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Working Your Way Up The Triangle with Systems, Data and Practices MO SW-PBS SI 2008
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Working Your Way Up The Triangle with Systems, Data and Practices MO SW-PBS SI 2008

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Working Your Way Up The Triangle with Systems, Data and Practices Presented at MO SW-PBS SI 2008 By Dr. Mary Richter

Working Your Way Up The Triangle with Systems, Data and Practices Presented at MO SW-PBS SI 2008 By Dr. Mary Richter

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  • Good afternoon. It is great to have you here.
  • Transcript

    • 1. Working Your Way Up the Triangle: Systems, Data and Practices Mary Richter, Ph.D. Missouri SW-PBS State Coordinator
    • 2. Purposes of Presentation
      • Participants will:
        • Review Important Components
        • Identify School Resources
        • Determine where Resources fit in SW-PBS Process
        • Plan Best Use of Resources
        • Target Areas of Need
    • 3. Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Academic Systems Behavioral Systems
      • Intensive, Individual Interventions
      • Individual Students
      • Assessment-based
      • High Intensity
      • Intensive, Individual Interventions
      • Individual Students
      • Assessment-based
      • Intense, durable procedures
      • Targeted Group Interventions
      • Some students (at-risk)
      • High efficiency
      • Rapid response
      • Targeted Group Interventions
      • Some students (at-risk)
      • High efficiency
      • Rapid response
      • Universal Interventions
      • All students
      • Preventive, proactive
      • Universal Interventions
      • All settings, all students
      • Preventive, proactive
    • 4. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement ٭
    • 5. SW-PBS Essential Components
      • Administrator Support, Participation, Leadership
      • Common Purpose and Approach to Discipline
      • Clear Set of Positively Stated Expectations & Behaviors
      • Procedures for Teaching Expectations
      • Continuum of Procedures for Encouraging Expected Behavior
      • Continuum of Procedures for Discouraging Inappropriate Behavior
      • Procedures for Ongoing Monitoring
    • 6. Where and by Whom are the Essential Components Used?
      • The Essential Components are used –
        • Everywhere
        • By Everyone
        • Expectations are aligned across all environments in the school
          • Classrooms, office, hallways, cafeteria, parking lot, busses, gym, etc.
        • Expectations are understood and the same language to teach and reinforce them is used by everyone
          • Administrators, teachers, paraprofessionals, nurses, secretaries, custodians, volunteers, etc.
    • 7. Components and Levels
      • All Components are Woven into Each of the 3 Levels:
        • Universal (Primary)
        • Secondary
        • Tertiary
    • 8. Components and Features
      • All Components are Woven into Each Feature:
        • Systems
        • Data
        • Practices
    • 9. Example: Administrator Support
      • At each level administrator must be actively involved to:
        • lend expertise
        • dedicate resources for systems, data & practices
        • share knowledge of district, state and federal legal & regulatory requirements
        • approve important decisions made by team(s)
        • Other important reasons administrator must be involved at all 3 levels?
    • 10. Group Exercise
      • Number off by 6’s
      • Each group take one essential component and list:
        • why that component should be included in all 3 levels
        • what systems, data and practices might fit with that component
        • 5 minutes to get organized & 5 minutes to discuss in your group
      • One member from each group report ideas
    • 11. Big Ideas
      • Focus of Schools & Districts successful in implementing and sustaining SW-PBS:
        • Think Proactive rather than reactive
        • Create a strong universal environment across settings
        • Make sure strong universal solidly in place, then build secondary & tertiary
        • Utilize all available data and resources
        • Think systems to drive practices
    • 12. Identifying Resources to Make it Work
      • What resources -
      • do we already have in our school?
      • are available to us within the district?
      • are available to us in our community?
      • are still needed at each level?
    • 13. Components & Resources
      • 7 Components reflected in planning of Resources:
      • Administrator Support = A
      • Common Purpose/Approach = P
      • Set of Expectations/Behaviors = B
      • Procedures for Teaching = T
      • Continuum for Encouraging = E
      • Continuum for Discouraging = D
      • Monitoring (Data) = M
    • 14. What We Use & Where it Fits with SW-PBS Level Systems = A, P, B, T, E, D Data = M Practices = T, E, D I. Universal Supports all across all environments Action Plan & Matrix PBS Consultant PBS Team Staff Communication Family Communication Teaching Procedures ODR Referral Form Monthly ODR data reports Data decision rules (when to refer to Secondary) AYP Attendance rates Social/behavioral Teaching Guidance curriculum Character Ed/Character Plus Love & Logic Backpack Program Buddy Rooms II. Secondary Early targeted supports for some students in some settings Care/SAT Teams School social workers School counselors Interagency Special education staff At-risk program PBS Consultant School records Parent, student & staff interviews ODR & attendance data SAT Teacher referral forms Brief FBA Targeted re-teaching groups Staff Mentors A+ Tutors Community volunteers After School activities Vo-tech III. Tertiary Individual supports for a few in those settings of need Care/SAT Team Special Ed Referral Interagency School counselor School social worker Juvenile office DSS/DFS Individual ODR review & assessment Academic record review School medical records Parent, student & staff interviews Formal FBA & observations Individual student plan Tutoring Mentor School social worker School counselor Outside agency staff ISS / OSS
    • 15. What We Use & Where it Fits with SW-PBS Level Systems = A, P, B, T, E, D Data = M Practices = T, E, D I. Universal Supports all across all environments II. Secondary Early targeted supports for some students in some settings III. Tertiary Individual supports for a few in those settings of need
    • 16. What We Need & Where it Fits with SW-PBS Level Systems = A, P, B, T, E, D Data = M Practices = T, E, D I. Universal Supports all across all environments II. Secondary Early targeted supports for some students in some settings III. Tertiary Individual supports for a few in those settings of need
    • 17. “ What the Worlds Greatest Managers Do Differently ” -- Buckingham & Coffman 2002, Gallup Interviews with 1 million workers, 80,000 managers, in 400 companies.
      • Create working environments where employees :
          • 1. Know what is expected
          • 2. Have the materials and equipment to do the job correctly
          • 3. Receive recognition each week for good work.
          • 4. Have a supervisor who cares, and pays attention
          • 5. Receive encouragement to contribute and improve
          • 6. Can identify a person at work who is a “best friend.”
          • 7. Feel the mission of the organization makes them feel like their jobs are important
          • 8. See the people around them committed to doing a good job
          • 9. Feel like they are learning new things (getting better)
          • 10. Have the opportunity to do their job well.
    • 18. Contact me Any Time
      • Mary Richter [email_address]
      • Contact your regional consultants, too

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