Shawnee Mission Schools 2010

Outcomes for Today Basic Knowledge of Positive Behavior Supports The Role of the PBS Team PBS Training System and Timeline

Positive Behavior Supports A broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior. (OSEP Center on PBIS)

Tier 1 =Primary Prevention Tier 2=Secondary Prevention Tier 3=Tertiary Prevention PBS is the same as Academic MTSS

Districts with Schools Implementing MTSS Each school goes at their own pace Some school teams start with school-wide positive behavior support (SWPBS) Some start with school-wide academic systems change (SWAS) Some start both at the same time

What does PBS mean to us? “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we... teach?... punish?” John Herner, Counterpoint (1998, p.2) Instead of

What Were the Outcomes? (Principals Share)

Proportional Relationship of Referrals to Students All Students

SMSD Coaching Structure

District Coordinator External Coaches SWPBS DISTRICT ORGANIZATION: Shawnee Mission External Coaches External Coaches School Coaches School Coaches School Coaches School Coaches

Internal and External Coaches Internal Coaches 1-2 individuals within the school Facilitate team meetings Gain information to bring to teams, provide extra positive nagging, summarize data at the school level External Coaches Person outside of the school Supports 1-2 schools Supports the District Coordinator and Internal Coaches Used in districts who are “going to scale” with many schools implementing SWPBS

Meetings between internal coaches and team at least once a month Meet with other district internal coaches to share information Team problem solving Organization of paper work/data Setting agendas Analysis and presentation of data Training staff on PBS and new PBS team members Ensuring that new students have been introduced to PBS Lesson plans for school-wide expectations Setting up, administering and analyzing PBS surveys Gathering and organizing staff input on PBS Collaborate with staff on specific issues and concerns Team building activities with staff and students Attend PBS trainings (in and outside of the district)

How to choose a PBS Team (Principals share)

PBS Team Representative of the building staff Natural leaders of the building Skills in presenting to and training staff Effective communicators and problem solvers Well organized Cooperative nature, working well as a “team player” Individuals who exhibit initiative Consider an existing team or committee

Tier One Timeline and Activities February initial PBS training PBS team present to faculty Take PBS Self-Assessment and Safety Survey (then present results to staff) Create a PBS action plan Set 3-5 building-wide expectations Develop an expectation matrix Create lesson plans for expectations Define major/minor behaviors Teach expectations to students Establish a behavioral data-based decision making process and revise the discipline referral form to reflect Follow-up PBS training in June and October

Choose 2 internal coaches and 4 additional PBS team members Schedule a time for Lea Ann to meet with your team before training Attend February PBS training at Arrowhead Feb. 9 th - Coaches Feb Team and Administrator