Administrators Role in Implementing and Sustaining SW-PBS

1. Administrators’ Role in Implementing and Sustaining SW-PBS Mary Richter, Ph.D. and Susan Brawley, M.Ed. September 25, 2007

3. Thirteen Strategies to Provide Support, Participation and Leadership Maintain standards Make a public statement of support Establish a leadership team Support the team members Guide the decision making process Take a leadership role in problem-solving

4. Attend and participate in team meetings Provide recognition to the faculty and team for their work Serve as the point person for school-related groups Monitor implementation activities and provide feedback Review data and provide feedback regularly Ensure innovation is sustained Make a time commitment Adapted from Colvin, G. (2007). 7 Steps for Developing a Proactive Schoolwide Discipline Plan. Thousand Oaks, CA: Corwin Press.

6. Component 1: Purpose Statement Common purpose and approach to discipline Purpose/mission statement lays the cornerstone for the Schoolwide PBS process Aligns with MSIP/CSIP

8. Component 2: School-wide Behavior Expectations Guidelines for Developing a Clear Set of Positive Expectations and Behaviors Limit to three-five expectations State in positive, age appropriate, action based language Identify specific behaviors for specific settings

10. Component 3: Teaching the Behavior Expectations Procedures for Teaching Expected Behavior to Younger Students Step 1: Explain Step 2: Specify Student Behaviors Step 3: Practice Step 4: Monitor Step 5: Review

11. Component 3: Teaching the Behavior Expectations Procedures for Teaching Expected Behavior to Older Students Emphasize: Remind Supervise Provide Feedback

13. Component 4: Maintaining the Behavior Expectations Continuum of Procedures for Encouraging Expected Student and Staff Behavior Factors to Consider Specify the specific schoolwide expectations to be acknowledged Give the award a title Define eligibility criteria Determine where and when the award is presented Identify a staff member to coordinate the award process

14. Continuum of Procedures for Encouraging Expected Student and Staff Behavior Factors to Consider: Determine what the actual award is Decide how the recognition is displayed or communicated to others Determine the frequency of distribution Develop a summary matrix for the various recognition plans Adapted from Colvin, G. (2007). 7 Steps for Developing a Proactive Schoolwide Discipline Plan. Thousand Oaks, CA: Corwin Press.

15. Component 4: Maintaining the Behavior Expectations Strategy 2: Make a public statement of support Strategy 4: Support the team members Strategy 7: Regularly attend and participate in team meetings Strategy 8: Provide recognition to the faculty and team for their work Strategy 12: Ensure innovation is sustained

17. Component 5: Correcting Problem Behavior A System Involving a Continuum of Responses for the Full Range of Problem Behavior Identification of which behaviors are: Staff Managed Behavior Office Managed Behavior Clearly define each behavior on office referral **Parallel to Academic Continuum of Responses: Response to Intervention

18. Component 5: Correcting Problem Behavior Strategy 5: Guide the decision making process Strategy 6: Take a leadership role in problem solving Strategy 9: Serve as the point person for school-related groups Strategy 10: Monitor implementation activities and provide feedback Strategy 11: Review data and provide feedback regularly

20. Component 6: Using the Data Role of the Leadership Team: Determine a Data Management System Designate a Data Entry Person Monitor Data Entry Gather Reports Weekly Present the Reports to the Faculty Use the Data for Decision Making

21. Component 6: Using the Data Purposes of An Effective Data Management System Tracking Progress Basis for Decision Making Data Serves as a Catalyst for Interventions Track Behavior Patterns Indentify Special Needs Students with Behavior Issues Monitor Disciplinary Actions to Ensure Equity

22. Component 6: Using the Data Strategy 1: Maintain standards Strategy 5: Guide the decision making process Strategy 6: Take a leadership role in problem-solving Strategy 10: Monitor implementation activities and provide feedback Strategy 11: Review data and provide feedback regularly Strategy 13: Make a time commitment

23. The “Big 5” Data Categories Average office referrals per day per month Problem Behavior Location Time Individual Student

28. Referrals per Student

30. Component 7: Sustaining the Plan for the Long Haul Key Systemic Factors for Sustaining the Schoolwide Discipline Plan and Process Ongoing data reports Administrative support Faculty support Allocation of resources for the long-term Comprehensive professional development Ongoing data system

31. Component 7: Sustaining the Plan for the Long Haul Wall-to-wall planning Logistical details maintained Fidelity of implementation Problem-solving plan Communication of progress Integration with existing programs Staff continuity Supporting involved staff

32. Component 7: Sustaining the Plan for the Long Haul Strategy 1: Maintain standards Strategy 2: Make a public statement of support Strategy 3: Establish a leadership team Strategy 4: Support the team members Strategy 5: Guide the decision making process Strategy 6: Take a leadership role in problem-solving Strategy 7: Attend and participate in team meetings Strategy 8: Provide recognition to the faculty and team for their work Strategy 9: Serve as the point person for school-related groups Strategy 10: Monitor implementation activities and provide feedback Strategy 11: Review data and provide feedback regularly Strategy 12: Ensure innovation is sustained Strategy 13: Make a time commitment