| Durable, and adaptable school-wide PBS in a school requires
systemic support that extends beyond an individual school.
It is important to organize multiple schools (e.g., cluster,
complex, district, county, state) so that a common vision,
language, and experience are established. This approach
allows districts and states to improve the efficiency
of resource use, implementation efforts, and organizational
management. An expanded infrastructure also enhances the
district and state level support (e.g., policy, resources,
competence) and provides a supportive context for implementation
at the local level.
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District-Wide
PBS example
What is
the difference between district-wide PBS and state-wide
PBS?
The systems change strategies for district-wide and
state-wide PBS implementation are similar. The four
components of successful implementation are the same
for both district and state-wide PBS implementation.
At a state-wide level, there will be more professionals
on the leadership team representing the Department of
Education and other human service organizations and
agencies including mental health, child welfare, developmental
disability may participate as well.
What
are the components for successful district and state
implementation?
There are four components for successful implementation:
(a) a Leadership Team to actively coordinate implementation
efforts; (b) an organizational umbrella composed of
adequate funding, broad visibility, and consistent political
support; (c) a foundation for sustained and broad-scale
implementation established through a cadre of individuals
who can provide coaching support for local implementation,
a small group of individuals who can train teams on
the practices and processes of school-wide PBS, and
a system for on-going evaluation; and (d) a small group
of demonstration schools that documents the viability
of the approach within the local fiscal, political and
social climate of the state/district
What is
a leadership team?
A leadership team is needed to lead the assessment
and action planning process. The objective of the team
is to increase capacity in four primary areas:
- Training Capacity refers to the system’s ability
to self-assess for specific programmatic and staff
development needs and objectives, develop a training
action plan, invest in increasing local training capacity,
and implement effective and efficient training activities.
- Coaching Capacity refers to the system’s ability
to organize personnel and resources for facilitating,
assisting, maintaining, and adapting local school
training implementation efforts. Resources are committed
for both initial training and on-going implementation
support.
- Evaluation Capacity refers to the system’s ability
to establish measurable outcomes, methods for evaluating
progress toward these measurable outcomes, and modified
or adapted action plans based on these evaluations.
- Coordination Capacity refers to the system’s ability
to establish an operational organization and “rhythm”
that enables effective and efficient utilization of
materials, time, personnel, etc. in the implementation
of an action plan.
To enable and support the leadership team’s efforts,
the PBS implementation must have (a) adequate and sustained
funding support;
(b) regular, wide, and meaningful visibility;
and (c) relevant and effective political
support.
Who serves
on the leadership team?
Members of this team should include individuals whose
roles, responsibilities, and activities are associated
with the (a) prevention of the development and occurrence
of problem behavior, (b) development and maintenance
of behavior, and (c) management and evaluation of resources
related to the provision of behavioral supports. Examples
of district-wide team members include:
- District administration
- School administration
- District PBS trainers
- Instruction and Curriculum
- Safe and Drug Free Schools
- Special Education
- School Psychology and Counseling
- Title or other related initiatives
- Student Health
- Parents and family members
- Students
- School-wide Discipline
- Dropout Prevention
- Character Education
- Alternative Programming
- Data or Information Management
- Multiculturalism and Affirmative Action
What are
the major responsibilities of the leadership team?
The leadership team works together to decide how many
schools are to be involved in the effort. Major responsibilities
include:
- Completing a self assessment
- Creating a 3-5 year action plan
- Establishing regularly scheduled meetings
- Identifying a coordinator to manage and facilitate
- Securing stable funding for efforts
- Developing a dissemination strategy to establish
visibility (website, newsletter, conferences, TV)
- Ensuring student social behavior is the top priority
of the district
- Establishing trainers to build and sustain school-wide
PBS practices.
- Developing a coaching network (each school identifies
a school coach to facilitate)
- Evaluating school-wide PBS efforts.
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