Supporting and Sustaining Schoolwide Positive Behavioral Supports: District Level Commitment Council - PowerPoint PPT Presentation

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Supporting and Sustaining Schoolwide Positive Behavioral Supports: District Level Commitment Council

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Title: Supporting and Sustaining Schoolwide Positive Behavioral Supports: District Level Commitment Council


1
Supporting and Sustaining School-wide
Positive Behavioral Supports District Level
CommitmentCouncil for Exceptional Children,
April 11, 2003 Karen C. Pukys Samuel A.
DiGangiAngel Jannasch-Pennell Seri A. SmithC.
Robert Frey
2
Agenda
  • Overview of the Arizona Behavioral Initiative
  • Dysart Unified School District and SWPBS
  • Dysart High School
  • Kingswood Elementary School
  • Taking sustainable SWPBS to scale in Dysart
  • Question and Answer

3
Arizona Behavioral Initiative
  • The ABI is a systems approach designed to
    enhance the capacity of schools to
  • Educate all students in a safe and disciplined
    learning environment
  • Identify, implement and maintain best practices
    that are appropriate to the context of the
    school.

4
ABI Project Partners
  • Arizona State University
  • University of Arizona
  • Northern Arizona University
  • Arizona Department of Education
  • Support from the National Center for Positive
    Behavioral Interventions
  • Participating schools and districts

5
ABI Partner Schools
6
ABI Partner Schools -
  • Prerequisites
  • Discipline among top 3 goals
  • Agreement or plan to achieve agreement for active
    support and participation by 80 of staff
  • Administrative support and participation

7
Schools compete to participate through a state
capacity building grant that funds
  • Tuition for coursework
  • Travel
  • Stipends
  • Substitutes
  • Supplies
  • Related Training

8
Partner School Requirements
  • Site-based team attends 3 days of training in
    initial year
  • Hold regular, sustained meetings (on site)
  • Conduct a needs assessment across systems of the
    school
  • Gather input from all stakeholders
  • Collect, use and report data

9
Data to be Reported
  • Office Referrals
  • Standardized Test Scores
  • Attendance
  • Drop outs
  • Suspensions/Expulsions
  • School Climate Information

10
Expected Outcomes
  • Safer schools
  • Fewer behavior problems
  • Increased academic achievement
  • Improved school climate
  • A lower drop-out rate

11
Support to Partner Schools
  • Site visits
  • Assistance with data collection, team
    development, and staff workshops
  • Off-site consultation
  • Referral to additional resources (university,
    Dept of Ed, community)
  • Conferences
  • Coursework PBIS DE required under grant
  • Website  http//abi.ed.asu.edu

12
Resources for Other Schools
  • Off-site consultation
  • Referral to additional resources (university,
    Dept of Ed, community)
  • Conferences
  • Coursework PBIS Distance Education
  • Website  http//abi.ed.asu.edu

13
Arizona School Evaluation Tool (AzSET)(Ferro,
Davidson, Pukys, Oakes, 2002)
  • A strategic planning tool
  • Examines systems within schools, including
  • Leadership team
  • School-wide system
  • Classroom system
  • Non-classroom system
  • Individual student system

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Dysart Unified Schools
  • 4 years ago
  • (1) high school
  • (1) middle school
  • (5) K-6 elementary schools
  • Today
  • (2) high schools (Willow Canyon HS opens Fall 03)
  • (9) K-8 elementary schools (2 of these Fall 03)
  • Demographic shift is part of rapid growth
  • Adding 1-2 schools each year until 2010

16
Demographic Data
  • 9,000 students
  • Several schools, including DHS have large numbers
    of ELL students
  • Majority of schools are Title I
  • 10.5 SPE
  • 28 rate of growth per year

17
SWPBS at Dysart High School
  • Project history
  • Leadership Team formed- to evaluate systems
  • Common language Be safe, respectful, and
    responsible
  • Targeted curricular supports for students
    experiencing or at risk for academic failure
  • Behavior Support Team - for focus on individual
    students with significant problem behavior

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BST Process
  • Concern is brought to team (social-behavioral or
    academic)
  • Team schedules a meeting to include the parent,
    student, referring teachers, other teachers as
    appropriate, and BST team members
  • Problem behavior(s) identified recommendations
    made by team (student centered)
  • Schedule follow up meeting as necessary
  • Possibly implement weekly progress report


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SWPBS at Dysart High School has resulted in
  • Increased awareness by teaching staff of
    classroom management strategies
  • Positive attitude toward and ownership of
    discipline by all stakeholders
  • Increased emphasis on collaboration and problem
    solving
  • Individual students are supported and empowered
    to change their behavior
  • Lowe rate of disciplinary referrals, increased
    attendance, reduced drop outs

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Next Steps at the high school level
  • Staff development on classroom management
    techniques and function-based support (new and
    continuing staff)
  • Every teacher is a reading teacher
  • Increased emphasis on school-wide supports
  • Implement SWPBS at new high school campus
  • Improved district-wide coordination of ABI and
    positive behavioral supports

31
Kingswood Elementary
  • K-8 school of 1,000 students
  • Very diverse population
  • New administration 2001-2002
  • Leadership team active since 1999-00
  • High teacher attrition rate prior to new admin
    team
  • Growing commitment and buy in to SWPBS

32
Paul Tighe, PrincipalKingswood Elementary
Defining SWPBS
Click to Play movie (Broad Band users)
Click to Play movie (Dial Up users)
33
SWPBS at Kingswood
  • Common language 3 Bs
  • Kingswood Kash
  • Behavior Card
  • Simple acknowledgment of positive behavior
  • Family Support Team (FST)
  • Non-classroom areas targeted
  • Hallway behavior taught - quiet signal
  • Bus behavior (referrals down 68)
  • Recess before lunch (referrals down 75)

34
Michael Stewart, Computer TeacherKingswood
Elementary Impact of Common Language
Click to Play movie (Broad Band users)
Click to Play movie (Dial Up users)
35
Paul Tighe, PrincipalKingswood Elementary,
Describing the FST
Click to Play movie (Broad Band users)
Click to Play movie (Dial Up users)
36
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37
What is next at Kingswood with SWPBS?
  • Literacy focus
  • Kids at Hope
  • Work on dismissal behavior
  • Increase staff buy in to support the common
    language
  • Strengthen positive support on the busses
  • Recruit new members for ABI Leadership Team

38
Evidence of District-wide Buy-in
  • Successful team coordinators and administrators
    are now coaches
  • Superintendents office is interested
  • Schools that were reluctant in to adopt are
    forming teams and assessing their systems

39
Next Steps towards district-level
sustainability
  • Use evidence of link between behavior and
    academic achievement
  • Continue and expand efforts to link ABI efforts
    to other projects (work smarter, not harder)
  • New implementations targeted with veteran
    ABI-trained staff assigned as principals at new
    school
  • Willow Canyon High School
  • Surprise Farms Elementary
  • Support newly active building level teams with
    in-district coaches (add one school per year)

40
Next Steps, continued
  • Regular building level team leader meetings to
    build district wide coordination and
    collaboration
  • Continue to build top down support through
  • Administration (general education)
  • School board
  • Community
  • Plan for district Behavioral Support Specialist
    position
  • Continue to make use of ABI resources available
    to all schools

41
Future Directions - Statewide
  • Coaching network
  • Technology aspects (web-based applications,
    coursework, digital video)
  • Partnerships with existing programs and general
    education

42
Seeing the Big Picture
Click to Play movie (Broad Band users)
Click to Play movie (Dial Up users)
43
Thank you for coming!
  • For a copy of this presentation, please visit our
    website at http//abi.ed.asu.edu or send email to
    pukys_at_asu.edu
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