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State Scaling-up Workgroup April 18, 2012
SWG Agenda • Roles & Group Norms; Terms of Reference • Discuss Chapters 1 & 2 • Introduction to PBIS • Introduction to RtI • Next Steps & Future Meeting Dates
State Scaling-Up Workgroup • Key implementation structure for building state capacity to align systems and policies in order to scale up evidence-based practices.
State Scaling-Up Workgroup • Builds, supports, & sustains the capacity of Regional Implementation Teams (RIT) • Facilitates communication among & between LEAs, RIT and Superintendent’s Leadership Council (SLC) • Promotes implementation functions across initiatives • Identifies and solves problems at the systems level using data • Promotes aligned data collection systems
Roles • Gatekeeper • Timekeeper • Note-taker • Communication Coordinator
Exceptional Children Division Behavior Support and Special Programs Positive Behavior Intervention and Support Initiative
What is Positive Behavior Intervention and Support? “…a framework or approach comprised of intervention practices and organizational systems for establishing the social culture, learning and teaching environment, and individual behavior supports needed to achieve academic and social success for all students.” (Sugai, et al, 2010, p. 13)
Traditional Discipline vs. PBIS Traditional Discipline • Focuses on the student’s problem behavior • Goal is to stop undesirable behavior, through the use of punishment • Primarily reactive Positive Behavior Intervention and Support • Replaces undesired behavior with a new behavior or skill • PBIS alters environments, teaches appropriate skills, and rewards appropriate behavior. • Primarily proactive
Your School Can Expect to:(Negative Positive) (Inconsistent Consistent)
Supporting Social Competence and Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior SYSTEMS DATA PRACTICES Positive Behavior Intervention and Support Supporting Student Behavior
CONTINUUM OF SCHOOLWIDE POSITIVE BEHAVIOR INTERVENTION AND SUPPORT Tertiary Prevention: Specialized Individual Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students
Foundations of PBIS • Focused on building sustainable change (three to five year process) • Tailored to the unique needs of each individual school • Data-based decision making
Features of PBIS • Total staff commitment to managing behavior • School-wide, clearly defined expectations • Teaching component for behavior • System to recognize and acknowledge appropriate behavior • Clearly defined consequences for problem behavior that exist on a continuum • Plan to support students with chronic, challenging behaviors
School Requirements • Partnership Agreement • Training in all three PBIS Modules • Module One: Universals/Tier One • Module Two: Secondary/Tier Two • Module Three: Tertiary/Tier Three • System to collect and analyze data • Ongoing staff development at the school level
PBIS DATA • Implementation Data • Implementation Inventory Online (IIO) • School-wide Evaluation Tool (SET) • Outcome Data • Reduced ODR, OSS, ISS, etc. • Increased achievement, attendance, school climate scores, etc.
State Leadership Team Implementation Professional Development Evaluation State PBIS Consultant Regional Coordinators LEA Coordinator /Coach/Trainer Team Facilitator In-School Coach School Administrator Recorder Data Manager Timekeeper Communication Coordinator School Staff Students Parents Community
Conclusions • Key points • Rigorous three to five year process • Requires active administrative involvement • One of the top three priorities for the school • Ongoing faculty commitment • Emphasis on using data for problem solving • Open to new ideas and embrace change
For More Information www.ncpublicschools.org/positivebehavior • Contact information for District Coordinators • Resources • Links • Data Collection Manual and Spreadsheets • Partnership Agreement www.pbis.org
NC DPI Definition of RtI “NC Responsiveness to Instruction (NCRtI) is a multi-tiered framework which promotes school improvement through engaging, high quality instruction by using a team approach to guide educational practices, using a problem solving model based on data to address student needs and maximize growth for all.”
Total School Improvement Model • Problem solving for all students • Setting goals for groups of students and individual students • Maximizing curriculum to meet needs of all students
Outcome Support structure for staff Curriculum, strategies, and materials staff should utilize Information for staff to utilize to make decisions PBIS.org
Educating in silos Educating Collaboratively Special Education AIG ESL Title I Slide adapted from Dale Cusumano, Ph.D
Model of Schooling • All district instruction and intervention services have a “place” in this model. • Critical Questions: • Where does it “fit” in the triangle? • How is it integrated with core instruction? • How will the impact on student performance be measured? Slide created G. Batsche.
Progress Monitoring 1-2x per month Progress Monitoring 1-2x per week Universal Screening for ALL students 3x per year Diagnostic Assessment Supplemental Student Needs Intensive Core Assessment 4
Layering of Support Intensive Support Supplemental Support Differentiated Core
Core Analysis: Problem Solving Universal Screening Formative Summative
How’d We Do Today? • 1. Was today’s meeting a good use of our time? • 2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings? • 3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings? • 4. In general, are the completed tasks having the desired effects on the purpose of this workgroup?