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Presentation on theme: "Click to edit Master title style Click to edit Master subtitle style 8/20/20151 If you modify this powerpoint, update the version information below. This."— Presentation transcript:

1 Click to edit Master title style Click to edit Master subtitle style 8/20/20151 If you modify this powerpoint, update the version information below. This slide is hidden from slideshow Version 9.28.11 – Justyn Poulos

2 Click to edit Master title style Click to edit Master subtitle style 8/20/20152 A. PBIS Leadership Team

3 Click to edit Master title style Click to edit Master subtitle style 8/20/20153 PBIS Maryland OSEP Technical Assistance Center Positive Behavioral Interventions & Supports This PowerPoint has been adopted by Wisconsin PBIS Network with the guidance from:

4 Click to edit Master title style Click to edit Master subtitle style 8/20/20154 Critical Element/Trainer Presentations PBIS Implementation GoalWorkbookExamples and Tools A.PBIS Team 1.Team has administrative support a.Administrator(s) attended training, play an active role in the PBIS process, actively communicate their commitment, support the decisions of the PBIS team, and attend all team meetings. 2.Team regular meetings (at least monthly) a.Team meets monthly (minimum of 9 one hour meetings each school year) 3.Team has established a clear mission/purpose a.Team has a written purpose/mission statement for the PBIS Team Module A Snapshot Team Responsibilities Triangle Activity Working Smarter Matrix Module A – Self- Assessment and Action Planning Team Roles Meeting Norms District Readiness Checklist School Readiness Checklist Working Smarter Matrix PBIS Commitment for Success Internal Coach Job Description External Coach Job Description Administrator Article Principal Features Meeting Minutes Form Data-Based Problem Solving

5 Click to edit Master title style Click to edit Master subtitle style 8/20/20155 Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS: “Getting Started”

6 Click to edit Master title style Click to edit Master subtitle style 8/20/20156 Have you ever been a part of this team? No agenda is prepared Meeting starts late No time schedule has been set for the meeting No one is prepared No facilitator is identified No one agrees on anything No action plan is developed Everyone is off task Negative tone throughout the meeting

7 Click to edit Master title style Click to edit Master subtitle style 8/20/20157 Activity A.1 Creating Meeting Norms With your PBIS team, create a list of 3-5 meeting norms to follow during this training. Share out meeting norm appropriate for large group

8 Click to edit Master title style Click to edit Master subtitle style 8/20/20158 A School-based PBIS Team School Administrative Team must be committed to school-wide PBIS and actively participate on the team PBIS team should remain small (6-8 members) Consider representatives that include: administration, general education teachers, special education teachers, guidance, specials teachers, parents… Consider Core Team vs. Peripheral Team

9 Click to edit Master title style Click to edit Master subtitle style 8/20/20159 School PBIS Team Tasks Develop the school-wide PBIS action plan Monitor behavior data Hold regular team meetings (at least monthly) Maintain communication with staff and coach Evaluate progress Report outcomes to Coach/Facilitator & District Coordinator

10 Click to edit Master title style Click to edit Master subtitle style 8/20/201510 Identify Team Member Roles Internal Coach- starts the meeting, reviews the purpose of the meeting, facilitates the meeting by keeping the team focused on each step; facilitates PBIS process Recorder - taking notes, transcribing the team’s responses on flip chart paper, transparency, etc Timekeeper- monitors the amount of time available keeps the team aware of time limits by giving “warnings” (i.e., “10 minutes left”) Data Specialist- is trained in entering and accessing data from the SWIS or other data system Behavior Specialist- competent with behavioral principles and assists in analyzing data Administrator- actively encourages team efforts, provides planning time, feedback, and support initiatives Communications – acts as the point person for communication between the team and staff regarding PBIS and behavior issues External Coach- district-level or CESA based individual that supports the team through the process Team Roles Sample

11 Click to edit Master title style Click to edit Master subtitle style 8/20/201511 Internal Coach - Roles & Responsibilities A school-based person who works on-site Is familiar with the school-wide process Facilitates team throughout the process (insures critical elements are in place) Attends all trainings/meetings with their school-based teams Receives extended and ongoing training from WI PBIS Network Is the Team Leader Is the main contact person for the school-based team Reports to the External Coach Internal Coach Job Description

12 Click to edit Master title style Click to edit Master subtitle style 8/20/201512 External Coach - Roles & Responsibilities May be district-level or CESA person who can move across schools Is familiar with the school-wide process Assists team/internal coach throughout the process Attends all trainings/meetings with their school-based teams Receives extended and ongoing training from WI PBIS Network Is an active and involved team member, but not the Team Leader Is the main contact person for the internal coach Reports to the District Coordinator External Coach Job Description

13 Click to edit Master title style Click to edit Master subtitle style 8/20/201513 Administration’s Roles and Responsibilities ALL administrators are encouraged to participate in the process Administrator should play an active role in the school-wide PBIS change process Administrators should actively communicate their commitment to the process Administrator should be familiar with school’s current data and reporting system If a principal is not committed to the change process, it is unwise to move forward in the process Principal Features

14 Click to edit Master title style Click to edit Master subtitle style 8/20/201514 Team Roles and Responsibilities Team Responsibility Person ResponsibleSchool Role Administrator Internal Coach External Coach Time Keeper Data Specialist Behavior Specialist Communications Recorder Activity A.2 Team Roles

15 Click to edit Master title style Click to edit Master subtitle style 8/20/201515 School-based PBIS Team Meets Frequently During initial planning, teams may need to meet more often Team should meet at least once a month to: Analyze existing data Make changes to the existing database Problem-solve solutions to critical issues Begin to outline actions for the development of a plan Data Based Decision Making FormPBIS Team Minutes Form

16 Click to edit Master title style Click to edit Master subtitle style 8/20/201516 Enhancing Meeting Success Administrator identifies how to free staff time for participation on the PBIS Team Clearly schedule meeting dates and times Administrators remind staff of the significant impact and ultimate success

17 Click to edit Master title style Click to edit Master subtitle style 8/20/201517 PBIS Leadership Team Working Smarter

18 Click to edit Master title style Click to edit Master subtitle style 8/20/201518 Problem/Challenge Whenever a new initiative is introduced to a school, district/region, or state, the general approach is to “form a team/committee” to develop a plan for implementation. Although this initiative might be a worthwhile, implementation efforts often struggle because of a number of challenges: – Few resources, staff, time, etc. – Duplication of effort with other initiatives and efforts – Lack of clarity regarding purpose and outcomes – Lack of priority – Etc.

19 Click to edit Master title style Click to edit Master subtitle style 8/20/201519 Four Challenges Facing Schools Today  Doing more with less  Educating increasing numbers of students who are more different than similar from each other  Educating students with challenging behaviors  Creating “host environments” or systems that enable adoption & sustained use of effective practices

20 Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15%Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

21 Click to edit Master title style Click to edit Master subtitle style 8/20/201521 Activity A.3 Step 1 : Identify all programs/initiatives/common practices by tier Tier I- How do you support all children? Core Curriculum- “everyone gets” Tier II, III How do you support students who need more support? How do you build on the foundation so that all Tier II, III activities are a natural extension of core curriculum? Step 2: Identify outcome for each practice. How do you measure effectiveness?(Staff performance) How do monitor progress? (student impact) Step 3: How do you support teachers? (staff support)How are programs/initiatives,/practices linked to School Improvement? (integrated approach) Triangle

22 Click to edit Master title style Click to edit Master subtitle style 8/20/201522 Tier 3/Tertiary Interventions 1-5% _____________________ 1-5%Tier 3/Tertiary Interventions ___________________________ Tier 2/Secondary Interventions 5-15% ___________________________ 5-15%Tier 2/Secondary Interventions ____________________________ Tier 1/Universal Interventions80-90% ________________________ 80-80-90%Tier 1/Universal Interventions ____________________________ School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

23 Click to edit Master title style Click to edit Master subtitle style 8/20/201523 “PBIS Biggest Idea!” Instead of working harder (inefficient), schools have to establish systems/processes and use data and practices that enable them to work smarter (efficient, effective). PBIS Enables Schools To… – Establish a small number of priorities “do less, better” – Consolidate/integrate whenever possible “only do it once” – Specify what is wanted & how you’ll know when you get there “invest in a clear outcome and assess progress” – Give priority to what works “research-based, evidence-based”

24 Click to edit Master title style Click to edit Master subtitle style 8/20/201524 Prepare for Working Smarter (Not Harder) Allows schools to identify the multiple committees within their school Helps in identifying purposes, outcomes, target groups, and staff Assists schools in addressing, evaluating, and restructuring committees and initiatives to address school improvement plan Important for schools to identify that school- wide PBS is integrated into existing committees and initiatives

25 Click to edit Master title style Click to edit Master subtitle style 8/20/201525 First Steps to Working Smarter School Mission Statement Examine the mission statement for school-wide goals such as safety, citizenship, and success Other School-wide Programs Use the Working Smarter activity form to determine common goals across multiple school program initiatives, particularly programs addressing: – Discipline, behavior, safety, climate, social skills, violence prevention, social, communications, etc.

26 Click to edit Master title style Click to edit Master subtitle style 8/20/201526 Workgroup/ Committee/ Team Outcome/ Link to SIP Who do we serve? What is the ticket in? Names of Staff Non- negotiable District Mandate? How do we measure impact? Overlap? Modify? Attendance Committee studentsJunebug, Leo, Tom yesAttendance records Yes fold to SW PBIS SW PBS TeamStudents staff Ben, Tom, LounoOffice Referrals Attend, MIR, Nursing log,climate Yes continue Safety CommitteeStudents staff Toni, Barb, TomnoOffice Referrals BIG 5, climate Yes fold into SW PBIS School Spirit Committee studentsTomnoNoYes fold into SW PBIS Discipline CommitteestudentsTom, LounoOffice Referrals Yes fold into SW PBIS Student Support Team/Problem Solving Team studentsSteve, Sue,Jon, Tom yesDiscipline, DIBELS, FACTS… No continue School Improvement1,2,3Bill, Jon, Lou, Tom yesAll of the aboveYes continue Working Smarter- Systems / Staff Support

27 Click to edit Master title style Click to edit Master subtitle style 8/20/201527 Activity A.4 Step 1: Identify Current Teams (discipline, instruction, climate, school improvement, parent support etc) Step 2: Complete the Working Smarter document Step 3: Based on your results, what committees can you: (a) eliminate? (b) combine? (c) provide more support? (d) how can we infuse PBS into our committees? Determine your next step Use worksheet to organize teams responsible for ALL programs/initiatives Working Smarter Activity

28 Click to edit Master title style Click to edit Master subtitle style 8/20/201528 Workgroup/ Committee/ Team Outcome /Link to SIP Who do we serve? (students/staff/both) What is the ticket in? (How do folks get access to support?) Names of staff on team Non- Negotiable District Mandate? How do we measure impact? Overlap? Modify?

29 Click to edit Master title style Click to edit Master subtitle style 8/20/201529 Complete Module A. Establish School Leadership Team Self Assessment and Action Plan Activity 1a 1b


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