VTPBiS Supervisory Union/District Coordinator and Administrator Orientation

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VTPBiS Supervisory Union/District Coordinator and Administrator Orientation. Agenda. Introductions Define Roles and Responsibilities of VTPBiS Leaders at All Levels of Implementation Identify Coaching and Other Supports Available Describe PBIS Data Tools: EBS, TIC and SET - PowerPoint PPT Presentation

Text of VTPBiS Supervisory Union/District Coordinator and Administrator Orientation

  • VTPBiS Supervisory Union/District Coordinator and Administrator Orientation

  • Agenda

    Introductions Define Roles and Responsibilities of VTPBiS Leaders at All Levels of ImplementationIdentify Coaching and Other Supports AvailableDescribe PBIS Data Tools: EBS, TIC and SET Identify Activities Related to SETAnswer remaining Questions

  • PBIS: Two Big IdeasThe basic framework for supporting all studentsUsing data, practices and systems to achieve academic and social outomesData

  • Implementation Science tells us that we need to attend to both innovation and implementation at all levels

  • Building Staff & Students>80% of students can tell you the school-wide expectations and can say that they have been acknowledged for following them.

    >80% of staff can tell you the school-wide expectations and can say they have acknowledged students for following them.

    School staff teach the school-wide expectations to all students.

    Positive adult-to-student interactions exceed negative

  • Administrator, PBIS School Coordinator and PBIS School Leadership Team

    Role of the PBIS School Leadership Team:Oversees the development, implementation and maintenance of the PBIS Implementation Plan (at the Universal Level). This includes:A statement of common purpose3-5 positively stated behavioral expectationsSystems for teaching behavioral expectationsSystems for acknowledging and rewarding behavioral expectationsSystems for discouraging problem behaviorsData management systems

  • Administrator, PBIS School Coordinator and PBIS School Leadership TeamRole of the PBIS School Coordinator:Support Leadership Team with action planning, implementation, sustainability and accountabilityTeam reinforcement (positive nag)Facilitate the use of data in decision makingPublic relations and communicationsOrganize and report data to Team and to StateAttend regional coordinator meetings (bi-monthly)Attend training events

  • Administrator, PBIS School Coordinator and PBIS School Leadership Team

    Role of the Administrator:Support and participate in PBIS School Leadership Team meetingsMake PBIS visible through frequent communication with staffEnsure support is in place from SU, School coordinator, behavior specialist, teamSeek feedback from all staffPresent to parentsPromote fidelity of implementationUse data for EVERYTHING!MAKE IT FUN FOR STUDENTS AND STAFF

  • Supervisory Union/District Coordinators and SU/District Leadership Team

    Role of SU/District PBIS Coordinator:Establish Supervisory Union TeamConduct or coordinate school-based evaluations and assessments (SET, EBS)Act as a liaison between schools and VTPBiS State TeamAttend school leadership team meetings 2-3 times per yearEstablishquarterly Supervisory UnionmeetingsDevelopa dissemination strategy to establish visibilityEnsurestudent social behavior is a top priority of the SU

  • The PBIS SU/District Coordinator Creates a SU-wide PBIS Culture:

    Maintain regular communication & support between school teams & the SUProvide Vision and establish commitments for school participation Create SU capacity for training & maintaining PBISCollect ongoing SU-wide and individual data to monitor, motivate, and inform needs at participating schoolsCreate a plan for all levels of PBIS Implementation and SupportDevelop SU PBIS calendarWrite into SU policies and handbooksMake things as easy as possible for teams to doSecure resources for school teamsPBIS Showcase: Make success VISIBLE!

  • PBIS SU/District Coordinator Pre-requisites:Attendance at introductory trainingsRole endorsed by superintendentFlexibility to complete PBIS tasks Positive rapport with school staff and professional credibilityInterest in performing responsibilities of SU/District coordinator

  • VTPBiS State TEAM and VTPBiS CoachesRole of VTPBiS State Team: Provide support for Implementation (resources, training, coaching) Follow a data-based state action plan Policy & funding Communications Identify state exemplars Evaluation

    Role of VTPBiS Coaches:Meet with school team(s) 3-4 times per year to provide support and TAMonitor team efforts using PBIS data toolsAssist SU/District to build capacity for sustained implementation (re- define your role over time)

  • State, SU and School Leadership TeamsFundingVisibilityPoliticalSupportTrainingCoachingEvaluationActive CoordinationBehavioralExpertise

  • Rate Your Knowledge and Experience with PBISOn a scale from 1-5, assess your level of knowledge and experience with PBIS.1 = I know very little about PBIS5 = I have extensive knowledge and experience with PBISList 1-2 questions that you have about PBIS and/or your role in supporting PBIS within your school or supervisory union.Discuss with people at your table.

  • Supports Available to You: VTPBiS State Implementation Team Coaches available to each SUOther VTPBiS schoolsWeb sites www.pbisvermont.org or www.pbis.org Vermont and National Training

    What additional support would be helpful to you?

  • Using your School Data:SET, TIC and EBS

  • Improving Decision-MakingProblemSolutionFromToProblemProblemSolvingSolutionInformation (Data)

  • Data Driven Decision MakingGetting StartedSET, EBS Survey, ODRs Getting to Implementation FidelityTeam Implementation Checklist, SET

    Sustaining ImprovementEBS Survey, SET, ODRs

  • Assessing PBIS Practices EBS Survey(self-assessment)

    School-wide Evaluation Tool (SET)Team Implementation Checklist (TIC)

  • Effective Behavior Support (EBS) Self-Assessment Survey

    Purpose:Assess staff perceptions of PBIS practices in place and priority for changesDesign annual action planFormat:Online Survey www.pbssurveys.org

    Completed by:All staffOn-line scoring, graphingWhen?Pre-implementation andAnnually, in March

  • Two main questionsWhat systems are in place now?

    What systems are most in need of improvement?

  • **SAMPLE**

    EBS TEMPLATE

    School: SLE Middle Date: May 2006TYPESchool-Wide Systems : STATUS 1=In Place, 2=Partial in Place, 3=Not in PlaceSchool-Wide Setting Systems: PRIORITY 1=High, 2=Medium, 3=LowNonclassroom Setting Systems: STATUS 1=In Place, 2=Partial In Place, 3=Not In PlaceNonclassroom Setting Systems: PRIORITY 1=High, 2=Medium, 3=LowClassroom Systems: STATUS 1=In Place, 2=Partial In Place, 3=Not In PlaceClassroom Systems: PRIORITY 1=High, 2=Medium, 3=LowIndividual Student Systems : STATUS 1=In Place, 2=Partial In Place, 3=Not In PlaceIndividual Student Systems : PRIORITY 1=High, 2=Medium, 3=LowCurrent StatusPriority for improvement

    CaseS1SS2SS3SS4SS5SS6SS7SS8SS9SS10SS11SS12SS13SS14SS15SS16SS17SS18SS1PS2PS3PS4PS5PS6PS7PS8PS9PS10PS11PS12PS13PS14PS15PS16PS17PS18PN1SN2SN3SN4SN5SN6SN7SN8SN9SN1PN2PN3PN4PN5PN6PN7PN8PN9PC1SC2SC3SC4SC5SC6SC7SC8SC9SC10SC11SC1PC2PC3PC4PC5PC6PC7PC8PC9PC10PC11PI1SI2SI3SI4SI5SI6SI7SI8SI1PI2PI3PI4PI5PI6PI7PI8P

    Case #1121211211113111211122232211123111233122122222322322332112222111132221133332122221112111111systemTotal ResponsesIn place% In placePartial in place% Partial in placeNot in place% Not in placeTotal ResponsesHigh% HighMedium% MediumLow% Low

    Case #222233332213323222111111112131111212322222222211112121122233331312112111131313121322213131111School-wide79124831%32441%21928%73532845%32444%14720%

    Case #312223221313323323132121221222222131221113322121222212212222112Non-classroom39412030%18346%9123%37814338%15040%8522%

    Case #411123321121323333132311113313321133313211131211233133312113322312121311111313333323311111111Classroom47419341%20543%7616%42816739%14835%11326%

    Case #512322111111122333211111223222211111111122113122222321311123222222222211121222233333322222212Individual3187122%11937%12840%30115953%11639%269%

    Case #612222221323223333211211111111111313222232233211131133122223322332111111111112322233311111122

    Case #73222332122221221223233322233322233332332222332333333333333332233333222333222222223332332322245 respondents

    Case #823333321222223321211111113221122223233323222211121222212212223333222212111111222332222121112

    Case #9132333211321133321133333211321133221111111111111111111111121221113333211221121111112211111

    Case #1012233231331223333121111113223221111223332233321112211111111331112323221122313121231212222122

    Case #11111222111122111112131122333223332211211112112133232311112121111213312133122122132122122121

    Case #1233333333333333333111111111111111113333333331111111111111232122133221123223232233212211

    Case #1332332331323323333221111213223222222222233333122123233212123222122222212223233233333312112112

    Case #142312323121231322131311113232232123212232123232212323212133233223323112112213333333311112122

    Case #1523231221122213332121211123321131112321122112111322331112113322312313311111313333311311111221

    Case #1623232221122213331121211123321122112322221122222113332222222222312312211111313333322111111221

    Case #1721222311112233211111222122122311212122122221321212311123122312121211111113333322311111111

    Case #1823231321122213331121211123311112113321122112222311331112113332312323311111313333322111111211

    Case #191222211111211221211122111111211221112112212111112212111221211121112212111211

    Case #201233232111121332313211212333323112131113212313331232131111213133332313

    Case #2112222332313121123321211112121121121123232233221112211222213332223222211122222333333322111211

    Case #2223223331213313221111111112222112212223323233311111222211112221222331333311111111

    Case #232222321232332222111321211233322123311122321111121333332