POSITIVE BEHAVIORAL

INTERVENTION & SUPPORT

S U M M A RY 2 0 1 5 - 2 0 1 6

RISK VS. PROTECTION RATIOSSAFET Y SURVEY

•

0

10

20

30

40

50

60

70

80

90

100

PVHS 9/2014 PVHS 4/2016 PVIS 9/2014 PVIS 4/2016

Risk Ratio Protection Eatio

RISK VS. PROTECTION RATIOS SAFET Y SURVEY

0

10

20

30

40

50

60

70

80

90

PAR 9/2014 PAR 4/2016 SAL 9/2014 SAL 4/2016

Risk Ratio Protection Eatio

SCHOOL SAFETY COMMENTS

• Paradise :– Most pressing Safety concern: Bullying, Behaviors of Learners & Management

– Best practice: Learner - Facilitator interactions and Drills

– Most important PD: Dealing with behaviors of learners and learner management

– Barriers: Time

• Salisbury:– Most pressing Safety concern: Bullying, Behaviors of Learners & Management

– Best practice: Drills and PBIS

– Most important PD: Dealing with behaviors of learners and conflict resolution

– Barriers: Time and Ongoing training

SCHOOL SAFETY COMMENTS

• PVIS– Most pressing Safety concern: Bullying

– Best practice: Communication and Collaboration

– Most important PD: Continue with diversity/poverty/suicide

– Barriers: Parent Involvement and Funding

• PVHS– Most pressing Safety concern: Bullying and Learner Supervision

– Best practice: Learner accountability and Drills

– Most important PD: Intruder and emergency drills

– Barriers: Time and Funding

SELF ASSESSMENT SURVEY : PVIS

SELF ASSESSMENT SURVEY: PVIS

SELF ASSESSMENT SURVEY:SALISBURY

SELF ASSESSMENT SURVEY:SALISBURY

SELF ASSESSMENT SURVEY: PVHS

SELF ASSESSMENT SURVEY: PVHS

SELF ASSESSMENT SURVEY: PARADISE

SELF ASSESSMENT SURVEY: PARADISE

ASSESSMENT: BENCHMARK OF QUALITY• Critical Elements Assessed:

– PBIS Team

– Faculty Communication

– Effective Procedures for Dealing with Discipline

– Data Entry and Analysis Plan Established

– Expectations and Rules Developed

– Recognition Program Established

– Lesson Plans for Teaching Expectations/Rules

– Implementation Plan

– Classroom Systems

– Evaluation

• Need a 80% to move on to the next step of fidelity through the State.

BENCHMARK OF QUALITY

• Salisbury

– 56% Benchmark Score

– Strengths: Administrative support and team with clear mission, Discipline referral form, School-wide expectations are posted most areas in school, Expectations apply to staff and learners, staff participated in development of expectations and rules, Rewards are varied and linked to expectations, Behavior curriculum with variety of strategies.

– Needs of Development: Meet monthly include internal coaches, incentives for staff, Orientating incoming learners, plans for involving families

BENCHMARK OF QUALITY

• PARADISE

– 52% Benchmark Score

– Strengths: Discipline referral forms include information useful in decision making, problem behaviors are defined, school wide expectations are posted around most areas in school, expectations apply staff and students, staff participated in training, Rewards are varied and linked to expectation, Classrooms routines and procedures are identified and immediate specific praise

– Needs of Development: Meet monthly basis , Invite internal coaches, gather a system of gathering information, Incentives for staff, Orientating incoming learners and staff, Plans for involving families

BENCHMARK OF QUALITY

• PVIS– 84% Benchmark Score

– Strengths: Administrative support and team has clear expectations, Discipline referral form, Problem behaviors are defined, Major and minor are clearly differentiated, School wide expectations posted are all areas in school, Expectations apply to staff and students, Staff participate in development of expectations and rules, Rules are developed ad posted for specific settings,Learners have helped develop video clip to teach expectations, Rewards are varied and linked to expectations, rewards are implements consistently across building, Incentives developed for staff as well as learners, Classroom routines and procedures are identified and taught, for adherence to rules occur more frequently than acknowledgment of inappropriate behavior.

– Needs of Development: Meet monthly include internal coaches, develop system for gathering information to view at monthly meeting use in decision making, Orientating incoming learners, plan for involving families and increase community involvement

BENCHMARK OF QUALITY

• PVHS– 60% Benchmark Score

– Strengths: Discipline referral forms includes information useful in decision making, Staff understands difference between major and minor, School-wide expectations are post in most areas in school, Expectations apply to staff and students, Staff participated in development of expectations and rules, Rules are developed and posted in specific settings, Learners have helped to develop video clip to expectations and positive school spirit, Rewards are varied and linked, rewards are implements consistently across buildings, Classroom rules are defined and posted in rooms, Learners and staff identify expectations and use reward system appropriately

– Needs of Development: Meet monthly include internal coaches, develop system for gathering information to view at monthly meeting use in decision making, Orientating incoming learners, plan for involving families and increase community involvement

PVIS LEARNER SURVEY• I understand and follow the school expectations

• Learners are awarded and acknowledged for good behavior

• I am expected to follow expectations

• The expectations for behaviors are posted in classrooms

• Expectations are enforced

PVIS LEARNER SURVEY• My school has a plan for learners who do not meet the expectations

• In general the environment of the school is positive

• The school is a friendly place

• I feel safe and comfortable in the school

PVIS LEARNER SURVEY

• My favorite adult in school:

– Mr. Smoker, Mrs. Collins, Mrs. Trescavage, Mrs. Snyder

• The person I would want to know if I did something good:

– Parents and Mrs. Ray

• If I had a problem I would go to:

– Mrs. Fritz

ATTENDANCE ( # O F L E A R N E R S W H O H A D G R E AT E R T H A N 4 U N E X C U S E D A B S E N C E S )

2014-2015 VS 2015-2016

• Paradise 2 vs 3

• Salisbury 23 vs 19

• PVIS 8 vs 19

• PVHS 146 vs 147

GOAL: 10% decrease over a three year period

DISCIPLINE I N CI D E N T S T H AT R E S U LT E D I N I S S / O S S 2014-2015 VS. 2015-2016

• PVHS 228 vs 108 incidents

• PVIS 71 vs 44 incidents

• Salisbury 39 vs 2 incidents

• Paradise 3 vs 13 incidents

Goal: 10% decrease in incidents resulting in suspensions

NEXT STEPS2016-2017

• Paradise, Salisbury, and PVIS will be getting trained with SWIS for data management• Use SWIS for 2016-2017 school year• Monthly meetings at each building with district coach and/or coordinator• Plan for Parent and Community Involvement• PVIS – will be having a State walk-through this year for FIDELITY• Continue the great work each building is doing for our students and positive behavioral support

programming.

• REMEMBER this is a 3-5 year process – We have had a PRODUCTIVE & POSITIVE first two years!