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School-Wide Positive Behavioral Interventions and Supports:
Administrator’s Role
Donna Morelli
Cynthia ZinglerEducation Specialists
Positive Behavioral Intervention and Supports Trainers
• 1 thing you are looking forward to with Positive Behavioral Interventions and Supports
• 1 thing you are concerned about as your school moves forward
Administrator
Priority &Status
Data-basedDecisionMaking
Communications
Behavior Capacity
Team
Representation
PBIS is a Team-led Process
Start with aTeam that “Works.”
Team Composition• Administrator• Grade/Department Representation• Representative of Culture, Race, and Language of Student
Population• Specialized Support
– Special Educator, Counselor, School Psychologist, Social Worker, etc.
• Support Staff– Office, Supervisory, Custodial, Bus, Security, Lunch, etc.
• Parent• Community Members
– Mental Health, Business• Student
Roles and Responsibilities of PBIS Team
• Attend regular team meetings (at least monthly)• Assess the current status of behavior and
discipline practices• Examine patterns of behavior through data• Develop and implement a SW-PBIS action plan
with specific goals less than 1 year old• Obtain and maintain staff commitment• Ensure parental participation and input• Oversee, monitor, and evaluate all planned
objectives and activities developed
Administration’s Roles & Responsibilities
Administrators must be committed to: • Attend all training dates• Communicate needs and successes with the District PBIS Team• Participate in the roll out of PBIS• Play an active role in the school-wide PBIS change process• Actively communicate their commitment to the process• Be familiar with the school’s current behavioral data and reporting
system• Provide the necessary time and structures for the PBIS Team to
meet and communicate with or present to the staff and students
Note: If a principal is not committed to the change process, it is unwise to move forward in the training
4) Develop Procedures for Teaching School-wide Behavior Expectations (p 57)
5)Develop Procedures for Teaching Classroom-wide Behavior Expectations (p 60)
6) Develop Continuum of Procedures for Encouraging Expectations (p 63)
7) Develop Continuum of Procedures for Discouraging Behavior Violations (p 66)
8) Develop Data-based Procedures for Monitoring Implementation of SW-PBS (p 73)
CREC 111 Charter Oak Ave., Hartford, CT 06106CREC 111 Charter Oak Ave., Hartford, CT 06106
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Funding Visibility PolicyPoliticalSupport
Training CoachingBehavioral Expertise
Evaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
Administrator Foci
• Establish and maintain a continuum of evidence based practices in all school systems.– What are you going to stop doing in order to do the smallest
number of high impact evidence-based things well?
• Establish systems to support teachers.– Staff Buy-In– Classroom Management
• Establish systems to support data based decision making.• Focus on the long term – support systems change. • Show the connections between SRBI and PBIS. • Support Coaches.
Invest in Systems Support!!An Essential Element of PBS Administrative Leadership
SYST
EMS
PRACTICES
DATASupporting
Staff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
Buy-InClassroom
Management
Obtaining Teacher Buy-in
Universal Support for Teacher Buy-in:General Knowledge from Staff Meetings
Data ReportsAdministrative Support
Opportunities to Participate in ProcessReinforcement System
Secondary Support for Teacher Buy-in:More in depth understanding;Data that Supports Outcomes;Positive Personal Experiences;
Long-term Sustainability of PBS;Frequent Administrator Reminders and Clear Commitment to Systems Change
Intensive Support for Teacher Buy-In:Administrator Intervention;
• Make PBIS a part of new staff interviews;• Make PBIS expectations visible in as many
places as possible;• Support PBIS by communicating school needs
with the district PBIS team;• Make decisions that improve the efficacy of your
PBIS Team;• Listen!
Continuum of Support for Classroom Behavior Management
Things to consider:(1) What percentage of your office discipline referrals are coming from classrooms?(2) What do you currently have in place to support new and returning teachers in effective classroom management? What do you do if a teacher needs intensive support?(3) How do you monitor teachers’ classroom management skills?(4) How will your teachers react when they are asked to change, reconsider, and/or improve their behavior management techniques?
Focus on DATA…
Self-Assessment
EfficientSystems of Data
Management
Team-basedDecisionMaking
Evidence-Based
Practices
MultipleSystems
ExistingDiscipline
Data
Data-based Action Plan
Office Discipline Referrals
• Improving usefulness & value– Clear, mutually exclusive, exhaustive definitions– Distinction between office v. classroom managed– Continuum of behavior support to discourage