powerpoint presentation · 4/21/2012 . 2 . practices supporting staff behavior supporting decision...

4/21/2012

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Getting Started with SWPBIS:

One District’s Journey through the Process

Presented by: Robert Lindeman

Jason Shoaf Carrie Frohnapfel

Session Outcomes

• Discuss strategies and suggestions on how we were able to align systems, data and practices to ensure strong outcomes in SWPBIS.

• Discuss how we were we able to ensure district-wide participation in the SWPBIS process.

• Discuss the process for getting started with SWPBIS through universal training and will share their successes and lessons learned.

PRACTICES

Supporting

Staff behavior

Supporting

Decision

Making

Supporting

Student behavior

School Wide

Positive

Behavior

Interventions

and

Support

OUTCOMES

Social Responsibility &

Academic Achievement

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PRACTICES

Supporting

Staff behavior

Supporting

Decision

Making

Supporting

Student behavior

OUTCOMES

Social Responsibility &

Academic Achievement

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Not limited to any particular group of

students…it’s for all students

Not new…its based on long history of

effective educational practices & strategies

School Wide

Positive

Behavior

Interventions

and

Support

Not specific practice or curriculum…it’s a general approach

to preventing problem behavior

and encouraging prosocial behavior

Establishing a Social Culture

Common

Vision/Values

Common

Language

Common

Experience

MEMBERSHIP

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

Secondary Prevention:

Specialized Group

Systems for Students

with At-Risk Behavior

Tertiary Prevention:

Specialized

Individualized

Systems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OF

SCHOOL-WIDE

POSITIVE BEHAVIOR

INTERVENTIONS &

SUPPORT

ALL

SOME

FEW

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Tier 1: 80-85%

Universal Prevention

Early Stage Problem

Solving

Tier 2: 5-10%

Tier 3: 1-5% RTII Framework

Bully Prevention

Olweus Classroom Management

Riverview School District

• Getting to Know Who we Are……


• Getting to Know Who we Are……

VernerTenth

Street

Junior/Senior

High School

African-American 16.20% 1.70% 6%

Asian 0% 0.90% 0.50%

Hispanic 1.70% 1.10% 0.50%

White 77.50% 95.50% 92.70%

Economically

Disadvantaged63.60% 17.20% 37.40%

Special Education 16.20% 9.40% 13.30%

Full Time Teachers 18.8 28.5 49.3

Total Number of

Students173 352 565

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Implementation Blueprint and Self-Assessment

Considering adoption of a SWPBIS approach

Planning for an initial SWPBIS implementation

Attempting to enhance the accuracy and durability of SWPBIS implementation

Considering expansion of SWPBIS implementation




• PD Committee – Wanted to create culture at Riverview – Discussed the scope and sequence of social/emotional

curricula at each level – Issues arose with in-coming 7th Graders

• Missing common experience/common language

– Wanted consistency and quality throughout each school/level at Riverview

• Already working on curriculum and team felt it was imperative to look at behavior as well

– Wanted to answer the question “What does it mean to be a student at Riverview?”

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Planning for an initial SWPBIS implementation

Planning for Initial SWPBIS Implementation:

• Meetings

– Summer Administration

• Overview of SWPBIS

• Determine SWPBIS team members

• Create a schedule for team and staff professional development

– Summer PD Committee

• Overview SWPBIS

• Are we “on-board?”


• Meetings

– Administration

• Determine data collection and data-based decision-making

– School Board Meetings

• Introduction

• Discussion of PD for 2012-2013 School Year

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• Training Days – District Leadership Team

• Universal Day 1 training

• Determine purpose and expectations

– Building Core Teams • Begin with an update from District Leadership Team

Members

• Universal Days 2 and 3 training

• Created presentations to update staff and share/discuss Universal tools

– February


• Training Days

– Full faculty

• Kick-off District-wide Welcome Day 1

• Update staff and share/discuss Universal tools – October and February

• Staff Meetings

• One full day prior to start of 2012-2013 School Year




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• Schedule for on-going team meetings – District level

– School level

• Two hour delay schedule in place and improved to continue professional development and expansion of knowledge for ALL staff

• District internal coach to coordinate at each level





• Hope to streamline process for Office Discipline Referrals (ODRs)

• Utilization of on-going planning meetings at the district and school level

• District internal coach tasked with ensuring day-to-day implementation issues at the school level are handled

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Sample Universal Tools

District Wide Mission Statement

We are on the road to achievement at Riverview School District by being

respectful, responsible and ready to work hard.

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Tenth Street School Purpose Statement

• To model and teach students the character and behavior skills necessary to excel in both academic and social settings

• Promote compassion by empowering students to accept learning and cultural differences in our school, our community and our world.

• Provide each student with a curriculum that I s rigorous and engaging

• Give appropriate feedback and support to students who need more encouragement to succeed.

Verner Elementary School Purpose Statement

• Verner Elementary students will reach their full potential academically, behaviorally, socially and

emotionally through the use of clear expectations, research-based supports and interventions, effective

communication, and positive participation in the school community.

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Riverview Junior-Senior High School Purpose Statement

• Riverview Junior Senior High School models and teaches positive academic, social, and emotional behaviors in a respectful educational community. Our goal is to prepare students to be responsible citizens ready for active participation in the global environment.

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Riverview School District Expectations

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Be Respectful

*Towards others

*Toward self

*Toward your surroundings

Be Responsible *Take ownership of your actions

*Make good choices

*Do the right thing

Be Ready to Work *To learn

*To participate

*To respond

Behavioral Expectations/Matrix 1/25/12 ****** This section is for you to tailor to your classroom. These are only suggestions.

Setting/ Expectations

Classroom ****** (Just a start for in-dividual input.)

Lunchroom Playground Bathroom Hallway

Be Respectful *Towards others *Toward self *Toward your surroundings

Listen respectfully to staff and students. Follow classroom rules.

Use kind words and Level 2 voices. Include everyone.

Take turns. Share. Be a good sport. Include everyone.

Give others privacy. Use Level 1 voices. Use polite greetings.

Be Responsible *Take ownership of your actions *Make good choices *Do the right thing

Keep hands, feet and objects to yourself. Keep your space neat. Return borrowed materials.

Follow adult directions the first time. Keep hands, feet and objects to yourself. Put trash in cans.

Follow adult directions the first time. Keep hands, feet and objects to yourself. Stay in playground area. Ask permission to leave.

Keep hands, feet and objects to yourself.

Follow adult directions the first time. Keep hands, feet, and objects to yourself.

Be Ready to Work *To learn *To participate *To respond

Be on time. Come to school prepared. Have materials ready.

Know what you want for lunch. At the signal, clean up and line up.

At the signal, clean up and line up.

Go, flush, wash and clean up. Get back to class quickly.

Walk straight, tight and to the right.

Tenth Street Tigers Roar Respect, Responsibility and Readiness!

Verner Positive Behavioral Matrix

Settings/ Expectations

Hallways Lunch Room Lunch Line Recess Dismissal Bathroom Assemblies

Ready Walk on right side of

hall

Carry what you need

Enjoy your healthy meal

so you are ready for

the rest of the day

Know what you ordered

Take what you need

Dress for the

weather

Have all

materials for home

Go Flush Wash Leave

Go with class to assigned

area

Respectful Use voice level 0-1

Follow adult directions

Use voice

level 2

Say “please” and “thank you”

Use level 2

voice

Be a good sport

Include

everyone



Give others

privacy

Use

appropriate voice level

Look and

Listen

Responsible Maintain

handshake distance

Clean your tray and

area carefully

Ask first

Walk

Maintain handshake distance

Walk

Wait your

turn

Use equipment

appropriately

Clean-up

Know where

you are going and

go directly there

Return to

class promptly


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Questions?

References

• Sugai, G., Horner, R.H., Algozzine, R., Barrett, S., Lewis, T., Anderson, C., Bradley, R., Choi, J. H., Dunlap, G., Eber, L., George, H., Kincaid, D., McCart, A., Nelson, M., Newcomer, L., Putnam, R., Riffel, L., Rovins, M., Sailor, W., Simonsen, B. (2010). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon.

• National Technical Assistance Center on Positive Behavioral Interventions and Supports: U.S. Department of Education, Office of Special Education Programs at pbis.org

• Pennsylvania Positive Behavior Support Universal curriculum at papbs.org

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Contact Information

• Robert Lindeman – District Coach

– [email protected]

• Jason Shoaf – Principal, Verner Elementary School


• Carrie Frohnapfel – PA PBS Facilitator


mailto:[email protected]



powerpoint presentation · 4/21/2012 . 2 . practices supporting staff behavior supporting decision...

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