|
|
| |
|
| |
|
|
Is
your school interested in implementing PBS?
Following is a checklist
that shows the steps to researching and preparing for pre-training activities
around PBS. If you would like to see this as a flow chart, click
here.
1. Your school/school
district or staff person identifies the need for a behavior/discipline
program in the school.
2. Behavior must be one of the top 3 goals for your school.
3. Administrator and staff need to attend a PBS
awareness session.
4. All staff receive a PBS overview presentation (contact your AEA office)
5. After the all staff presentation, staff vote on the possible implementation
of PBS. The decision to implement PBS should be given much thought.You
are looking at a program that you plan to implement for no less than a
decade. You need 80% of staff buy-in to proceed.
6. The administrator will need to be prepared to commit to the following:
- Be an active member
of the local PBS Leadership team, including attending all trainings
and local meetings.
- Allow time for
Leadership team to meet and implement PBS
- Find fiscal resources
to cover costs (substitutes so staff can attend trainings, mileage,
meals, SWIS, etc)
7. PBS is a program
that accesses data to make decisions. The program we work with is called
SWIS (School-wide Information System). SWIS provides reports based on
how often, when, where, who, what and presents the data in graphic format.
Your school must agree to use SWIS or a comparable. The cost is $250 per
year per building. If you are a K-12 building, you will need more than
one license. Call the Alliance office if you are planning to use a different
program. (Mary-515-271-4560, Deb-515-271-1823).
8. Your staff is now ready to the the Self-Assessment survey which will
help you focus your work to meet the school needs. Call Mary at 515-271-4560.
If you would like to see the training matrix and outcomes matrix, please
check these out:
PBS Training Matrix
PBS
Training Outcomes Matrix
|
|
|
|
|
| |
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|