Colorado SchoolWide

1
Colorado School-Wide Positive Behavior
Support In A Response to Intervention
Framework Colorado Department of Education Fall
2009
2
PBS Systems Implementation Logic
Visibility
Funding
Political Support
Leadership Team Active Coordination
Training
Evaluation
Coaching
Local School Teams/Demonstrations
3
Utilizing research and practice to guide
implementation from the start
4
Barriers v. Facilitative Factors in Implementing
SW-PBS

• Staff Buy-In
• Data
• Reward Systems
• Inconsistency of Implementation

• District Support
• Utilizing Data
• School-Level Trainings
• Communication
• SW-PBS Project Support

Kincaid, Childs, Blase, Wallace, 2007
5
Factors Influencing Implementation of a New
Practice in Education

• Sustained Commitment from the Building
  Administration
• Attitude of Staff Toward New Initiative
• Staff Expertise
• Climate of the School

Filner at al., 2001 Fixsen et al., 2005
Sindelar et al., 2006 Klinger et al., 1999
Boardman et al., 2005 Fixsen, Naoom, Blasé,
Friedman, Wallace, 2005 Furney et al., 2003
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Getting Started in Colorado

• Establish leadership team
• Work w/Colorado PBS Coordinator regional
  Technical Assistance Coordinator (TAC) on
  District Checklist
• District and building level administration
  attends administration seminar on Colorado PBS
  implementation
• District begins completion of checklists, data
  collection, and data audit
• Sign Partnership Documents with Colorado PBS
  coordinator and/or TAC
• Get administration buy-in and support at
  implementing sites
• Establish staff agreements, building checklist,
  and building data collection and analysis
• Build working knowledge capacity of SW-PBS
  practices systems at building level
• Develop individualized action plan for SW-PBS
• Establish building level team and assign roles
• Working smarter organizer (determine which
  projects can eliminated)
• Sign up for next CDE sponsored training

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Overview Videos

• http//www.pbis.org/swpbs_videos/pbs_video-creatin
  g_the_culture.aspx

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Major SW-PBS Tasks

• Establish leadership team
• Establish staff agreements
• Build working knowledge capacity of SW-PBS
  practices systems
• Develop individualized action plan for SW-PBS

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SW-PBS Building Team Composition

• Administrator
• Grade/Department Representation
• Specialized Support
• Special Educator, Counselor, School Psychologist,
  Social Worker, etc.
• Support Staff
• Office, Supervisory, Custodial, Bus, Security,
  etc.
• Parent
• Community
• Mental Health, Business
• Student

Start with Team that Works.
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Team Member Roles Responsibilities

• Team Coach/Leader/Facilitator - school-based
  (internal) individual that facilitates the team
  through the process, becomes the schools main
  contact, starts the meeting, reviews the purpose
  of the meeting, facilitates the meeting by
  keeping the team focused on each step, serves as
  the teams main contact
• Recorder - takes notes, transcribes the teams
  responses on flip chart paper, transparency, etc.
• Timekeeper- monitors the amount of time
  available, keeps the team aware of time limits by
  giving warnings (i.e., 10 minutes left)
• Data Specialist- is trained in entering and
  accessing data from SWIS (School-Wide Information
  System May Ard, Todd, Horner, Glasgow, Sugai,
  and Sprague, 2002) data system
• Behavior Specialist- competent with behavioral
  principles and assists in analyzing data
• Administrator- actively encourages team efforts,
  provides planning time, feedback, and support
  initiatives
• Communications acts as the point person for
  communication between the team and staff
  regarding PBS and behavior issues
• PBS External Coach- district-level

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SW-PBS Important Structural Components

• Integration with RtI and other Initiatives in the
  building
• Regular meetings regular attendance
• The right people
• The right roles
• Accomplishments Products of successful meeting
• Meeting Minutes (record of decisions tasks
  concerning administrative/general issues)
• Action Plan (record of decisions tasks
  concerning problems identified by team)

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Working Smarter
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Next Steps

• Complete exploration registration and email of
  fax to Colorado PBS
• Data audit (analysis of existing data that
  demonstrates a need for SW-PBS)
• Implementation data collection
• Self-Assessment
• Schoolwide Evaluation Tool (SET) or Benchmarks of
  Quality (BoQ)