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H. Implementation Plan. Using Your Action Plan. Organizes/records your SW PBIS process Keep a record of what has been completed Keep a record of what needs to be addressed Critical Elements guides the process What happens when you get back to your school?
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Using Your Action Plan • Organizes/records your SW PBIS process • Keep a record of what has been completed • Keep a record of what needs to be addressed • Critical Elements guides the process • What happens when you get back to your school? • You may feel as though you are building your airplane in flight!!
Critical Elements Establish a team/collaboration Faculty buy-in Establish a data-based decision-making system Modify discipline referral process/forms/definitions Establish expectations & rules Develop lesson plans & teach Create an acknowledgement system Refine consequences Monitor, evaluate, and modify
Activities PBIS team should revisit these after training Assist your team in the implementation of each critical element Has guidelines and checklists to guide team discussion and decision making Keeps the team on the right track
Initial PBIS Meetings Implementation of PBIS (Getting the Critical Elements in place) Discuss each element and put product book together Faculty trainings Student trainings Faculty and student trainings may occur over several days throughout the year
Book of Products Description of SW PBIS Mission Statement, PBIS Team Members Referral Process (flow chart) Referral forms (Major & Minor) Definitions of Problem Behaviors Expectations & Rules Lesson Plans Suggestions for Effective Consequences Description of Acknowledgement System
Training the Staff • When should training occur? • Who should attend? • How long should it last? • Who should conduct the training?
Faculty/Staff Orientation & Training Overview of SW PBIS Basic Principles of Behavior Referral process, definitions of behavior, referral forms, using data to make decisions Expectations, Rules, Lesson Plans Acknowledgement System, Effective Consequences
Introducing SWPBIS to Students Intro to Expectations Intro to Rules Acknowledgement System
Introductory Events - Kickoff All faculty and students participate Decide on method that will be most effective for your school Consider Importance/Impact - Activity/event should be a high priority… not given a few minutes in some other activity
Creative Ideas: “Putting it into Practice” Provide students with a script that includes actions and words expected Rotate students through different settings-Teach the behaviors in the setting where the behaviors are expected to occur Have classes compete to come up with unique ideas (student projects, bulletin boards, skits, songs, etc…) Recognize staff for creative activities Video students role-playing to teach expectations and rules and show during morning show
Sample Fall Training Schedule 8:25 – 8:45 Teachers review day, go over schedule and explain training rotations. Hand out name tags and rotation passports. 8:45 – 9:00 Monitor or video & class discussion Morning Training Schedule 9:00 Training rotations begin with the following schedule: ColorsGroups Gold Jones, Pacchiano, Ames Blue Allen, Meyer, Cohen, Javier, Green Meehan, Black Red Waldron, McCleskey, Michaels 9:00 – 9:40 Session I: Arrival/Dismissal and CafeteriaTraining Gold & Blue report to front entrance Green & Red report to cafeteria 15
Introducing PBIS to Families • Methods of communication: • Written - letters, newsletters, marques • Face-to-Face -school and/or community training event • Other - hold message, video demonstrations
Introducing PBIS to Families What to communicate to families? The “big picture” – purpose of school-wide plan Expectations – how they can be demonstrated in non-school settings Reinforcements & consequences Plan for on-going updates of behavior data How they can get involved in the school-wide plan
Activity H.1 Planning your Kickoff • Begin planning: • Orientation/training activities for faculty • Kickoff for students • Orientation for families
Regular PBIS Meetings (1 hr per month) After PBIS implementation Typical content of meeting: Pull data and determine areas needing intervention Decide on ways to decrease problem areas Decide next steps
Other Considerations Teaching New Staff Members Booster Trainings Preventing Potential Problems
Teaching New Staff Members Who is responsible for training new staff throughout the year? Means of instruction Person-to-person Written guide Observations Video
Keeping it Fresh: Booster Trainings“Kick it up a Notch!!!” Plan for refresher training throughout the year Person(s) responsible Timeline Instructional activities Training for modifications to the plan Example: Review trend data from last year- build in the golden ticket acknowledgement- worth twice the value of original ticket
Booster Training for Staff and Students New staff & students Beginning of the school year and near holidays/breaks Based on data
Preventing Potential Problems • Establish a plan to address problems and concerns during implementation • Mechanism for communication (dialogue at staff meetings, note box, emails, PBIS meetings, etc…) • Maintaining staff/student involvement • Family involvement
Roll Out Checklist The Roll Out Checklist includes: Teacher trainings Teaching students Administering acknowledgement system Booster training sessions
Activity H.2 Complete Rollout Checklist Rollout Checklist
Complete Module H. Implementation Plan Self Assessment and Action Plan
