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Primary Interventions

Primary Interventions. Schoolwide Universal Prevention. SWPBS Features. Big Idea!. “A program consisting of potent and validly conceived mechanisms and processes may not succeed because the host environments are not able to support these processes” (Zins & Ponte, 1990, p. 24).

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Primary Interventions

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  1. Primary Interventions Schoolwide Universal Prevention Artesani

  2. SWPBS Features

  3. Big Idea! “A program consisting of potent and validly conceived mechanisms and processes may not succeed because the host environments are not able to support these processes” (Zins & Ponte, 1990, p. 24)

  4. Host Environment Features

  5. Systems Model Primary prevention is part of a system and requires systems level planning - not a behavior program. School is the primary “unit of analysis.”

  6. Universal Strategies: School-Wide Essential Steps and Components School-wide (District) Values Existing Program Audit Clearly define expected behaviors Procedures for teaching & practicing expected behaviors Procedure for monitoring expected behaviors Procedures for acknowledge/encouraging expected behaviors Procedures for discouraging problem behaviors Procedures for record-keeping and decision making

  7. Step 1: SCHOOLWIDE VALUES What are your schoolwide Values? How were they developed? How do staff and students know about them? How are they used in your school?

  8. Step 2: Tier One Audit Question: What related teams/services are already in place?

  9. Working Smarter

  10. Sample Teaming Matrix Are outcomes measurable?

  11. Self-Assessment of Primary InterventionsWhat primary preventions do you already have in place? What impact are they having? How do you know? • Code of Conduct • Student handbook • Community of caring • Adviser/advisee groups • Literacy interventions • Structured study halls • Bulling/Harassment programs • Attendance programs • Others?????

  12. Additional Questions • What committees/work groups can we eliminate? • What committees/work groups can we combine? • What committees/work groups need to be supported for improved outcomes and sustained functioning? • What would an organizational chart look like that shows the relationship between each of our recommended committees/work groups?

  13. Effective and Efficient Smarter not Harder

  14. Step 3: Universal Strategies: Classroom & Non-classroom Settings Identifying Non-classroom settings Identify Setting Specific Behaviors Identifying Agreed Upon Classroom Behaviors

  15. ACTIVITY!!! WHAT ARE YOUR COMMON, NON-CLASSROOM SETTINGS

  16. 58 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

  17. Team Work Time

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