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Getting to Readiness Training School Leadership Teams Preparing for PBS Training

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Complete Action Plan for Readiness Checklist # s 7 & 8 PBS School Presentation Swanton ... and participation * * NOTICE GREEN GOES ... by the school board. – PowerPoint PPT presentation

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Title: Getting to Readiness Training School Leadership Teams Preparing for PBS Training


1
Getting to Readiness TrainingSchool Leadership
Teams Preparing for PBS Training  and
ImplementationVermont PBSNovember 19, 2009
2
Welcome to the following schools!
  • Insert schools later

3
Agenda
  • Learning objectives -
  • Overview/Review of PBS
  • Process for getting to School-wide PBS
    Implementation
  • PBS Readiness Checklist
  • PBS School Presentation
  • Data-based Decision Making
  • Action Planning

4
So WHAT is School-wide PBS?
  • Positive Behavior Supports (PBS) is a proactive,
  • school-wide,
  • data driven,
  • systems approach
  • to improving social and academic competence for
    all students.

5
Positive Behavior Supports
Supporting Decision Making
Supporting Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting Student Behavior
6
Establishing Continuum for SWPBS
  • TERTIARY PREVENTION
  • Function-based support
  • Wraparound
  • Person-centered planning
  • TERTIARY PREVENTION

5
  • SECONDARY PREVENTION
  • Check in/out
  • Targeted social skills instruction
  • Peer-based supports
  • Social skills club
  • SECONDARY PREVENTION

15
  • PRIMARY PREVENTION
  • PRIMARY PREVENTION
  • Teach SW expectations
  • Proactive SW discipline
  • Positive reinforcement
  • Effective instruction
  • Parent engagement

80 of Students
7
Continuum of Support for ALL
Few
Some
All
8
Positive Behavior Support Primary Outcomes
  • Improvement in the school behavioral climate
  • Decrease in
  • office referrals
  • suspensions, detentions
  • disruptive classroom behavior
  • Increase in
  • academic performance
  • on-task behavior
  • parent, student and staff satisfaction
  • staff retention

9
What are the elements of PBS at the Universal
Level?
  1. Create a common purpose
  2. Define 3-5 positively stated behavioral
    expectations
  3. Develop systems for teaching behavioral
    expectations
  4. Develop systems for acknowledging and rewarding
    behavioral expectations
  5. Develop systems for discouraging problem
    behaviors
  6. Develop data management systems

10
What should you expect to see/hear in a PBS
school?
  • gt80 of students can tell you the school-wide
    expectations and can say that they have been
    rewarded for following them.
  • gt80 of staff can tell you the school-wide
    expectations and can say they have acknowledged
    students for following them.
  • School staff have taught the school-wide
    expectations to all students.
  • Positive adult-to-student interactions exceed
    negative

11
What should you expect to see/hear in a PBS
school?
  • School staff agree on which behaviors involve a
    referral to the office.
  • The school has a leadership team that is
    representative of school staff and includes an
    administrator
  • Function based behavior support is foundation for
    addressing problem behavior.
  • Data team-based action planning
    implementation are operating.

12
ActivityDialogue about PBS!
  • 60 Second Elevator Pitch
  • 1. With a partner explain What is PBS?
  • 2. As a team identify
  • 1-2 questions you still have about PBS.
    Write on index cards.

13
The Process of Getting to School-Wide
Implementation
  • .From Here to There!

14
Awareness Activities
  • Attend Intro to PBS Forum
  • 2) Visit Websites
  • www.pbis.org
  • www.pbsvermont.org
  • 3) Contact PBS/BEST Team with
  • questions

15
Readiness Activities
  • Attend Getting to Readiness
  • Workshop
  • 2) Complete Activities Necessary to
  • Achieve 100 on Readiness
  • Checklist
  • 3) Submit Intent to Implement Form

16
First Steps to ImplementationActivities
  • Attend First Steps to Implementation Dec. 8 or
    Apr. 1
  • 2) Conduct SET and PBS Self
  • -Assessment Survey
  • 3) Gather materials for use at Universal Team
    Leadership Training

17
PBS Universal Leadership Team Training
  • Attend Universal Leadership Team Training
  • March 17-19
  • June 21-24 (BEST Summer Institute)
  • August 10-12
  • Draft Implementation Plan
  • Statement of purpose
  • 3-5 behavioral expectations
  • Procedures for teaching expectations
  • Procedures for rewarding expectations
  • Procedures for discouraging problem behaviors
  • Data information system

18
PBS Roll-Out
  • Conduct roll-out activities for staff, students
    family/community
  • Implement all parts of PBS Plan
  • Conduct monthly Universal Leadership Team
    meetings and report progress to all staff
  • PBS School SU Coordinators attend regular
    regional PBS meetings

19
What is PBS Readiness?
Laying the foundation for School-wide PBS
20
Completing the PBS Readiness Checklist
21
(No Transcript)
22
(No Transcript)
23
Readiness Checklist
  • 1. A School Action Plan exists that has
    school-wide discipline as one of its top three
    goals.

24
Examples
  • Provides a safe, caring, respectful environment
    free of hazing and harassment
  • School Climate Establish a proactive system of
    behavior management emphasizing prevention and
    our 5 core concepts (Respect, Responsibility,
    Belonging, Sharing, and Trust)

25
Readiness Checklist
2. A PBS Team is formed with broad representation.
Non-Teaching
Family
Representation
Specialized Support
Administrator
Community
Student
Teaching
26
Team Membership
  • Building Administrator
  • Grade/Department Representation
  • Specialized Support
  • special educator, school psychologist, school
    counselor, behavior specialist
  • Support Staff
  • office, custodial, bus, cafeteria, etc.
  • Parent/Community
  • Student

27
Readiness Checklist
  • 3. Administrator actively participates and
    attends meetings/trainings.
  • 4. Administrator commits to 3-5 years with
    ongoing training and revisions to the plan.

28
Why Administrator Support?
The administrators support active involvement
are critical factors for successful
implementation. The administrator provides an
articulated vision for school-wide PBS at the
building, district and community level. The
administrator gives PBS a Top-3-Priority status.
29
Readiness Checklist
  • 5. PBS Team commits to monthly meetings.

30
Readiness Checklist
10. PBS Supervisory Union Coordinator is
identified and assigned a .1 to .2 FTE
responsibility. 11. PBS School Coordinator is
identified and assigned a .1 FTE responsibility.
31
Why have a Supervisory Union (SU) Coordinator?
  • Assure resources (grant allocations) are tied
    to PBS work in the schools
  • Coordinate and support the work of schools
    implementing PBS within the SU
  • Develop and support a PBS SU level team

32
PBS SU Coordinator Responsibilities
  • Establish Supervisory Union Team 
  • Complete or coordinate school-based evaluations
    and assessments (SET, EBS) 
  • Act as a liaison between schools and State PBS
    Team
  • Establish quarterly Supervisory Union meetings
    once there are multiple schools within a
    Supervisory Union
  • Secure stable funding for efforts
  • Develop a dissemination strategy to establish
    visibility (website, newsletter, conferences, TV)
  • Ensure student social behavior is a top priority
    of the SU
  • Participate in required training events and
    meetings

33
Why have a PBS School Coordinator?
  • Team start-up and support
  • Help with Team sustainability and
    accountability
  • Team reinforcement (positive nag)
  • Public relations and communications
  • Ensure school data collection system is in
    place
  • Promote systems change process
  • Monitor progress
  • Enhance collaboration and participation

34
PBS School Coordinator Responsibilities
  • Meet with team at least monthly
  • Attend PBS coordinator and Leadership
  • Team trainings
  • Attend regional coordinator meetings
  • Help team complete tasks on time
  • Help with team organization
  • Data organization and reporting

35
Team Activity
  • As a Team, discuss
  • Who needs to be on your PBS Universal Leadership
    Team?
  • Who will be designated as your PBS School
    Coordinator?
  • Who will be designated as your PBS SU
    Coordinator?
  • Schedule your PBS Leadership Team meetings
    between now and your Teams Universal training.
  • Complete Action Plan for Readiness Checklist s
    1,2,3,4,5,10,11

36
Readiness Checklist
7. PBS Leadership Team has provided awareness
training to ALL STAFF. 8. At least 80 of all
staff agree to PBS implementation.
37
Characteristics of an Effective PBS Presentation
to Staff
  • Elements to Include
  • What is PBS?
  • Why choose PBS?
  • What are the elements of PBS at the
  • Universal Level?
  • What does PBS look like/sound like?
  • Whats expected of me?

38
Sample PBS Slides
For sample slide show presentations visit
www.pbsvermont.org
39
Staff Reluctance to PBS Buy-In
  • Lack of administrative direction/leadership
  • Skeptical that universal intervention not needed
  • Hopelessness about change
  • Philosophical differences
  • Staff feel disenfranchised from each other, the
    Administrator or the Schools Mission
  • Competing initiatives/dont see the connection
    between behavior and academics

40
Team Activity Part 1
  • As a Team discuss possible staff reluctance and
    how you might respond.

41
Team Activity Part 2
  • As a Team, plan your PBS presentation for staff
  • Who will design and deliver the presentation?
  • How will you ensure FULL STAFF participation in
    the presentation?
  • When will the presentation take place?
  • How will you know that you have 80 buy-in?
  • Complete Action Plan for Readiness Checklist s
    7 8

42
PBS School Presentation
  • Swanton Schools
  • Julie Benay, Principal
  • Amanda Sweeney, PBS School Coordinator

43
PBS and Data-based Decision Making
  • PBS Schools must have
  • High quality data 
  • System for collecting and analyzing the data
  • 3. Procedures for making decisions based on data

44
Kinds of Data
  • Positive Behavior Support Survey information
  • School-wide Evaluation (SET) information
  • Teaming matrix
  • Team Implementation Checklist
  • Office discipline reports
  • Behavioral incidents

Attendance Detention, Suspension,
Expulsion Observations Surveys, focus
groups Special Education referrals Special
Education eligibility
45
What are the data you are most likely to need to
help you in making PBS decisions?
  • What problem behaviors are most common?
  • ODR per Problem Behavior
  • Where are problem behaviors most likely?
  • ODR per Location
  • When are problem behaviors most likely?
  • ODR per time of day
  • Who is engaged in problem behavior?
  • ODR per student
  • Why are problem behaviors sustaining?
  • No graph

46
General Approach Big 5
  • referrals per day per month
  • referrals by student
  • referrals by location
  • referrals by problem behaviors
  • problem behaviors by time of day

47
of referrals per day per month
48
of referrals by student
49
of referrals by location
50
of referrals by problem behavior
51
of referrals by time
52
ActivityWhat is the data telling you?
  • Look at the graphs on your table.  
  • Pretend this data is from your school.  
  • Answer the following
  • What do you think the data is telling you?
  • What decisions might you make from
  • looking at the data?

53
Making Decisions Based on Data
54
Step 1 Create a Precise Problem Statement and
Hypothesis
  • Many students from all grade levels are engaging
    in disruption, inappropriate language and
    harassment in cafeteria and hallway during lunch,
    and the behavior is maintained by peer attention
  • A smaller number of students engage in skipping
    and noncompliance/defiance in classes, (mostly in
    rooms 13, 14 and 18), and these behaviors appear
    to be maintained by escape.

55
Step 2 Develop a Solution
Prevention Maintain current lunch schedule, but shift classes to balance numbers.
Teaching Teach behavioral expectations in cafeteria
Reward Establish Friday Five Extra 5 min of lunch on Friday for five good days.
Extinction Encourage all students to work for Friday Five make reward for problem behavior less likely
Corrective Consequence Active supervision, and continued early consequence (ODR)
Data Collection Maintain ODR record and supervisor weekly report
56
Next Steps
  • Work with your team to complete readiness
    activities
  • Confirm readiness with PBS State Coach
  • Complete PBS Intent to Implement Form
  • Register to attend First Steps to Implementation
    training with your Team
  • Register to attend Universal Leadership Team
    training with your Team
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