Recognitions Process Overview2014-2015

Center for SW-PBSCollege of EducationUniversity of Missouri

Purpose of Recognitions

• Identify and recognize Missouri schools for successful implementation of school-wide systems of support

• Provide feedback to schools on their progress in implementing and sustaining each tier (phase of SW-PBS)

• Assist schools in setting action plan goals for the coming year

Requirements

Bronze Level Recognition Applications

An Important Initial Check

• Before starting your recognition application, make sure all required deadlines for 2014-2015 have/will be met:

  School Safety Survey

MO SW-PBS School

Outcome Data

Team meeting minutes

Big 5 Data Report of

ODRs

SET 80%/80%

(or if qualified

BoQ 80%)

Self-Assessment

Survey

Commitment &

Recognition Documents

Sept. Aug. 4 – Sept. 19

        Survey window opens any time prior

to 3/30 as mutually

scheduled with Regional Consultant(s)

Oct.     Oct. 24 Oct. 24  

Nov.   June 30     Any time prior to 4/15 as mutually scheduled

with Regional

Consultant

Dec.        

Jan.     Jan. 30 Jan. 30  

Feb.          

Mar.     Mar. 27 Mar. 27  

Apr.           April 15

May     May 22 May 22  

Submit all information in an organized manner

Criteria categorized by*:

Systems Data

Practices*information submitted in one category should not be re-submitted in another category*information submitted throughout the year should not be re-submitted

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingData

DecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence &Academic Achievement

Note: Copyright 2002 by the Center on Positive Behavioral Interventions and Supports, University of Oregon. Reprinted with permission.

Systems• A team is in place and meets at least monthly• Consistent team membership & attendance by

administration• Implementation sustained by communication and

professional development for all staff• Expectations and behaviors/rules communicated to all

staff, students, families, and community • A continuum for encouraging expected behaviors is

documented• A continuum for discouraging inappropriate behaviors is

documented

Examples of Systems Documentation• Team:

– Team minutes including attendance list– Team agendas– Electronic communication

• Communication:– Staff meeting agendas– Faculty/Student/Parent handbook(s)– Electronic communication– Newsletters– School/District websites

Examples of Systems Documentation• Professional Development:

– Universal Support Checklist– Current Action Plan

• Continuums for Encouraging and Discouraging:– Flowcharts– Faculty/Student/Parent handbook(s)– Electronic communications– Newsletters– Recognitions matrix– System for delineating majors and minors (i.e. flowchart,

written guidelines)– website

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingData

DecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence &Academic Achievement

Note: Copyright 2002 by the Center on Positive Behavioral Interventions and Supports, University of Oregon. Reprinted with permission.

Data• All required forms submitted on time • Evidence baseline & ongoing data collected, reviewed

and analyzed for decision-making by the team at least monthly.

• Big 5 report is reviewed and analyzed by the full team, then presented to the full staff at least monthly

• Evidence data is shared regularly with families and community.• Describe evidence of improved student outcomes

Data• All required data, surveys, and forms submitted on

time • Review of Big 5 data:

– to identify social behavioral skills for reteaching/reminding and/or intensifying practices

‒ with staff on a regular basis• Explain how your school uses the designated

instruments to inform decision-making• Describe evidence of improved outcomes or

sustained outcomes over a period of years

Examples of Data Documentation

• Timely submission of surveys/documents– Self-Assessment Survey (EBS) – School Safety Survey– Team meeting minutes– Matrix– Universal Support Checklist– Current Action Plan– SW-PBS School Data Profile

Examples of Data Documentation

• Big 5 Data– Big 5 Data Reports (monthly)– Big 5 Data Review Guide / Primary Problem

Statement– Team minutes reflecting review & analysis

Examples of Data Documentation

• Outcomes– Overall student attendance– Overall tardy rates– Overall student rates of ISS, OSS or Expulsion– ODR data within the national range for your

school’s grade levels– School Data Profile (staff retention rates, student

assistance referrals, IEP and Non-IEP ODRs)

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingData

DecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence &Academic Achievement

Note: Copyright 2002 by the Center on Positive Behavioral Interventions and Supports, University of Oregon. Reprinted with permission.

Practices• Evidence of regularly teaching social/behavioral skills

in all schoolwide settings and classrooms

• Evidence classroom expectations, rules and routines align with schoolwide expectations

• Schoolwide Evaluation Tool (SET) 80/80% or Benchmarks of Quality (BoQ) 80% (if already achieved 80/80% on SET for 2 consecutive years)

• 80% of staff have completed the Self-Assessment Survey (SAS), with minimum of 60% on Schoolwide, NonClassroom and Classroom, with 70% preferred

Examples of Practices Documentation

• Teaching in schoolwide settings:– Lesson plans– Lesson plan schedule– Matrix– Walk through observations– Non-classroom postings

Examples of Practices Documentation

• Evidence classroom expectations align with schoolwide expectations and classroom rules and routines align with expectations:– Faculty/Student/Parent handbook(s)– PBIS coaches handbook– Classroom poster of rules and expectations– Classroom matrices– Charts– Newsletters

Narrative Guidelines

• Recommend 1,000 words or less• Share information about the impact SW-PBS

has made in improving the culture and climate in your building

• Address the topics in the order given on Narrative guidelines (p. 3) of packet

• Share what is unique about SW-PBS in your school

Narrative

Excerpts from past Bronze Recognition Schools

Systems• “We have a representative from every grade level on our SW-PBS

team. We have two co-chairs for the team and the support of our building principal as well as SOS (our parent organization). SW-PBS information is given to all staff throughout the year. . . . Parents are given a copy of the matrix at the beginning of the year as well as reminders and information in monthly parent newsletters from the principal.”

• “When we meet, we stay focused on our agenda to realize our goals. Our group leaves each meeting with individual tasks that will enhance the implementation of PBIS in our school. . . . . Our team represents all grade levels; one of our members is an ELL teacher and the support staff is represented as well. . . . The minutes of each meeting are e-mailed to the staff a day or two after each meeting.”

Data• “We use monthly Big 5 behavior referral data to analyze

problem behaviors. We use this information to create new lessons and identify students that may need to be brought to our PST (problem solving team). . . . We share our data with all staff during PLC meetings. SW-PBS data/information is shared with parents in the monthly parent newsletter from the principal. We are consistently comparing data to previous years.”

• “Our principal attends the monthly meetings and keeps track of the data. He records data and passes the results on to the team and staff. . . . He always includes PBIS on the agenda for the monthly staff meeting.”

• We utilize the results from the following surveys and reports to better make decisions…..

Practices• “We use the first 6 weeks of school to teach all of the

expectations on the matrix. Teachers are given a time frame in which to teach each expectation so the principal can do fidelity checks and make sure that the lessons are being taught.”

• “Some practices that have had a positive impact on students are tiger tickets, booster lessons, students used as good examples on our Tiger Brag board, a SW-PBS recess book that includes expectations for recess as well as pictures of students showing those expectations, and a consistent use of the matrix by all staff.”

Unique Features• “SW-PBS has influenced the school’s climate in a positive way

as all teachers have common expectations, rewards, and consequences. Students know what to expect no matter where they are in the building or what staff member is in charge.”

• “One hurdle we had to overcome was a lack of funding. . . . We developed a list of rewards that could be obtained by students that did not require additional funds.”

• “Our culture is unique as we work with and educate students from other cultures. . . . SW-PBIS has effected our school community by making it just that – a community.”

It’s not too early to start collecting your documentation. Applications are due to

your Regional Consultant by April 15.

The following are examples of what past Bronze Recognition schools have submitted. The examples

are not inclusive of all requirements.

Silver Level Application Requirements

Systems – Silver Level• Specific Bronze Level requirements continue to

be evidenced• A Team is in place and meets at least twice a

month • Consistent team membership & attendance by a

school administrator • Tier 2 process communicated to all staff,

students and families • Process in place to identify function of behavior• Evidence of an Action Plan with Tier 2 goals

Data – Silver Level• Evidence of a method is in place to identify students who

require additional academic and/or social behavioral support

• Evidence Tier 2 team has a mechanism for monitoring student data

• Evidence that Tier 2 team uses data-based decision making to fade, continue, modify or intensify supports for identified participants

• Evidence team shares data & decisions regarding interventions and outcomes with appropriate staff at least quarterly

• Team completes Benchmarks for Advanced Tiers (BAT) annually and uses results to develop action plan goals

Practices – Silver Level

• Evidence minimum of 2 research-based small group interventions are in place

• Documentation of student outcomes• SET 90/90% and/or BoQ 80%• 80% of staff have completed the Self-

Assessment Survey (SAS), with minimum of 70% on Schoolwide, NonClassroom and Classroom

Gold Level Application Requirements

Systems – Gold Level• Specific Bronze Level requirements continue to be

evidenced• Silver Level requirements continue to be evidenced• A Team with designated roles and responsibilities is in

place to support Tier 3 process • Team membership includes access to an individual with

behavioral expertise & member of administrative team• System for full FBA & BIP process is in place• Tier 3 process communicated to all staff, students and

families • Evidence of a Tier 3 Action Plan

Data – Gold Level

• Evidence of data decision rules to identify participants to Tier 3 supports

• Data to support Tier 3 level planning and interventions

• Benchmarks for Advanced Tiers (BAT) assessment results

Practices – Gold Level• One example FBA/BIP completed according to

guidelines outlined in the FBA/BIP Evaluation Rubric:– Tier 3 self-assessment – Tier 2/3 consultant also will evaluate using the

Evaluation Tool• SET 95/95% and/or BoQ 80%• 80% of staff have completed the Self-

Assessment Survey (SAS), with minimum of 70% on Schoolwide, NonClassroom and Classroom

Application Process

• Use paper/word document as a guide & checklist and have all answers prepared before going online

• Visit pbismissouri.org for a link to the electronic submission form (fillable PDF)

• Submit the PDF Application to moswps@missouri.org

Best Wishes!Check with your Regional Consultant for:•clarification about required and optional

instruments, artifacts, and documents•the preferred format for your application

(i.e. notebook, folders, electronic submission, etc.)

•any other questions you might have

Consultants Contact InformationRPDC