pbis district leadership team overview
DESCRIPTION
PBIS District Leadership Team Overview. Administrative Team Meeting August 13, 2008. Behavioral Systems. Academic Systems. Intensive, Individual Interventions Individual Students Assessment-based High Intensity. Intensive, Individual Interventions Individual Students Assessment-based - PowerPoint PPT PresentationTRANSCRIPT
PBIS District PBIS District Leadership Team Leadership Team
OverviewOverview
Administrative Team MeetingAdministrative Team Meeting
August 13, 2008August 13, 2008
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
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
Designing School-Wide Systems for Designing School-Wide Systems for Student Success: Student Success:
A Multi-tiered, RTI model.A Multi-tiered, RTI model.
SYSTEMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
Three Components Three Components of PBISof PBIS
Data-Based Decision-Data-Based Decision-MakingMaking Student Student outcomeoutcome data is used: data is used:
To To identifyidentify youth in need of support and to youth in need of support and to identify appropriate interventionidentify appropriate intervention
For on-going For on-going progress-monitoringprogress-monitoring of response of response to interventionto intervention
To To exit or transitionexit or transition youth off of interventions youth off of interventions Intervention integrity or Intervention integrity or processprocess data is used: data is used:
To To monitor monitor the effectiveness of the the effectiveness of the interventionintervention itselfitself
To make decisions regarding the To make decisions regarding the continuum/continuum/menu of menu of interventions/interventions/supportssupports
Organization and Organization and Function of the Function of the
District Leadership District Leadership TeamTeam
Implementation LevelsImplementation Levels
District Level
School-wide
Classroom
Individual Student
Multiple Points
of Support
CKH
WWIS
PBIS
Process
Data
Practices
Process
Data
Practices
Funding
Visibility
Political
Support
Coaching
Training
Evaluation
Taking it to ScaleTaking it to Scale
Funding VisibilityPolitical
Support
Leadership TeamActive Coordination
EvaluationTraining Coaching
Building Level Teams
Who should be on the Who should be on the district level team?district level team?
District level representatives (responsibility)District level representatives (responsibility) Building principals (student achievement)Building principals (student achievement) Director of CAI (instruction)Director of CAI (instruction) Special education director/assistant (student assistance Special education director/assistant (student assistance
programs)programs) Director for Safe Schools, NCLB, Student ServicesDirector for Safe Schools, NCLB, Student Services PBIS Coach for supporting/guiding PBIS implementation at the PBIS Coach for supporting/guiding PBIS implementation at the
district level district level School board memberSchool board member Parent representativeParent representative Community-based leaderCommunity-based leader PBIS administrator responsible for PBIS administrator responsible for
supporting/guiding/implementationsupporting/guiding/implementation Home-school liaison/parent liaison/school social workerHome-school liaison/parent liaison/school social worker
Commitments & Commitments & ExpectationsExpectations
Commitments to our stakeholders:Commitments to our stakeholders: Give PBIS 3-5 years to make a differenceGive PBIS 3-5 years to make a difference Invest in training, evaluation & coachingInvest in training, evaluation & coaching Meet regularlyMeet regularly Monitor, support and acknowledge Monitor, support and acknowledge
implementation and implementersimplementation and implementers Expectations of buildings:Expectations of buildings:
Use dataUse data Meet regularlyMeet regularly Participate in training and follow the modelParticipate in training and follow the model
Communication & Communication & Collabor-Collabor-ation with Stakeholders ation with Stakeholders
With other district teams/initiatives –With other district teams/initiatives – CDEP, RtI, CST, CSE, NCLB, Safe SchoolsCDEP, RtI, CST, CSE, NCLB, Safe Schools
With all buildings – With all buildings – PrincipalsPrincipals StaffStaff
FamiliesFamilies Community members, agencies & Community members, agencies &
businessesbusinesses BOEBOE
External Coach’s (PBIS External Coach’s (PBIS Coordinator’s) Responsibilities:Coordinator’s) Responsibilities: Develop and maintain consistent implementation Develop and maintain consistent implementation
efforts across the districtefforts across the district Coordinate district activities related to PBISCoordinate district activities related to PBIS Assist in goal setting related to PBISAssist in goal setting related to PBIS Provide technical assistance as neededProvide technical assistance as needed
Develop content expertiseDevelop content expertise Act as liaison to other initiatives & collaborate for Act as liaison to other initiatives & collaborate for
shared use of resourcesshared use of resources Share communication to/from buildings & district Share communication to/from buildings & district
(including process and outcome data)(including process and outcome data) Attend building level team meetings monthlyAttend building level team meetings monthly
Exploring Outcome-based Exploring Outcome-based Practices to Ensure Practices to Ensure
Efficient Use of District Efficient Use of District Resources and Resources and
Coordination with Coordination with Related InitiativesRelated Initiatives
Working SmarterWorking SmarterInitiative, Initiative, Project, Project,
CommitteeCommittee
PurposePurpose DataData Target Target GroupGroup
Staff Staff InvolvedInvolved
School School Improvement Improvement
TeamsTeams
RtI teamRtI team
Discipline Discipline committeecommittee
PBIS TeamPBIS Team
What systems do we have in What systems do we have in place district-wide to insure place district-wide to insure
that our practices are that our practices are implemented with fidelity? implemented with fidelity?
How do we know if CKH, CST, classroom How do we know if CKH, CST, classroom management, etc is working?management, etc is working?
How do we know how many staff are How do we know how many staff are utilizing the practices?utilizing the practices?
How do we check to see if programs are How do we check to see if programs are consistent across buildings?consistent across buildings?
How is academic and social behavior in/for:How is academic and social behavior in/for: General classrooms?General classrooms? Alternative schools (Baker, AYP)?Alternative schools (Baker, AYP)? Group interventions?Group interventions? Students with BIPs?Students with BIPs? Students receiving Special Education?Students receiving Special Education?
Do we use data to collect feedback or use our Do we use data to collect feedback or use our best guess? Are we monitoring our cost best guess? Are we monitoring our cost effectiveness?effectiveness?
Behavior is Setting Behavior is Setting SpecificSpecific
How effective are outside agency interventions:How effective are outside agency interventions: Catt. Co. Council on Alcohol and Substance Abuse?Catt. Co. Council on Alcohol and Substance Abuse? Mental clinician?Mental clinician? Family support center?Family support center? Probation dept – PINS petitions?Probation dept – PINS petitions? Outside counseling?Outside counseling? Parent advocate?Parent advocate? Others?Others?
Do we use data to collect feedback or use our best Do we use data to collect feedback or use our best guess?guess?
Behavior is Setting Behavior is Setting SpecificSpecific
Response to Intervention - Response to Intervention - Reflection on EffectivenessReflection on Effectiveness
What are our interventions at the Secondary What are our interventions at the Secondary and Tertiary Levels?and Tertiary Levels?
How are students responding to those How are students responding to those interventions?interventions?
How many students are referred?How many students are referred? How many students are responding?How many students are responding? How much of our district and/or building How much of our district and/or building
resources are “spent” on those interventions?resources are “spent” on those interventions?
What would district What would district leadership team reflect on?leadership team reflect on?
What is our current district use of What is our current district use of specialized/clinical personnel?specialized/clinical personnel?
How does/could the district prioritize and How does/could the district prioritize and support these staff in using data to make support these staff in using data to make decisions?decisions?
What training and support do ALL of these What training and support do ALL of these roles need in order to change current system roles need in order to change current system and practice?and practice?
What changes need to be made at the district What changes need to be made at the district level to support changes at the building level?level to support changes at the building level?
Are Resources Being Are Resources Being Spent Wisely?Spent Wisely?
If we train schools, do they implement?If we train schools, do they implement? Do schools implement with Do schools implement with
integrity/fidelity?integrity/fidelity? Do schools sustain implementation with Do schools sustain implementation with
fidelity over time?fidelity over time?
POLICIESPOLICIES
Both NCLB and IDEA give priority to RtI, Both NCLB and IDEA give priority to RtI, prevention, evidence-based, and prevention, evidence-based, and systems of supportsystems of support
PBIS will help support grants writtenPBIS will help support grants written PBIS - transfer research to policy to PBIS - transfer research to policy to
practice is important.practice is important.
What support do we What support do we need to provide to our need to provide to our staff for PBIS to staff for PBIS to become the way we become the way we do business here at do business here at Pioneer Central Pioneer Central School?School?