Buzzy Buck
Teacher Rewards Program
2 – Soft Drink
3 – Candy Bar
5 – Preferred Parking
8 – Free Lunch
10 – No Bus Duty
Tonya Ryder, Assistant Principal
Selena Gomes, Graduation Coach / Teacher
Oberlin High School, LA
15 – No Morning or
Lunch Duty
20 – Extra Planning
Period
System of Recognition
– “Tickets” given to students engaging in positive
and appropriate behaviors
– Kids can turn in for items, save for big ticket
items…all are put in a big bin for quarterly
drawings
– Concessions at games, parking spots, VIP seating
Jody Mimmack, PhD Fruita Monument High School, CO
CHUCK HANSEN, Principal
AMY PALMER, Teacher
SULPHUR HIGH SCHOOL, LA
Intermediate
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!
Gold and Silver ID Cards
Timber Creek High School, FL, JOHN WRIGHT, PRINCIPAL
Large Scale
A Night in Paradise…
Tonya Ryder, Assistant Principal
Selena Gomes, Graduation Coach / Teacher
Oberlin High School, LA
1st Six Weeks Party –
CHUCK HANSEN, Principal
AMY PALMER, Teacher
SULPHUR HIGH SCHOOL, LA
A Night in Paradise…
Tonya Ryder, Assistant Principal
Selena Gomes, Graduation Coach / Teacher
Oberlin High School, LA
Teacher earns vacation
Timber Creek High School, FL, JOHN WRIGHT, PRINCIPAL
In recognition of excellence in teaching,
__________ is awarded this certificate for devotion
to the students, commitment to learning, and
dedication to the core values of R High School.
Date
R324A070157
, Principal
From Susan Barrett
From Susan Barrett
Matrix
• See example
• How will you prepare your staff?
• Think through levels of acknowledgment for
students and faculty.
Engagement and Opportunities
to Respond
Non-example – Ferris
Jeff Bliss Video Example
Instructional/Emotional Support
Laughing with students
Failure
rates
from 17%
Choice of responding
to 11%
Out of desk greeting
Allen, Gregory, Mikami, Lun, Hamre, & Pinata (2013)
Ask about events
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
Ask “why”?
Example
• What connections do you make with behavior
and your instructional model?
• Schoolwide examples
https://www.youtube.com/watch?v=y0H5XsZ1gzA
• See example, how is this teacher preventing
problem behavior through engagement?
– See steps in handout
–
https://www.youtube.com/watch?v=zxTuPVtayOI
Redirection and Active
Supervision
JcPenny’s does this very well
How some mom’s handle the pressure video – Whitney Young
Is the behavior
officemanaged?
McClatchy Students Video, Dean?
What is all of this
tardy business?
Definition of ON TIME:
Student is 100% through the threshold of the
classroom before the second bell rings.
INAPPROPRIATE entrance to class:
Be at post
Escort students
Brief interactions
(Johnson-Gros et al., 2008)
Appropriate way to enter the classroom:
See article about hallways @
http://hankbohanon.net
on publications page
Support Staff: Preventing and
Responding
• Teach skills for prevention
– Good classroom instruction
– Non-classroom settings
• Teach skills for redirection
– Classroom
– Non-classroom settings
• See Handout “Professional Development on
Redirection”
Videos
What does PBIS Look Like? – Active Supervsion..opennnig
Redirection examples 6.12 mins
http://vimeo.com/14818677
Videos
• Michael Kennedy
• http://vimeo.com/14818677
– See What does PBIS Look Like? – Opening,
Redirection examples 6.12 mins
• Other tools
Resources
• Year-at-a-glance
– http://www.hankbohanon.net/Resources_1.html
• Training script for booster for staff
– http://www.hankbohanon.net/Resources_1.html
Strategies
• Mendler, A. N. & Mendler B.
D. (2011) Power struggles:
Successful techniques for
teachers. Bloomington, IN:
Solution Tree.
Classroom Management
• Knoster, T. (2013). The
Teacher’s pocket guide
effective classroom
management (2nd Ed.),
Baltimore, MD: Paul H
Brookes
Addressing Tardies
• Start on Time!
• Randy Sprick
http://www.pacificnwpublish.com/home/pn
p/page_38_14/start_on_time_safe_transiti
ons_and_reduced_tardies.html
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/behaviorsupports/integrating-behavior-and-academicsupports-general-overview
Preparing for Students With
More Intensive Support Needs
Enduring Understanding
Be able to identify the components for
preparing for tier II and tier III. Match
interventions with supports needed for
students.
Essential Questions
•What are the components of effective
secondary and tertiary teams at the highs school
level?
•What are the systems, practices, and data?
Components of Effective
Secondary and Tertiary Teams
Is this a schoolwide problem?
Typical Discipline Issues
• Tardiness and Skips
• Typical major reactions - suspension and
expulsion
Spaulding, 2010
Behavior
• Address tardy behaviors
– Non-classroom
• Define on time, prompt, supervise, adjust schedule
Additional supports
– Incentives for being on time
• Bell ringers
– Social outcome for being on time
What is all of this
tardy business?
Definition of ON TIME:
Student is 100% through the threshold of the
classroom before the second bell rings.
INAPPROPRIATE entrance to class:
Appropriate way to enter the classroom:
Avg # of students in hall, per day, per
avg attendance, per 100
Students in the Hall
0.25
0.20
0.15
0.10
0.05
0.00
9:48 AM
9:48 AM
1:58 PM
1:58 PM
2005-2006
2007-2008
2005-2006
2007-2008
Years and Time of Day
Avg # of students in hall, per day, per
avg attendance, per 100
Students in the Hall
0.30
0.25
0.20
0.15
0.10
0.05
0.00
A
A
B
B
C
C
2005-2006 2007-2008 2005-2006 2007-2008 2005-2006 2007-2008
Years and Location
Have a Coke!
• Can’t Do (Skill Deficit)
– Escape
– Avoid
• Responses
– Teach skill
– Priming
– Intersperse
– Teach escape
• Won’t Do (Acquisition)
– Attention
– Access to object
– Sensory Stimulation
• Responses
– Prompt
– 2-10
– Personal greeting
– Choice/preference
See CAST: http://www.cast.org/ and SIM http://www.kucrl.org/sim/
Examples of Systems, Practices,
and Data
Three-Tiered RtI
•
•
•
•
•
Most students needs are met with strong core
Students are screened to determine needs
Progress monitor effectiveness
Intervention intensity increases with needs
Use data for screening and monitoring
National High School Center, National Center on Response to Intervention,
and Center on Instruction. (2010). Tiered interventions in high schools:
Using preliminary “lessons learned” to guide ongoing discussion.
Figure 2: Three-Tier Model
ACADEMIC SYSTEMS
3
Tier Intensive, Individual Interventions
• Individual Students
• Assessment - based
• High intensity
• Of longer duration
BEHAVIORAL SYSTEMS
5% 5%
15% 15%
3
Tier Intensive, Individual Interventions
• Individual Students
• Assessment - based
• Intense, durable procedures
2
Tier Targeted Group Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
2
1
Tier Core Universal Interventions
• All settings, All students
• Preventive, proactive
Tier Targeted Group Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
Tier Core Instructional Interventions
• All students
• Preventive, proactive
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.
80%
80%
STUDENTS
1
Structures from the field
• Use of co-teaching
• Parallel academic
seminars
• Use of credit recovery
• Focus on
freshmen/sophomores
• English/LA, Algebra
• Grades, attendance data
• See
http://bit.ly/1FwBZ5Q
Scheduling Resource
• Very specific examples of scheduling
– Planning Time
– Interventions
– https://www.naesp.org/resources/2/Leadership_
Compass/2007/LC2007v5n2a1.pdf (see handout)
• Are these similar to your work? Any helpful
suggestions?
Missouri’s Model
Select Interventions Based on Function
• Targeted Environmental Interventions (8
Classroom Factors)
• Check In/Check Out
• Small Group Social Skills
• Mentoring
See: http://pbismissouri.org/teams/tier-2-workbook
Interventions used
•
•
•
•
•
•
•
•
•
•
Check In Check Out
Mentoring
Credit recovery
Social skills
Homework lab
Home setting involvement
Counseling
Pass system
RENEW
Student Leadership Referral.
APEX II: Somersworth HS & CTC, NH – See reference
RENEW Process in a Nutshell
• Student Identified
• RENEW school facilitator Identified
• Initial conversation between facilitator and the
student
• Future’s Plan (aka Person Centered Plan)
• Formation of a team according to the plan
• Routine check‐ins to determine success of the
plan
• New plans/teams formed as new goals are
developed
APEX II: Somersworth HS & CTC, NH- See reference
Embedding Literacy for All Students
http://clc.kucrl.org/ - - contact for information on Strategic Tutoring
From Mark Shinn
)
Mark Shinn (http://markshinn.org)
From Mark Shinn
Mark Shinn (http://markshinn.org)
From Mark Shinn
Mark Shinn (http://markshinn.org)
From Mark Shinn
- Wilson Reading
Mark Shinn (http://markshinn.org)
From Mark Shinn
Mark Shinn (http://markshinn.org)
Great Book for Reading Problems
Carnine, D. W., Silbert , J,
Kame'enui, E. J., &,
Tarver, S. G. (2009).
Direct Instruction
Reading (5th Edition).
Upper Saddle River, NJ:
Prentice Hall.
Wilson Reading Program
WILSON Reading
System®, WILSON
Fundations®, WILSON
Just Words®, and
WILSON Fluency®—
http://www.wilsonlanguage.com/
Mission
• What do we want all students to learn by
grade level, by course, and by unit of
instruction?
• How will we know when each student has
acquired the intended knowledge and skills?
DuFour, DuFour, Eaker, & Karhanek, 2004
Qualities of Data
•
•
•
•
•
•
•
Valid and reliable for screening purposes
Repeatable
Sensitive to growth
Time-efficient
Indicators of critical developmental skills
Progress tool related to screener
Common student identifier
(Adapted from McIntosh et al., 2009)
Data System Criterion
• 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)
Types of Existing Data
•
•
•
•
•
•
•
Office Discipline Referral Data
GPA
Credits toward graduation
Attendance
(Heppen, O'Cummings, &
Therriault,2009; McIntosh, Flannery,
Failing grades
Sugai, Braun, & Cochrane, 2008; McIntosh et al., 2009)
Statewide assessments
Existing screening data/common core
Student Engagement
• Webinar on using data to improve student
engagement http://fb.me/4vHawmKtz
• Webinar for increasing student engagement
through real world projects http://bit.ly/1K5ZplN
• Assessing school climate webinar
http://bit.ly/1IRJgBH
• Online survey: student hope, engagement,
belonging, and classroom management....
http://fb.me/2bX9tbQh4
• Teaching algebra in middle and high school
http://buff.ly/1CqNf2c
Where are you?
• Complete
– Classroom management self-assessment
– http://www.pbis.org/pbis_resource_detail_page.a
spx?Type=4&PBIS_ResourceID=164
• Free training on active supervision (limited
time only)
–
https://www.irised.com/freecourse&?utm_source=IRIS+Educational+Media+Mailing+List&utm_campaign=9
d73acd430-FREEprog_SysSupEvElem_8_5_2014&utm_medium=email&utm_term=0_cb7ab95a8b9d73acd430-291122974#.U-U6UPldWSq
Resources
• State Implementation & Scaling-up of
Evidence-based Practices Center
– http://sisep.fpg.unc.edu/
• Kotter, J. (1995). Leading change: Why
transformation efforts fail. Harvard Business
Review, 73(2), 59–67. Retrieved from
http://hbr.org/
• http://www.hankbohanon.net/Resources_1.ht
ml
Videos
• Michael Kennedy
http://vimeo.com/channels/129830
– Fruita Monument
– Consistent
• Scott’s Pride
https://sites.google.com/a/ddouglas.k12.or.us
/scotspride/
Finding more plans
• Sample Lesson plans
–http://www.pbismaryland.org/
–http://www.hankbohanon.net
• More Video Example
– http://vimeo.com/groups/pbisvideos
Other Supports
• Defusing Disruptive Behavior in the Classroom
– Geoff Colvin http://www.lookiris.com/store/K12_Professional_Development/Defusing_Disruptive_B
ehavior_in_the_Classroom/
• Classroom management training
– http://pbismissouri.org/class.html
• The FAST Method
– http://www.lookiris.com/store/K12_Professional_Development/The_FAST_Method_O
NLINE/
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Brawley, S. (accessed March 22, 2011). PBS in the classroom. M.Ed. Heart of Missouri RPDC.
http://www.cesa7.org/pbis/Classroom_Management.asp
McNeely, C. A., J. M. Nonnemaker, J.M., & Blum, R. W. (2002). Promoting School Connectedness:
Evidence from the National Longitudinal Study of Adolescent Health. The Journal of School
Health 72(4): 138-146.
Morrissey, K. L., Bohanon, H., & Fenning, P. (2010). Positive behavior support: Teaching and
acknowledging behaviors in an urban high schools. Teaching Exceptional Children, 42(5),
26-35.
National High School Center, National Center on Response to Intervention, and Center on I
nstruction. (2010). Tiered interventions in high schools: Using preliminary “lessons learned”
to guide ongoing discussion. Washington, DC: American Institutes for Research.
Newcomer, L. (2009). Universal positive behavior support for the classroom. PBIS Newsletter, 4(4).
Retrieved September 24, 2009 from
http://www.pbis.org/pbis_newsletter/volume_4/issue4.aspx
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based Practices in
Classroom Management: Considerations for Research to Practice1. Education & Treatment
of Children, 31(3). Story from middle school high school
http://www.wickedlocal.com/ashland/topstories/x1777802903/IN-THE-CLASSROOMRewarding-positive-behaviors#axzz1HLe0R2nk
More Resources
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Bohanon, H. (Accepted). Hallways and high schools: Changes in adult behavior to decrease
disruption from students in non-classroom settings. Intervention in School and Clinic
http://bit.ly/1HvjaT0
Bohanon, H. & Wu, M. (In Press). Developing buy-in for positive behavior support in secondary
settings. Preventing School Failure, 58 (4), 1–7. doi: 10.1080/1045988X.2013.798774
http://ecommons.luc.edu/education_facpubs/17/
Bohanon, H., Castillo, J., & Afton, M. (In Press). Embedding self-determination and futures planning
within a schoolwide framework. Intervention in School and Clinic.
http://ecommons.luc.edu/education_facpubs/16/
Bohanon, H., Fenning, P., Hicks, K., Weber, S., Their, K., Akins. B., Morrissey, K., Briggs, A., Bartucci,
G., Hoeper, L., Irvin, L., & McArdle, L. (2012). Case example of the implementation of
schoolwide positive behavior support in a high school setting. Preventing School Failure,
56 (2), 92-103. http://ecommons.luc.edu/education_facpubs/7
de Baca, M. R. C., Rinaldi, C., Billig, S., & Kinnison, B. M. (1991). Santo Domingo School: A rural
schoolwide project success. Educational Evaluation and Policy Analysis, 13(4),
363-368.
doi: 10.3102/01623737013004363
Flannery, B. K., Guest, E., & Horner, R. (2010). SWPBS: Schoolwide positive behavior supports.
Principal Leadership, 11(1), 38-43. doi: 2123461661
Johnson-Gros, K. N., Lyons, E. A., & Griffin, J. R. (2008). Active supervision: An intervention to
reduce high school tardiness. Education & Treatment of Children, 31(1), 39-53.
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/wpcontent/uploads/2014/04/Journal-of-Positive-Behavior-Interventions-2006Bohanon-131-45.pdf
Bohanon, H. & Wu, M. (2012). Integration of social, behavioral, and academic
initiatives: Part I, Communique’. 41 (2), pp. 45. 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. 1213. 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. 359390). 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.