School-Wide Positive Behavior Support District Planning

1. School-Wide Positive Behavior SupportDistrict Planning Louisiana Positive Behavior Support Project

2. Purpose of the Meeting • Identify critical questions that need to be addressed at the district level in order to implement SWPBS with fidelity and sustainability

3. Introductions

4. State/District Elements • Leadership Team/Commitment • Coordination • Funding • Visibility • Political Support • Training Capacity • Facilitator Capacity • Demonstration sites • Evaluation

5. PBS Organizational Logic Visibility Political Support Funding Leadership Team Coordination Training Facilitating Evaluation

6. Leadership Team • Broad Representation of Stakeholders (at least 4 members) • Administration • Regular Education • Special Education • Families • Mental Health • Determine number of schools to involve • Complete 3-5 year prevention-based action plan • Define regular meeting schedule and process

7. Resources • See Handout: What is a District Leadership Team? (p.1-2) • See Handout: Agenda Example (p. 3-4)

8. Activity 1: Leadership Activity • What existing committees are already formed for behavior/discipline? • What other initiatives in your parish align with PBS? • Who will serve on your district leadership team? • What activities are included in your 3-5 year plan? • What will your meeting schedule be? Who will be responsible for minutes & dissemination?

9. Funding • Stable funding sources cover at least 3 years of activities • General Fund • Grants • Collaboration from multiple funding sources (depends on district) ~Safe/Drug Free (Title IV) ~Title I, etc. ~IDEA ~SIP ~Stimulus $

10. Resource • Contribution of Funds Handout (p. 5)

11. Activity 2: Funding • If funding for PBS is unavailable through the coalitions, what will your funding source be? (Identify current funding source & future sources) • Will the district provide any funding to the schools themselves to implement PBS? • What will cost $ in PBS? Colored paper, bucks, treats, educational material, posters, etc.

12. Visibility • Dissemination strategies to keep stakeholder aware of activities and accomplishments • Websites, newsletters, etc. • Leadership team disseminates, celebrates, and acknowledges outcomes and accomplishments

13. Resource • Marketing & Visibility Planning Handout (p. 6-8)

14. Activity 3: Visibility • How often and what type of PBS information are you sharing with: • School board • Central office • Administrators • Schools • Community?

15. Political Support • Statewide: BESE & Advisory Stakeholders • District-wide: School Boards • Student social behavior is among top five goals for the political unit • Leadership team reports to the political unit at least annually on activities and outcomes • PBS policy statement developed and endorsed • Participation and support by administrators

16. Activity 4: Political Support • How is PBS addressed in your district plan? • How is PBS embedded in your School Improvement Plan? • Have you considered other agencies: • Mental Health • Families Helping Families • Office of Youth Development • Juvenile Justice • Universities • Private Business?

17. Training Capacity • Establish Trainers to build and sustain SWPBS practices • Demonstrated fluency with key concepts/features, practices and systems • Participation in trainings • Demonstrated success with training adults • Experience with examples of implementation of SWPBS from multiple schools • Knowledge + Redelivery Skills

18. Activity 5: Training Capacity • What will it take to sustain PBS efforts at all 3 levels in terms of training? • What are characteristics of a good trainer? • Identify any potential trainers (primary, secondary, tertiary) • When will training primarily occur (During school day, Summer, Saturdays, etc.)?

19. Facilitator Capacity • Facilitator support network that builds and sustains SWPBS • Organization of personnel and resources for facilitating, assisting, maintaining, and adapting local school implementation efforts • Facilitators available at least monthly for emerging teams and quarterly for established teams • Internal vs. External Coaching Model

20. Activity 6: Facilitator Capacity • What will it take to sustain PBS efforts at all 3 levels in terms of facilitating? • What are characteristics of a good facilitator? • Identify any potential facilitators • When could they be trained? • How often would facilitators need to meet and who would they report to?

21. Coordination • PBS District Coordinator • Manages day-to-day operations • Knowledgeable about: • SWPBS practices and systems • Organizational change strategies • Assessment –based action planning • Coordination, facilitation and training • Regular program evaluation strategies

22. Activity 7: Coordination • Is it feasible to have a PBS Coordinator? • How would they be paid? • What would it take to achieve this? • Identify any potential people that you would consider for a coordinator

23. Demonstration Sites • At least 10 schools identified as universal demonstration sites of process and outcomes • Initial implementation of small number of schools is recommended

24. Activity 8: Demonstration Sites • If you currently have demo sites in your parish, what is being done to support their efforts so they continue to be a demo site? • How are they supported politically and in terms of visibility? • Identify schools that could potentially become demo sites

25. Evaluation • Process for assessing • Extent that teams use SW-PBS • Impact of SW-PBS on student outcomes • Extent that the leadership’s action plan is implemented

26. Resource • SWPBS Evaluation Plan (p. 9-10)

27. Activity 9: Evaluation • What documentation will the district require of their PBS schools ? • How will this information be disseminated? • Who will collect this information? • How will it be used after collection? • Is your district data system capable of providing efficient data/graphs to PBS schools? • When will you collect Master Model Discipline Plans from each school (LDE)? • Who will house MMDP?

28. Students with Disabilities • See LA Self-Assessment

29. Resources:1. Benchmarks of Quality2. SET3. Book of Products 4. 10 Alternatives to Suspension

30. 1. Benchmarks of Quality (BoQ)(p. 11-13)Team Member Rating Form • Benchmarks cover • Product • Process • Actions • SWPBS Team members independently rate each item • In Place • Needs Improvement • Not in Place • Facilitator collects and tallies frequency of responses for each item

31. Timeline for Completing the Benchmarks of Quality of SWPBS • When to complete? • Within 3-6 months after completing SWPBS training • Every Spring (March/May) • The district contact will go to www.lapositivebehavior.com, then click BOQ Login and enter the scores for each school

32. Using the Benchmarks of Quality of SWPBS What to do with the results? • Identify areas for improvement • School • District • State • Identify successes to celebrate • Share with all stakeholders to sustain your PBS process!

33. 2. School-wide Evaluation Tool (SET) • A tool used to measure implementation of PBS elements • Consists of administrator, random staff (10), and random student (15) interview questions (given to school before visit) • Also evaluates book of products and any other accompanying documents related to PBS • A score of 80% on the SET and 80% in teaching results in the school becoming a PBS demonstration site • Can be conducted by your district (if trained) or from the state

34. 3. Book of Products Template(p. 14-16)4. 10 Alternatives to Suspensions(p. 17-21)

35. LDE Monitoring • Consolidated vs. Desktop • Master Model Discipline Plan Handouts (2) (p. 22-25; p. 26-28) • MMDP Report Handout (p. 29-33)

36. Examples of District Plans • Jeff Davis • Natchitoches

37. Examples of Code of Conduct • Calcasieu • RSD • Lafayette

38. Contact Information LAPBS Project 225-578-8444 or 578-2298 karahill@lsu.edu wallen@lsu.edu mbotos1@lsu.edu lsande9@lsu.edu