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Enhanced Implementation In High Schools

Enhanced Implementation In High Schools. Ami Flammini/Steve Romano Technical Assistance Directors Illinois PBIS Network. Session Objective.

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Enhanced Implementation In High Schools

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  1. Enhanced Implementation In High Schools Ami Flammini/Steve Romano Technical Assistance Directors Illinois PBIS Network

  2. Session Objective Participants will have an increased understanding of issues facing high school implementation of the PBIS process including curriculum development, readiness, training, tier 2/3 systems and on-going technical assistance.

  3. Premise High schools are different from elementary schools, middle schools and junior high schools, BUT…

  4. They’re not as different as they think they are! The concepts are the same, but the practices may look different

  5. How High Schools Are Different • Size • Expectations of staff • Staff is departmentalized • More groundwork is needed • Teams can become layered • Implementation comes more slowly

  6. The need to work with high schools differently came about through high schools themselves. Increased requests for trainings from high schools. Teams felt trainings were geared toward elementary schools. They were right!

  7. Curriculum Development • Developed a curriculum workgroup with those TACs having high school experience. • Built on lessons learned from ICEPS grant. • Focused on examples from a handful of successful high school implementers.

  8. Readiness More groundwork and time is needed. • Administrative overview • Coaches • Team development • Data audit • Team development • Informing staff • Staff needs assessment

  9. AA540/AS50 (high school emphasis) advertised to HS’s only (10 most FAQs) • In-district meeting-supt., sp. ed director, principals, deans, counselors with TAC/TAD. • Present and review District Readiness Checklist document • Coaching • One school districts=two people for internal/external coach • Two plus schools=one external and 2 internal for each building) • Data-management system, availability of “big 5” data, SWIS, definitions • Options regarding time commitments and compensation for leadership team • TAC meets with External Coach to complete: • District Readiness Checklist including Data Audit • Working Smarter

  10. The building identifies a Universal Leadership Team • Conduct needs assessment for all staff. • Leadership team (including principal) analyzes and shares results of Data Audit and Needs Assessment. • Inform/educate staff (ex. by department, lunch/cpdu’s, leadership team presents, U50, “Creating the Culture” video, planning period meetings, etc., implementing school to assist, share self-assessment results) • Invitation to training per TAD approval  

  11. Training • Only high schools in attendance. • High school specific curriculum/binder • Initial two days (U100/200) • One day follow up (U300)

  12. Team Development/Roles Teaching Data Core Team Acknowledgement Communication

  13. On-Going Technical Assistance • Monthly coaches network meetings. • Schools host Face to face Go To Meetings Phone conferences High School Forum State Leadership Conferences

  14. THE ROAD AHEAD

  15. 3-Tiered System of Support Necessary Conversations (Teams) UniversalTeam Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time CICO Universal Support Brief FBA/BIP SAIG Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP Sept. 1, 2009

  16. SECONDARY Check In Check out (CICO) Small Group Interventions (SA/IG) Check & Connect (C&C) Brief FBA/BIP

  17. TERTIARY Complex FBA/BIP RENEW Wrap Around

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