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