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Working Your Way Up the Triangle: Systems, Data and Practices Mary Richter, Ph.D. Missouri SW-PBS State Coordinator
Purposes of Presentation <ul><li>Participants will: </li></ul><ul><ul><li>Review Important Components </li></ul></ul><ul><...
Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Academic Systems Behavioral Systems ...
SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior ...
SW-PBS Essential Components <ul><li>Administrator Support, Participation, Leadership </li></ul><ul><li>Common Purpose and ...
Where and by Whom are the Essential Components Used? <ul><li>The Essential Components are used –  </li></ul><ul><ul><li>Ev...
Components and Levels <ul><li>All Components are Woven into Each of the 3 Levels: </li></ul><ul><ul><li>Universal (Primary...
Components and Features <ul><li>All Components are Woven into Each Feature: </li></ul><ul><ul><li>Systems </li></ul></ul><...
Example: Administrator Support <ul><li>At each level administrator must be actively involved to:  </li></ul><ul><ul><li>le...
Group Exercise <ul><li>Number off by 6’s </li></ul><ul><li>Each group take one essential component and list:  </li></ul><u...
Big Ideas <ul><li>Focus of Schools & Districts successful in implementing and sustaining SW-PBS: </li></ul><ul><ul><li>Thi...
Identifying Resources to Make it Work <ul><li>What resources -  </li></ul><ul><li>do we already have in our school? </li><...
Components & Resources <ul><li>7 Components reflected in planning of Resources: </li></ul><ul><li>Administrator Support = ...
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  Su...
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  Su...
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  S...
“ What the Worlds Greatest Managers Do Differently ” --  Buckingham & Coffman 2002, Gallup Interviews with 1 million worke...
Contact me Any Time <ul><li>Mary Richter  [email_address] </li></ul><ul><li>Contact your regional consultants, too </li></...
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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

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

  1. 1. Working Your Way Up the Triangle: Systems, Data and Practices Mary Richter, Ph.D. Missouri SW-PBS State Coordinator
  2. 2. Purposes of Presentation <ul><li>Participants will: </li></ul><ul><ul><li>Review Important Components </li></ul></ul><ul><ul><li>Identify School Resources </li></ul></ul><ul><ul><li>Determine where Resources fit in SW-PBS Process </li></ul></ul><ul><ul><li>Plan Best Use of Resources </li></ul></ul><ul><ul><li>Target Areas of Need </li></ul></ul>
  3. 3. Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Academic Systems Behavioral Systems <ul><li>Intensive, Individual Interventions </li></ul><ul><li>Individual Students </li></ul><ul><li>Assessment-based </li></ul><ul><li>High Intensity </li></ul><ul><li>Intensive, Individual Interventions </li></ul><ul><li>Individual Students </li></ul><ul><li>Assessment-based </li></ul><ul><li>Intense, durable procedures </li></ul><ul><li>Targeted Group Interventions </li></ul><ul><li>Some students (at-risk) </li></ul><ul><li>High efficiency </li></ul><ul><li>Rapid response </li></ul><ul><li>Targeted Group Interventions </li></ul><ul><li>Some students (at-risk) </li></ul><ul><li>High efficiency </li></ul><ul><li>Rapid response </li></ul><ul><li>Universal Interventions </li></ul><ul><li>All students </li></ul><ul><li>Preventive, proactive </li></ul><ul><li>Universal Interventions </li></ul><ul><li>All settings, all students </li></ul><ul><li>Preventive, proactive </li></ul>
  4. 4. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement ٭
  5. 5. SW-PBS Essential Components <ul><li>Administrator Support, Participation, Leadership </li></ul><ul><li>Common Purpose and Approach to Discipline </li></ul><ul><li>Clear Set of Positively Stated Expectations & Behaviors </li></ul><ul><li>Procedures for Teaching Expectations </li></ul><ul><li>Continuum of Procedures for Encouraging Expected Behavior </li></ul><ul><li>Continuum of Procedures for Discouraging Inappropriate Behavior </li></ul><ul><li>Procedures for Ongoing Monitoring </li></ul>
  6. 6. Where and by Whom are the Essential Components Used? <ul><li>The Essential Components are used – </li></ul><ul><ul><li>Everywhere </li></ul></ul><ul><ul><li>By Everyone </li></ul></ul><ul><ul><li>Expectations are aligned across all environments in the school </li></ul></ul><ul><ul><ul><li>Classrooms, office, hallways, cafeteria, parking lot, busses, gym, etc. </li></ul></ul></ul><ul><ul><li>Expectations are understood and the same language to teach and reinforce them is used by everyone </li></ul></ul><ul><ul><ul><li>Administrators, teachers, paraprofessionals, nurses, secretaries, custodians, volunteers, etc. </li></ul></ul></ul>
  7. 7. Components and Levels <ul><li>All Components are Woven into Each of the 3 Levels: </li></ul><ul><ul><li>Universal (Primary) </li></ul></ul><ul><ul><li>Secondary </li></ul></ul><ul><ul><li>Tertiary </li></ul></ul>
  8. 8. Components and Features <ul><li>All Components are Woven into Each Feature: </li></ul><ul><ul><li>Systems </li></ul></ul><ul><ul><li>Data </li></ul></ul><ul><ul><li>Practices </li></ul></ul>
  9. 9. Example: Administrator Support <ul><li>At each level administrator must be actively involved to: </li></ul><ul><ul><li>lend expertise </li></ul></ul><ul><ul><li>dedicate resources for systems, data & practices </li></ul></ul><ul><ul><li>share knowledge of district, state and federal legal & regulatory requirements </li></ul></ul><ul><ul><li>approve important decisions made by team(s) </li></ul></ul><ul><ul><li>Other important reasons administrator must be involved at all 3 levels? </li></ul></ul>
  10. 10. Group Exercise <ul><li>Number off by 6’s </li></ul><ul><li>Each group take one essential component and list: </li></ul><ul><ul><li>why that component should be included in all 3 levels </li></ul></ul><ul><ul><li>what systems, data and practices might fit with that component </li></ul></ul><ul><ul><li>5 minutes to get organized & 5 minutes to discuss in your group </li></ul></ul><ul><li>One member from each group report ideas </li></ul>
  11. 11. Big Ideas <ul><li>Focus of Schools & Districts successful in implementing and sustaining SW-PBS: </li></ul><ul><ul><li>Think Proactive rather than reactive </li></ul></ul><ul><ul><li>Create a strong universal environment across settings </li></ul></ul><ul><ul><li>Make sure strong universal solidly in place, then build secondary & tertiary </li></ul></ul><ul><ul><li>Utilize all available data and resources </li></ul></ul><ul><ul><li>Think systems to drive practices </li></ul></ul>
  12. 12. Identifying Resources to Make it Work <ul><li>What resources - </li></ul><ul><li>do we already have in our school? </li></ul><ul><li>are available to us within the district? </li></ul><ul><li>are available to us in our community? </li></ul><ul><li>are still needed at each level? </li></ul>
  13. 13. Components & Resources <ul><li>7 Components reflected in planning of Resources: </li></ul><ul><li>Administrator Support = A </li></ul><ul><li>Common Purpose/Approach = P </li></ul><ul><li>Set of Expectations/Behaviors = B </li></ul><ul><li>Procedures for Teaching = T </li></ul><ul><li>Continuum for Encouraging = E </li></ul><ul><li>Continuum for Discouraging = D </li></ul><ul><li>Monitoring (Data) = M </li></ul>
  14. 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. 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. 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. 17. “ What the Worlds Greatest Managers Do Differently ” -- Buckingham & Coffman 2002, Gallup Interviews with 1 million workers, 80,000 managers, in 400 companies. <ul><li>Create working environments where employees : </li></ul><ul><ul><ul><li>1. Know what is expected </li></ul></ul></ul><ul><ul><ul><li>2. Have the materials and equipment to do the job correctly </li></ul></ul></ul><ul><ul><ul><li>3. Receive recognition each week for good work. </li></ul></ul></ul><ul><ul><ul><li>4. Have a supervisor who cares, and pays attention </li></ul></ul></ul><ul><ul><ul><li>5. Receive encouragement to contribute and improve </li></ul></ul></ul><ul><ul><ul><li>6. Can identify a person at work who is a “best friend.” </li></ul></ul></ul><ul><ul><ul><li>7. Feel the mission of the organization makes them feel like their jobs are important </li></ul></ul></ul><ul><ul><ul><li>8. See the people around them committed to doing a good job </li></ul></ul></ul><ul><ul><ul><li>9. Feel like they are learning new things (getting better) </li></ul></ul></ul><ul><ul><ul><li>10. Have the opportunity to do their job well. </li></ul></ul></ul>
  18. 18. Contact me Any Time <ul><li>Mary Richter [email_address] </li></ul><ul><li>Contact your regional consultants, too </li></ul><ul><li> </li></ul>

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