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Rotate roles within your team. one As a team, spend one minute brainstorming problem behaviors that occur in your schools. Document these behaviors on.

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Presentation on theme: "Rotate roles within your team. one As a team, spend one minute brainstorming problem behaviors that occur in your schools. Document these behaviors on."— Presentation transcript:

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2 Rotate roles within your team. one As a team, spend one minute brainstorming problem behaviors that occur in your schools. Document these behaviors on an index card.

3 3Identify & Define School-Wide Rules & Behavioral Expectations 3Teach Behavioral Expectations Associated with School-Wide Rules 3Develop a School-wide System for Encouraging/ Reinforcing Rule Following 3Develop an array of procedures for addressing violations to school-wide behavioral expectations Features of Primary Preventions

4 6.Developing Rule Violation System (30 minutes – typically) A. Task review B. Next steps: = = Requirement Tasks to Complete Who will Complete By When Date of Completion 1. School-wide discipline is one of the top three goals for the school. 2. Administrative support is available. 3. A behavior support team exists, and they review referral data at least once a month. 4. The school uses an office discipline referral form. 5. The school has a coherent office discipline referral procedure that includes: a. definitions for behaviors resulting in office-managed vs. staff-managed referrals b. a predictable system for managing disruptive behavior

5 Develop an array of procedures for addressing violations to school-wide behavioral expectations Clearly define behavior problems such that definitions are mutually exclusive and understood by all staff.

6 BEHAVIORDEFINITION Inappropriate Language Verbal messages that include name calling, or use of words to intimidate or humiliate, or inappropriate slang words Physical ContactStudent engages in non-serious, but inappropriate physical contact such as mild pushes, elbowing, horseplay, and may include kissing or hugging DefianceStudent engages in brief or low intensity failure to respond to adult request DisruptionStudent engages in low-intensity, but inappropriate disruption such as pencil tapping, moving chair, talking out of turn, etc. Property MisuseStudent engages in low-intensity misuse of property Tease/TauntDisrespectful messages (verbal or gestural) to another person that includes threats and/or intimidation Lying/CheatingResponses that are deliberately untrue or misleading. Taking credit for work that is not the students own, including plagiarism Homework/Class work Chronic failure to complete homework/classwork Roane County K-5 Office Referral Definitions Classroom Managed

7 Rotate your team roles one to the left. Generate definitions for office referrals for (a) disruption and (b) disrespect such that they are mutually exclusive definitions. Include examples and non- examples of each of these beahviors.

8 1.Generate the definitions for office referrals for (a) disruption and (b) disrespect. 2.Clearly describe the difference between disruption that is managed by any staff (minor offense) and disrespect for which the student is sent to the office (major offense). Provide examples and non-examples of each.

9 Clearly define behavior problems such that definitions are mutually exclusive and understood by all staff. Develop an array of procedures for addressing violations to school-wide behavioral expectations Determine which violations are managed by office (major) and which are managed by staff (minor). Ensure a system exists for monitoring the violations and is known by all faculty and staff.

10 BEHAVIORDEFINITION Inappropriate Language Verbal messages that include name calling, or use of words to intimidate or humiliate, or inappropriate slang words Physical ContactStudent engages in non-serious, but inappropriate physical contact such as mild pushes, elbowing, horseplay, and may include kissing or hugging DefianceStudent engages in brief or low intensity failure to respond to adult request DisruptionStudent engages in low-intensity, but inappropriate disruption such as pencil tapping, moving chair, talking out of turn, etc. Property MisuseStudent engages in low-intensity misuse of property Tease/TauntDisrespectful messages (verbal or gestural) to another person that includes threats and/or intimidation Lying/CheatingResponses that are deliberately untrue or misleading. Taking credit for work that is not the students own, including plagiarism Homework/Class work Chronic failure to complete homework/classwork Roane County K-5 Office Referral Definitions Classroom Managed

11 FightingActions involving serious physical contact where injury may occur (hitting, punching, kicking, hair pulling, scratching) Abusive languageVerbal messages that include swearing, name calling, or use of words to intimidate or humiliate Overt Defiance/Disrespect Refusal to follow directions of staff member; talking back, socially rude interactions; use of profanity to an adult Harassment/BullyingDisrespectful messages (verbal or gestural) to another person that includes threats, intimidations, obscene gestures, pictures, or text. Negative comments based on race, religion, gender, age, and/or ethnicity, disabilities or other personal matters Disruption (repeated)Behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, screaming, noise with materials, horseplay or roughhousing, sustained out-of-seat behavior TheftStudent is in possession of, having passed on, or being responsible for removing someone elses property or has signed a persons name without that persons permission. Property DamageStudent participates in an activity that results in substantial destruction or disfigurement of property WeaponsStudent is in possession of any weapon (gun, knife, knuckles, etc.) whether real or look-alike, or any other object readily capable of causing bodily harm Roane County K-5 Office Referral Definitions Administrator Managed

12 Clearly define behavior problems such that definitions are mutually exclusive and understood by all staff. Develop an array of procedures for addressing violations to school-wide behavioral expectations Determine which violations are managed by office (major) and which are managed by staff (minor). Ensure a system exists for monitoring the violations and is known by all faculty and staff. Clearly define procedures in narrative and/or flow chart format for implementing the array of responses to rule violating behavior, including documentation procedures.

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14 Decision Flowchart

15 1.Locate your teams Rule Violation Flowchart Post-It.

16 Observe Problem Behavior YESNO Is Behavio r Major? Rule Violation Flowchart form

17 1.Get out your Rule Violation Flowchart from your team notebook. 2.Using the provided format, create a flow chart to guide staff on what happens when a rule violation occurs. 3.What prior knowledge will your staff need in order to use the flow chart correctly?

18 Develop an array of procedures for addressing violations to school-wide behavioral expectations Clearly define behavior problems such that definitions are mutually exclusive and understood by all staff. Clearly define procedures in narrative and/or flow chart format for implementing the array of responses to rule violating behavior, including documentation procedures. Determine which violations are managed by office (major) and which are managed by staff (minor). Ensure a system exists for monitoring the violations and is known by all faculty and staff. Identify an array of appropriate responses to minor and major rule violations.

19 Be calm and use a matter of fact tone of voice when giving your consequence. Simply state the rule and consequence. Pre-correct for chronic problem behavior. Be aware of the Power of Proximity Keep your sense of perspective and sense of humor. Be calm and use a matter of fact tone of voice when giving your consequence. Simply state the rule and consequence. Pre-correct for chronic problem behavior. Be aware of the Power of Proximity Keep your sense of perspective and sense of humor. Response to Staff-Managed (Minor) Rule Violations

20 Attend/reward others for rule following. Always deliver a consequence immediately and contingent upon a rule infraction. Treat as an error in learning. Correct the error: Step 1: Acknowledge Rule Violation Step 2:Connect Rule Violation to Behavioral Expectations Step 3: Model Expected Behavior Step 4: Have Student Practice Expected Behavior Step 5: Catch the student doing the expected as soon as he/she demonstrates behavior independently and reinforce the student Attend/reward others for rule following. Always deliver a consequence immediately and contingent upon a rule infraction. Treat as an error in learning. Correct the error: Step 1: Acknowledge Rule Violation Step 2:Connect Rule Violation to Behavioral Expectations Step 3: Model Expected Behavior Step 4: Have Student Practice Expected Behavior Step 5: Catch the student doing the expected as soon as he/she demonstrates behavior independently and reinforce the student Response to Staff-Managed (Minor) Rule Violations

21 Dont embarrass the student in front of his/her peers. Refuse to engage in disciplinary conversation across the room. Remember PEP. Do not accept excuses, bargaining, or whining. Avoid the hooks to power struggles. Develop individualized plan for repeated incidents. Dont embarrass the student in front of his/her peers. Refuse to engage in disciplinary conversation across the room. Remember PEP. Do not accept excuses, bargaining, or whining. Avoid the hooks to power struggles. Develop individualized plan for repeated incidents. Response to Staff-Managed (Minor) Rule Violations

22 Decreased time in instruction= decreased academic learning time= decreased achievement We want to keep students in school and in the instructional environments. I will always be fair, AND I wont always treat everyone the same.

23 1.Rotate your roles one to the left. 2.Get out your Plan for Addressing Violations to School-Wide Rules form located in your team packets.

24 Plan for Addressing Violations to School-Wide Rules Do all faculty and staff agree on the definitions of the violations? If no, what behaviors are not defined the same by all staff. Actions Required (Who, Does What, By When, How Know It Has Been Done?): Which violations are managed by the office/school administrator and which are managed by the classroom teacher/supervising staff member? Do all faculty and staff agree ((s evidenced by their practices)? Office/Administration: Classroom Teachers/School Staff (including educational assistants, cafeteria workers, bus drivers, …) Actions Required (Who, Does What, By When, How Know It Has Been Done?): What is the array of procedures available to all staff for addressing minor and major rule violations? Do all faculty and staff know of the array? Actions Required (Who, Does What, By When, How Know It Has Been Done?): If you have a level system, what are alternative procedures for keeping the students in school, when this system fails? How and when are these procedures invoked? By whom? Actions Required (Who, Does What, By When, How Know It Has Been Done?):

25 1.Rotate your roles one to the left. 2.Get out your Plan for Addressing Violations to School-Wide Rules form located in your team packets. 3.Tweak your schools current procedures for addressing violations to school-wide behavioral expectations using this form.

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27 As of January 2007, Tennessee became 1 of 30 states participating in the American Diploma Project (ADP) Network dedicated to aligning high school curriculum, raising academic standards, improving assessments, and strengthening accountability policies with the demands of college and work to prepare young people for post-secondary education, work, and citizenship.... job skills yielding the highest priority in surveys also tended to be the skills frequently cited in roundtables as missing among high school graduates.…Business leaders universally agreed on the importance of key professional or soft skills…. The highest-rated professional skill was take responsibility, act ethically, and be honest … was closely followed by take initiative and be able to work independently and organize and prioritize tasks, schedule time, and anticipate obstacles. … another top- rated soft skill, [was] meet professional expectations regarding speech, appearance, punctuality and manners. (Tennessee Diploma Project, October 2007) SW-PBIS and the American Diploma Project

28 TN Character Education Legislation and Guidance Legislation: T.C.A (a). Character Education - (a) The course of instruction in all public schools shall include character education to help each student develop positive values and improve student conduct as students learn to act in harmony with their positive values and learn to become good citizens in their school, community, and society. Definition (Developed by TN Character Education Partnership) Through a collaborative effort between home, school and the community, character education guides students in developing positive ideals and good habits that will improve behavior, school climate, and ultimately academic performance. Students are provided opportunity and example for becoming conscientious and productive citizens in their school, community and nation. By integrating character traits like caring, respect, responsibility, trustworthiness, citizenship and fairness into all areas of the school experience, students will gain better self-awareness and the desire to become more socially responsible. Effective character education creates a circle of trust and respect among students, school staff, parents and the community. All should make every effort to encourage individual good as well as common good. Quality Standards: (Recommended by the TNCEP and adopted by the State Board of Education)

29 Getting Started: Establish and Confirm Commitment for SW-PBIS Administrative support is crucial Administrative support is crucial Behavior support is one of the top 3 goals for your school Behavior support is one of the top 3 goals for your school Faculty support for SW-PBIS should be 80% or higher Faculty support for SW-PBIS should be 80% or higher Acknowledge a 3-5 year commitment of effort Acknowledge a 3-5 year commitment of effort

30 Getting Started: Establish and Confirm Commitment for SW-PBIS Administrative support is crucial Administrative support is crucial

31 Maintain the standards and systems put into place to support SW-PBIS efforts.Maintain the standards and systems put into place to support SW-PBIS efforts. Support the team members in their efforts with appropriate time and resources to implement SW-PBIS.Support the team members in their efforts with appropriate time and resources to implement SW-PBIS. Take a leadership role in problem solving around SW- PBIS.Take a leadership role in problem solving around SW- PBIS. Be present at meetings.Be present at meetings. Provide recognition to the faculty and all teams for their support and time.Provide recognition to the faculty and all teams for their support and time. Serve as the point person for school-related groups.Serve as the point person for school-related groups. Monitor implementation activities and provide feedback.Monitor implementation activities and provide feedback.

32 Review data and provide feedback regularly to assist in decision making and to identify staff who need support.Review data and provide feedback regularly to assist in decision making and to identify staff who need support. Hold faculty and staff accountable to classroom management strategies targeted by primary preventions/leadership team.Hold faculty and staff accountable to classroom management strategies targeted by primary preventions/leadership team. Facilitate teachers attending workshops to refine SW-PBIS efforts.Facilitate teachers attending workshops to refine SW-PBIS efforts. Do/Will you have it? Admin attends/attended SW-PBIS trainings Admin attends meetings 90% of the time Admin provides funding for SW-PBIS activities Admin puts time on staff agenda for SW-PBIS updates Admin actively promotes SW-PBIS as priority, integrates with other initiatives improvement activities

33 Getting Started: Establish and Confirm Commitment for SW-PBIS Behavior support (school climate, discipline, etc.) is one of the top 3 school improvement goals for your school Behavior support (school climate, discipline, etc.) is one of the top 3 school improvement goals for your school What are your top three school improvement goals? If not SW-PBIS, how will you make SW-PBIS a top priority?

34 Getting Started: Establish and Confirm Commitment for SW-PBIS Behavior support (school climate, discipline, etc.) is one of the top 3 school improvement goals for your school. Behavior support (school climate, discipline, etc.) is one of the top 3 school improvement goals for your school. What are your top three school improvement goals? If not SW-PBIS, how will you make SW-PBIS a top priority? Faculty support for SW-PBIS should be 80% or higher Faculty support for SW-PBIS should be 80% or higher What method will you use to assess faculty & staff support for SW-PBIS? How will you get the support to 80% or higher?

35 Getting Started: Establish and Confirm Commitment for SW-PBIS Behavior support (school climate, discipline, …) is one of the top 3 school improvement goals for your school Behavior support (school climate, discipline, …) is one of the top 3 school improvement goals for your school What are your top three school improvement goals? If not SW-PBIS, how will you make SW-PBIS a top goal? Faculty support for SW-PBIS should be 80% or higher Faculty support for SW-PBIS should be 80% or higher What method will you use to assess faculty & staff support for SW-PBIS? How will you get the support to 80% or higher?

36 3.Overview of SW-PBIS (10 minutes) A. Task review B. Someone demonstrate how to explain SW-PBIS to an uninformed person OR Quiz. C. Tasks negotiated today 4.Faculty and Staff Support is 80% (10 minutes) 5.Team Composition (10 minutes) A. Do we have all of appropriate people at the table

37 Request from School? Yes Overview to administrator/ key staff Yes Interested? Yes Conduct Self- Assessment 80% Buy-In? Yes Share Self Assessment data and (more detailed) overview with full faculty & staff. Yes Negotiate Agreement of Collaboration or facsimile, including agreement to attend workshops School has representative team? Yes Help sign up for workshops. Attend with teams No Pursue buy-in activities: 1.Visit other schools 2.Invite admin or team from other school 3. Focus group discussions with naysayers distributed 4. Go to tnSW-PBIS website and assign to contact for info/satisfaction 5. Show videotapes 6. Visit 7. Jigsaw research and discuss 8.Assign Colvins 7 Steps to SW-PBIS 9.Review current discipline data. Show recouped possibilities 10. Principal attend principals from 11. Team attend Annual TN SW-PBIS conference or Annual APBS conf. 12. Pilot with problem area, e.g., cafeteria, freshman class, …. Conduct Self- Assessment (again) or Otherwise determine 80% buy-in. Buy in? Yes Establishing a SW-PBIS Primary Preventions Team No Does the team include: 1.Principal (or assistant principal with direct pipeline to principal, if high school) 2.General education teachers sampling across grade levels 3. Special educator7. Student(s) 4. School counselor8. Community member 5. Non-certified staff9. Central office representative 6. Parent(s)(if no district level commitment) Yes

38 Faculty & staff sign commitment cards. Do team building activity to give staff information about SW-PBIS. Model the behaviors you want the faculty to implement during faculty meetings. Have small groups discuss concerns. Summarize office referrals. Provide staff with copies of Motivating Students …. and Power Struggles …. Conduct survey with staff. Visit other schools implementing SW-PBIS. Put gung hoers with nay sayers. Conduct Self-Assessment. Show SW-PBIS DVD

39 Self-Assessment Data Collection Protocol Conducted prior to implementation of SW-PBIS and annually in April thereafter Conducted prior to implementation of SW-PBIS and annually in April thereafter Completed by all staff Completed by all staff Use results to design annual action plan Use results to design annual action planOverview The Self-Assessment is an online survey that helps determine what staff perceive to be already in place and what they believe to be a priority. Year 1: The Self-Assessment is used to determine buy-in of faculty and staff in each of these four systems – school wide, classroom, non-classroom, and individual. Year 2: The Self-Assessment examines the status and need for improvement of SW-PBIS implementation. The priorities found in your Self-Assessment drive tasks to help teams reach the goals deemed high priority by the entire faculty and staff. Self-Assessment results are used to: Self-Assessment results are used to: assess features that are in place assess features that are in place determine annual goals for school-wide effective behavior support determine annual goals for school-wide effective behavior support evaluate on-going efforts toward school-wide behavior support evaluate on-going efforts toward school-wide behavior support design and revise procedures as needed design and revise procedures as needed compare efforts toward school-wide effective behavior support compare efforts toward school-wide effective behavior support from year to year from year to year

40 Example School School-wide Non-Classroom Classroom Individual

41 List your schools top three (3) school improvement goals Is SW-PBIS/school climate/school discipline addressed in your top three SIP goals? How? If not, how are you going to get it there? How will you assess your faculty support for PBS? How will you get support to be 80% or better if needed? Rotate the roles within your team. What do you need to do to establish and confirm commitment to SW-PBIS at your school? Discuss these questions:

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44 Getting Started: Establish & Maintain a SW- PBIS Leadership Team

45 Coordinate and facilitate team meetings Coordinate and facilitate team meetings Coordinate assessments and evaluations Coordinate assessments and evaluations Coordinate timeline of actions to be completed Coordinate timeline of actions to be completed Identify and schedule staff development as/when needed Identify and schedule staff development as/when needed Coordinate data entry and routine review of data Coordinate data entry and routine review of data Coordinate/orchestrate sharing SW-PBIS data with faculty and staff Coordinate/orchestrate sharing SW-PBIS data with faculty and staff Coordinate school-wide reward system Coordinate school-wide reward system Obtain expertise in targeted areas Obtain expertise in targeted areas Share data/Act as liaison to district and outside consultants Share data/Act as liaison to district and outside consultants Coordinate Marketing and Visibility plan development, implementation, & evaluation Coordinate Marketing and Visibility plan development, implementation, & evaluation Functions/Responsibilities of SW-PBIS Leadership Team Members

46 Representation Behavioral Capacity Priority & Status Data-based Decision Making Communications Administrator Team Administrator Specialized Support Student Community Non-Teaching Teaching Family Start with Team that Works. Team-led Process

47 Do you have? Can you merge? Health?Safety? Discipline?Climate? Can/How can you reshape or reorganize any one or more committees into the SW-PBIS Leadership Team?

48 Initiative, Project, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID/ etc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee SW-PBIS Work Group Working Smarter Are outcomes measurable?

49 Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Ellen, Marlee Goal #2 Character Education Improve character All studentsMarlee, J.S., Ellen Goal #3 Safety CommitteeImprove safetyPredictable response to threat/crisis Dangerous students Has not metGoal #3 School Spirit Committee Enhance school spirit Improve moraleAll studentsHas not met Discipline Committee Improve behaviorDecrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 DARE CommitteePrevent drug useHigh/at-risk drug users Don SW-PBIS Work Group Implement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All studentsEric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Are outcomes measurable?

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51 1.With your school team, spend 4 minutes to complete: (a) Teams, Committees & Projects Analysis Chart and (b) Working Smarter Planning Sheet. 2. Next spend 3 minutes and discuss: How many committees do you have? Which committees purposes may overlap with the SW- PBIS Leadership team? Can/How can you re-shape or re-organize any one or more committees into the PBIS Leadership team?

52 Members are representative of school faculty and staff, including administrator, parent(s), faculty, and students Members are representative of school faculty and staff, including administrator, parent(s), faculty, and students SW-PBIS Leadership Team

53 4.Faculty and Staff Support is 80% (10 minutes) 5.Team Composition (10 minutes) A. Do we have all of appropriate people at the table B. Team has established a clear mission/purpose that does not overlap with other teams mission/purpose C. Team has shared mission/purpose with all faculty and staff 6.Getting SWIS Ready (30 minutes – typically) A. Task review B. Next steps: Principal who can make discipline decisions Parents General Education Teacher(s)School Counselor Special Education Teacher(s)Non-classroom monitors/ Support Staff (Cafeteria, …) Special Area/Related Arts Teacher(s) Community Members Educational Assistant(s)Central Office/BoE Member Student(s)

54 SW-PBIS Leadership Team 1. Stand up if you are the… 2. Check off on your list those who are standing. Principal who can make decisions General Education Teacher(s) Special Education Teacher(s) Special Area/Related Arts Teacher(s) Educational Assistant(s) Student(s) Parent(s) School Counselor Non-classroom monitors/ Support Staff (Cafeteria,…) Community Members Central Office/BoE Member

55 Whoever serves as the equalizer, ensures student input. Bring food to the meetings. Assign partners during meetings. Embed cooperative learning structures into team meetings. Make sure all group work includes student representation. Assign adult mentors. Encourage student celebrations during meeting with round robin celebrations. Make sure students are present for the part of the meeting in which the team reviews data Strategies for Including Students in School-wide PBS Teams

56 Have an in-depth level of knowledge about SW-PBIS Understand how SW-PBIS fits into school climate Ensure SW-PBIS evolving and conducted as scheduled Can answer staff questions about SW-PBIS Are members NOT in an administrative position Act as a cheerleader

57 Act as a liaison between the team and coach/consultant Teach other team members – – (e.g. how to create the agenda, updates members after a missed meeting) Act as a cheerleader Ensure others have meeting materials ready – – SWIS graphs – – Agenda – – Timer – – Role cards Are members NOT in an administrative position

58 Serves as liaison between district coach/external consultant and school to facilitate conduction of SET Serves as coordinator for team to ensure school safety survey data are collected in a timely fashion. Serves as coordinator for team to ensure Self Assessment Survey data are collected in a timely fashion. Spot checks SWIS data entry people to ensure all three are entering data and data are entered in a timely fashion.

59 Facilitates team review of SET report and generation of prioritized actions. Facilitates team review of School Safety Survey outcomes and generation of prioritized actions using School Safety Data Review Manual (http://www.edprodevelopment. com/coaches/coaches.htm)http://www.edprodevelopment. com/coaches/coaches.htm Facilitates team review of School Safety Survey outcomes and generation of prioritized actions using School Safety Data Review Manual (http://www.edprodevelopment. com/coaches/coaches.htm )http://www.edprodevelopment. com/coaches/coaches.htm Serves as internal TIPS experts in reviewing SWIS data before team meetings and presenting precision statements and drafted solutions for solution chart for team to review during meetings. Are fluent with manipulating SWIS reports/graphs through read-only access and can manipulate SWIS during team meetings for teams to refine and prioritize solutions.

60 MonthActivity August Provide kickoff for teaching school-wide rules and expectations Provide staff and student training on incentive system and implement Provide new teacher and new student orientation regarding SW-PBIS Hold/Attend Tier 1/Primary Preventions Team meeting; Review actions/priorities from end of year (EOY) data. Update if needed. Review actions/priorities from EOY data from previous year with full faculty and staff. Identify additional workshops that team members should attend this year September Hold/Attend Tier 1/Primary Preventions Team meeting: (a) address action plan, (b) review SWIS data, (c) and negotiate tasks resulting from review of EOY and SWIS data. Ensure School-wide Evaluation Tool (SET) is conducted. Send (a) Coaches SET Summary Form, (b) SET scoring guide and (c) written SET report(s) to state PBIS Coordinator. Register team members or other faculty/staff for appropriate workshops October Hold/Attend Tier 1/Primary Preventions Team meeting: (a) address action plan, (b) review SWIS data, (c) and negotiate tasks resulting from review of EOY and SWIS data. Ensure SET results are summarized, and report shared with Tier 1 and district leadership teams. Prioritize recommendations and include in action plan. Address SET recommendations. Negotiate tasks, as needed. Share SET results and Tier 1 data with all faculty and staff. Register team members or other faculty/staff for appropriate workshops Tennessee SW-PBIS Coaches/ Team Timeline and Calendar

61 Members are representative of school faculty and include administrator, families, faculty, & students. Members are representative of school faculty and include administrator, families, faculty, & students. SW-PBIS Leadership Team SW-PBIS leadership team meets on a regular basis. SW-PBIS leadership team meets on a regular basis. Critical to establish SYSTEM. Part of the expectation to meet just like other committees on a 1-2 times per month basis. Critical to establish SYSTEM. Part of the expectation to meet just like other committees on a 1-2 times per month basis.

62 1.Rotate roles and as a team, brainstorm ideas a.as to how you can make your team more representative. b.as to how you can systematize your meeting schedule in order to meet 1-2 times per month. 2.Add tasks to your Team Task List in order to make these happen.

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64 Members are representative of school faculty and include administrator, families, faculty, & students. Members are representative of school faculty and include administrator, families, faculty, & students. Team runs efficient meetings: Team runs efficient meetings: - agenda - roles - ground rules - decision-making strategies SW-PBIS Leadership Team SW-PBIS leadership team meets on a regular basis. SW-PBIS leadership team meets on a regular basis. Critical to establish SYSTEM. Part of the expectation to meet just like other committees on a 1-2 times per month basis. Critical to establish SYSTEM. Part of the expectation to meet just like other committees on a 1-2 times per month basis.

65 1.Celebrations (3 minutes) 2.Agenda Review (2 minutes) 3.Overview of SW-PBIS (10 minutes) A. Task review B. Someone demonstrate how to explain SW-PBIS to an uninformed person OR Quiz. C. Tasks negotiated today 4.Faculty and Staff Support is 80% (10 minutes)

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67 Commonly Used Roles Time Keeper Facilitator Keeper of the Rudder Scribe or Recorder Jargon buster Norm Prompter Equalizer SW-PBIS Explainer Task Master EncouragerCommunicator

68 Ground Rules: Need to establish some (20 minutes) ~ Review from workshop and add to… Celebrations (3 minutes) 2.Agenda Review (2 minutes)DATESFacilitator Creates agenda and guides meeting Scribe Takes notes and copies for all Timekeeper Monitors time on agenda items Taskmaster Writes tasks and copies for all Rudder Ensures team stays on task (agenda) Encourager Checks task status, assists if help is needed Equalizer Ensures everyone is able to participate in discussion Jargon Buster Asks for clarification on unknown/confu sing terms. SW-PBIS Explainer Explains the process of SW-PBIS to the team 3/18BeasleyKeelMcKinleyWardBowmanMartinCurrierBrownMcCloud 4/19KeelMcKinleyWardBowmanMartinCurrierBrownBeasleyFraley 5/20McKinleyWardBowmanMartinCurrierBrownBeasleyKeelClower

69 Some Ground Rules for Effective Teams W Start on time at ___. End on time at ___. W Scribe will take meeting minutes, put a copy in school-based team members mailboxes and team notebook and or snail mail (if member has no address) to non-school-based team members. W Labeled team notebook will be housed ______and will be accessible to all team members. W Meetings will be conducted as scheduled twice a month unless school is cancelled or we do not have a quorum to include ________ team members. W Team members will print out their own agendas. Meeting Facilitator will bring 3 extra copies in case. W ____ will serve as liaison to EdPro Development and will be the keeper of the team timer and role cards. W Protocol for team meetings will include first names. W Team members will or call _____ if going to be late or cannot attend. ___ will share with ___ if he/she is unable to attend. W Major decisions will be made using fist to five consensus.

70 1. When you will meet? 2. What will be the start and end times? 3. Meeting Minutes 1. Taken how? 2. Kept where? 3. Disseminated how? 4. Disseminated by when? 4. Task List 1. Taken how? 2. Disseminated how? 3. Disseminated by when? 5. Will there be a minimum number of team members that must be present for the team to conduct a meeting? How many is quorum for decision making? 6. Decision-Making Strategies (Is there agreement to use consensus for major decisions?) 7. Name protocols (i.e., Dr., Mrs., Miss, Mr.) 8. Agendas printed out by …. 9. Who will be the liaison to EdPro Development and/or your district Coach? 10. Who will Keep the role cards and timer(for meeting)? 12. How will information be communicated to and & feedback received from faculty & staff? 13. How will the team address confidentiality? 14. addresses? 15. What are the rules regarding cell phones?

71 I am all for this idea. I can be a leader Im for the idea. I can provide support. Im not sure but Im willing to accept the groups opinion. Im not sure. I need more discussion. I cant support it at this time. I need more information. No. I need an alternative I can support. Fist to Five

72 1.Take out your Team Ground Rules worksheet from your team notebook. 2.Identify who will assume each team role for this activity. 3.For 2 minutes, brainstorm a list of possible ground rules for your team. 4.Use consensus for deciding on whether to include or eliminate EACH ground rule generated. 5.Scribe, write your teams possible ground rules on the Team Ground Rules worksheet.

73 Team Ground Rules

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77 School School Teams Must Have Immediate Access to Data to Make Objective Decisions About School Climate & Safety

78 Information Systems for Data-Based Decision Making Fidelity of Implementation: School-wide Evaluation Tool (SET) Self Assessment Survey (SAS) Benchmarks of Quality (BOQ) Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands Office Discipline Referrals (ODRs)

79 Information Systems for Data-Based Decision Making Desired Outcomes: School Safety Survey (SSS)

80 School Safety Survey (SSS) Data Collection Protocol Collected annually in January Completed by all adults in the school Completed by a representative sample of students at each school. (Each homeroom teacher at grades four and above select 4 students in his/her homeroom who represent the range of academic performance of his/her students: e.g. one student who is advanced, two students who are proficient, and one who is not proficient) Students in grades 4 and 5 take a different version of the survey that provides more extensive explanation of questions Overview The School Safety Survey (SSS) is a web-based instrument developed to obtain an efficient index of perceived school safety. The SSS provides a summary of "risk factors" and "protective factors" that are used to determine training and support needs related to school safety and violence prevention

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82 School Safety Results Section 1: Risk Factors

83 School Safety Results

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85 School Safety Data

86 Information Systems for Data-Based Decision Making Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands

87 Information Systems for Data-Based Decision Making Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands Office Discipline Referrals (ODRs)

88 Essential Data for School-Based Decision-Making Referrals by problem behavior? Referrals by problem behavior? –What problem behaviors are most common? Referrals by location? Referrals by location? –Are there specific problem locations? Referrals by time of day? Referrals by time of day? –Are there specific times when problems occur? Referrals by student? Referrals by student? –Are there many students receiving referrals or only a small number of students with many referrals? Referrals by teacher? Referrals by teacher? –Are there many teachers referring or only a small number of teachers with many referrals?

89 C.Tasks negotiated today 6. Review of Data (30 minutes – typically) A. Task Review B. Review Process 1. Average referrals per day per month: How many ODRs? Do we have a problem? 2. Referrals by location: Where are the problem behaviors occurring? 3. Referrals by time: When are the problem behaviors occurring? 4. Referrals by problem behavior: What problem behaviors are the most common? What is/are the smallest change(s) we could make that would improve student behavior? 5. Referrals by student: Who needs to be referred to Secondary Preventions/ Interventions? a. Targeted group preventions/ interventions b. CICO c. Student Assistance Team (SAT) C. Tasks negotiated today 7.School-wide rules established (30 minutes) A. Behavioral Matrix of expectations across locations is drafted 1. Task review

90 Why Collect Discipline Information? Objective decision-making Objective decision-making Professional accountability – confirm interventions are effective/successful Professional accountability – confirm interventions are effective/successful Decisions made with data (information) are more likely to (a) be implemented and (b) be effective Decisions made with data (information) are more likely to (a) be implemented and (b) be effective

91 Web-based information system for gathering and summarizing problem behavior information. Summarizes office discipline referral information by (a) how often, (b) where, (c) when, (d) what, and (e) who. Summaries provided in tables and graphs. Confidentiality protected. $250 per school per year annual fee, plus additional fee of $50 for SWIS-CICO TM. 5,394 schools – 3,915 elementary, 1,104 middle, 375 high schools.

92 Key Features of Data Systems that Work The data are accurate The data are accurate The data are very easy to collect (1% of staff time) The data are very easy to collect (1% of staff time)

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94 1. Get out your current office discipline referral (ODR) form and your SWIS Compatibility Checklist 2. Review your ODR form referencing the Checklist. 3. Determine if each item is accounted for on your ODR form. 4. Summarize actions needed to ensure ODR form is SWIS compatible. 5. Get out the SWIS Drop Down Menus document from your team notebook. 6.

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96 1. Get out your current office discipline referral (ODR) form and your SWIS Compatibility Checklist. 2. Review your ODR form referencing the Checklist. 3. Determine if each item is accounted for on your ODR form. 4. Summarize actions needed to ensure ODR form is SWIS compatible. 5. Get out the SWIS Drop Down Menus document from you team notebook. 6. Compare the minor behavior problem and major behavior problem drop down menus of SWIS to your ODR form. If you were to work with a SWIS facilitator to use the SWIS data management system, you would need to make your categories compatible to the software design. Note any inconsistencies that need to be addressed. Brainstorm possible solutions.

97 Key Features of Data Systems that Work The data are accurate The data are accurate The data are very easy to collect (1% of staff time) The data are very easy to collect (1% of staff time) Data are used for decision-making Data are used for decision-making The data must be available when decisions need to be made (weekly?) The data must be available when decisions need to be made (weekly?) Difference between data needs at a school building versus data needs for a district Difference between data needs at a school building versus data needs for a district The people who collect the data must see the information used for decision- making The people who collect the data must see the information used for decision- making

98 Attendance Attendance Faculty Reports Faculty Reports Office Referrals per Day per Month Office Referrals per Day per Month Using Office Discipline Referral Data for On-Going Problem Solving Use data in decision layers and the Big Five Use data in decision layers and the Big Five Is there a problem? Is there a problem?

99 Using Office Discipline Referral Data for On-Going Problem Solving Use data in decision layers and the Big Five Use data in decision layers and the Big Five Is there a problem? Is there a problem? What system(s) are problematic? What system(s) are problematic? What individuals (individual units) are problematic? What individuals (individual units) are problematic? Dont drown in the data Dont drown in the data Its OK to be doing well Its OK to be doing well Be efficient Be efficient

100 Using Office Discipline Referral Data for On-Going Problem Solving Is there a problem? Is there a problem?

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103 Days: 176 Referrals: 841

104 Interpreting Office Referral Data: Is there a problem? Absolute level (depending on size of school) – – High Schools (1/95) – – Middle Schools (1/109) – – Elementary Schools (1/300) Trends – – Peaks before breaks? – – Gradual increasing trend across year? Compare levels to last year – – Improvement?

105 SWIS summary (Majors Only) 3,410 schools; 1,737,432 students; 1,500,770 ODRs Grade RangeNumber of Schools Mean Enrollment per school Mean ODRs per 100 per school day K-62, (sd =.49) (sd = 1.11) (sd = 2.39) K-(8-12) (sd = 2.60)

106 Ave Referrals per Day SeptOctNovDecJanFebMarAprMayJun School Months Elem. School Office Referrals per Day per Month Is There a Problem? Maintain - Modify - Terminate 500 Students

107 Ave Referrals per Day SeptOctNovDecJanFebMarAprMayJun School Months M.S. Office Referrals per Day per Month Is There a Problem? Maintain - Modify - Terminate 500 Students

108 Ave Referrals per Day SeptOctNovDecJanFebMarAprMayJun School Months H.S. Office Referrals per Day per Month Is There a Problem? Maintain - Modify - Terminate 1000 Students

109 Ave Referrals per Day SeptOctNovDecJanFebMarAprMayJun School Months H.S. Office Referrals per Day per Month Is There a Problem? Maintain - Modify - Terminate 2000 Students

110 2. WHAT SYSTEMS ARE PROBLEMATIC? 2. WHAT SYSTEMS ARE PROBLEMATIC? Referrals by problem behavior? Referrals by problem behavior? – What problem behaviors are most common? Referrals by location? Referrals by location? – Are there specific problem locations? Referrals by time of day? Referrals by time of day? – Are there specific times when problems occur?

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115 Referrals: 841

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119 Frequency of Discipline Referrals By Grade Level (WHO) th7th8th9th Discipline Referrals By Grade Level Number of Referrals

120 Referrals: 841

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125 3. WHAT INDIVIDUALS ARE PROBLEMATIC? Referrals by Student? Are there many students receiving referrals or only a small number of students with many referrals?

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127 Referrals per Student

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130 Designing Solutions If many students are making the same mistake it typically is the system that needs to change not the students. If many students are making the same mistake it typically is the system that needs to change not the students. Teach, monitor, and reward before relying on punishment. Teach, monitor, and reward before relying on punishment.

131 Is there a problem? Is there a problem? – What data did you use? Combining Information 2. What systems are problematic? 3. Where do you need to focus? The next level of information needed The next level of information needed

132 As we go through the next 4 slides: 1.As a team, you will have 1 minute to discuss each slide to decide what the graph shows you about problem behaviors in the represented school 2.As a team, generate 1 idea your school could implement to combat the problem 3.Share with large group

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136 Referrals per Student

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138 RequirementTasks to CompleteWho will Complete By WhenDate of Completion 1.School-wide discipline is one of the top three goals for the school. 2. Administrative support for the implementation and use of SWIS is available. 3. A behavior support team exists, and they review referral data at least once a month. 4. The school uses an office discipline referral form that is compatible with SWIS referral entry. 5. The school has a coherent office discipline referral procedure that includes: a. definitions for behaviors resulting in office- managed vs. staff-managed referrals b.a predictable system for managing disruptive behavior 6. Data entry time is allocated and scheduled to ensure that office referral data will be current to within a week at all times. 7. Three People within the school are identified to receive one, 2-hour training on the use of SWIS. 8. The school has computer access to Internet, and one of two web browsers. (Netscape 6, Internet Explorer 5) 9. The school agrees to on-going training for the team receiving SWIS data on uses of SWIS information for discipline decision-making. 10. The school district agrees to provide a facilitator who will work with school personnel on data collection and decision-making procedures.

139 RequirementTasks to Complete Who When Date Completed 1. School-wide discipline is one of the top three goals for the school.1. Photocopy the SIP and highlight the portions that address discipline as a high priority. 2. Administrative support for the implementation and use of SWIS is available. 1. Once each of the tasks in this column are complete, check off that this requirement is complete. 3. A behavior support team exists, and they review referral data at least once a month. 1. Form a team that is a.) composed of respected members of faculty and staff and b.) is representative of the school. 2. Schedule data review meeting at least monthly for the remainder of the year AND publish this schedule for the school and district. Provide facilitator with schedule. 4. The school uses an office discipline referral form that is compatible with SWIS referral entry. 1. Review current ODR form. 2. Go to SWIS.org and review Add/Revise Referral. 3. Make ODR form match SWIS components (use checklist to assist but make sure you look at SWIS for assistance). 4. Review definitions for infractions, locations and motivation. 5. Using the flowchart from SWIS to decide what is office managed and what is classroom managed? What is major? What is minor? 6. Document all of these decisions and photocopy for all team members and your facilitator. 5. The school has a coherent office discipline Referral procedure that includes: a. definitions for behaviors resulting in office-managed vs. staff managed referrals b. a predictable system for managing disruptive behavior. 6. Data entry time is allocated and scheduled to ensure that office referral data will be current to within a week at all times. 1. Determine a schedule and procedures for entering data. 2. Write schedule of who is entering data and when. Provide copies for all team members and your facilitator. 7. Three people within the school are identified to receive one, 2½ -3 hour training on the use of SWIS. 1. Decide who will enter data. 2. Schedule training with facilitator for three targeted people. 8. The school has computer access to the Internet, and one of the following web browsers (Internet Explorer 6.1 or higher for PC, Internet Explorer 5.0 or higher 1. Document that each data entry person has access to a computer at the time noted in his/her schedule that has one of the Internet browsers to the left or higher. 9. The school agrees to on-going training for the team receiving SWIS data on uses of SWIS information for discipline decision- making. 1. With your facilitator review times to meet with team to engage in data review and decision making. 10. The school district agrees to provide a facilitator who will work with school personnel on data collection and decision-making procedures. 1. Talk to district level people about who can do our responsibilities so the school and eventually the district can become self sustaining.

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142 Information Systems for Data-Based Decision Making Fidelity of Implementation: School-wide Evaluation Tool (SET) Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands Office Discipline Referrals (ODRs)

143 School-wide Evaluation Tool (SET) Data Collection Protocol Conducted annually by outside person Conducted before school-wide positive behavior support interventions begin Conducted annually in September thereafter Overview The School-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of primary preventions within school- wide positive behavior support across each academic school year. SET results are used to: assess features that are in place determine annual goals for school-wide effective behavior support evaluate on-going efforts toward school-wide behavior support design and revise procedures as needed compare efforts toward school-wide effective behavior support from year to year

144 Expectations Defined Behavioral Expectations Taught System for Rewarding/Acknowledging Behavioral Expectations System for Responding to Behavioral Violations Monitoring and Decision Making Management/Leadership District Level Support

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147 Information Systems for Data-Based Decision Making Fidelity of Implementation: School-wide Evaluation Tool (SET) Self Assessment Survey (SAS) Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands Office Discipline Referrals (ODRs)

148 Self-Assessment Data Collection Protocol Conducted prior to implementation of SW-PBIS and annually in April thereafter Conducted prior to implementation of SW-PBIS and annually in April thereafter Completed by all staff Completed by all staff Use results to design annual action plan Use results to design annual action planOverview The Self-Assessment is an online survey that helps determine what staff perceive to be already in place and what they believe to be a priority. Year 1: The Self-Assessment is used to determine buy-in of faculty and staff in each of these four systems – school wide, classroom, non- classroom, and individual. Year 2: The Self-Assessment examines the status and need for improvement of SW-PBIS implementation. The priorities found in your Self-Assessment drive tasks to help teams reach the goals deemed high priority by the entire faculty and staff. Self-Assessment results are used to: Self-Assessment results are used to: assess features that are in place assess features that are in place determine annual goals for school-wide effective behavior support determine annual goals for school-wide effective behavior support evaluate on-going efforts toward school-wide behavior support evaluate on-going efforts toward school-wide behavior support design and revise procedures as needed design and revise procedures as needed compare efforts toward school-wide effective behavior compare efforts toward school-wide effective behavior support from year to year support from year to year

149 Self Assessment Survey- Effective Behavior Support (EBS) Assessing and Planning Behavior Support in Schools SCHOOL-WIDE SYSTEMS Current StatusFeaturePriority for Improvement In Place Partial in Place Not in Place School-wide is defined as involving all students, all staff, & all settings. HighMedLow 1. A small number (e.g. 3-5) of positively & clearly stated student expectations or rules are defined. 2. Expected student behaviors are taught directly. 3. Expected student behaviors are rewarded regularly. 4. Problem behaviors (failure to meet expected student behaviors) are defined clearly. 5. Consequences for problem behaviors are defined clearly. 6. Distinctions between office v. classroom managed problem behaviors are clear. 7. Options exist to allow classroom instruction to continue when problem behavior occurs. 8.Procedures are in place to address emergency/dangerous situations. 9. A team exists for behavior support planning & problem solving. 10. School administrator is an active participant on the behavior support team. Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems

150 School-wide Non-classroom Self Assessment Systems Charts

151 Classroom Individual

152 School YearNumber of ResponsesDate Completed /19/2007 Current StatusFeatureImprovement Priority In Place Parti al Not System: school wide HighMediu m Lo w 100 %0 % 1. A small number (e.g. 3-5) of positively and clearly stated student expectations or rules are defined.0 %20 %80 % 72 %28 %0 %2. Expected student behaviors are taught directly.0 %50 % 90 %10 %0 %3. Expected student behaviors are rewarded regularly.8 %31 %62 % 90 %7 %3 %4. Problem behaviors (failure to meet expected student behaviors) are defined clearly.8 %16 %76 % 83 %14 %3 %5. Consequences for problem behaviors are defined clearly.8 %23 %69 % 86 %11 %4 %6. Distinctions between office v. classroom managed problem behaviors are clear.4 %38 %58 % 45 % 10 % 7. Options exist to allow classroom instruction to continue when problem behavior occurs.15 %42 % 96 %4 %0 %8. Procedures are in place to address emergency/dangerous situations.0 %16 %84 % 76 %17 %7 %9. A team exists for behavior support planning & problem solving.12 %28 %60 % 86 %7 % 10. School administrator is an active participant on the behavior support team.16 % 68 % 59 %34 %7 %11. Data on problem behavior patterns are collected and summarized within an on-going system.12 %46 %42 % 64 %21 %14 % 12. Patterns of student problem behavior are reported to teams and faculty for active decision-making on a regular basis (e.g. monthly). 15 %35 %50 % 75 %21 %4 %13. School has formal strategies for informing families about expected student behaviors at school.8 %23 %69 % 38 %31 % 14. Booster training activities for students are developed, modified, & conducted based on school data.35 %38 %27 % 36 %39 %25 % 15. School-wide behavior support team has a budget for (a) teaching students, (b) on-going rewards, and (c) annual staff planning. 20 %48 %32 %

153 Information Systems for Data-Based Decision Making Fidelity of Implementation: School-wide Evaluation Tool (SET) Self Assessment Survey (SAS) Benchmarks of Quality (BOQ) Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands Office Discipline Referrals (ODRs)

154 F. The reinforcement system is codified in the schools written document(s) (e.g., faculty and staff handbook(s) and student handbook) 1. Task review 2. Discussion 3. Tasks negotiated today 11.Assessment Results & Resultant Recommendations/Priorities (10 minutes) A. School-wide Evaluation Tool (September/ October) 1. Task Review 2. Discussion 3. Tasks negotiated today B. School Safety Survey (January) 1. Task Review 2. Discussion 3. Tasks negotiated today C. Self-Assessment/Effective Behavior Support (EBS) (April) Action Plan Actions from the Self-Assessment (EBS) (45 minutes) School-Wide System Priorities 1-3Tasks associated with priorities Classroom System

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156 As a team, summarize your task list. Be prepared to share with the group the following: A. What are your tasks? B.When will your tasks be completed? Next steps… 1.Do you have team which is representative of staff, faculty, and includes a parent? 2. Do you need to provide staff with an overview of SW- PBIS? 3. Has your faculty and staff completed the Self- assessment? 4. ???????????????????????? 4. ????????????????????????

157 Frequently Asked Questions Inside/Outside Circle Look at your Grouping Label to find your symbol group. (Circle or Triangle) Look at your Grouping Label to find your symbol group. (Circle or Triangle) Triangles form a circle standing shoulder to shoulder then turn around facing outward. Triangles form a circle standing shoulder to shoulder then turn around facing outward. Circles go face a member of the existing circle to create an outer circle around that group of people. Circles go face a member of the existing circle to create an outer circle around that group of people. Presenter will designate the asker and the askee. The askee will tell the asker their role according to the question/comment card they drew. The askee will respond to the asker by providing relevant information about SW- PBIS. Presenter will designate the asker and the askee. The askee will tell the asker their role according to the question/comment card they drew. The askee will respond to the asker by providing relevant information about SW- PBIS. We will have you rotate so you practice many times. We will have you rotate so you practice many times.

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160 1. Post test 2. EdPro Development Evaluation 3. TASL Evaluation, TASL Cards, … (TASL seekers) 4. Certificate of attendance


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