Vision: School Administrators must set a clear vision of what they want PBS to be.

Team MembersA school level team must consist of allies and

enemies in order for a good faith effort to be made.Able to give timeCommitted to give time

DataThe data must show a need for PBS.The data may not show a need in all areas,

but the weakest area should be addressed through PBS.

If the faculty does not see the need for PBS, it will be tough for them to see your vision.

ExpectationsThese must be from the data gathered. The

team should develop performance expectations of the PBS program.

These expectations should be in place before the school year begins. This will allow for a smooth beginning of PBS and the school year.

When school begins teachers do not like changes to their routines.

ProcessPBS is a process.It takes

Organization IdealizationRealization Patience Energy Time

OrganizationIn order for PBS to be efficient, it must be

properly organized and a protocol for meetings, instruction, rewards, and data review should be in place.

The team must know what is expected at all times.

IdealizationThe expectations must be considered for the

ideal situation.“Always think of what your best teacher will

say when making decisions”

RealizationThe administrator and team should realize

that 100% participation with integrity may not be possible.

The implementation of PBS is a change of beliefs for many faculty members.

Ex. The student who gets three C’s each nine weeks and no discipline referrals rarely will get rewarded. PBS is his/her reward.

Patience, Energy, & TimeThings will not always go as smoothly as

expected. Barriers and obstacles will always need to be addressed.

Endless meetings and planning are needed to develop an effective and efficient SWPBS program.

The PBS process will take time (years) to become efficient and effective in decreasing school wide behavioral and academic deficits.

Empowerment The administrator must empower the team

members by giving them latitude to make decisions.

Regularly Scheduled MeetingsSWPBS meetings should be held at least once a

month; possibly more often in the beginning stages or when events are being planned.

An administrator should always be at the team meetings.

An agenda must be set for each meeting. Always review on data.Always focus on the children.Always allow time to vent about the day.SWPBS should be on every monthly faculty

meeting’s agenda.

Data Collection• The team must have procedures in place for

data collection (mailbox, door box, envelope, paras, students, times, and days).

• A method or system for recording the collection of (tickets, paws, bucks) must be set before hand as it will be a tedious and time consuming process.

• The data collected should be reviewed at least monthly or as needed.

Review weekly Thumbs up Review monthly Tiger Paws

Teaching • Location/area expectations should be posted and

taught for all areas of the school.HallwayClassroomCafeteriaBathroom PlaygroundBus

• These must be taught at the beginning of the school year and reviewed periodically throughout the school year.

• The teaching aspect of SWPBS is the single most important step in the process.

Teaching data handoutDiscuss and review lesson plans and Coping

skills

District SupportSchool level personnel need to see and feel

that the district level supports their efforts for improving behavior and academics through the PBS process.

*School sites are always interested in funding sources--Title 1 (stipends, staff development)--EEF ($1500/school + $2/student)--General fund--SDFS (curriculum, social skills)--CWA (supplies, forms)--Business/industry funds

*District level should meet with school leaders to discuss issues and problems they may be facing.*District level should attend school level meetings to observe how the school committee/team is functioning. (monitoring)*District level should bring any concerns to higher level personnel if necessary, get the school teams the answers to their questions.*District level should support the team and the school’s decisions/ideas as long as no policy is violated.

*By attending meetings *By occasionally reviewing the “binder” (quarterly, semester)*By ensuring the program is in place, assisting when you see an area of concern*By calling a district level team meeting involving (district representative, special education representative, administrative representative (high school, elementary school), teacher representative (high school, elementary school), other district representative (CWA, SDFS, Supervisor)

FW HandoutWe will discuss the data the school collected.

Students without referralsTotal referrals for monthAverage per dayISS/OSSExpulsionsIncidents/locationRegular education/special education

Referral Data

2007-2008 2008-2009School # of

Referrals# In School

suspension# Out of

school Suspension

# of Referrals

# In School suspension

# Out of school

suspension

     

1476 402 334 776 276 240

3585 1108 328 3859 1034 234

644 354 115 780 340 165

272 134 121 271 139 122

555 14 28 371 6 19

1677 593 379 986 479 168

1549 611 202 1163 580 134

531 444 53 486 283 65

163 7 28/51 106 1 48/0

136 74 38 185 73 33

299 164 104 465 261 93

Total 10887 3905 1730 9448 3472 1321

Number-Percent of students without a referral AS OF 3/3/09

School Total # of students # without referral % without referral ESJE 721 460 64%

ESJH 1345 526 39%

FWE 489 311 64%

GMM 457 353 77%

JLO 414 284 69%

LPE 1024 662 65%

LES 1047 776 74%

LG 133 54 41%

RDC 81

WSJE 285 191 67%

WSJH 209 97 46%

Total 61%mean

Tardy HandoutDiscuss tardy data and policy changes from

ESJHHow the PBS team used this data to drive

decisions?

CHILD WELFARE & ATTENDANCEPhone: 985-536-1106 ext. 2239; fax 985-536-3204;

e-mail pdicarlo@stjohn.k12.la.us

Perry DiCarloSupervisor

Lucila ArzuSecretary

Clarence BrownTruancy Officer

Iona HollowayTruancy Officer

Geraldine SandersTruancy Officer

Ronnie SmithTruancy Officer

June 1, 2009

Dear Ms. Hastings

The School-wide Evaluation Tool (SET) provides one source of reliable data to inform your school team and staff about the outcomes of their positive behavior support efforts. Lake Pontchartrain Elementary has shown much improvement in this area this past year. Administrators and faculty appear committed to supporting student success. This summary report provides the results of your SET conducted a few weeks ago, as well as suggestions for your consideration based on observations and data collected.

The SET provides a mean total score as well as 7 component scores for each critical indicator of positive behavior support. Scores are reported as percentages and are an indication of the degree to which the overall program and each critical feature is being implemented.

Both commendations for successes and recommendations for improvement are noted in the report.

If you have any questions please do not hesitate to call.

Sincerely

Perry DiCarloPerry DiCarloSupervisor of Child Welfare & Attendance

SET Results 2008-2009

0

10

20

30

40

50

60

70

80

90

100

Expectations defined Expectations taught Rewarding system in place Violation system in place Monitoring Management District level support Total mean

Percent

Commendations:

1. PBS binder is in good order and easy to find documented material.

2. Students reported receiving rewards within the last month.

3. CONGRATULATIONS on being named a demonstration site.

Recommendations:

1. Crisis plans should be readily available in all areas of the school building and reviewed regularly with the faculty and staff.

2. Team leader/facilitator should address the faculty each month concerning the year-to-date data gathered from JPAMS.

CHILD WELFARE & ATTENDANCEPhone: 985-536-1106 ext. 2239; fax 985-536-3204;

e-mail pdicarlo@stjohn.k12.la.us

Perry DiCarloSupervisor

Lucila ArzuSecretary

Clarence BrownTruancy Officer

Iona HollowayTruancy Officer

Geraldine SandersTruancy Officer

Ronnie SmithTruancy Officer

June 1, 2009

Dear Ms. Merrick

The School-wide Evaluation Tool (SET) provides one source of reliable data to inform your school team and staff about the outcomes of their positive behavior support efforts. WSJH has shown implementation in many areas. However, a systematic program is needed for students to show maximum benefit from PBS. Administrators and faculty appear committed to supporting student success. This summary report provides the results of your SET conducted a few weeks ago, as well as suggestions for your consideration based on observations and data collected.

The SET provides a mean total score as well as 7 component scores for each critical indicator of positive behavior support. Scores are reported as percentages and are an indication of the degree to which the overall program and each critical feature is being implemented.

Both commendations for successes and recommendations for improvement are noted in the report.

If you have any questions please do not hesitate to call.

Sincerely

Perry DiCarloPerry DiCarloSupervisor of Child Welfare & Attendance

SET Results 2008-2009

0

10

20

30

40

50

60

70

80

90

100

Expectations

defi ned

Expectations

taught

Rewarding

system in place

Violation

system in place

Monitoring Management District level

support

Total mean

PercentCommendations:

1. Crisis plans were be readily available in most areas of the school building.

2. Signs were visible throughout the school hallways.

Recommendations:

1. The PBS binder did not have the necessary documentation needed for the SET. Documentation is important for success.

2. It was evident that students did not receive RAM bucks during the last month. A system should be set up and reviewed each month.

3. Students and teachers did not know the expectations without assistance. Announce these each morning. Each teacher should teach the expectations daily.

Please complete evaluations

Perry DiCarlo- Supervisor of Child Welfare & AttendancePeri Eldridge- Assistant Principal, Emily Watkins Elementary SchoolSt. John the Baptist Parish Public Schools

Session 30A 10:45Session 30B 2:00

Questions/Contact information

pdicarlo@stjohn.k12.la.uspeldridge@stjohn.k12.la.us