School-Wide Positive Behavior Support District Planning Louisiana Positive Behavior Support Project.
Kansas School-wide Positive Behavior Support Training
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Transcript of Kansas School-wide Positive Behavior Support Training
Kansas School-wide Positive Behavior Support Training
Tier One Initial TrainingTeam- Day 1
Lea Ann Pasquale and Jamie Wolfe
District SWPBS Facilitators
Year One • Getting Started (Today & Tomorrow)
– Overview, School-wide, Non-classroom, Data Decisions, Team Meetings, Team Planning
• Expanding Implementation (January)– Classroom, Escalation Cycle, Team Status
Check, Annual Planning Reports, Team Planning
• Sustaining Efforts (April)– Individual Student, Targeted-group, Team
Planning, Long-term Action Planning, Movement Towards Tier Two
Training Content
Day 1 • Overview of School-wide
PBS • Developing Teaching
Strategies with Faculty Input
• Rewarding & Acknowledging Students and Staff
• Team and Faculty Planning
Day 2• Assess Interest &
Commitment• Ongoing Data-based
Decision Making• Begin Self Assessment• Enhancing Discipline
Procedures• Team and Faculty
Planning
Home (e.g., Dishion & Patterson)
• Inconsistent management
• Reactive discipline
• Lack of monitoring
School (e.g., Mayer)
• Reactive/punishing discipline approach
• Lack of agreement about rules, expectations,
& consequences
• Lack of staff support
• Failure to consider & accommodate
individual differences
• Academic failure
When Behavior Doesn’t Improve, We “Get Tougher!”
• Zero tolerance policies• Increased surveillance• Increased suspension & expulsion• In-service training by expert• Alternative programming
…..Predictable systems response!
Reliance on Punishment = Increases in Problem Behavior
• Punishing problem behaviors without a school-wide system of support is associated with increased – Aggression – Vandalism – Truancy – Tardiness– School Drop Out Rates(Mayer, 1995; Mayer & Sulzer-Azaroff, 1991)
Responses to Antisocial Behavior
• Reviews of over 500 studies indicate that the least effective responses to school violence are– Punishment– Counseling– Psychotherapy
• Exclusion is the most common response for conduct disordered youth (Lane & Murakami, 1987)
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we……..... ……….teach? ………punish?”
Tom Tom Herner (NASDE President ), 1998
“Why can’t we finish the last sentence as automatically as we
do the others?”
The most effective responses educators can make to school violence include:
– Social skills instruction– Behaviorally based interventions– Academic interventions
Character Education
• Easy to change moral knowledge..... ...difficult to change moral conduct
• To change moral conduct...– Adults & students model moral behavior– Students must experience academic success– Students must be taught social skills for
success
Preparing for Adult Settings: Toyota Service Department
• We will treat you with respect
• We will be responsible for ourselves & you
• We will do our best
• Safety is our primary goal
Native Alaskan Community Values
Example of Cup’ik Values• Help other people• Respect other people’s belongings• Respect the animals you catch for food• Remember what you are taught and told
Saint Lawrence Island Yup’ik Values• Give service to others• Gather wisdom and knowledge
Oleksa, M. (2005). Another culture/ Another world. Association of Alaska School Boards
Main Message!
Successful Individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable(Zins & Ponti, 1990)
School-wide PBS is…
• Not a curriculum…it’s systems approach for preventing problem behavior
• Not limited to any particular group of students…it’s for all students
• Not new…its based on long history of behavioral practices & effective instructional design & strategies
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
School-wide Systems
1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging expected behavior
5. Continuum of procedures for discouraging inappropriate behavior
6. Procedures for on-going monitoring & evaluation
Classroom Management Systems
• Classroom-wide positive expectations taught & encouraged
• Teaching classroom routines & cues taught & encouraged
• Ratio of 6-8 positive to 1 negative adult-student interaction
• Active supervision• Redirections for minor, infrequent behavior errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum
Nonclassroom Systems
• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders• Positive reinforcement
Individual Student System• Behavioral competence at school & district
levels• Function-based behavior support planning • Team- & data-based decision making• Comprehensive person-centered planning &
wraparound processes• Targeted social skills & self-management
instruction• Individualized instructional & curricular
accommodations
Halls Ferry Elem entary School
YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5
High Fiv e Approach - school wide social skill lessonsCentral Data SystemProduced school-wide expectations v ideoCafeteria routine and lessons
Playground routine and lessonsProduced bathroom expectations & routines videoProduced indoor recess expectation & routines video
New comer's ClubStudy Skills - Homew ork Support
Social Skills Club
FBA TrainingCoaches T raining
MentoringChamps Theater
Function-BasedStudent SupportTeam
ClassroomBus expectations
Present to Board
District w ide w eb based data systemDistrict level leadership teamDistrict level collaborative teamDistrict w ide netw orking system
Universal School-w ide Systems
Secondary / Targeted Group
Tertiary / Individual Student
District Level Systems
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
School-Wide Systems for Student Success & Multi-tier System of Supports
TIER I
TIER II
TIER III
Reading• All Students• Open Court + Workshop• K 70 min. of core
1-3 90 min. core + 30 min.
4-6 60 min. core + 30 min. workshop + 30 min. LA
• DIBELS K-6 F/W/Sp
• MAP 3-6 F
Behavior• All school settings• Teach 3-5 expected
social behaviors determined by staff
• Encourage positive behaviors systematically
• Clear and consistent response to problem behavior
• Data system to monitor Tier One interventions
Reading• All students
demonstrating need for strategic assistance
• Workshop time (30 min.) with front-line intervention 3-5x per week in groups < 5
• DIBELS progress monitoring every 2 weeks
• Diagnostic data as necessary
Behavior• Students with 2-5 ODR• Available throughout
the day• Implemented quickly • Low effort by teachers• Consistent with
school-wide expectations
• Student chooses to participate
• Group interventions• FBA using existing
data sources with diagnostic data as necessary
Reading• All students demonstrating need for intensive assistance
• Workshop time (30 min.) + 30 additional min. with front-line intervention 5x per week in groups < 3
• DIBELS progress monitoring weekly
• Diagnostic data as necessary
• Problem-Solving Team likely expanded
Behavior
• Students with 5 or more ODR’s or needing more intense problem-solving
• FBA with more intensive supports addressing function of behavior
• More frequent and specific monitoring
• Team-based approach
•Person-centered planning/wraparound
One Response, Many Terms:“Positive Behavior Support”
PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students.
“SWPBS” = “EBS” = “PBS” = “PBIS” etc.
٭
Same Issue in MTSS:One Triangle, Many Terms
• Primary Prevention = Universal =
Core = Tier 1
• Secondary Prevention = Targeted Interventions = Strategic = Tier 2
• Tertiary Prevention = Intensive = Tier 3
Why Does this Happen?• National efforts with many different people involved• Evolution of academic and behavioral systems change• University professionals starting with different funds
– George Sugai leads the way with his EBS center– SWPBS with Rob Horner joins forces with George’s school-wide
discipline• Technology professionals who like short titles• Strange unexplained resistance to fixing title
discrepancies (in SWPBS)• What makes us strong (many people with many ideas)
also makes us a little inconsistent
• Systems Change has a way of adding complexity
Moving Away From Ineffective Responses to
Problem Behavior
• Get Tough (practices)
• Train-&-Hope (systems)
SWPBSFeatures
Science of Human
Behavior
Local Context& Culture
Prevention Logic
NaturalImplementers
Evidence-Based
Practices
SystemsChange&
Durability
Continuum ofBehavior Support
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
OUTCOMES
Social Competence &Academic Achievement
SWPBS Implementation
LogicLEADERSHIP TEAM
SCHOOL-WIDE
Build DataSystem
Establishmeasurable
outcome
Collect, analyze, &prioritize data
Ensure efficient,accurate, & durable
implementation
Implement
Monitorimplementation &
progress
Selectevidence-based
practice
Elements of School-wide PBS
• Establish interest & commitment• Establish a data-based decision-making system • Modify discipline referral process/forms• Establish expectations & rules• Develop lesson plans & teach• Create an acknowledgement system• Refine consequences• Monitor, evaluate, and modify
Instructional Approach
• Behavioral expectations taught directly • Teach social behaviors like academic skills• Academic engagement & success are maximized• Influence of instructional support is considered
Apache’s Instructional and Academic Time Regained
40
Number of referrals for 2008 - 2009 1026
Number of referrals for 2009 - 2010 852
Average number of minutes student is out of class due to referral
30
Average number of minutes administrator needs to process referral
15
Apache’s Instructional and Academic Time Regained
41
Student Administrator
Minutes 5220 2610
Hours 87 44
Days 11 5
Teaching Guidelines
• Behavior management problems are instructional problems.
• Process for teaching social behaviors & academic skills is fundamentally same.
• Emphasis is on teaching functional & prosocial replacement behaviors.
• Instructional supports are important.
Teaching Expectations
• School-Wide Expectations– Safe– Respectful– Responsible
• Defining and Teaching– Taught by teachers– Reviewed by office staff– Posted around school– Letter home to parents
Guidelines
• Use continuum of strategies to teach expectations– teach expected behavior– increase opportunities for academic and social
success– provide positive feedback more often than corrections
and reprimands (e.g., 6 to 1)– move from tangible to social reinforcement– move from external to self-managed reinforcement– individualize reinforcement
Creating School-wide Expectations
• Limited in number 3-5
• Positively stated
• Aligned with mission statement/policies
• Broadly stated
• Applies to everyone
Examples of School-wide Expectations
• Be Safe• Be Respectful• Be Responsible• Be Ready• Be On-Task• Follow Directions• Honor Diversity• Be a Problem Solver
Defining Expectations
• Identify broad Expectations that apply to all settings within the school– Be Safe– Be Respectful– Be Responsible
Defining Expectations
• Define key environments– Classroom– Hallway– Cafeteria– Events– Transportation
Defining Expectations
• Define observable behaviors that become rules that define the broader expectations– Walk in the hallways– Stay to the right except when directed
otherwise in hallways
Example- Cafeteria
Be Responsible• Place food items in their proper containers
• Clean up your lunch area when leaving the table
• Keep book bags close to wall away from walk ways
All Areas/ClassroomsCooperate with
OthersAct Safely Respect
Ourselves and Others
Encourage Success for All
Follow directions the first time
Raise your hand to speak
Focus on your own work
Enter and exit the classroom with voice level 0.
Participate in learning
Turn assignments in on time
Keep hands and feet to yourself
Use materials and equipment safely
Keep all furniture legs on the floor
Use walking feet
Telling vs. tattling
Use kind words
Treat others how you would like to be treated
Allow others to be different
Take turns and share
Respect personal space of others
Be honest Keep our
school clean
Be prepared for school each day
Always try your best
Support and celebrate classmates
Empathize with others
Be helpful Problem solve
Nieman Kids C.A.R.E.
54
Classroom Recess Cafeteria Restrooms Hallways Assembly
Be RespectfulEyes on speaker. Be an active listener. Take care of property, self and others. Include others. Use kind words.
Stay in personal space. Recess begins/ends outdoors. Exhibit good sportsmanship. Include everyone in play.
Wait in line silently with hands to self. Demonstrate good manners. Speak appropriately to others in close proximity.
Allow other people privacy. Use restroom quickly and quietly. Use appropriate language. Wash hands after using restroom.
Silent voices. Keep personal space.
Give full attention to presenter or event. Eyes on performer/speaker. RR/drinks used before event.
Be SafeUse materials as they are intended. Observe personal space. Think before you act. Keep hands, feet and property to self.
Dress appropriately for the weather including correct shoes. Keep feet below the head. Respond immediately to the adult/ whistle. Keep hands, feet and property to self.
Keep hands, feet and property to self.
Use restroom only w/ permission. Keep feet on the floor at all times. Avoid splashing water out of sink. 1 person per stall/urinal. Report damages or unsafe behavior immediately. Keep hands, feet and property to self.
Walk at all times. Keep hands, feet and property to self. Eyes face forward. When going up/down stairs, one hand on rail, one foot per step. Keep hands, feet and property to self.
Enter and Exit quietly. Sit correctly with legs crossed and hands in lap. Keep hands, feet and property to self.
Be ResponsibleListen to directions the 1st time. Be an active listener. Take care of materials.Complete quality work on time. Report all bullying behavior.
Take care of playground equipment. Stay inside assigned area. Know & follow equipment/game rules. Be involved in an organized activity. Report all bullying behavior.
Eat only your own food. Listen to adult supervision. Report all bullying behavior.
Keep walls/floors clean. Flush every time. Pick up paper towels off the floor. Use 1 squirt of soap and 1-2 paper towels. Report all bullying behavior.
Walk on 3rd tile on floor. Wipe feet before entering building. Use manners in hallways. Report all bullying behavior.
Enter and Exit quietly. Appropriate applause and response. Report all bullying behavior.
RESPONSIBLE:
• Follow the rules without reminders• Follow transition routines
• Keep my place in line
Hallway
RESPECTFUL:
• Walk quietly, listen for directions
• Keep hands and feet off the walls and bulletin boards
• Greet others with a smile and/or a wave
Hallway
SAFE:• Always walk
• Yield to the youngest grade level• Eyes forward hands and feet to self
• One-hand, one-step on stairs• Allow others personal space
Hallway
Process for Teaching Behavioral Expectations
• Define the Expectation• Provide a Rationale• Teach the Critical Discrimination
– Demonstrate Appropriate Behavior-”Examples”– Demonstrate Unacceptable Behavior-”Non-
Examples”– Practice telling the difference with multiple examples
• If there is a “signal” teach the signal (when should the appropriate behavior occur?)
• Have everyone practice the appropriate behavior• Acknowledge students for demonstrating appropriate
behavior
PERKS Objective
Teaching Example
Student Practice
After the Lesson (During the Day)
Students will show RESPECT in the HALLWAYS.
Intentionally create a hallway disruption and have students reflect through writing or discussion the challenges to learning it posed.Model how it looks to greet a friend, teacher, sibling, etc. in the hallway while maintaining respect.Hang a white piece of paper by your classroom door, with the instructions for students to touch the paper each time coming in/out of the classroom. Observe the paper at the beginning and at the end of the day, noting what happens when the walls and artwork aren’t respected and the guidelines aren’t followed.
What does it look like: Follow the 3 T’s in order to set an example. Minding your own business and taking care of yourself. Looking at walls/displays/artwork without touching.What does it sound like: Be silent with your voice and quiet with your body in order to respect the learning of others.
Anytime you witness or watch a student demonstrate the objectives, even in a simple way, point it out, praise them, and give them a PERKS Pass.
Shawanoe’s Lesson Plan
Skill Name
Getting Help(How to ask for assistance for difficulty tasks)
Teaching Examples
1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you.2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment.3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to read and explain the word.
Kid Activity
1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction.2. Ask students to indicate or show how they could get help.3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.
After the Lesson(During the Day)
1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection).2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder).3. Whenever a student gets help the correct way, provide specific praise to the student.
Apache’s Lesson Plan
Curriculum – Library Books Organized by School Expectations and Available on a
Special Shelf for Teachers
Teaching School-wide Expectations “Opening Day”
• Teach directly in context (“teaching stations”)– See/model– Practice– Acknowledge
• 2 day intensive by all staff/students• Regular weekly/monthly review• Plan to implement throughout the year
Visual Prompts for Positive Expectations
Signs in the Hallways, Art Competitions, and Other Creative
Ideas
Teaching Expectations
• Signage• Announcements• Power Points• Student Generated Videos• Assemblies• Expectation Stations• Games• Student Skits• PBS “Dictionary”
Team TimeHow will your school define school-wide behavioral How will your school define school-wide behavioral
expectations and teach the expectations in the setting expectations and teach the expectations in the setting where the behavior should occur? where the behavior should occur?
How to Teach?
— Matrix— Signage— Implementation Calendar
Where to Find Examples on the Web Back Pack?
– Expectations– Expectation Matrices– Calendar
Elements of School-wide PBS
• Establish interest & commitment• Establish a data-based decision-making system • Modify discipline referral process/forms• Establish expectations & rules• Develop lesson plans & teach• Create an acknowledgement system• Refine consequences• Monitor, evaluate, and modify
Acknowledging SW Expectations: Rationale
• Humans require regular & frequent feedback on their actions
• Humans experience frequent feedback from others, self, & environment
• Without formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors
Important Issues Related to Reinforcement Systems
• Plan for monitoring reinforcers that are delivered to make sure the ratio is high enough
• Reinforce behavior immediately after observing expectations
• Students who engage in problem behavior need to receive high levels of reinforcement for positive behavior that is observed– Don’t expect perfect behavior at first– Shape behavior towards higher and higher
expectations
Important Issues Related to Reinforcement Systems
• Acknowledge frequently in the beginning
• Acknowledgements should be based upon the 3-5 expected behaviors
• Do not threaten the loss of positives as a strategy for motivating desired behaviors
• Keep 6:1 ratio of reinforcement
Important Considerations for Student Acknowledgements
• Make sure that the rewards/ acknowledgements are tied to the behavior expectations
• Rewards/acknowledgements are for students doing well (prevention) and students with behavioral difficulties (intervention)
“Staff Dinger”
• Office intercom system
• Reminding staff to have positive interaction
• Procedures– Ring timer on regular, intermittent schedule– Engage in quick positive interaction
Reinforcement
• Positive Reinforcement: Behavior increases when an item, event, or person is presented
• A principle of behavior (not “bribing”)• Intrinsic reinforcement
– Engaging curriculum– Being part of a learning community
• Major goal: Teach students the value of social interaction and learning
Common Concerns & QuestionsCommon Concerns & Questions
• Isn’t this bribery?
– Definition of “bribe”: the inducement (usually monetary) to do something illegal, unethical, or immoral. A bribe is an incentive to do something wrong.
Common Concerns & QuestionsCommon Concerns & Questions
• Isn’t this bribery?– Do you hear this comment: “We
shouldn’t have to bribe kids”• Gentle correction: “I have never
bribed a kid because I have never created an extrinsic system to do something wrong.”
Bottom Line
• An extrinsic acknowledgement system provides the adults in the building with a visual prompt to provide all students in the school with specific, verbal feedback regarding their demonstration of the behaviors defined on the matrix
“Bus Bucks”
• Procedures– Review bus citations– On-going driver meetings– Teaching expectations– Link bus bucks w/ schools– Acknowledging bus drivers
Create Unique Awards Ceremony
• Celebrate success of school-wide PBS– Show progress meeting goals for decreasing office
referrals, increasing academic achievement etc.
• Students create/hand make trophies for different awards– Students with best skit showing expectations– Students with best attendance– Family member with highest number of volunteer
hours
“Super Sub Slips”
• Empowering subs at Hocker Grove Middle School
• Procedures– Give 5 per sub in subfolder– Give 2 out immediately
• Students redeem sub slips for sub sandwich
“Golden Plunger”
• Involve custodian
• Procedure– Custodian selects one classroom/ hallway
each week that is clean & orderly– Sticks gold-painted plunger with banner on
wall
“1 Free Period”
• Contributing to a safe, caring, effective school environment
• Procedures– Given by Principal– Principal takes over class for one hour– Used at any time
Team TimeDevelop your acknowledgement system to Develop your acknowledgement system to positively reinforce student social behavior.positively reinforce student social behavior.
How to Acknowledge?
— Tickets, Chips, Loops— Drawings— Classroom Menu— Assemblies
Where to Find Examples?
– Lesson Plans-All– Recognition– Staff Training
Elements of School-wide PBS
• Establish interest & commitment• Establish a data-based decision-making system • Modify discipline referral process/forms• Establish expectations & rules• Develop lesson plans & teach• Create a reward/incentives program• Refine consequences• Monitor, evaluate, and modify
Responsibilities of theSchool-wide PBS Team
• Obtain staff commitment• Gather self assessment• Schedule time to share assessment with faculty• Collaborate with school faculty• Develop a school-wide action plan• Invite parental participation and input• Oversee, monitor, and evaluate school-wide
activities developed by team
Coaches’ Roles & Responsibilities• Facilitates meetings and is point of contact • Active school planning team member• Coaches attend all trainings and team meetings• Ensures action plan is completed and active• Receives ongoing assistance from District
Facilitator• Reports to the District Facilitator• Provides school data to the District for evaluation
purposes
Participation from Administration
Administrators:• Play an active role in the school-wide PBS
change process• Attend monthly SWPBS team meetings• Actively communicate commitment to
support SWPBS to school faculty and other personnel
• Reinforce staff and builds a climate that supports change
Planning Team Considerations
• Check in with faculty to make sure that everyone feels represented
• Some parents and classified staff may also be members
• Identify individual who tend to show different perspectives
• Invite individuals who are passionate about certain topics– Parent/community involvement– Data based decision making– Faculty consensus
Building Behavioral Expertise• Identify one individual from the school
and/or district office who will learn more about SWPBS
• This may include a school psychologist, behavior specialist/analyst, or counselor
• If there isn’t anyone to support the school, identify a person who will take on this role within your school/district
Strategies
• The behavior expert will be one of the primary resources for the student improvement team (SIT)
• Behavior expert may take a lead role in the process because of their training and skills:– Assist teams supporting students with serious
problem behavior– Participate in ongoing training for all faculty
about individual SWPBS
Creating a Planning Team
• Planning team should not be too large• 5-8 participants• School Improvement Committee should have a
role with the SWPBS team• Consider representatives that include: general
education teachers, special education teachers, administration, guidance, specials teachers, parents…
• Make sure all faculty have a representative voice represented in the planning team
Creating the Setting for Effective Meetings
• Find a meeting place where team members won’t be distracted
• Focus on strengths and progress in addition to problem solving
• Reinforce each other for the work that is done• Set norms
– Everyone stays throughout the entire meeting– Attendance by everyone is expected– Team members will give everyone a chance to speak
and voting will be used– Everyone chips in regardless of roles and job
responsibilities
Evaluating Your SWPBS Team: What Other Teams Have Done
• One individual from all of the other committees join new SWPBS planning team
• Leadership team also becomes SWPBS team• Combination of existing teams form• Entirely new team is created with new team
members
SWPBS Implementation
LogicLEADERSHIP TEAM
SCHOOL-WIDE
Build DataSystem
Establishmeasurable
outcome
Collect, analyze, &prioritize data
Ensure efficient,accurate, & durable
implementation
Implement
Monitorimplementation &
progress
Selectevidence-based
practice
Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group
Working Smarter
Committees at Overland ParkMembers Duties SIP Responsibility * Will change some based upon
new SIP plan
Building Leadership Team Guide the building-wide MTSS and SWPBS initiatives Problem solving Coordinating activities and communication between
committees Conduct annual staff development needs assessment
Guide the building-wide School Improvement Plan
Problem solving Coordinating activities and communication
between committees Guide Staff Development for the SIP Plan
Promo Pups Promote a positive school climate/spirit Plan and coordinate school spirit assemblies Responsible for SWPBS morning announcements
Assist with Tier II and III instructional/behavioral support for students
Data Dogs Guide Analysis of DIBELS, MAP, KS Assessment, Maps+, and Basic Skills data and provide
Responsible for Swiss Data Entry Identify, monitor, & provide suggestions for supports for
At-Risk Students Use data to identify instructional ideas for teachers Identify in-service for October and March Establish a school-wide expectations calendar for the
next year
Use data to guide instructional decisions Coordinate data collection for SIP Assist with Tier II and III
instructional/behavioral support for students
Warm Fuzzies Cafeteria program Responsible for the “ticket” incentive program and new
ideas for rewards Plan student and teacher incentives Plan social events, support staff in births,
illnesses/deaths, retirements, etc. Plan and coordinate the end-of-the-year theme and
activities (Follow the Golden Rule – Land of OPIE) Coordinate quarterly Bulldogs for Excellence Award
Guide Staff Development for the SIP
Identify Team Roles and Responsibilities
• Coach- facilitates meetings, reviews past meeting minutes, keeps focus of group on agenda
• Record Keeper - writes down the actions and activities • Timekeeper- before meeting gets consensus on time to be
spent on each topic, monitors time for each topic, and gives warnings when time is running out (i.e., “we have 5 minutes left”)
• Data Entry Person- trained to enter and access office referral data and brings the data to the meetings
• External Coach- a person who has received training in individual positive behavior support
• District Facilitators- district-level individuals who coordinate coach and inservice trainings, provides link between schools, and coaches
Before the Meeting…
• Room reserved• Previous meeting agenda reviewed• “New business” items solicited for agenda• Agenda produced • Team member roles determined/ backup as needed• Data (e.g., tables/graphs/reports) produced• Data reviewed by Data Analyst
– Analyst ready to lead a discussion of (a) effects of in-process solutions and (b) new problems
• Computer reserved & access to online database assured• LCD projector reserved & set up to project meeting minutes & data• Team members have individual notebooks to bring to meeting
At Close of and After Meeting…
• At closing– Meeting Minutes and Action Plan completed– Team self-assessment of…
• Success at tracking whether you’re completing solution-related tasks you agreed on at previous meetings
• Success at actually completing the solution-related tasks you agreed on at previous meetings
• Success of completed tasks (implemented solutions) at resolving student problems
• After meeting – Copy of Meeting Minutes & Action Plan distributed to each member within 24 hrs.
Norms for SWPBS Team Meetings
Safe •Maintain confidentiality of student information
Respectful •Listen to teammates contributions without interruption•Respect other’s comments•Show support of PBS outside of team meeting
Responsible •Arrive to meeting on-time•Conclude meeting on-time•Have an agenda and adhere to it•Open agenda at the end of meeting•Be a model to other staff
Productivity Team members will be focused on task at hand.
Team members will follow through with assigned tasks.
Effort Team members will be engaged in discussion.
Respect Team members will listen to others’ ideas. Team members will be respectful of
information on teacher documentation sheets.
Kindness Team members will notify other team members when assigned tasks are completed.
Team members will display a positive attitude about PBS.
Safety Team members will maintain confidentiality of student information.
Team members will maintain confidentiality of teacher documentation sheets.
Shawanoe PBS Team Norms
•Develop SWPBS Team Norms•Identify Team Roles•Based on your conversation, what committees can you:
eliminate? combine? provide more support?how can we embed SWPBS into other committees and activities?
Team Time
Team Implementation Checklist (TIC)
• Characterizes the evolution of School-wide PBS implementation:– “Achieved,” “In progress,” or “Not started”
• Assists in: – Initial assessment– Getting started on action plan– Measuring progress of School-wide PBS
Implementation
• Assesses team-based response– Quarterly or monthly
TIC Feature Areas1. Establish Commitment2. Establish and Maintain Team3. Conduct Self-Assessment4. Define Expectations5. Teach Expectations6. Establish Reward System7. Establish Violations System8. Establish Information System9. Build Capacity for Function-based Support10.Ongoing Activities
Checklist #1: Start-Up Activity
Complete and submit Monthly.Status: Achieved, In Progress, Not
Started
Date:(MM/DD/YY)
Establish Commitment1. Administrator’s support and active involvement.
Status:
2. Faculty/Staff support (One of top 3 goals, 80% of faculty document support, 3 year timeline).
Status:
Establish and Maintain Team3. Team established (representative).
Status:
4. Team has regular meeting schedule, effective operating procedures.
Status:
5. Audit is completed for efficient integration of team with other teams/initiatives addressing behavior support.
Status:
Self-Assessment6. Team/faculty completes EBS self-assessment survey.
Status:
7. Team summarizes existing school discipline data.
Status:
Team Implementation Checklist
8. Strengths, areas of immediate focus and action plan are identified.
Status:
Establish School-wide Expectations9. 3-5 school-wide behavior expectations are defined.
Status:
10. School-wide teaching matrix developed. Status:
11. Teaching plans for school-wide expectations are developed.
Status:
12. School-wide behavioral expectations taught directly and formally.
Status:
13. System in place to acknowledge/reward school-wide expectations.
Status:
14. Clearly defined and consistent consequences and procedures for undesirable behaviors are developed.
Status:
Establish Information System15. Discipline data are gathered, summarized, and reported.
Status:
Build Capacity for Function-based Support16. Personnel with behavioral expertise are identified and involved.
Status:
17. Plan developed to identify and establish systems for teacher support, functional assessment and support plan development and implementation.
Status:
Team Implementation Checklist continued
Checklist #2: On-going Activity Monitoring
Complete and submit Monthly.Status: Achieved, In Progress, Not
Started
1. EBS team has met at least monthly. Status:
2. EBS team has given status report to faculty at least monthly.
Status:
3. Activities for EBS action plan implemented. Status:
4. Accuracy of implementation of EBS action plan assessed.
Status:
5. Effectiveness of EBS action plan implementation assessed.
Status:
6. EBS data analyzed. Status:
Team Implementation Checklist continued
Scoring the TIC• Implementation Points
– Achieved = 2 – In progress = 1 – Not Started = 0
• Percentage of Items Implemented – Total
Number of items scored as “Achieved” divided by 17 (items)– Subscale scores
Number of items in each subscale area scored as “Achieved” divided by the number of items in that subscale area
• Percentage of Points Implemented– Total
Total number of points divided by 34– Subscale scores
Total number of points in each subscale divided by total number of items multiplied by 2
Total Average TIC Scores School
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Nov-03 Dec-03 Apr-04 Oct-03 Dec-03 Mar-04 Sep-03 Oct-03 Nov-03 Feb-04 Mar-04 May-04
Mar-03 Nov-03 Jan-04 Apr-04
1 2 3 4
Schools
Team Implementation Checklist
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10
20
30
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50
60
70
80
90
100
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Pre-PBS
1. What is working well? 2. What are next steps?
1. What is going well? 2. What are next steps?
Team Implementation Checklist
010
2030
4050
6070
8090
100
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Pre-PBS Year 1
Activity: Team Checklist
• Review the Team Implementation Checklist– Complete items 1-5 on the Team Checklist
• Coaches take the lead in recording the results on the checklist
• One person completes and takes meeting minutes
Online Trainers Website Pages
Access to all SWPBS Training Materials:• http://www.pbskansas.org/swpbs/schoolwide/• Go to swpbs button
– Go to trainer site at bottom of page
• Username: swpbs• Password: checklist
Online Team Resources
• For implementation examples including lesson plans, school websites, district websites, tools, and resources teams can use to become inspired:
http://www.pbskansas.org/swpbs/resource.html• MTSS Resource Library
– Follow instructions indicating elementary, middle and high school resources
– Find Tier 1 links
• Shawnee Mission PBS Web back pack:http://www4.smsd.org/positivebehaviorsupports/• National Websites:http://www.pbis.orghttp://www.pbisvideos.com