1. Laurie Fogleman Kenwood High School
PBIS: GETTING STARTED
Laurie Fogleman
Kenwood High School
Selling your ideas is challenging. First, you must get your listeners to agree with you in principle. Then, you must move them to action. Use the Dale Carnegie Training® Evidence – Action – Benefit formula, and you will deliver a motivational, action-oriented presentation.
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2. Projected Outcomes: Reduction in referrals to the office
Collection of discipline and behavior data to support effective decision making
Creation of a positive school climate to support social and academic growth for all students
Open your presentation with an attention-getting incident. Choose an incident your audience relates to. The incidence is the evidence that supports the action and proves the benefit. Beginning with a motivational incident prepares your audience for the action step that follows.
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3. “Musts” for a Solid Foundation
Enthusiastic support from principal and administrative team
Reasonable support from student, staff and parent leadership groups
Technology to support the SWIS system
Alignment with the school’s strategic and school improvement plan.
Next, state the action step. Make your action step specific, clear and brief. Be sure you can visualize your audience taking the action. If you can’t, they can’t either. Be confident when you state the action step, and you will be more likely to motivate the audience to action.
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4. Build Your Team
Core team members will make or break the change effort. Choose the team to assure:
Representation from all subject areas
Representation from all staff cohorts
Inclusion of a trusted administrator, discipline guru, motivator
To close, restate the action step followed by the benefits. Speak with conviction and confidence, and you will sell your ideas.
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5. Get the Ball Rolling Make application Complete form E School Profile
Register for summer training
Complete Form F- EBS Survey
To complete the Dale Carnegie Training® Evidence – Action – Benefit formula, follow the action step with the benefits to the audience. Consider their interests, needs, and preferences. Support the benefits with evidence; i.e., statistics, demonstrations, testimonials, incidents, analogies, and exhibits and you will build credibility.
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6. Gather Information
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7. Develop Consensus of Concern Areas
Existing data
Survey data
Constituency issues
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8. Marketing Strategy Integrate past school behavior plans
Assure clarity of target areas
Incorporate school colors or mascot
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10. Nuts and Bolts Brainstorm classroom vs. office managed behaviors
Come to consensus on language to be used
Agree on behaviors to list
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11. It’s All About Process
Brainstorm teacher reactions to classroom managed behaviors
Develop a process for teacher student interaction for these behaviors
Create a draft decision tree for classroom managed behaviors
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12. Repeat the Process for Office Managed Behaviors
Possible administrative relations to referrals
Procedures for handling referrals
Create a decision tree
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13. Develop a Process Flow Chart
Combine the two decision trees to create a process flow chart to guide all student behavior management.
Keep it as simple as possible
Keep it as clear as possible
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14. Develop the Action Plan
Form H
Make sure all goals are measurable- data-based
Develop milestones and deadlines
Stick to a few major goals
Make someone responsible
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15. Roll Up Your Sleeves and Get to Work
The action plan will naturally lead to a list of tasks that need to be completed
Assign responsibilities
Develop timelines for task completion
Plan for group presentations and feedback
Don’t forget to schedule time to make revisions and present final versions for group approval
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16. Before You Split Up Give Each Workgroup Guidelines
Faculty Orientation Structure
Student Orientation Structure
Reward systems
Forms and printing needs
Form G- Committee and workgroups
Matrices
Planning and production budget
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17. Production and Distribution
Printing needs for marketing
Posters
Newsletters
Media
Printing needs for staff orientation
Handouts
Overheads
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18. Production and Distribution
Printing needs for student orientation
Lesson plans
Handouts
Overheads
Collation and distribution needs
Master sets
Teacher sets
Student sets
Presenter sets
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19. Implementation Faculty Orientations
Plan for small group, interactive lessons
Include county and state PBIS personnel as presenters
Allow plenty of time for Q & A
Model PBIS concepts
Be flexible and accept input
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20. Student Orientations Be aware of the bell schedule
Take the time that is needed in the first week of school
Administrators should model positive interactions with teachers
Teachers should model positive interactions with students
Keep lessons simple, interactive and relevant
Small groups work best
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21. Tie Up Loose Ends Debrief orientations and feedback, make notes
Develop a meeting schedule
Get on the faculty meeting schedule for monthly data reports
Complete forms A and B
Store orientation materials for next year
Create a notebook of all documentation
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22. Wrap It Up Schedule on going staff development
Assign responsibilities for ongoing support
Reward program
Data management
Generation and presentation of data
Staff development
Monthly reports
Summer committee work
Funding support
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23. Keep In Mind You’re flying the plane while you build it
Take it one step at a time, begin with what you can handle and work up to the rest
Be flexible, open to suggestions
Be team oriented
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24. Keep in mind
Keep notes on adjustments and changes that you want to make
Develop a process for ongoing Q and A and open discussion
Check your progress regularly and publish results-surveys
Be sure principal and administrators are talking the talk and walking the walk
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25. Keep In Mind Doggedly reinforce faculty implementation of program
Utilize your department heads for ongoing leadership
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26. PBIS High School Challenges
Time for data entry of minor incident reports
Flexibility of the SWIS entry and data configurations
Difficulties with on line operations
Funding for reward programs and printing costs
Tracking positive interactions
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27. Final Thoughts
The SWIS data program is better than anything we have done before
The discipline record that includes the MIR data allows for great insight into student performance issues
The PBIS program has established a more positive climate in the school
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28. Final Thoughts
The PBIS program provides a great framework for staff development and staff evaluation in management and human relations competencies
Students and staff have a better understanding of their responsibilities in the areas of conduct and role modeling
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