School Level Supports

Supporting PBS“through the eyes of a School Administrator and District Supervisor “Perry DiCarlo- Supervisor of Child Welfare & AttendancePeri Eldridge- Assistant Principal, Emily Watkins Elementary SchoolSt. John the Baptist Parish Public SchoolsSession 30A 10:45Session 30B 2:00

Objectives1. To talk about ways districts can support school administrators and SWPBS teams2. To review examples of data collections for ISSP/OSSP, SWPBS

School Level Supports Vision: School Administrators must set a clear vision of what they want PBS to be.

Team Members • A school level team must consist of allies and enemies in order for a good faith effort to be made. • Able to give time • Committed to give time

Data • The data must show a need for PBS. • The data may not show a need in all areas, but the weakest area should be addressed through PBS. • If the faculty does not see the need for PBS, it will be tough for them to see your vision.

Expectations • These must be from the data gathered. The team should develop performance expectations of the PBS program. • These expectations should be in place before the school year begins. This will allow for a smooth beginning of PBS and the school year. • When school begins teachers do not like changes to their routines.

Process • PBS is a process. • It takes • Organization • Idealization • Realization • Patience • Energy • Time

Organization • In order for PBS to be efficient, it must be properly organized and a protocol for meetings, instruction, rewards, and data review should be in place. • The team must know what is expected at all times.

Idealization • The expectations must be considered for the ideal situation. • “Always think of what your best teacher will say when making decisions”

Realization • The administrator and team should realize that 100% participation with integrity may not be possible. • The implementation of PBS is a change of beliefs for many faculty members. • Ex. The student who gets three C’s each nine weeks and no discipline referrals rarely will get rewarded. PBS is his/her reward.

Patience, Energy, & Time • Things will not always go as smoothly as expected. Barriers and obstacles will always need to be addressed. • Endless meetings and planning are needed to develop an effective and efficient SWPBS program. • The PBS process will take time (years) to become efficient and effective in decreasing school wide behavioral and academic deficits.

Empowerment • The administrator must empower the team members by giving them latitude to make decisions.

Regularly Scheduled Meetings • SWPBS meetings should be held at least once a month; possibly more often in the beginning stages or when events are being planned. • An administrator should always be at the team meetings. • An agenda must be set for each meeting. • Always review on data. • Always focus on the children. • Always allow time to vent about the day. • SWPBS should be on every monthly faculty meeting’s agenda.

Data Collection • The team must have procedures in place for data collection (mailbox, door box, envelope, paras, students, times, and days). • A method or system for recording the collection of (tickets, paws, bucks) must be set before hand as it will be a tedious and time consuming process. • The data collected should be reviewed at least monthly or as needed.

PBS Binder Handout Review weekly Thumbs up Review monthly Tiger Paws

Teaching • Location/area expectations should be posted and taught for all areas of the school. • Hallway • Classroom • Cafeteria • Bathroom • Playground • Bus • These must be taught at the beginning of the school year and reviewed periodically throughout the school year. • The teaching aspect of SWPBS is the single most important step in the process.

Teaching data handout • Discuss and review lesson plans and Coping skills

District Support • School level personnel need to see and feel that the district level supports their efforts for improving behavior and academics through the PBS process.

How to Finance? *School sites are always interested in funding sources --Title 1 (stipends, staff development) --EEF ($1500/school + $2/student) --General fund --SDFS (curriculum, social skills) --CWA (supplies, forms) --Business/industry funds

“Be there” *District level should meet with school leaders to discuss issues and problems they may be facing. *District level should attend school level meetings to observe how the school committee/team is functioning. (monitoring) *District level should bring any concerns to higher level personnel if necessary, get the school teams the answers to their questions. *District level should support the team and the school’s decisions/ideas as long as no policy is violated.

Monitoring procedures *By attending meetings *By occasionally reviewing the “binder” (quarterly, semester) *By ensuring the program is in place, assisting when you see an area of concern *By calling a district level team meeting involving (district representative, special education representative, administrative representative (high school, elementary school), teacher representative (high school, elementary school), other district representative (CWA, SDFS, Supervisor)

FW Handout • We will discuss the data the school collected. • Students without referrals • Total referrals for month • Average per day • ISS/OSS • Expulsions • Incidents/location • Regular education/special education

Referral Data

Number-Percent of students without a referral AS OF 3/3/09 School Total # of students # without referral % without referral ESJE 721 460 64% ESJH 1345 526 39% FWE 489 311 64% GMM 457 353 77% JLO 414 284 69% LPE 1024 662 65% LES 1047 776 74% LG 133 54 41% RDC 81 WSJE 285 191 67% WSJH 209 97 46% Total 61% mean

Tardy Handout • Discuss tardy data and policy changes from ESJH • How the PBS team used this data to drive decisions?

June 1, 2009 Dear Ms. Hastings The School-wide Evaluation Tool (SET) provides one source of reliable data to inform your school team and staff about the outcomes of their positive behavior support efforts. Lake Pontchartrain Elementary has shown much improvement in this area this past year. Administrators and faculty appear committed to supporting student success. This summary report provides the results of your SET conducted a few weeks ago, as well as suggestions for your consideration based on observations and data collected. The SET provides a mean total score as well as 7 component scores for each critical indicator of positive behavior support. Scores are reported as percentages and are an indication of the degree to which the overall program and each critical feature is being implemented. Both commendations for successes and recommendations for improvement are noted in the report. If you have any questions please do not hesitate to call. Sincerely Perry DiCarlo Perry DiCarlo Supervisor of Child Welfare & Attendance Perry DiCarlo Supervisor Lucila Arzu Secretary Clarence Brown Truancy Officer Iona Holloway Truancy Officer Geraldine Sanders Truancy Officer Ronnie Smith Truancy Officer CHILD WELFARE & ATTENDANCE Phone: 985-536-1106 ext. 2239; fax 985-536-3204; e-mail pdicarlo@stjohn.k12.la.us

SET Results 2008-2009 • Commendations: • 1. PBS binder is in good order and easy to find documented material. • 2. Students reported receiving rewards within the last month. • 3. CONGRATULATIONS on being named a demonstration site. • Recommendations: • 1. Crisis plans should be readily available in all areas of the school building and reviewed regularly with the faculty and staff. • 2. Team leader/facilitator should address the faculty each month concerning the year-to-date data gathered from JPAMS.

June 1, 2009 Dear Ms. Merrick The School-wide Evaluation Tool (SET) provides one source of reliable data to inform your school team and staff about the outcomes of their positive behavior support efforts. WSJH has shown implementation in many areas. However, a systematic program is needed for students to show maximum benefit from PBS. Administrators and faculty appear committed to supporting student success. This summary report provides the results of your SET conducted a few weeks ago, as well as suggestions for your consideration based on observations and data collected. The SET provides a mean total score as well as 7 component scores for each critical indicator of positive behavior support. Scores are reported as percentages and are an indication of the degree to which the overall program and each critical feature is being implemented. Both commendations for successes and recommendations for improvement are noted in the report. If you have any questions please do not hesitate to call. Sincerely Perry DiCarlo Perry DiCarlo Supervisor of Child Welfare & Attendance Perry DiCarlo Supervisor Lucila Arzu Secretary Clarence Brown Truancy Officer Iona Holloway Truancy Officer Geraldine Sanders Truancy Officer Ronnie Smith Truancy Officer CHILD WELFARE & ATTENDANCE Phone: 985-536-1106 ext. 2239; fax 985-536-3204; e-mail pdicarlo@stjohn.k12.la.us

SET Results 2008-2009 • Commendations: • 1. Crisis plans were be readily available in most areas of the school building. • 2. Signs were visible throughout the school hallways. • Recommendations: • 1. The PBS binder did not have the necessary documentation needed for the SET. Documentation is important for success. • 2. It was evident that students did not receive RAM bucks during the last month. A system should be set up and reviewed each month. • 3. Students and teachers did not know the expectations without assistance. Announce these each morning. Each teacher should teach the expectations daily.

Please complete evaluations Perry DiCarlo- Supervisor of Child Welfare & AttendancePeri Eldridge- Assistant Principal, Emily Watkins Elementary SchoolSt. John the Baptist Parish Public Schools Session 30A 10:45Session 30B 2:00

Questions/Contact information • pdicarlo@stjohn.k12.la.us • peldridge@stjohn.k12.la.us

School Level Supports