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This presentation aims to assist participants in reviewing important components, identifying school resources, and planning the best use of resources within the SW-PBS process. By focusing on academic and behavioral systems, attendees will learn about intensive individual interventions, targeted group interventions, and universal interventions to support student success. Essential components such as administrator support, common purpose and approach to discipline, and clear expectations and behaviors are discussed. Practical examples and group exercises help in understanding the effective implementation of SW-PBS in schools. Participants will also explore identifying and utilizing resources effectively to enhance student outcomes and overall success. The presentation emphasizes creating proactive environments, utilizing all available data and resources, and implementing systems to drive best practices.
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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 • Plan Best Use of Resources • Target Areas of Need
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%
٭ Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior
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
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.
Components and Levels • All Components are Woven into Each of the 3 Levels: • Universal (Primary) • Secondary • Tertiary
Components and Features • All Components are Woven into Each Feature: • Systems • Data • Practices
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?
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
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
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?
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
“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.
Contact me Any Time • Mary Richter millerrichterm@missouri.edu • Contact your regional consultants, too
