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Working Your Way Up the Triangle: Systems, Data and Practices

Working Your Way Up the Triangle: Systems, Data and Practices. Mary Richter, Ph.D. Missouri SW-PBS State Coordinator. Purposes of Presentation. Participants will: Review Important Components Identify School Resources Determine where Resources fit in SW-PBS Process

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Working Your Way Up the Triangle: Systems, Data and Practices

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  1. Working Your Way Up the Triangle:Systems, Data and Practices Mary Richter, Ph.D. Missouri SW-PBS State Coordinator

  2. Purposes of Presentation • Participants will: • Review Important Components • Identify School Resources • Determine where Resources fit in SW-PBS Process • Plan Best Use of Resources • Target Areas of Need

  3. Academic Systems Behavioral Systems • 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 Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  4. ٭ Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  5. SW-PBS Essential Components • Administrator Support, Participation, Leadership • Common Purpose and Approach to Discipline • Clear Set of Positively Stated Expectations & Behaviors • Procedures for Teaching Expectations • Continuum of Procedures for Encouraging Expected Behavior • Continuum of Procedures for Discouraging Inappropriate Behavior • Procedures for Ongoing Monitoring

  6. Where and by Whom are the Essential Components Used? • The Essential Components are used – • Everywhere • By Everyone • Expectations are aligned across all environments in the school • Classrooms, office, hallways, cafeteria, parking lot, busses, gym, etc. • Expectations are understood and the same language to teach and reinforce them is used by everyone • Administrators, teachers, paraprofessionals, nurses, secretaries, custodians, volunteers, etc.

  7. Components and Levels • All Components are Woven into Each of the 3 Levels: • Universal (Primary) • Secondary • Tertiary

  8. Components and Features • All Components are Woven into Each Feature: • Systems • Data • Practices

  9. Example: Administrator Support • At each level administrator must be actively involved to: • lend expertise • dedicate resources for systems, data & practices • share knowledge of district, state and federal legal & regulatory requirements • approve important decisions made by team(s) • Other important reasons administrator must be involved at all 3 levels?

  10. Group Exercise • Number off by 6’s • Each group take one essential component and list: • why that component should be included in all 3 levels • what systems, data and practices might fit with that component • 5 minutes to get organized & 5 minutes to discuss in your group • One member from each group report ideas

  11. Big Ideas • Focus of Schools & Districts successful in implementing and sustaining SW-PBS: • Think Proactive rather than reactive • Create a strong universal environment across settings • Make sure strong universal solidly in place, then build secondary & tertiary • Utilize all available data and resources • Think systems to drive practices

  12. Identifying Resources to Make it Work What resources - • do we already have in our school? • are available to us within the district? • are available to us in our community? • are still needed at each level?

  13. Components & Resources 7 Components reflected in planning of Resources: • Administrator Support = A • Common Purpose/Approach = P • Set of Expectations/Behaviors = B • Procedures for Teaching = T • Continuum for Encouraging = E • Continuum for Discouraging = D • Monitoring (Data) = M

  14. What We Use & Where it Fits with SW-PBS

  15. What We Use & Where it Fits with SW-PBS

  16. What We Need & Where it Fits with SW-PBS

  17. “What the Worlds Greatest Managers Do Differently” -- Buckingham & Coffman 2002, GallupInterviews with 1 million workers, 80,000 managers, in 400 companies. • Create working environments where employees: • 1. Know what is expected • 2. Have the materials and equipment to do the job correctly • 3. Receive recognition each week for good work. • 4. Have a supervisor who cares, and pays attention • 5. Receive encouragement to contribute and improve • 6. Can identify a person at work who is a “best friend.” • 7. Feel the mission of the organization makes them feel like their jobs are important • 8. See the people around them committed to doing a good job • 9. Feel like they are learning new things (getting better) • 10. Have the opportunity to do their job well.

  18. Contact me Any Time • Mary Richter millerrichterm@missouri.edu • Contact your regional consultants, too

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