School-Wide Positive Behavior Support District Planning
description
Transcript of School-Wide Positive Behavior Support District Planning
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School-Wide Positive School-Wide Positive Behavior SupportBehavior SupportDistrict PlanningDistrict Planning
Louisiana Positive Behavior Support Project
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Purpose of the MeetingPurpose of the Meeting
• Identify critical questions that need to be addressed at the district level in order to implement SWPBS with fidelity and sustainability
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IntroductionsIntroductions
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State/District ElementsState/District Elements
• Leadership Team/Commitment• Coordination• Funding• Visibility• Political Support• Training Capacity• Facilitator Capacity• Demonstration sites• Evaluation
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PBS Organizational LogicPBS Organizational Logic
Leadership Team
FundingVisibility Political
Support
Training
Facilitating Evaluation
Coordination
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Leadership TeamLeadership Team
• Broad Representation of Stakeholders (at least 4 members)
Administration Regular Education Special Education Families Mental Health
• Determine number of schools to involve• Complete 3-5 year prevention-based
action plan• Define regular meeting schedule and
process
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ResourcesResources
• See Handout: What is a District Leadership Team? (p.1-2)
• See Handout: Agenda Example (p. 3-4)
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Activity 1Activity 1: : Leadership ActivityLeadership Activity
• What existing committees are already formed for behavior/discipline?
• What other initiatives in your parish align with PBS?
• Who will serve on your district leadership team?
• What activities are included in your 3-5 year plan?
• What will your meeting schedule be? Who will be responsible for minutes & dissemination?
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FundingFunding• Stable funding sources cover at least 3
years of activitiesGeneral FundGrantsCollaboration from multiple funding sources (depends on district) ~Safe/Drug Free (Title IV)
~Title I, etc.~IDEA~SIP
~Stimulus $
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ResourceResource
• Contribution of Funds Handout (p. 5)
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Activity 2Activity 2: : FundingFunding• If funding for PBS is unavailable through
the coalitions, what will your funding source be? (Identify current funding source & future sources)
• Will the district provide any funding to the schools themselves to implement PBS?
• What will cost $ in PBS? Colored paper, bucks, treats, educational material, posters, etc.
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VisibilityVisibility
• Dissemination strategies to keep stakeholder aware of activities and accomplishmentsWebsites, newsletters, etc.
• Leadership team disseminates, celebrates, and acknowledges outcomes and accomplishments
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ResourceResource
• Marketing & Visibility Planning Handout (p. 6-8)
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Activity 3Activity 3: : VisibilityVisibility
• How often and what type of PBS information are you sharing with:(a) School board(b) Central office(c) Administrators(d) Schools(e) Community?
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Political SupportPolitical Support
• Statewide: BESE & Advisory Stakeholders• District-wide: School Boards• Student social behavior is among top five
goals for the political unit• Leadership team reports to the political unit
at least annually on activities and outcomes• PBS policy statement developed and
endorsed• Participation and support by administrators
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Activity 4Activity 4: : Political SupportPolitical Support
• How is PBS addressed in your district plan?
• How is PBS embedded in your School Improvement Plan?
• Have you considered other agencies:(a) Mental Health(b) Families Helping Families(c) Office of Youth Development(d) Juvenile Justice(e) Universities(f) Private Business?
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Training CapacityTraining Capacity
• Establish Trainers to build and sustain SWPBS practices
Demonstrated fluency with key concepts/features, practices and systems
Participation in trainings Demonstrated success with training adults Experience with examples of implementation of
SWPBS from multiple schools Knowledge + Redelivery Skills
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Activity 5Activity 5: : Training CapacityTraining Capacity
• What will it take to sustain PBS efforts at all 3 levels in terms of training?
• What are characteristics of a good trainer?
• Identify any potential trainers (primary, secondary, tertiary)
• When will training primarily occur (During school day, Summer, Saturdays, etc.)?
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Facilitator CapacityFacilitator Capacity
• Facilitator support network that builds and sustains SWPBS
Organization of personnel and resources for facilitating, assisting, maintaining, and adapting local school implementation efforts
Facilitators available at least monthly for emerging teams and quarterly for established teams
Internal vs. External Coaching Model
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Activity 6Activity 6: : Facilitator CapacityFacilitator Capacity
• What will it take to sustain PBS efforts at all 3 levels in terms of facilitating?
• What are characteristics of a good facilitator?
• Identify any potential facilitators• When could they be trained?• How often would facilitators need to
meet and who would they report to?
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CoordinationCoordination
• PBS District Coordinator• Manages day-to-day operations• Knowledgeable about:
SWPBS practices and systems Organizational change strategies Assessment –based action planning Coordination, facilitation and training Regular program evaluation strategies
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Activity 7Activity 7: : CoordinationCoordination
• Is it feasible to have a PBS Coordinator?• How would they be paid?• What would it take to achieve this?• Identify any potential people that you
would consider for a coordinator
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Demonstration SitesDemonstration Sites
• At least 10 schools identified as universal demonstration sites of process and outcomes
Initial implementation of small number of schools is recommended
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Activity 8Activity 8: : Demonstration SitesDemonstration Sites
• If you currently have demo sites in your parish, what is being done to support their efforts so they continue to be a demo site?
• How are they supported politically and in terms of visibility?
• Identify schools that could potentially become demo sites
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EvaluationEvaluation
• Process for assessing Extent that teams use SW-PBS Impact of SW-PBS on student outcomes Extent that the leadership’s action plan is
implemented
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ResourceResource
• SWPBS Evaluation Plan (p. 9-10)
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Activity 9Activity 9: : EvaluationEvaluation• What documentation will the district require
of their PBS schools ?• How will this information be disseminated?• Who will collect this information?• How will it be used after collection?• Is your district data system capable of
providing efficient data/graphs to PBS schools?
• When will you collect Master Model Discipline Plans from each school (LDE)?
• Who will house MMDP?
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Students with DisabilitiesStudents with Disabilities
• See LA Self-Assessment
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Resources:Resources:
1. Benchmarks of Quality1. Benchmarks of Quality2. SET2. SET3. Book of Products 3. Book of Products 4. 10 Alternatives to 4. 10 Alternatives to SuspensionSuspension
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1. Benchmarks of Quality (BoQ)1. Benchmarks of Quality (BoQ)(p. 11-13)(p. 11-13)
Team Member Rating FormTeam Member Rating Form
• Benchmarks cover Product Process Actions
• SWPBS Team members independently rate each item
In Place Needs Improvement Not in Place
• Facilitator collects and tallies frequency of responses for each item
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Timeline for Completing the Timeline for Completing the Benchmarks of Quality of Benchmarks of Quality of
SWPBSSWPBS
• When to complete? Within 3-6 months after completing SWPBS
training Every Spring (March/May) The district contact will go to
www.lapositivebehavior.com, then click BOQ Login and enter the scores for each school
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Using the Benchmarks of Using the Benchmarks of Quality of SWPBSQuality of SWPBS
What to do with the results? Identify areas for improvement• School• District• State
Identify successes to celebrate Share with all stakeholders to sustain your PBS
process!
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2. School-wide Evaluation Tool 2. School-wide Evaluation Tool (SET)(SET)
• A tool used to measure implementation of PBS elements
• Consists of administrator, random staff (10), and random student (15) interview questions (given to school before visit)
• Also evaluates book of products and any other accompanying documents related to PBS
• A score of 80% on the SET and 80% in teaching results in the school becoming a PBS demonstration site
• Can be conducted by your district (if trained) or from the state
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3. Book of Products Template3. Book of Products Template(p. 14-16)(p. 14-16)
4. 10 Alternatives to 4. 10 Alternatives to SuspensionsSuspensions(p. 17-21)(p. 17-21)
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LDE MonitoringLDE Monitoring
• Consolidated vs. Desktop• Master Model Discipline Plan
Handouts (2) (p. 22-25; p. 26-28)• MMDP Report Handout (p. 29-33)
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Examples of District PlansExamples of District Plans
• Jeff Davis• Natchitoches
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Examples of Code of Conduct Examples of Code of Conduct
• Calcasieu• RSD• Lafayette
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Contact InformationContact Information
LAPBS Project225-578-8444 or 578-2298
[email protected]@lsu.edu
[email protected]@lsu.edu