SWPBSTechnical AssistanceTools<br />Michael Welch: Michael.Welch@lsus.edu<br />Dr. Barzanna White: BWhite@caddo.k12.la.us<...
Agenda<br />8:00 – 11:20<br />Welcome & Celebration<br />Monthly Meetings/Teaming<br />Adult Behavior<br />Expectations & ...
Rank order your top 3<br />   When I think about my school’s implementation of SWPBS I feel:<br /><ul><li>  CONFIDENT
  CONFUSED
  ANXIOUS
  RESISTANT
  FRUSTRATED
  Like we are going in circles</li></li></ul><li>
S W O T Analysis<br />Helpful to achieving objective<br />Harmful to achieving objective<br />S<br />W<br />Internal Origi...
S W O T Analysis<br />Strengths<br />What standards do we already meet?<br />What do we do better than anyone else? <br />...
S W O T Analysis<br />Helpful to achieving objective<br />Harmful to achieving objective<br />Weaknesses <br />What standa...
S W O T Analysis<br />Opportunities<br />How can we expand home/school/community support?<br />What are potential material...
S W O T Analysis<br />Threats<br />What obstacles do we face?<br />Do we have district and community support?<br />Are the...
Monthly Meetings<br />Benchmarks Of Quality<br />1. Team has broad representation<br />2. Team has administrative support<...
Helpful to achieving objective<br />Harmful to achieving objective<br />S<br />W<br />Internal Origin<br />(Organizational...
Adult Behavior<br />Benchmarks Of Quality<br />5. Faculty are aware of behavior problems across campus (regular data shari...
Adult Behavior<br />Helpful to achieving objective<br />Harmful to achieving objective<br />S<br />W<br />Internal Origin<...
Expectations & Rules<br />Benchmarks Of Quality<br />20. 3-5 positively stated school-wide expectations posted around scho...
Expectations & Rules<br />Helpful to achieving objective<br />Harmful to achieving objective<br />S<br />W<br />Internal O...
Lessons & Reinforcements<br />Benchmarks Of Quality<br />33. A behavioral curriculum includes concepts and skill level ins...
Lessons & Reinforcements<br />Helpful to achieving objective<br />Harmful to achieving objective<br />S<br />W<br />Intern...
Data<br />Benchmarks Of Quality<br />15. Data system to collect and analyze ODR data<br />16. Additional data collected (a...
District Data Plan<br />Lillian Holley – Bossier Parish Schools<br />
Data<br />Helpful to achieving objective<br />Harmful to achieving objective<br />S<br />W<br />Internal Origin<br />(Orga...
Lunch<br />
Discipline & Interventions<br />Benchmarks Of Quality<br />8. Discipline process described in narrative format or depicted...
Upcoming SlideShare
Loading in …5
×

SWPBS Technical Assistance: SWOT

1,131 views
1,027 views

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,131
On SlideShare
0
From Embeds
0
Number of Embeds
56
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • SW – Internal Factors *What advantages does your school have? *What do you do better than anyone else? *What unique or lowest-cost resources do you have access to? *What do people in your market see as your strengths? * What factors mean that you &quot;get the sale&quot;?OT – External Factors
  • SWPBS Technical Assistance: SWOT

    1. 1. SWPBSTechnical AssistanceTools<br />Michael Welch: Michael.Welch@lsus.edu<br />Dr. Barzanna White: BWhite@caddo.k12.la.us<br />Lillian Holley: Lillian.Holley@BossierSchools.org<br />
    2. 2. Agenda<br />8:00 – 11:20<br />Welcome & Celebration<br />Monthly Meetings/Teaming<br />Adult Behavior<br />Expectations & Rules<br />Lessons & Reinforcements<br />Data<br />11:20 – 12:15<br />Lunch<br />12:15 – 3:00<br />Discipline & Interventions<br />Implementation, Evaluation, & Visibility<br />Wrap-up & Evaluations<br />
    3. 3. Rank order your top 3<br /> When I think about my school’s implementation of SWPBS I feel:<br /><ul><li> CONFIDENT
    4. 4. CONFUSED
    5. 5. ANXIOUS
    6. 6. RESISTANT
    7. 7. FRUSTRATED
    8. 8. Like we are going in circles</li></li></ul><li>
    9. 9. S W O T Analysis<br />Helpful to achieving objective<br />Harmful to achieving objective<br />S<br />W<br />Internal Origin<br />(Organizational) <br />T<br />O<br />External Origin<br />(Environmental) <br />
    10. 10. S W O T Analysis<br />Strengths<br />What standards do we already meet?<br />What do we do better than anyone else? <br />What external supports do we currently have?<br /> What do others see as our strengths?<br /> . . . <br />Helpful to achieving objective<br />Harmful to achieving objective<br />S<br />W<br />Internal Origin<br />(Organizational) <br />T<br />O<br />External Origin<br />(Environmental) <br />
    11. 11. S W O T Analysis<br />Helpful to achieving objective<br />Harmful to achieving objective<br />Weaknesses <br />What standards are not yet addressed? <br />What are our internal risks?<br />What do we not know?<br />Buy in: Do we want to do it?<br />Have we practiced enough?<br />What do others see as our weaknesses?<br /> . . . <br />S<br />W<br />Internal Origin<br />(Organizational) <br />T<br />O<br />External Origin<br />(Environmental) <br />
    12. 12. S W O T Analysis<br />Opportunities<br />How can we expand home/school/community support?<br />What are potential material resources?<br />What training and/or consultation is available?<br /> . . . <br />Helpful to achieving objective<br />Harmful to achieving objective<br />S<br />W<br />Internal Origin<br />(Organizational) <br />T<br />O<br />External Origin<br />(Environmental) <br />
    13. 13. S W O T Analysis<br />Threats<br />What obstacles do we face?<br />Do we have district and community support?<br />Are there policies that are incongruent with SWPBS?<br /> . . . <br />Helpful to achieving objective<br />Harmful to achieving objective<br />S<br />W<br />Internal Origin<br />(Organizational) <br />T<br />O<br />External Origin<br />(Environmental) <br />
    14. 14. Monthly Meetings<br />Benchmarks Of Quality<br />1. Team has broad representation<br />2. Team has administrative support<br />3. Team has regular meetings (at least monthly)<br />4. Team has established a clear mission/purpose<br />School-wide Evaluation Tool<br />F3. Does the administrator report that team membership includes representation of all staff?<br />F5. Is the administrator an active member of the school-wide behavior support team? <br />F6. Does the administrator report that team meetings occur at least monthly?<br />
    15. 15. Helpful to achieving objective<br />Harmful to achieving objective<br />S<br />W<br />Internal Origin<br />(Organizational) <br />T<br />O<br />External Origin<br />(Environmental) <br />Monthly Meetings<br />
    16. 16. Adult Behavior<br />Benchmarks Of Quality<br />5. Faculty are aware of behavior problems across campus (regular data sharing)<br />6. Faculty involved in establishing and reviewing goals<br />7. Faculty feedback obtained throughout the year<br />School-wide Evaluation Tool<br />
    17. 17. Adult Behavior<br />Helpful to achieving objective<br />Harmful to achieving objective<br />S<br />W<br />Internal Origin<br />(Organizational) <br />T<br />O<br />External Origin<br />(Environmental) <br />
    18. 18. Expectations & Rules<br />Benchmarks Of Quality<br />20. 3-5 positively stated school-wide expectations posted around school<br />21. Expectations apply to both students and staff<br />22. Rules developed and posted for specific settings (where problems are prevalent)<br />23. Rules are linked to expectations<br />24. Staff feedback/development in expectations/rules development<br />School-wide Evaluation Tool<br />A1. Is there documentation that staff has agreed to 5 or fewer positively stated school rules/ behavioral expectations?<br />A2. Are the agreed upon rules & expectations publicly posted in 8 of 10 locations?<br />
    19. 19. Expectations & Rules<br />Helpful to achieving objective<br />Harmful to achieving objective<br />S<br />W<br />Internal Origin<br />(Organizational) <br />T<br />O<br />External Origin<br />(Environmental) <br />
    20. 20. Lessons & Reinforcements<br />Benchmarks Of Quality<br />33. A behavioral curriculum includes concepts and skill level instruction<br />34. Lessons include examples and non-examples<br />35. Lessons use a variety of teaching strategies<br />36. Lessons are embedded into subject area curriculum<br />37. Faculty/staff and students are involved in development and delivery of lesson plans<br />38. Strategies to reinforce the lessons with families/community are developed and implemented<br />25. A system of rewards has elements that are implemented consistently across campus<br />26. A variety of methods are used to reward students<br />27. Rewards are linked to expectations<br />28. Rewards are varied to maintain student interest<br />29. System includes opportunities for naturally occurring reinforcement<br />30. Ratios of reinforcement to corrections are high<br />31. Students are involved in identifying/developing incentives<br />32. The system includes incentives for staff and faculty<br />School-wide Evaluation Tool<br />B1. Is there a documented system for teaching behavioral expectations to students on an annual basis? <br />B2. Do 90% of the staff asked state that teaching of behavioral expectations to students has occurred this year? <br />B3. Do 90% of team members asked state that the school-wide program has been taught/reviewed with staff on an annual basis?<br />B4. Can at least 70% of 15 or more students state 67% of the school rules? <br />B5. Can 90% or more of the staff asked list 67% of the school rules? <br />C1. Is there a documented system for rewarding student behavior?<br />C2. Do 50% or more students asked indicate they have received a reward (other than verbal praise) for expected behaviors over the past two months?<br />C3. Do 90% of staff asked indicate they have delivered a reward (other than verbal praise) to students for expected behavior over the past two months?<br />
    21. 21. Lessons & Reinforcements<br />Helpful to achieving objective<br />Harmful to achieving objective<br />S<br />W<br />Internal Origin<br />(Organizational) <br />T<br />O<br />External Origin<br />(Environmental) <br />
    22. 22. Data<br />Benchmarks Of Quality<br />15. Data system to collect and analyze ODR data<br />16. Additional data collected (attendance, grades, faculty attendance, surveys)<br />17. Data entered weekly (minimum)<br />18. Data analyzed monthly (minimum)<br />19. Data shared with team and faculty monthly (minimum)<br />School-wide Evaluation Tool<br />E1. Does the discipline referral form list (a) student/grade, (b) date, (c) time, (d) referring staff, (e) problem behavior, (f) location, (g) persons involved, (h) probable motivation, & (i) administrative decision?<br />E2. Can the administrator clearly define a system for collecting & summarizing discipline referrals (computer software, data entry time)?<br />E3. Does the administrator report that the team provides discipline data summary reports to the staff at least three times/year?<br />E4. Do 90% of team members asked report that discipline data is used for making decisions in designing, implementing, and revising school-wide effective behavior support efforts?<br />
    23. 23. District Data Plan<br />Lillian Holley – Bossier Parish Schools<br />
    24. 24. Data<br />Helpful to achieving objective<br />Harmful to achieving objective<br />S<br />W<br />Internal Origin<br />(Organizational) <br />T<br />O<br />External Origin<br />(Environmental) <br />
    25. 25. Lunch<br />
    26. 26. Discipline & Interventions<br />Benchmarks Of Quality<br />8. Discipline process described in narrative format or depicted in graphic format<br />9. Process includes documentation procedures<br />10. Discipline referral form includes information useful in decision making<br />11. Behavior defined<br />12. Major/minor behaviors are clearly defined/understood<br />13. Suggested array of appropriate responses to minor (non office-managed) problem behaviors<br />14. Suggested array of appropriate responses to major (office-managed) problem behavior<br />46. Faculty/staff are taught how to respond to crisis situations<br />47. Responding to crisis situations is rehearsed<br />48. Procedures for crisis situations are readily accessible<br />School-wide Evaluation Tool<br />D1. Is there a documented system for dealing with and reporting specific behavioral violations?<br />D2. Do 90% of staff asked agree with administration on what problems are office-managed and what problems are classroom–managed?<br />D3. Is the documented crisis plan for responding to extreme dangerous situations readily available in 6 of 7 locations?<br />D4. Do 90% of staff asked agree with administration on the procedure for handling extreme emergencies (stranger in building with a weapon)? <br />
    27. 27. Discipline & Interventions<br />Helpful to achieving objective<br />Harmful to achieving objective<br />S<br />W<br />Internal Origin<br />(Organizational) <br />T<br />O<br />External Origin<br />(Environmental) <br />
    28. 28. Implementation, Evaluation, & Visibility<br />Benchmarks Of Quality<br />39. Develop, schedule, and deliver plans to teach staff the discipline and data system<br />40. Develop, schedule, and deliver plans to teach staff the lesson plans for teaching students<br />41. Develop, schedule, and deliver plans for teaching students expectations/rules/rewards<br />42. Booster sessions for students and staff are planned, scheduled, and delivered<br />43. Schedule for rewards/incentives for the year is planned<br />44. Plans for orienting incoming staff and students are developed and implemented<br />45. Plans for involving families/community are developed and implemented<br />49. Students and staff are surveyed about PBS<br />50. Students and staff can identify expectations and rules<br />51. Staff use discipline system / documentation appropriately<br />52. Staff use reward system appropriately<br />53. Outcomes (behavior problems, attendance, morale) are documented and used to evaluate PBS plan<br />School-wide Evaluation Tool<br />F1. Does the school improvement plan list improving behavior support systems as one of the top 3 school improvement plan goals?<br />F2. Can 90% of staff asked report that there is a school-wide team established to address behavior support systems in the school?<br />F3. Does the administrator report that team membership includes representation of all staff?<br />F4. Can 90% of team members asked identify the team leader?<br />F5. Is the administrator an active member of the school-wide behavior support team?<br />F6. Does the administrator report that team meetings occur at least monthly?<br />F7. Does the administrator report that the team reports progress to the staff at least four times per year?<br />F8. Does the team have an action plan with specific goals that is less than one year old?<br />G1. Does the school budget contain an allocated amount of money for building and maintaining school-wide behavioral support?<br />G2. Can the administrator identify an out-of-school liaison in the district or state?<br />
    29. 29. Implementation, Evaluation, & Visibility<br />Helpful to achieving objective<br />Harmful to achieving objective<br />S<br />W<br />Internal Origin<br />(Organizational) <br />T<br />O<br />External Origin<br />(Environmental) <br />
    30. 30. Evaluation<br />Please provide your consultants with specific feedback on what you found helpful and what you would change in this technical assistance session. We take your recommendations seriously and appreciate your feedback.<br />Dr. Barzanna White<br />Caddo Parish System School Psychologist<br />(318) 603-6484<br />bwhite@caddo.k12.la.us<br />Lillian Holley<br />Bossier Parish Schools<br />(318) 549-6152<br />Lillian.holley@bossierschools.org<br />Michael D. Welch<br />LSUS Assistant Professor of Psychology<br />(318) 797-5143<br />michael.welch@lsus.edu<br />

    ×