B RADLEY U NIVERSITY
C OLLEGE OF E DUCATION AND H EALTH S CIENCES
J OAN L. S ATTLER , D EAN
B RADLEY PDS
P ARTNERSHIP P OST
F ALL 2014
S AVE T HE D ATE !
S PRING C ELEBRATION
B RADLEY H OSTS S TATEWIDE
E DUCATION C ONFERENCE
On Friday, November 7th Bradley University hosted
the Illinois Association of Teacher Educators (IATE) Fall Conference in Westlake Hall. In support of the event, the Bradley PDS Partnership sponsored the attendance of 19 teachers and administrators
from Bradley PDS sites, 32 student teachers, and 8 Bradley faculty and
professional staff. In addition, 42 Bradley students, professors, and
representatives from Bradley’s PDS sites presented at the conference.
Bradley PDS presentations included “Weekend Snack Packs:
Collaboration between School, Church, and Community to Provide a
Weekend Snack and Much More to So Many” by Kathy Cobb, Kary
Boerger, Karen Anderson, and Dr. Jenny Tripses and “Peoria District 150
Successes with Positive Behavior Intervention Systems (PBIS)” by Doug
Atkins, Anna Rose, Renee Andrews, Timika Rutherford, Katie Powers,
Carolyn Faulkner, Fabian Daniels, Kevin Causley, Kary Boerger, and Dr.
Jenny Tripses. (continued on page 4)
Pictured above: Dr. Patty Nugent (left) and Dr. Sherrie Pardieck
(right) pose with Hallie Nissen, Annie Orlov, and Katie Zielinski as
they present their poster “Dr. Seuss: His Life and Books!
T HURSDAY
A PRIL 23, 2015
4:00-6:00 P . M .
CALL FOR P ROPOSALS
P AGE 14
PDS
PDSNNews
EWS
Beyond Student Teaching
2
Fall Nursing Projects
3
Stakeholders Dinner Meeting
6
Psychology 341 Practicum
8
Glen Oak Teacher Support
9
School Health Programs
10
Field Trips to Harrison
11
Weekend Snack Packs
13
Franklin AVID Showcase
15
P AGE 2
B EYOND S TUDENT T EACHING :
G ET TING A J OB
B Y J ANE C USHING
During the fall semester, Bradley student and novice
teachers had several opportunities to listen to administrators who are leading P-12 schools
in our community.
These administrators were invited
Douglas Atkins, Whittier Principal,
to share their
and Magnolia Branscumb, Glen Oak
expertise and
Principal, spoke to Bradley novice
answer questions.
teachers in November.
One opportunity
was during a session at the IATE Fall Conference on
November 7th when an associate superintendent,
principal, and human resources specialist led a panel
discussion called “Techniques, Tips, and Effective
Approaches for Gaining Employment.” As a result of the
Joe Gallo, Principal, Sterling Middle School; Jamie
Brown, Principal, Roosevelt; and Sue Malahy, Principal, session, pre-service teachers gained information and
insight about their profession. One pre-service teacher
Lindberg Middle School. spoke to Bradley student
commented afterward, “My favorite part of the conferteachers in December.
ence was hearing
about interview tips
and tricks”.
Jane Cushing, Licensure Officer and Clinical Coordinator, Bradley University; Amy
Moore, Human Resources Specialist, Peoria Public Schools; Susan Grzanich, Principal,
Jefferson Elementary School, Morton District 709; and Scott Estes, Associate
Superintendent, East Peoria District 86, presented at the IATE Fall Conference.
In novice and
student teaching
seminars that
followed, several
principals from
Peoria Public
Schools District 150
shared their passion
for education and
the challenges and
rewards of teaching
in today’s classrooms. Bradley is
grateful to these
administrators for
their collaboration.
Fall 2014 Bradley PDS Partnership Post Authors
The articles in this issue were written and/or edited by Molly Cluskey,
Jane Cushing, Jana Hunzicker, Amanda Inoa, Joan Sattler, Jenny Tripses,
and Bob Wolffe. Many thanks to our fall guest authors as well!
P AGE 3
F ALL 2014
B RADLEY N URSING P ROJECTS AT
T REWYN AND S T . M ARK
B Y B RENDON D AVID , K AITLIN K OSMAN ,
AND
D R . K ELLY S CHWEND
At Bradley University, nursing students gain patient care experience through clinical practicums throughout
all of Peoria. In our community clinical, we have the chance to not only broaden our knowledge as nursing
students, but also to educate the public on different aspects of health maintenance and promotion.
Our primary community clinical site in the fall of 2014 was at St. Mark Catholic School. We served as student
nurses and provided healthcare
services to the pre K-8 grade
students as well as to the faculty.
As student nurses, we cared for
children experiencing a variety of
minor illnesses and injuries. It was
our job as school nurses to take
action both cautiously and swiftly.
We also did (continued on page 16)
Bradley nursing students and
St. Mark first graders learn
about Pedestrian Safety at
the St. Mark Health and
Safety Fair in October.
S TAKEHOLDER S URVEY S HOWS
I NCREASING T RENDS
The Bradley PDS Partnership
supports:
November
2012
May
2013
May
2014
Student learning and
achievement.
69%
75%
79%
Preparation of future education professionals.
70%
80%
79%
Preparation of future health
professionals.
40%
44%
47%
Leadership.
58%
66%
71%
Professional development.
60%
66%
66%
Teachers’ and students’
health and well-being.
58%
62%
60%
Students’ families’ health and
well-being.
42%
51%
55%
The Bradley PDS Partnership
Stakeholder Survey, administered in
May 2014, revealed that teachers and
administrators at Bradley PDS sites
believe that the Bradley PDS Partnership
supports preparation of education
professionals (79%), student learning
and achievement (79%), professional
development (66%), PDS school leadership (71%), students’ health and wellbeing (60%), families’ health and wellbeing (55%), and preparation of health
professionals (47%). These results, which
represent all eight Bradley PDS sites,
are based on 222 surveys returned
(a 48% response rate). Over the past
three years, the percentage of respondents who believe the partnership has
promoted positive outcomes has
increased in all areas surveyed.
P AGE 4
B RADLEY PDS
B RADLEY H OSTS S TATEWIDE E DUCATION C ONFERENCE (C ONT .)
Reflecting on the experience, 95% of Bradley PDS conference participants reported learning something they
could use in their classroom, 86% reported learning something new about teaching and learning, and 86%
reported opportunities to network with other professionals. Practicing teachers, administrators, and professors
particularly appreciated the keynote addresses on the new Education Teacher Performance Assessment (edTPA)
and the Illinois Teacher of the Year, and several sessions that addressed meeting the diverse needs of today’s
urban students. One practicing teacher noted that she enjoyed talking with Bradley students and professors.
Highlights of the conference for pre-service teachers were the sessions on seeking a teaching position and
strategies for student engagement. One Bradley student teacher commented, “The panel on resumes and
interviews answered questions I didn’t even know I had!” Another student teacher wrote, “The session on
engaging strategies gave me several ideas I can use and got us up and moving as well as communicating ideas
with peers. It was perfect!” Read more about the 2014 IATE Fall Conference on pages 2, 5, and 11.
Several practicing educators attended “What if you had Five more Hours a Week of Productive
Instructional Time with your Class?” by David Cohen, National Trainer for Time to Teach. Pictured
here (L to R): Dr. Suzanne Lee, Associate Professor, Saint Xavier University; Timika Rutherford,
Interventionist, Trewyn K-8; Carolyn Faulkner, Teacher, Valeska Hinton; Fabian Daniels, Assistant
Principal, Harrison,;and Lynn Lane, Teacher, Whittier.
F ALL 2014
P AGE 5
Lifelong Learning
Bradley student teachers Zak McArdle, Steve Adkins, Miguel Alvarez, and Steve Reczek
enjoyed a light breakfast following a keynote address entitled “edTPA: Updates, Tips, and
Tricks for Successful Implementation” by Dr. Amee Adkins, Associate Dean , College of
Education, Illinois State University.
W HAT W AS Y OUR F AVORITE
P ART OF THE C ONFERENCE ?

The employment technique panel.

I really enjoyed the presentation on RtI.

I took the most away from the workshop
on engagement strategies.

I enjoyed hearing about interviewing tips
and finding a future job.

The keynote address during lunch showed
enthusiasm, dedication, and passion. It
was infectious.

The session on writing to learn was really
well delivered.
21 professors, practicing teachers, and pre-service
teachers presented posters at the conference.
Pictured here: Johnica Haynes and Samantha Burch
presenting “Back in Time: A WebQuest.”
A SSERTIVE D ISCIPLINE AT R OOSEVELT AND S T . M ARK
B Y D R . J ANA H UNZICKER
During the fall 2014 semester, Dr. Jana Hunzicker and Jane Cushing presented professional development on assertive discipline for teachers at Roosevelt and St. Mark. The four to six week professional development series emphasized the importance of structure, consistency, and building relationships with students and
their families. Participating teachers learned how to use Lee Canter’s behavior management cycle, which includes
explicit directions, behavioral narration, and finally, various approaches to corrective action. During sessions,
teachers shared specific classroom management challenges and received suggestions for addressing them.
Roosevelt teachers devoted one session to visiting each other’s classrooms and offering feedback about furniture
arrangements, seating charts, and other aspects of their physical space. Between sessions, teachers were able to
try out new strategies. A favorite at St. Mark was five finger voting as a reflect and check technique.
B RADLEY PDS
P AGE 6
S TAKEHOLDERS D INNER M EETING H ELD IN N OVEMBER
On November 17th, the Bradley PDS Council hosted a dinner meeting for Bradley PDS stakeholders. The
event was attended by 11 teachers and principals from Bradley PDS sites, five representatives from Bradley’s
College of Education and Health Sciences, five district-level representatives from Peoria Public Schools, and two
Bradley student teachers. Following a light meal, diverse groups of stakeholders discussed strengths, limitations,
and possibilities for our continued school-university collaboration. Strengths included professional development
and resources for Bradley PDS sites and authentic experiences for Bradley students. Limitations included site
coordinators being responsible for too many schools and lack of collaboration between Bradley PDS sites. Several
possibilities were explored, including shared professional development, Bradley courses hosted at Bradley PDS
sites, greater alignment with
district curriculum and instructional
initiatives, and enhanced clinical
experiences at Bradley PDS sites.
Following the meeting, one Bradley
PDS principal reflected, “I truly
enjoyed my time getting to see all
the partners and brainstorm. Thank
you for the wonderful opportunity
to meet on Bradley’s campus and
see what an amazing impact you
and the University are having on
Peoria Public Schools and Bradley
and all our students!” The Bradley
PDS Council is currently writing a
Stakeholders brainstorm about strengths, limitations, and possibilities
new grant proposal so that the
Bradley PDS Partnership can
for the Bradley PDS Partnership.
continue for another three-year
term. The insights and ideas generated at the stakeholders dinner meeting will be incorporated into the grant
proposal, and later into the Bradley PDS Partnership strategic plan if the grant is awarded.
B RADLEY ’ S S MITH C AREER C ENTER P RESENTS
ON C OLLEGE AND C AREERS AT R OOSEVELT
B Y M OLLY D RENCKPOHL
College readiness begins in middle school. Young adolescents who have opportunities to learn about
different colleges and universities, the wide variety of majors and minors available, and various career possibilities are more likely to see themselves as future college students.. In December, Bradley’s Smith Career Center
staff and interns presented to over 100 seventh and eighth grade students at Roosevelt Magnet School. The
presentation helped students to explore various careers and to realize how college will make those careers
possible. Students worked in small groups to explore careers of interest, the skills needed to be successful in those
careers, and how they can begin developing those skills now. Focus was placed on important college and career
skills including teamwork, problem solving, and communication. The presentation motivated Roosevelt students
to become engaged in their own career planning processes
while exposing them to the opportunities available less than
one mile away at Bradley University. The Smith Career Center
will continue to work with students from Roosevelt during
the spring semester to build on the enlightening experience.
P AGE 7
F ALL 2014
S T . M ARK L ITERACY F IESTA
B Y B RITTANY B ENNINGTON
This semester’s literacy Fiesta was a hit! With the
music, dancing, fun activities, and welcoming atmosphere,
the Fiesta was an event not to miss. Students were able to
learn and participate in many activities presented by the
professors and pre-service teachers at Bradley University.
Walking into the Literacy Fiesta, one could just feel
the energy and enthusiasm radiating throughout
Westlake 116. One look at the friendly faces in the
room and it was obvious that it was going to be a
successful event. As the students from St. Mark School
arrived, the fun began. The Fiesta kicked off with a group
dance, the Cha Cha Slide. Children were getting down
along with the Bradley staff and students as they eagerly
scouted the stations. The St. Mark’s children were drawn
in by the promising colors, foods, books, and balloons;
they weren’t disappointed!
The students of both St. Mark and the teacher
education program had a blast collaboratively
completing the tasks at each station. The students split
into groups and went to a station where they worked
with a few Bradley students on their planned activities
for just under ten minutes. These activities ranged from
book activities to fall activities to just plain fun
activities. Each group of St. Mark students had the
opportunity to experience three different stations
before heading out to grab a snack of chips and salsa.
It was an experience that fostered learning for both the
students at St. Mark School and the students at Bradley
University!
F ALL S UPPLIES FOR
B RADLEY PDS S ITES
During the fall 2014 semester, the Bradley PDS Partnership purchased
$300 worth of supplies for teachers and students at Bradley PDS sites based on specific site needs.
Valeska Hinton and Whittier used their funds to purchase books for students. Glen Oak chose to
purchase P.E. and playground equipment for recess and recreation. Roosevelt purchased Kagan
Publishing smart cards to support teachers’ use of student engagement strategies in the classroom,
and Trewyn purchased 30 copies of the book Start with Why by Simon Sinek so that every teacher
in the school can reflect on why they choose to teach. Manual, Harrison, and St. Mark used their
PDS supply funds to purchase behavioral incentives for students, including small trinkets, school
supplies, and $5.00 Walmart gift cards. Also during fall 2014, each Bradley PDS site received one
large Bradley University banner and five 24-inch Bradley pennants to remind students every day
that college is in their future.
B RADLEY PDS
WELCOME
P AGE 8
The Bradley PDS Council welcomes two new
members. Dr. Jenny Tripses (left), professor
in Bradley’s Department of Leadership in
Education, Human Services, and Counseling,
joins the Council as PDS site coordinator for
Harrison, Glen Oak, Valeska Hinton, and
Whittier. Jane Cushing (right), Licensure Officer
and Clinical Coordinator for the College of
Education and Health Sciences, serves as the
Council’s clinical experiences liaison.
PSY 341 S TUDENTS B ENEFIT FROM S T . M ARK P RACTICUM
B Y A MANDA I NOA
The students in Dr. Claire Etaugh’s PSY 341 undergraduate preschool practicum are gaining hands-on
experience working with students at St. Mark. The PSY 341 students work as assistant teachers in two prekindergarten classrooms, acquiring experience in how to apply principles of child development. Dr. Etaugh
explains, “They test two children
in-depth in areas of fine motor skills,
gross motor skills, cognition and
language, social skills, and self-help
skills and write a report on each of
those children's progress during the
semester.” Additionally, the students
have the experience of developing and
implementing two lesson plans during
the practicum.
Every student who takes PSY 341
has had a course in child development,
or is currently taking one. In addition to
expanding and deepening their understanding of child development—
especially individual differences in
behaviors and skills of children who are
the same age—the St. Mark prekindergarten students get to know the
Bradley assistant teachers and enjoy
Pictured here: Front (L to R): Jessica O’Hara, Alyssa Phillips, Kayla
having one-on-one time with them,
Dr. Etaugh explains.
Tidd, Sojourner White, Jasmine Taylor. Back (L to R): Haley Verdun,
The Bradley students enrolled in
Ryan Potempa, Allyson Teutemacher, Dr. Claire Etaugh, Marilyn
the course enjoy their interactions with
Chambers.
St. Mark students and also describe PSY
341 as a valuable learning experience. Ryan Potempa, a psychology major, explains, "The child study practicum
here at Bradley is truly a wonderful experience. From close collaboration with my professors and St. Marks'
teachers to one-on-one interaction with the children, the practicum has provide me with great learning experience
that I will be able to use in my future career as a therapist. Being able to see the different degrees of variability in
development between each child across the semester has provided me with a different perspective on how to
communicate affectively with children in the future."
F ALL 2014
P AGE 9
N EW T EACHER S UPPORT AT G LEN O AK
B Y D R . J ENNY T RIPSES
The Glen Oak Classroom Management Support project was designed to support
Glen Oak new teachers in the area of classroom management through one-on-one
classroom observations and feedback based on the Charlotte Danielson Framework
for Teaching.
Glen Oak first year teachers and four members of the Bradley PDS Council met
twice and observations were scheduled in the two week period between the two meetings. During the first
meeting, Charlotte Danielson Framework Domain 2: Classroom Environment was reviewed. Then, two to three
Glen Oak teachers were matched with Bradley PDS mentors for introductions, discussion of focus areas, and
scheduling of classroom observations.
Following the first meeting, during a two-week window, each Bradley PDS mentor conducted a 45- to 60minute classroom observation for each Glen Oak teacher
and provided confidential feedback immediately following.
Manual Principal Talks
Between the time of the classroom observation and the
about Report Card Blast
second whole group meeting, Glen Oak teachers were encouraged to reflect on the feedback and/or act on suggestions provided. Glen Oak teachers received the only copy
Graduate students preparing to be principals read
of the feedback. The Bradley PDS mentors maintained strict about home visits in their EHC 662: School and
confidentiality regarding details of their classroom observa- Community Relations class. Several students wontions.
dered how such visits would work. Knowing that
A second meeting of the participating Glen Oak teachReport Card Blasts at Manual High School had
ers and the Bradley PDS mentors took place two weeks
been successful for many years now, Jenny Tripses
after the initial meeting. The purpose of this meeting was
(who teaches the class) invited Heather Young,
to discuss insights gained from the classroom observation
Manual principal, to come to explain how it
process and explore specific classroom management ideas
worked. Graduate students asked many questions
and strategies based on commonly observed areas for proand hopefully will take a page out of Manual’s
fessional growth.
Participating Glen Oak teachers indicated in a follow-up book when they become principals themselves.
survey that the experience was beneficial. Particularly helpful was not only the feedback they received, but also the opportunity to share ideas from other first year teachers
about classroom management. When asked what they especially liked, teachers said, other teachers’ feedback,
hearing what worked well and did not work well, the collaboration between the university and the school, that
the Bradley PDS mentors worked around Glen Oak teachers’ schedules, and being observed/receiving feedback
by someone from outside the school. The Bradley PDS mentors en2014 CLINICAL EXPERIENCES
joyed the opportunity to observe Glen Oak teachers and students and
appreciated hearing what the Glen Oak teachers learned from the
AT BRADLEY PDS SITES
experience.
Spring
2014
Fall
2014
Family & Consumer
Sciences
10
10
Nursing
4
4
Psychology
7
9
Teacher Education
68
52
Total
89
75
During 2014 Bradley’s College of Education and Health Sciences
continued to place significant numbers of future teachers,
nurses, dieticians, and other pre-professionals at Bradley PDS
sites. These placements especially support Bradley PDS
Partnership Goal 1: Support and improve student learning and
achievement and Goal 2: Prepare professionals in education
and health sciences. See all five Bradley PDS Partnership goals
on page 16.
B RADLEY PDS
P AGE 10
F AMILY AND C ONSUMER S CIENCE S TUDENTS L EARN ABOUT
S CHOOL H EALTH P ROGRAMS
B Y D R . T ERESA D RAKE
FCS 203 students Caroline Whiteside and Emilee Myers participate in an activity led by Pamela
Rumba, Trewyn Resource Coordinator, about the myriad of challenges Trewyn students face.
The FCS 203 Health, Safety, and Nutrition class visited Manual Academy in October for a tour of the Unity Point
Methodist health clinic. Nurse practitioner Mariola Kabat provided an informative tour describing what services
were offered for students and specific challenges to improving the health of their student population. Anji
Campbell, a mental health therapist, spoke about her role at the clinic. Students also met three of the school
counselors and learned about counseling services provided by the school. The staff’s commitment to improving the
health and lives of Manual students was
evident. Emilee Myers said, “I really liked
learning about the different on-site
resources the students had. I also appreciated how much everyone seemed to
really care about the students and the
work they were doing.” Morgan
O’Connor commented, “I enjoyed listening to all the speakers/workers who just
seemed very excited about what they do
and how they are helping the students,
families, and schools.”
In November, Pamela Rumba,
Bradley alum and resource coordinator
at Trewyn K-8, spoke to the class about
various challenges Trewyn students face
and ways the community can help them
In early November, Bradley’s Departments of Teacher Education
succeed in spite of those difficulties. She
and Leadership in Education, Human Service, and Counseling hosted
provided many ideas of ways to get
a program accreditation site visit, conducted by five external
involved so that each can make a differreviewers from across the United States. As part of the process,
ence in students’ lives. Tyler Leffler said,
reviewers visited three Bradley PDS sites: Whittier, St. Mark, and
“I really enjoyed hearing Pam talk about
Manual. Pictured here: Whittier principal Doug Atkins (left),
Trewyn. It really touched my heart to
Whittier teachers Lynn Lane and Anna Rose (right), and two Whittier hear what some of those kids go through
on a daily basis, and I am looking to help
kindergarten students pause outside the front office with two
out in the future.”
external reviewers, Whittier PDS site coordinator Dr. Jenny Tripses,
and Kemper Fellow Dr. Jana Hunzicker.
F ALL 2014
P AGE 11
ETE 215 P RE - SERVICE T EACHERS R EFLECT
ON F IELD T RIPS TO H ARRISON
Student Reflections
In October, Bradley pre-service teachers from Drs. Helja Antola Crowe and Celia Johnson’s ETE 215: Strategies for Effective Instruction classes visited Harrison Community Learning Center to learn more about the school.
Following the experience, several pre-service teachers reflected on the experience.
Harrison is a highly urban school with the vast majority of students being from low socio-economic backgrounds. My colleagues and I were welcomed with warm arms by the principal of the school, who began by
giving us a brief overview of the school, their students, and the services they provide to both their students and
students’ families. I was very impressed with Harrison’s building and the amount of technology they had in each
and every classroom. As a former student of a high-income school district, I have grown used to newer buildings
and top-of-the-line technology. However, Harrison’s building and technology astonished me. I saw educational
tools in the classrooms, like the SmartTable, that I have never before seen in a school. I was also very impressed
by the diversity of the school and its teachers. Each grade level in K-5 has one class that is bilingual, meaning the
students in that class are taught in both English and Spanish every day. The makeup up the teachers is also very
diverse at Harrison. I believe this diversity among teachers is a huge asset to the students at Harrison. Having a
diverse faculty is one of the best and most effective ways to teach a diverse group of students. Harrison has an
on-site medical facility for students, and also an adult learning center for continuing the education of parents and
family members. I was truly amazed at the things that Harrison Community Learning Center has to offer, and felt
very fortunate to have the opportunity to tour the school and learn more about it.
Hhh
~ Kaitlin Pryde, Elementary Education
I found this field trip to very beneficial as we were able to see multiple classrooms and ask questions along
the way. The school was very up-to-date, and I was surprised to see all of the different services they offered. Harrison has a health center in the building as well as a technology lab where teachers can check out iPads for their
classrooms. Harrison is also very focused on encouraging their students to go to college, and I thought that was
amazing. Overall, the trip was a great opportunity, and I think everyone pursuing education should visit Harrison if
they get the chance. ~ Jazmin Voice, Early Childhood Education
Other pre-service teachers commented:

“Welcoming atmosphere!”

“The teachers seemed excited and
motivating.”

“I really liked the ELITE program .”

“The teachers seemed really connected
to the students.”

“I liked that they communicate with
parents and do home visits.”

“Aesthetically, it was a beautiful school
and very organized!”

“The students said they felt safe and
hoped that the word would get out so
that people would want to go there to
substitute and visit.”
Shirley Anderson Brubaker and Harrison principal Julie Gilles,
hosting a Bradley ETE 214 field trip.
B RADLEY PDS
P AGE 12
At the Illinois Association of Teacher Educators (IATE) Fall
Conference, several educators from Bradley PDS sites shared the
processes their schools employed to achieve state recognition of
By Dr. Jenny Tripses
significant progress using Positive Behavior Intervention and
Support (PBIS). After a brief introduction about PBIS, a representative from each school explained how the
process was implemented and monitored in their school. As each presenter described the process their school
used to implement PBIS, the audience gained new insights into ways a prescribed program can be used to meet
the needs and characteristics of different schools with unique characteristics. Presenters represented schools that
have demonstrated high degrees of success in implementation of PBIS. Glen Oak and
Whittier Schools received Gold Status, Harrison received Silver Status, and Roosevelt,
Trewyn, and Valeska Hinton Early Childhood Center received Bronze Status. Gold Status is
given to schools that reach 80% on two or more tiers of the SW-PBIS Tiered Fidelity Inventory (TFI). Silver Status is given to schools that reach 80% fidelity on any tier of the SW-PBIS
TFI, and Bronze Status represents schools who self-assess and develop an action plan
around implementation of PBIS using the SW-PBIS TFI.
PBIS is based upon academic and behavior targets that are endorsed and emphasized
by students, families, and educators. Practices include curricula, instruction, interventions,
and evidence-based strategies. Data is systematically collected and used to identify status,
need for change, and effects of interventions. Rules, routines, and physical arrangements
are developed and taught by school staff to prevent initial occurrences of behavior the
school would like to target for change. PBIS is taught across all school settings: classroom, cafeteria, restrooms,
bus, etc. Representing their schools at the session were Kary Boerger Glen Oak Community Learning Center; Fabian Daniels and Kevin Causley, Harrison Community Learning Center; Renee Andrews and Timika Rutherford,
Trewyn K-8 School; Katie Powers and Carolyn Faulkner, Valeska Hinton Early Childhood Center; and Doug Atkins
and Anna Rose, Whittier Primary School. Presenters and others in the audience learned strategies from one
another. Each school is commended for hard work and success on the part of students, educators, and parents.
Success with PBIS
Whittier Ways: An Interview with Principal Atkins
By Amanda Inoa
Whittier Primary School and Glen Oak Community Learning Center have achieved significant decreases in
disciplinary action after implementing Positive Behavioral Interventions and Supports (PBIS). According to
Whittier’s principal, Mr. Doug Atkins, last year Whittier demonstrated reductions of over 50% in office discipline
referrals, aggressive or violent behaviors, and suspensions. Mr. Atkins credits the staff and students for the
success in the school’s discipline reduction. “Our staff and students are the true heroes in all of this,” he says.
Whittier staff is committed to constant analysis and improvement.” He continues, saying the effort and achievements of the Whittier staff are reflected in the achievements of the students.
Whittier implements PBIS through the “Whittier Ways” Matrix, Dream Dollars, Bucket Filling Campaign, AntiBullying, Second Step, and a focus on cooperative learning. The school uses acknowledgments of good behavior
that students can either purchase or win in a raffle, ranging from pencils all the way to Playstations. Whittier
implemented PBIS several years ago, but Mr. Atkins thinks that the addition of the Check-In/Check-Out system
has made a difference in helping to improve the overall PBIS efforts. Not only has the academic environment
improved and become more conducive to learning, Mr. Atkins notes that school pride has increased as well.
According to PBIS.org, PBIS is a school-wide system of support that includes “...proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Attention is
focused on creating and sustaining primary (school-wide), secondary (classroom), and
tertiary (individual) systems of support that improve lifestyle results (personal, health,
social, family, work, recreation) for all children and youth by making targeted behaviors less effective, efficient, and relevant, and desired behavior more functional.”
F ALL 2014
P AGE 13
W EEKEND S NACK P ACKS
AT G LEN O AK AND V ALESKA H INTON
B Y K ATHY C OBB
Thank you to Kathy Cobb, Glen Oak Christian Church volunteer, Karen Anderson,
P.E. teacher and coordinator of snack pack deliveries, Kary Boerger, Glen Oak Assistant
Principal, and Dr. Jenny Tripses, Bradley PDS site coordinator for both Glen Oak and
Valeska Hinton, for sharing this meaningful community service project at the 2014
Illinois Association of Teacher Educators (IATE) Fall Conference.
Glen Oak Christian Church, a small neighborhood church, located on the East Bluff of Peoria, Illinois, and
the neighborhood elementary school, Glen Oak Community Learning Center, began a pilot weekend snack pack
program in September 2012. During 2012-2013 the program served the children, families, and teachers of Glen
Oak Community Learning Center a K-6 Peoria Public School located two blocks from the church.
The teachers, administrators, and staff made the process efficient and easy to support each week. The first
snack packs were shared with 269 children and families who had completed the participation process and by the
end of the school year over 600 children had received at least one snack pack during the year and the last delivery
in May 2013 was for 552 individually named snack packs.
This collaboration was made possible by food donations from Mid-West Food Bank and individuals, plus financial gifts from the Community Foundation of Central Illinois, Church Women United-Peoria, and First Christian
Church-Peoria and community members.
Volunteers filled the paper sacks each Thursday with four individually wrapped food items such as Ramen
noodles, instant oatmeal, hot chocolate and a breakfast bar. Snack Pack Delivery Boxes were packed for each
participating classroom and the classroom teacher gave the snacks each Friday to participating students. All
students were welcome to complete the forms to receive a snack pack. Glen Oak Christian Church identified this
as an Outreach Ministry and supported it through the annual budget as well as above and beyond giving of
individuals.
During the academic year of 2013-2014, the Assistant Principal who had originated the community collaboration at Glen Oak Community Learning Center was reassigned to Valeska Hinton Early Childhood Education Center
as the Principal. The community collaboration was then made possible at both schools creating a need for more
financial contributors and community volunteers.
The total number of children participating is now over 1,000 each week, averaging 660 children at Glen Oak
and 330 children at Valeska Hinton. The number of volunteers packing each week averages 15, including both
retirees from the church and community as well as young adults from the neighborhood.
To learn more
about the weekend
snack pack program,
make a donation, or
volunteer, call the
church at 309688-3464.
Pictured here (L to
R): Karen Anderson,
Kary Boerger, Dr.
Jenny Tripses, and
Kathy Cobb.
P AGE 14
B RADLEY PDS
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dat
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the 2015
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Sav 23,
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Apr -6:00
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Bradley PDS Partnership
Spring Celebration 2015
Call for Proposals
The Bradley PDS Council is currently accepting presentation proposals for the 2015
Bradley PDS Spring Celebration, themed “Teach, Learn, Grow.” The event will be held on
Thursday, April 23, 2015 from 4:00-6:00 p.m. in Westlake Hall’s Owens Professional
Development Center.
Students, teachers, professors, and administrators are encouraged to submit a proposal that either 1) describes a recent
Bradley PDS project or 2) explores a compelling educational topic or issue. Group proposals are welcome. Proposals that
include presenters from both Bradley University and one or more Bradley PDS sites are especially encouraged.

Poster presentations (tri-fold boards, please!) will take place between 4:00-4:30 p.m. All poster presenters should
remain near their tri-fold board to answer questions during this time.

Roundtable discussions will take place from 4:40-5:05 and 5:10-5:35 p.m. All roundtable discussion presenters will
lead two interactive, 20-minute sessions.

The afternoon will conclude with recognition and celebration of 2014-2015 Bradley PDS initiatives and accomplishments from 5:35-6:00 p.m. Door prizes will be awarded!
All proposals should include a cover page with the following information:
 Lead presenter’s name, title/position, school/university, e-mail address,
and phone number
 All additional presenters’ name(s), title/position(s), school/university,
and e-mail address(es)
 Type of presentation: (Poster or Roundtable Discussion)
 Title of presentation:
All proposals should include an additional page (one page only) with the following:
 Title of presentation:
 Type of presentation: (Poster or Roundtable Discussion)
 Brief description of presentation (for the celebration program): (50 words or fewer)
 Detailed description of the presentation that explains how a Bradley PDS project has accomplished (or the presentation itself will accomplish) one or more of the following Bradley PDS Partnership goals: 1) Support or improve
student learning and achievement, 2) Prepare professionals in education and health sciences, 3) Provide lifelong
learning experiences and leadership opportunities, 4) Promote best practices in teaching, learning, and leadership,
5) Support the health and well-being of students, their families, and the professionals who work with them.
The deadline for submission is 4:00 p.m. on Friday, March 13th. Presentation proposals should be submitted via
e-mail attachment to Sally Miller at samiller2@fsmail.bradley.edu. All proposals will undergo blind review by a
committee of the Bradley PDS Council. Please contact Dr. Jana Hunzicker at jhunzicker@fsmail.bradley.edu or 677-3201
with questions.
P AGE 15
F ALL 2014
St. Mark
STRETCH: M AKING A D IFFERENCE
IN THE L IVES OF S TUDENTS
Fine Art
B Y D RS . T WILA L UKOWIAK
Show 2015
St. Mark
students’ artwork
will be on display
at Prairie Center
Gallery
April 13-18, 2015.
On Friday, April
17th a reception
featuring
performance art
and refreshments
will be held from
6:00-8:00 p.m.
The Prairie
Center Gallery is
located at 1506
SW Washington
Street in Peoria,
just a few blocks
down the hill
from Bradley.
Everyone is
welcome!
AND
C ELIA J OHNSON
Last spring, Drs. Lukowiak and Johnson founded an organization,
whose main objective is to teach K-12 students the harms of bullying
and to promote acts of kindness. Members of this organization, named
STRETCH, Students Ready to Make Change, worked diligently during
both spring and fall to reach as many students as possible. This fall, members of STRETCH provided a total of fifteen different presentations to Peoria students at St. Mark, Manual, and Woodrow
Wilson. They also provided presentations to Altman Primary School in Pekin and at the Woodford
County Teen Jamboree in Congerville, IL. “We are very excited to continue our work towards
ending bullying!” said Dr. Lukowiak. During fall 2014, members of STRETCH worked diligently to
create interactive, exciting presentations that informed students about different types of
strategies to utilize if bullying occurs, individuals to contact for assistance, and ways to perform
kind acts toward peers. The number of K-12 students attending each STRETCH presentation
ranged from 60 to 200. Members of STRETCH are dedicated to putting an end to bullying once
and for all. Together we can step up, stand out, and make a difference against bullying!
AVID S HOWCASE AT F RANKLIN P RIMARY S CHOOL
B Y D R . J ANA H UNZICKER
In November, teachers and administrators from Harrison, Manual, and the Bradley PDS Council attended the
AVID Showcase at Franklin Primary School. The showcase was attended by about 50 educators from Peoria Public
Schools and other large, urban school districts from downstate Illinois. The day began with an overview of the AVID
(Advancement Via Individual Determination) instructional program for elementary grades by Franklin principal Ann
Bond, who also shared the story of Franklin’s adoption of AVID over the past three years. Next, student tour guides
led small groups of showcase visitors through a series of classroom observations. During each 15-minute observation, teachers and students in grades kindergarten through fifth grade demonstrated various AVID practices, which
include writing to learn/learning to write, inquiry/learning to inquire, collaboration/learning to collaborate, organization/learning to organize, and reading to learn/learning to read. Following the classroom visits, a panel of
teachers and students answered questions from the audience. Franklin, which is located about one mile from
Bradley’s campus, aspires to becoming an AVID demonstration school. It seems that they are well on their way!
The mission of the Bradley PDS Partnership is to promote
academic and professional development for P-12 students,
pre-professionals, practitioners, and professors.
B RADLEY PDS P ARTNERSHIP
2012-2014 GOALS
Contact Us
Bradley PDS Partnership
1501 W. Bradley Avenue
Westlake Hall 202A
Peoria, IL 61625
309-677-3329
Dr. Jana Hunzicker
William T. Kemper Fellow
jhunzicker@fsmail.bradley.edu
Sally Miller
Administrative Assistant
samiller2@fsmail.bradley.edu
2014-2015
PDS Site Coordinators
Dr. Jenny Tripses
jtripses@fsmail.bradley.edu
(Glen Oak, Harrison,
Valeska Hinton, Whittier)
Dr. Bob Wolffe
rjwolffe@fsmail.bradley.edu
(Manual, Roosevelt,
St. Mark, Trewyn)
1. Support and improve student learning and achievement.
2. Prepare professionals in education and health sciences.
3. Provide lifelong learning experiences and leadership
opportunities.
4. Promote best practices in teaching, learning, and
leadership through professional development and
action research.
5. Support the health and well-being of students, their
families, and the professionals who work with them.
The Bradley PDS Partnership is funded by the William T.
Kemper Foundation - Commerce Bank, Trustee and Bradley
University’s College of Education and Health Sciences.
B RADLEY N URSING P ROJECTS
(C ONTINUED
FROM
P AGE 3)
presentations on health related topics. In addition, we coordinated
the annual Pediatric Health and Safety Fair implemented by the junior
nursing students. St. Mark’s students visited seventeen interactive
booths covering a variety of health and safety topics.
Outside of St. Mark, we have had the opportunity to visit Trewyn
K-8 School. We educated the kindergarteners on a variety of health
care topics such as hand hygiene, oral hygiene, and proper nutrition.
We utilized different materials such as Glow-germ which simulates
“magic” glow in the dark germs on hands, dental models to demonstrate how to properly brush teeth, and play foods to identify what
foods are healthy and unhealthy. Prior to Halloween, we taught the
kindergarteners about trick or treat safety. The semester’s programming concluded with a presentation on how to be a “buddy’” instead
of a “bully.” All presentations were highly interactive and well
received.
It is important to educate children early on proper health preventative measures to ensure positive health habits
for a lifetime. We implemented best practices by
educating children in a manner that was both
realistic and fun. We formally taught the
students, but they undoubtedly taught us more.
They taught us not only to be better nurses, but
also to be better people in serving the students
in our community.
We’re on the web! Visit the Bradley PDS Partnership webpage at:
http://www.bradley.edu/academic/colleges/ehs/centers/kemper/