Brief Biography
Dr. Michele F. Flowers never intended to work in the field of education. However, her love for children, and the passion to help others drove her right to the school’s front door. Dr. Flowers has spent the last 24 years of her life teaching, motivating, and inspiring others to do what it takes to be the their best academically and behaviorally despite the odds. She has been a teacher on every level (special education and regular education), a reading specialist, behavior specialist, educational diagnostician, special education coordinator, and an administrator of a pre-school learning program. Currently, she serves as the District Positive Behavioral Intervention and Supports (PBIS) /School Discipline Coordinator for the Bibb County School District in Macon, Georgia. She is also a Certified National Classroom Management Trainer and the Classroom/Behavior Management Instructor for the Bibb District.
Dr. Flowers is a graduate of Hofstra University, Hempstead New York, Georgia College, Milledgeville, and the University of Sarasota, Florida. Her background in psychology, special education, and emotional behavior disorders has helped her to be a leader in the intervention and PBIS world.
Highest Degree of Presenter(s)
Michele F. Flowers, Ed.D
Presentation Abstract
Are you struggling with how to make PBIS work in your District? Are you frustrated and or concerned about staff buy-in? Are you worried that your staff will not know how to support the framework and deal with student misbehavior? Are you pondering on how you can overcome the barriers? Then this session is for you. There are several key factors that enhance PBIS sustainability in schools. Among the most critical identified include use of data, teaming and staff buy-in, administrator support, and the availability of ongoing resources. Administrator support is perceived as an important key feature because it serves as a “gateway” to the other critical components to sustaining PBIS. Durable, and adaptable school-wide PBIS in a school requires systemic support that extends beyond an individual school. It is important 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. Sustainability is the durable implementation of a practice at a level of fidelity that continues to produce valued outcomes. Consistency and fidelity seems to be the downfall of many new tasks and/or just simply the notion of change. During this session, participants will learn how to successfully implement PBIS and build District-level capacity for sustainability. The presenter will walk through the various stages of implementation, address challenges and barriers and provide resources and tools to get the job done!
Objective: 1. How to establish a leadership team and process that will guide district implementation 2. How to help the school or district understand the ten critical elements of PBIS 3. How to achieve and document implementation fidelity 4. How to maintain support, buy-in, and acknowledgement of practices and regular assessment 5. How to build family and community collaboration 6. Building Capacity of Instructional Staff
Recommended Citation
Flowers, Michele F., "Building District-Level Capacity for the Sustainability of PBIS" (2015). Georgia Association for Positive Behavior Support Conference. 31.
https://digitalcommons.georgiasouthern.edu/gapbs/2015/2015/31
Building District-Level Capacity for the Sustainability of PBIS
Are you struggling with how to make PBIS work in your District? Are you frustrated and or concerned about staff buy-in? Are you worried that your staff will not know how to support the framework and deal with student misbehavior? Are you pondering on how you can overcome the barriers? Then this session is for you. There are several key factors that enhance PBIS sustainability in schools. Among the most critical identified include use of data, teaming and staff buy-in, administrator support, and the availability of ongoing resources. Administrator support is perceived as an important key feature because it serves as a “gateway” to the other critical components to sustaining PBIS. Durable, and adaptable school-wide PBIS in a school requires systemic support that extends beyond an individual school. It is important 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. Sustainability is the durable implementation of a practice at a level of fidelity that continues to produce valued outcomes. Consistency and fidelity seems to be the downfall of many new tasks and/or just simply the notion of change. During this session, participants will learn how to successfully implement PBIS and build District-level capacity for sustainability. The presenter will walk through the various stages of implementation, address challenges and barriers and provide resources and tools to get the job done!
Objective: 1. How to establish a leadership team and process that will guide district implementation 2. How to help the school or district understand the ten critical elements of PBIS 3. How to achieve and document implementation fidelity 4. How to maintain support, buy-in, and acknowledgement of practices and regular assessment 5. How to build family and community collaboration 6. Building Capacity of Instructional Staff
