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RQS Board of education presentation, October 28, 2013

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1 RQS Board of education presentation, October 28, 2013
SW-PBS & BIST Working Together Supporting Students in Raytown Quality Schools RQS Board of education presentation, October 28, 2013

2 SW-PBS overview: Provides an operational framework for teaching academic and behavior expectations Pro-active An evidence based process Ensures that students are taught and recognized for positive behavior Creates safe and effective learning environments All schools have a matrix that identifies specific behavioral expectations in both common areas and classrooms Show matrix

3 School matrix Expectations All Settings Classroom Hallways Restroom
Cafeteria Library/Lab Playground Arrival/Dismissal Be Safe Keep objects, hands and feet to self. Be where you belong. Walk. Sit cross cross on the carpet. Have knees under your desk. Walk on the blue tile on the right hand side. Hands in appropriate place. Eyes forward. Wash hands with soap and water. Face forward in line. Knees under the table. Keep food on my tray. Ask an adult before leaving the table. See "All Settings" Use playground equipment appropriately. Follow line up procedures. Wait in line until dismissed. Walk on the blue tile. Be Respectful Follow directions. Use kind words. Treat classroom materials with respect. Cooperate with others. Walk silently. Get in and out quickly. Eat only your food. Talk to your shoulder or face partner with an inside voice. Use a quiet, library voice. Listen to the speaker. Clean up your materials. Participate and share with others. Walk and wait silently in the hallway. Be Responsible Use materials appropriately. Put materials away. Report bullying to the teacher. Use SLANT. Follow expectations even when no one is looking. Flush the toilet. Put paper towels in the trash can. Follow cafeteria procedures. Get all materials before sitting down. Follow library and computer lab procedures. Follow recess procedures. Pick up all materials before lining up. Know where to go. Get all your materials.

4 SW-PBS at Elementary Level
Regular practice schedule for buildings to teach SW-PBS matrix expectations Recognition systems in place for students and staff Four trainings provided by PBIS consultants throughout the school year SW-PBS team-led professional development in buildings Regular Data Review School-wide data reviewed by SW-PBS teams Individual student data reviewed by CARE & Grade Level Support Teams RPDC consultants-state commitment

5 SW-PBS at Secondary Level
SW-PBS lessons taught through advisory classes Recognition systems in place for students and staff Four trainings provided by RPDC throughout the school year SW-PBS team-led Professional Development in buildings Regular Data Review School-wide data reviewed by SW-PBS teams Individual student data reviewed by CARE & Grade Level Support Teams

6 SW-PBS Data SWIS (School Wide Information System) Data
Average Referrals per day per month Referrals by Time Referrals by Location Referrals by Problem Behavior Referrals by Day of Week Referrals by Student Referrals by Staff District Discipline Data ISS and OSS Data

7 The Seven Components of a Schoolwide PBS System
Administrator support, participation and leadership (admin members on school teams, district level support & coordination) Common purpose and approach to discipline (BIST, Interventionists, etc.) Clear set of positive expectations (for all students & staff on matrix) Procedures for teaching expected behaviors (schedules through advisory in secondary or classroom teachers at elementary) Continuum of procedures for encouraging expectations (recognition systems in place for students and staff) Continuum of procedures for discouraging inappropriate behavior (BIST provides this continuum in RQS) Procedures for ongoing monitoring and evaluating effectiveness of the SW-PBS system (SWIS)

8 BIST Overview: BIST is a district program that provides a process to help children manage their behavior Philosophy is to provide a balance between grace and accountability (giving kids what they need, not what they deserve) G.R.A.C.E. is Giving Responsibility and Accountability to Children in Education The adult commitment to address students in a respectful but direct manner Teaches students skills that allow them to positive life-long changes for themselves Consistency in expectations and common language All schools have monthly consultant support Raytown School District has been using BIST for approximately 17 years Annual contract for training and consultant supports Share BIST language cards for review of language and use in scenarios

9 BIST at Elementary Level
One interventionist per building to support students throughout the building and in the recovery room Students have access to a continuum of support including safe seat within the classroom, buddy rooms (safe seat in a neighboring classroom), and the recovery room (staffed with an interventionist). As they fix their problem, they have the opportunity to move back through the continuum to increase likelihood of success once they return to their class Through BIST philosophy, students are taught alternative ways to manage their behavior without being in trouble while accepting responsibility for their behavior

10 BIST at Secondary Level
Middle School 2 interventionists per building Use of BIST continuum-safe seat, buddy room, recovery room High School 2 interventionists per building Use of interventionists to support recovery process

11 BIST Data Buddy Room Data (at elementary & middle school levels)
Recovery Room Data (at all levels) Proactive and Reactive minutes with students CARE Team/Grade Level Support Team BIST consultant summary data

12 Commonalities Between BIST & SW-PBS
Tier 2 Tier 3 Tier 1 Individual Students Long term maintenance of Teacher/Student relationship Assessment-based Intense, durable procedures CARE Team Planning Some students (at-risk) Evaluate Environment High efficiency Restrictions/ Rapid Response Protections Individual Triage Self-monitoring sheet Counseling Equally important for RQS-2 approaches & support programs. Complement one another Students to be on task, involved, engaged All students Routines Preventative/proactive Praise Data Collection Common Area Expectations Structure Classroom Triage Procedures Class Meetings Raytown Quality Schools-Department of Student Support Services Raytown Quality Schools

13 Success stories Elementary level Secondary level

14 Comparable programs to bist
Conscious Discipline offers training on-site coaching Offers materials and resources for purchase Love & Logic offers speakers offers material and resources for purchase

15 questions

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