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Navigating your way

Navigating your way . Through the 2010/2011 SW-PBS Recognition Application Process. Center for SW-PBS College of Education University of Missouri. Requirements . Bronze Level Recognition Applications. An Important Initial Check.

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Navigating your way

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  1. Navigating your way Through the 2010/2011 SW-PBS Recognition Application Process Center for SW-PBS College of Education University of Missouri

  2. Requirements Bronze Level Recognition Applications

  3. An Important Initial Check • Before starting your recognition application, make sure all required deadlines have been met:

  4. Submit all information in an organized manner

  5. Criteria are categorized by: Systems Data Practices

  6. Systems

  7. Systems • A team is in place and meets at least monthly • Consistent team membership & attendance by administration • Expectations & strategies communicated to all staff, students and families • A continuum for encouraging expected behaviors is documented • A continuum for discouraging inappropriate behaviors is documented

  8. Examples of Systems Documentation • Team: • Team minutes including attendance list • Team agendas • Electronic communication • Communication: • Faculty/Student/Parent handbook(s) • Electronic communication • Newsletters

  9. Examples of Systems Documentation • Continuums for Encouraging and Discouraging: • Flowcharts • Faculty/Student/Parent handbook(s) • Electronic communications • Newsletters • Recognitions matrix • System for delineating majors and minors

  10. Data

  11. Data • All required forms submitted on time • Evidence baseline & ongoing data collected, reviewed and analyzed for decision making at the Tier 1 level • Evidence Big 5 reports are developed, reviewed and analyzed for decision-making by the team at least monthly • Evidence Big 5 reports are presented by the team, then reviewed and analyzed by the full staff at least monthly • Evidence data is shared regularly with community and families • Evidence of maintaining or improving student outcomes

  12. Examples of Data Documentation • Timely submission of surveys/documents • Self-Assessment Survey (EBS) • School Safety Survey • Team Implementation Checklists • Team meeting minutes • Matrix • Action Plan • SW-PBS School Data Profile

  13. Examples of Data Documentation • Big 5 Data • Big 5 Data Reports (monthly) • Team minutes reflecting review & analysis • Big 5 Data Review Guide • SW-PBS School Data Profile

  14. Examples of Data Documentation • Communication • Agendas • Collaborative agendas • Staff meetings • Team meetings • Grade level meetings • Newsletters • Electronic communication • SW-PBS bulletin board postings • Graphs/charts • Faculty/Student/Parent handbook(s) • PTO meetings • School events for parents

  15. Examples of Data Documentation • Student Outcomes • Office discipline referral data • Surveys • MSIP • Attendance • Tardies • Majors and minors • OSS/ISS/expulsion data

  16. Practices

  17. Practices • SET 80/80% and/or BoQ 80% • BoQ is allowed if 80/80% on SET has been achieved for two consecutive years • Evidence of regularly teaching social/behavioral skills in all schoolwide settings • Evidence classroom expectations align with schoolwide expectations • Evidence classroom rules and routines align with expectations

  18. Examples of Practices Documentation • SET (80/80%) and/or BOQ (80%) • Teaching in schoolwide settings: • Lesson plans • Lesson plan schedule • Matrix • Walk through observations • Alignment with Comprehensive Guidance Curriculum • Non-classroom postings

  19. Examples of Practices Documentation • Evidence of classroom/schoolwide expectation alignment: • Faculty/Student/Parent handbook(s) • PBIS coaches notebook • Classroom poster of rules and expectations

  20. Examples of Practices Documentation • Evidence classroom expectations align with schoolwide expectations and classroom rules and routines align with expectations: • Faculty/Student/Parent handbook(s) • PBIS coaches handbook • Classroom poster of rules and expectations • Classroom matrices • Charts • Newsletters

  21. Narrative • Required: • In what manner has your data given evidence of maintaining or improving student outcomes? Use one or more of these optional items: • Office discipline referrals • Surveys • MAP • Attendance • Tardy rates • OSS/ISS/Expulsion • MSIP/AYP/APR • Staff Retention Rates • Attendance at Family-Teacher Conferences • Evidence of alignment with other tiered initiatives

  22. Narrative Excerpts from past Bronze Recognition Schools

  23. Systems • “We have a representative from every grade level on our SW-PBS team. We have two co-chairs for the team and the support of our building principal as well as SOS (our parent organization). SW-PBS information is given to all staff throughout the year. . . . Parents are given a copy of the matrix at the beginning of the year as well as reminders and information in monthly parent newsletters from the principal.” • “When we meet, we stay focused on our agenda to realize our goals. Our group leaves each meeting with individual tasks that will enhance the implementation of PBIS in our school. . . . . Our team represents all grade levels; one of our members is an ELL teacher and the support staff is represented as well. . . . The minutes of each meeting are e-mailed to the staff a day or two after each meeting.”

  24. Data • “We use monthly Big 5 behavior referral data to analyze problem behaviors. We use this information to create new lessons and identify students that may need to be brought to our PST (problem solving team). . . . We share our data with all staff during PLC meetings. SW-PBS data/information is shared with parents in the monthly parent newsletter from the principal. We are consistently comparing data to previous years.” • “Our principal attends the monthly meetings and keeps track of the data. He records data and passes the results on to the team and staff. . . . He always includes PBIS on the agenda for the monthly staff meeting.”

  25. Practices • “We use the first 6 weeks of school to teach all of the expectations on the matrix. Teachers are given a time frame in which to teach each expectation so the principal can do fidelity checks and make sure that the lessons are being taught.” • “Some practices that have had a positive impact on students are tiger tickets, booster lessons, students used as good examples on our Tiger Brag board, a SW-PBS recess book that includes expectations for recess as well as pictures of students showing those expectations, and a consistent use of the matrix by all staff.”

  26. Unique Features • “SW-PBS has influenced the school’s climate in a positive way as all teachers have common expectations, rewards, and consequences. Students know what to expect no matter where they are in the building or what staff member is in charge.” • “One hurdle we had to overcome was a lack of funding. . . . We developed a list of rewards that could be obtained by students that did not require additional funds.” • “Our culture is unique as we work with and educate students from other cultures. . . . SW-PBIS has effected our school community by making it just that – a community.”

  27. It’s not too early to start collecting your documentation. Applications are due to your Regional Consultant by April 15. The following are examples of what past Bronze Recognition schools have submitted. The examples are not inclusive of all requirements.

  28. Best wishes! Check with your Regional Consultant for: clarification about required and optional instruments, artifacts, and documents the preferred format for your application (i.e. notebook, folders, electronic submission, etc.) any other questions you might have

  29. Additional Requirements Silver Level Recognition Applications

  30. Systems – Silver Level • A Team is in place and meets at least twice a month • Consistent team membership & attendance by Administrator • Tier 2 process communicated to all staff, students and families • System for brief FBA is in place

  31. Additional Examples of Systems Documentation – Silver Level • Tier 2 team agendas/minutes/roster • Schedule of meeting dates • Parent/Student/Staff Handbook • Electronic communications • Newsletters • Examples of Tier 2 forms • Tier 2 Intervention Inventory • Types of data collected • Documentation of ABC process

  32. Data – Silver Level • All Bronze Level requirements continue to be evidenced • Evidence a method is in place to identify students who require additional academic and/or social behavioral support • Evidence minimum of 2 research-based small group interventions are in place • The team has a mechanism for monitoring Tier 2 data • Evidence that Tier 2 team uses data-based decision making to fade, continue, modify or intensify supports for identified participants • Evidence team shares data & decisions regarding interventions and outcomes with appropriate staff at least quarterly

  33. Additional Examples of Data Documentation – Silver Level • Documented Data Decision Rules • Teacher Nomination Process • Description of universal screening procedures • Description of Intervention Features such as: Check In Check Out, Social Skills Groups, Mentoring Programs, Check and Connect, Parenting Groups, Academic Support Group • SWIS reports/Excel spreadsheet/archival records for monitoring Tier 2 data

  34. Practices – Silver Level • SET 90/90% and/or BoQ 90% • Graph of BAT Assessment Results • Evidence of a Tier 2 Action Plan

  35. Additional Requirements Gold Level Recognition Applications

  36. Systems – Gold Level • A Team with designated roles and responsibilities is in place to support Tier 3 process • Team membership includes access to an individual with behavioral expertise • Consistent team membership & attendance by Administration • System for full FBA & BIP process is in place • Tier 3 process communicated to all staff, students and families  

  37. Additional Examples of Systems Documentation – Gold Level • Description of team roles and responsibilities • Documentation of in-building or district personnel designated to address and use data for Tier 3 individual interventions to guide FBA, BIP, Wraparound • Team Attendance Sheet/minutes • Types of forms and data used • Format for direct, individual observation • Documentation of ABC process

  38. Additional Examples of Systems Documentation – Gold Level • Description of how team plans for interventions and monitors them • Handbooks • Websites • In-services • Conferences • Personal communication forms

  39. Data – Gold Level • All Bronze Level requirements continue to be evidenced • All Silver Level requirements continue to be evidenced • Evidence of data decision rules to identify participants to Tier 3 supports • Data to support Tier 3 level planning and interventions

  40. Additional Examples of Data Documentation – Gold Level • Safe schools mandates • Instruments • Decision-making flowchart or rubric developed and utilized • Documented decision rules for frequency of reviewing, revising and/or terminating individual supports

  41. Practices – Gold Level • SET 95/95% and/or BoQ 95% • Graph of BAT Assessment Results • Evidence of a Tier 3 Action Plan

  42. Best wishes! Check with your Regional Consultant for: clarification about required and optional instruments, artifacts, and documents the preferred format for your application (i.e. notebook, folders, electronic submission, etc.) any other questions you might have

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