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Positive Behavioral Interventions and Supports Implementation – Teaming Northwest AEA September 7, 2010.

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Presentation on theme: "Positive Behavioral Interventions and Supports Implementation – Teaming Northwest AEA September 7, 2010."— Presentation transcript:

1 Positive Behavioral Interventions and Supports Implementation – Teaming Northwest AEA September 7, 2010

2 Major portions of the following material were developed by: George Sugai and Rob Horner OSEP Funded Technical Assistance Center In conjunction with The Iowa Department of Education

3 Goals Identify major errors to avoid when implementing PBIS Review and complete the Team Implementation Checklist. Review the action steps necessary to develop and maintain commitment Complete “Working Smarter Matrix” Define Team Roles

4 Major Dangers Begin implementation without staff commitment Begin implementation without administrator commitment Begin implementation without resources and systems in place Rely on administrator, coach, or lead person to “do it all”

5 Major Dangers Implement insufficient elements, and obtain no effect.  e.g., failure to teach behavioral expectations Implement so slowly that commitment is lost. Implement without a team approach. Implementation without on-going evaluation.  Focus first on extent to which elements are implemented  Focus second on impact on students

6 Six Areas to Implementing Positive Behavioral Interventions and Supports 1. Establish and Maintain Commitment 2. Establish Team (administrator, non-staff parent, youth & community members) 3. Self-Assessment 4. Establish School-wide Discipline System (expectations, teaching, monitoring, and consequence system). 5. Establish Information System for Decision-making 6. Establish systems for Function-based behavior support for students with intense needs

7 Establish Commitment  Administrator supports PBIS effort  Behavior support is one of top 3 goals for school  Commitment to at least three years of effort to implement and on-going efforts to maintain PBIS efforts Faculty/Staff Support  80% support PBIS efforts

8 Establish Commitment - Action Steps Self-Assessment Survey completed on- line and results shared with staff. PBIS Overview presentation to staff and vote taken to determine level of commitment. Written in School Improvement Plan

9 Establish Commitment - Action Steps Focus on need then focus on practices  Focus first on student behavior. Are we satisfied with the behavior of students in our school?  Summarize and share existing student behavior data  National Average Referrals/100/Day (Based on 08-09 SWIS Data)  K-6 -.34 (about 1 referral for every 300 students each day)  6-9 -.85 (about 2.5 referrals for every 300 students each day)  9-12 - 1.27 (about 4 referrals for every 300 students each day)  K-8(12) - 1.06 (about 3 referrals for every 300 students each day)  Focus on evidenced based practice Are we doing what research indicates in most effective? Review Self-Assessment Survey Data SA

10 Build commitment by emphasizing efficiency Don’t add new initiatives without identifying what you will stop doing.  Use faculty time strategically Focus the energy of your faculty  No more than three major goals  Do the job well

11 Build commitment by emphasizing efficiency Three mantras  Never stop doing things that work  Always look for the smallest change that will have the largest impact.  Don’t do everything you can think of

12 Efficient Organization & Systems of Support Combine rather than add initiatives Different systems for different challenges Link behavioral and academic outcomes Link or Braid PBIS to established initiatives

13 Efficient Organization & Systems of Support “The typical school operates 14 different prevention activities concurrently, and the typical activity is implemented with poor quality.”  Gottfredson, Gottfredson, Czeh, Cantor, Crosse & Hantman, 2000

14 PBIS Leadership Team DARE Committee Discipline Committee Staff Involved School Spirit Committee Safety Committee Character Education Attendance Committee SIP/SID/etcTarget Group OutcomePurpose Initiative, Project, Committee Working Smarter

15 Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID/ etc Attendance Committee Increase attendance % of students attending All students Eric, Ellen, Marlee Goal #2 Character Education Improve character Student behavior? All students Marlee, J.S., Ellen ?? Safety Committee Improve safety All students Has not met?? School Spirit Committee School spiritAll students Has not met Discipline Committee Improve behavior Improve discipline All students Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Decrease drug use All students Don?? PBS Leadership Team Implement 3-tier model Office referrals, Attendance, Grades All students Eric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Working Smarter Matrix

16 Activity: Working Smarter Matrix Take time to work on the “Working Smarter Matrix”

17 Establish and Maintain Team Goals of This Section Discuss characteristics of teams Identify ways to effectively work as a team Identify tips and strategies for conducting meetings Define the roles of the PBIS Team

18 Teams (Friend & Cook, 2003) Shared Goals Direct Communication Interdependence Coordination Clear Procedures Type of social group or work group

19 Teamwork in SW-PBIS One of the central strategies of PBIS Implementation is the use of school teams - often referred to as leadership teams - to build an effective PBIS System.

20 Definition of “Team” There is a range of definitions and purposes. For our discussion: Team refers to interdependent individuals with unique skills and perspectives who interact directly to achieve their mutual goal.

21 School-wide PBIS Team representation and purpose The purpose of the team is to improve behavior support systems (common vision, language, experience). The purpose of the team is not to implement positive behavioral supports but to improve student behaviors, create a safer environment, and to enhance student achievement.

22 School-Wide PBIS Team representation and purpose The team is representative:  Administrator  Representatives of staff  Non-staff family member(s)  Community Member  Consider student representation (i.e.,youth leadership teams) The team has a regularly scheduled meeting time Team has culture of care and support

23 Getting Focused - 5 to 10 minutes List the teams you currently serve on or have served on in the past. Discuss the following in your groups: Why was the team effective? What are the characteristics of effective teams? When a team is not effective, what is the most common types of concerns or issues that arise?

24 Characteristics of Teams Awareness of team membership (can’t be a member if you don’t perceive yourself as one) Organized system of individuals whose behavior is regulated by a common set of norms or values (establishing norms takes and needs time)

25 Characteristics of Teams Members of teams are highly interdependent (what affects one affects all) Team members have unique skills and perspectives Effective teams have shared (mutual) goals

26 How Teams Become Effective Team goals are clear Members’ needs are met Members have individual accountability Group processes maintain the team Team members have leadership skills

27 PBIS Team Member Roles External Coach  Non-staff person that is knowledgeable about PBIS to help provide the PBIS Team guidance, support, and encouragement. Internal Coach  A person on staff that has enhanced knowledge of PBIS who’s role is to provide guidance, support, and encouragement Facilitator  The person on the team that facilitates team meetings (scheduling, setting the agenda, running the meeting)

28 PBIS Team Member Roles Data-Base Manager  Responsible for ensuring data reports (ODR reports, Team Checklist, Self-Assessment Survey, etc.) are available for team meetings and staff/faculty meetings and inservices Recorder/Secretary  Records activities of meetings and trainings. Also organizes all PBIS materials Time Keeper/Task Master  Keeps the team on task and on-time during team meetings and team work times.

29 PBIS Team Member Roles Administrative Liaison  Communicates directly with school and district administration regarding PBIS efforts Incentives Coordinator  Coordinates efforts around the School-Wide PBIS Acknowledge System as well as incentive systems for adults in the building Communications Coordinator  Responsible for communicating PBIS efforts to staff, parents, and community

30 Establishing Team Roles Work Time  Take 10 to 15 minutes defining who will perform each role on your PBIS team.  Record these on the PBIS Team Role Document. Include this document in your PBIS Products Book

31 Six Areas of Implementation: Self-Assessment Team Implementation Checklist - Complete on-line at: Use the same school account number used for the Self-Assessment Survey Complete at least 4 times each year - first two years

32 References Friend, Marilyn & Cook, Lynne. Interactions: Collaboration Skills for School Professionals. Longman Publishing Group, 2000. Gottfredson, Gary, Gottfredson, Denise, Czeh, Ellen, Cantor, David, Crosse, Scott, & Hantman, Irene. National Study of Delinquency Prevention in Schools. Final Report. July, 2000.

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