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 SystemsBehavioral Systems 1-5% 5-10% 80-90% 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

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

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 We Use & Where it Fits with SW-PBS LevelSystems = A, P, B, T, E, D Data = MPractices = T, E, D I. Universal Supports all across all environments Action Plan & Matrix PBS Consultant PBS Team Staff Communication Family Communication Teaching Procedures ODR Referral Form Monthly ODR data reports Data decision rules (when to refer to Secondary) AYP Attendance rates Social/behavioral Teaching Guidance curriculum Character Ed/Character Plus Love & Logic Backpack Program Buddy Rooms II. Secondary Early targeted supports for some students in some settings Care/SAT Teams School social workers School counselors Interagency Special education staff At-risk program PBS Consultant School records Parent, student & staff interviews ODR & attendance data SAT Teacher referral forms Brief FBA Targeted re-teaching groups Staff Mentors A+ Tutors Community volunteers After School activities Vo-tech III. Tertiary Individual supports for a few in those settings of need Care/SAT Team Special Ed Referral Interagency School counselor School social worker Juvenile office DSS/DFS Individual ODR review & assessment Academic record review School medical records Parent, student & staff interviews Formal FBA & observations Individual student plan Tutoring Mentor School social worker School counselor Outside agency staff ISS / OSS

What We Use & Where it Fits with SW-PBS LevelSystems = A, P, B, T, E, D Data = MPractices = T, E, D I. Universal Supports all across all environments II. Secondary Early targeted supports for some students in some settings III. Tertiary Individual supports for a few in those settings of need

What We Need & Where it Fits with SW-PBS LevelSystems = A, P, B, T, E, D Data = MPractices = T, E, D I. Universal Supports all across all environments II. Secondary Early targeted supports for some students in some settings III. Tertiary Individual supports for a few in those settings of need

“ What the Worlds Greatest Managers Do Differently ” -- Buckingham & Coffman 2002, Gallup Interviews 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.

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