Enhanced Implementation In High Schools
description
Transcript of Enhanced Implementation In High Schools
Enhanced Implementation In High Schools
Ami Flammini/Steve Romano
Technical Assistance Directors
Illinois PBIS Network
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.
Premise
High schools are different from elementary schools, middle schools and junior high
schools, BUT…
They’re not as different as they think they are!
The concepts are the same, but the practices may look different
How High Schools Are Different
• Size
• Expectations of staff
• Staff is departmentalized
• More groundwork is needed
• Teams can become layered
• Implementation comes more slowly
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!
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.
Readiness
More groundwork and time is needed.• Administrative overview• Coaches• Team development• Data audit• Team development• Informing staff• Staff needs assessment
• 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
• 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
Training
• Only high schools in attendance.
• High school specific curriculum/binder
• Initial two days (U100/200)
• One day follow up (U300)
Team Development/Roles
Core Team
Teaching
Acknowledgement
Data
Communication
On-Going Technical Assistance
• Monthly coaches network meetings.
• Schools host
Face to face
Go To Meetings
Phone conferences
High School Forum
State Leadership Conferences
THE ROAD AHEAD
3-Tiered System of Support
Necessary Conversations (Teams)
CICO
SAIG
Group w. individual
feature
Complex
FBA/BIP
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIP
Brief FBA/BIP
WRAP
Secondary Systems Team
Plans SW & Class-wide supports
Uses Process data; determines overall
intervention effectiveness
Standing team; uses FBA/BIP process for one youth at a time
Uses Process data; determines overall
intervention effectiveness
Sept. 1, 2009
UniversalTeam
Universal Support
SECONDARY
• Check In Check out (CICO)
• Small Group Interventions (SA/IG)
• Check & Connect (C&C)
• Brief FBA/BIP
TERTIARY
• Complex FBA/BIP
• RENEW
• Wrap Around