school-wide positive behavioral interventions and supports: administrator’s role donna morelli...
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School-Wide Positive Behavioral Interventions and Supports:
Administrator’s Role
Donna Morelli
Cynthia ZinglerEducation Specialists
Positive Behavioral Intervention and Supports Trainers
September 19, 2012
[email protected] [email protected]
www.pbis.org www.cber.org
PURPOSE
1.Clarify Administrator’s Role in
Positive Behavioral
Interventions and Support
2.Outline Goals for Year 1
3.Provide Support and
Resources for Implementation
Welcome, please share:
Your NameYour School
• 1 thing you are looking forward to with Positive Behavioral Interventions and Supports
• 1 thing you are concerned about as your school moves forward
Administrator
Priority &Status
Data-basedDecisionMaking
Communications
Behavior Capacity
Team
Representation
PBIS is a Team-led Process
Start with aTeam that “Works.”
Team Composition• Administrator• Grade/Department Representation• Representative of Culture, Race, and Language of Student
Population• Specialized Support
– Special Educator, Counselor, School Psychologist, Social Worker, etc.
• Support Staff– Office, Supervisory, Custodial, Bus, Security, Lunch, etc.
• Parent• Community Members
– Mental Health, Business• Student
Roles and Responsibilities of PBIS Team
• Attend regular team meetings (at least monthly)• Assess the current status of behavior and
discipline practices• Examine patterns of behavior through data• Develop and implement a SW-PBIS action plan
with specific goals less than 1 year old• Obtain and maintain staff commitment• Ensure parental participation and input• Oversee, monitor, and evaluate all planned
objectives and activities developed
Administration’s Roles & Responsibilities
Administrators must be committed to: • Attend all training dates• Communicate needs and successes with the District PBIS Team• Participate in the roll out of PBIS• Play an active role in the school-wide PBIS change process• Actively communicate their commitment to the process• Be familiar with the school’s current behavioral data and reporting
system• Provide the necessary time and structures for the PBIS Team to
meet and communicate with or present to the staff and students
Note: If a principal is not committed to the change process, it is unwise to move forward in the training
Getting Started with SW-PBS (8 Steps)
1) Establish Team Membership (p 42)
2) Develop a Brief Statement of Purpose (p 48)
3) Identify Positive School-wide Behavior Expectations (p 50)
4) Develop Procedures for Teaching School-wide Behavior Expectations (p 57)
5)Develop Procedures for Teaching Classroom-wide Behavior Expectations (p 60)
6) Develop Continuum of Procedures for Encouraging Expectations (p 63)
7) Develop Continuum of Procedures for Discouraging Behavior Violations (p 66)
8) Develop Data-based Procedures for Monitoring Implementation of SW-PBS (p 73)
CREC 111 Charter Oak Ave., Hartford, CT 06106CREC 111 Charter Oak Ave., Hartford, CT 06106
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Funding Visibility PolicyPoliticalSupport
Training CoachingBehavioral Expertise
Evaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
Administrator Foci
• Establish and maintain a continuum of evidence based practices in all school systems.– What are you going to stop doing in order to do the smallest
number of high impact evidence-based things well?
• Establish systems to support teachers.– Staff Buy-In– Classroom Management
• Establish systems to support data based decision making.• Focus on the long term – support systems change. • Show the connections between SRBI and PBIS. • Support Coaches.
Invest in Systems Support!!An Essential Element of PBS Administrative Leadership
SYST
EMS
PRACTICES
DATASupporting
Staff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
Buy-InClassroom
Management
Obtaining Teacher Buy-in
Universal Support for Teacher Buy-in:General Knowledge from Staff Meetings
Data ReportsAdministrative Support
Opportunities to Participate in ProcessReinforcement System
Secondary Support for Teacher Buy-in:More in depth understanding;Data that Supports Outcomes;Positive Personal Experiences;
Long-term Sustainability of PBS;Frequent Administrator Reminders and Clear Commitment to Systems Change
Intensive Support for Teacher Buy-In:Administrator Intervention;
Individual Supports;Long-term, Continuous Monitoring;
Individual Data ReportsPeer Mentoring
~80% of Staff
~15%
~5%
SOME
FEW
Administrator Support
Increases
Ways to Increase Staff-Buy In• Attend all training events and PBIS Team
meetings;• Have a strong working knowledge of PBIS;• Be present for all PBIS Team presentations to
Staff;• Remind staff of expectations;• Maintain a meaningful system of staff
reinforcement;• Provide necessary time and structures for:
teaching and re-teaching expectations team meetings team reporting data collection and review
Ways to Increase Staff-Buy In• Model PBIS practices whenever possible
(active supervision; student reinforcement; pre-correction; etc.)
• Make PBIS a part of new staff interviews;• Make PBIS expectations visible in as many
places as possible;• Support PBIS by communicating school needs
with the district PBIS team;• Make decisions that improve the efficacy of your
PBIS Team;• Listen!
Continuum of Support for Classroom Behavior Management
Things to consider:(1) What percentage of your office discipline referrals are coming from classrooms?(2) What do you currently have in place to support new and returning teachers in effective classroom management? What do you do if a teacher needs intensive support?(3) How do you monitor teachers’ classroom management skills?(4) How will your teachers react when they are asked to change, reconsider, and/or improve their behavior management techniques?
Focus on DATA…
Self-Assessment
EfficientSystems of Data
Management
Team-basedDecisionMaking
Evidence-Based
Practices
MultipleSystems
ExistingDiscipline
Data
Data-based Action Plan
Office Discipline Referrals
• Improving usefulness & value– Clear, mutually exclusive, exhaustive definitions– Distinction between office v. classroom managed– Continuum of behavior support to discourage
inappropriate behavior– Positive school-wide foundations
SWIS
What we know…• Takes 3 - 5 years for systems adoption
and to see sustained behavioral outcomes.*
*National Technical Assistance Center for PBS, OSEP
Focus on long-term – support systems change
Administrative Support for PBS Planning- Year 1
• Selection process for PBIS team
• Building PBIS Coach – Selection– Training– Time to develop meeting agenda
• Define and establish meeting norms– Accept all recommendations/suggestions
• Have a clear objective of where you want to go – Guide Discussion– Implement with fidelity-(how it is designed)
Administrator’s Goals for Year 1
Have a specific action plan for your 2011-2012 staff kick-off
Have a half year of ODR data in SWIS
Confirm a minimum 80% staff buy-in and support for PBIS
Complete all the steps in chapter 2 of the School-wide PBIS Workbook
Maintain a current school-wide action plan
Complete and revisit the Behavior Practices Self-audit
Eliminate or combine activities to establish a clear continuum of evidence-based practices
http://flpbs.fmhi.usf.edu/
Resou
rces
!!
?questionsconcerns
ideasdiscussion
Thank you, please complete an exit slip:
Your Name
Your School
• something that CREC can do to support you as we move forward
CONTACT INFORMATION
Donna Morelli
PBIS Trainer
Cynthia Zingler – PBIS Coordinator/Trainer