Positive Behavior Intervention Support: An Alternative to Traditional Discipline
SPED 707
Professor
November 24, 2008
TABLE OF CONTENTS
Abstract ………………………………………………………………………………….3
Literature Review………………………………………………………………………..4
Needs…………………………………………………………………………………….12
Goals and Objectives…………………………………………………………………..14
Program Description……………………………………………………………………16
Timeline…………………………………………………………………………………..17
Budget……………………………………………………………………………………19
Budget Justification……………………………………………………………………..20
Possible Funding Sources……………………………………………………………..22
References………………………………………………………………………………24
Appendix A: Disciplinary Outcome Measures……………………………………….26
Appendix B: Steps for Positive Behavior Support Implementation………………..27
2
ABSTRACT
Classroom management and dealing with student behavior in the classroom
continues to be an ongoing struggle for many schools and teachers. Teachers often
deal with inappropriate behavior by using ineffective discipline techniques including;
reactive discipline, implying punishments, aggressive behaviors such as yelling,
timeouts, and other punitive measures such as office discipline referrals. Teachers
continue to use such techniques in the classroom even though research has not
determined their effectiveness. Some teachers expect students to behave appropriately
but have not invested the time in teaching their students expected behaviors.
Positive behavior support (PBS) offers an alternative to traditional discipline. PBS
was originally designed to target students with developmental disabilities who would
benefit from intensive behavior and social skills training. PBS was quickly adapted for
the school-wide population. This approach to discipline is prevention focused and based
on functional behavior analysis. PBS programs and procedures are developed on an
individual basis to meet the needs of a target school. Current research supports the
effectiveness of PBS in a variety of school settings.
This grant proposal seeks funding for a P. S. 7, Samuel Stern School; a NYC public
school that has been deemed a school in need of improvement by the Department of
Education. According to the school annual accountability report school suspensions
have increased from 1 in 2003-2004 to 17 in 2005-2006. This grant proposal requests
funding for initial training on PBS, PBS curriculum materials and PBS support coaches
as the school-wide system is implemented.
3
LITERATURE REVIEW
Many teachers struggle with classroom management and discipline. Teachers
continue to become frustrated, consider leaving the teaching profession, and lose
instructional time. Inappropriate behaviors and discipline issues can also interrupt
students’ learning. Often schools adopt discipline policies, which include punitive
measures, reactive discipline and zero tolerance attitudes. There has been little
research conducted to evaluate the effectiveness of these techniques, yet teachers
continue to employ such measures in their classrooms (Hieneman, Dunlap, & Kincaid,
2005). Often teachers are left to decide what type of classroom management they will
set up in their individual classrooms. Students do not receive the benefit of a
predictable, proactive and consistent school-wide behavior management system.
In a national survey given to middle and high school teachers the following statistics
illustrate the impact inappropriate behavior and discipline problems can have on
teachers’ attitudes and feelings about the teaching profession. Seventy-six percent of
the teachers surveyed felt discipline affected their ability to teach students and one-third
of the teachers surveyed had thought about leaving the teaching profession due to the
amount of discipline problems they encountered (Warren, Bohanon-Edmonson,
Turnbull, Sailor, Wickham, Griggs, & Beech, 2006).
Positive Behavior Support is defined as
a prevention-orientated approach to student discipline that is characterized by its
focus on defining and teaching behavioral expectations, rewarding appropriate
behaviors, continual evaluation of its effectiveness, and the integration of
4
supports for individuals, groups, the school as a whole, and
school/family/community partnerships,” (Warren et al., 2006, p. 187).
Positive Behavior Intervention Supports are individually designed to meet the needs of
the targeted school. Even though the approach is individualized, there are key
components and steps involved in implementing a Positive Behavior Support system.
PBIS began as an approach to assist individuals with developmental disabilities.
When the effectiveness of the approach was realized, it was quickly adapted to serve
other populations. Functional Behavior Analysis provided teachers and researchers with
information about the link between behaviors and the environment (Hieneman, Dunlap,
& Kincaid, 2005). The use of functional behavior analysis provides teachers and school
administrators with valuable information about the conditions and environments where
behaviors are occurring and the consequences of the behaviors.
School-wide Positive Behavior Support (SWPBS) is a tiered system, which provides
varying levels of support given the needs of the target population. Positive Behavior
Support is used school-wide, in specific non-classroom settings such as hallways,
cafeterias, and playgrounds, in specific classrooms and with individual students
(Oswald, Safran, & Johanson, 2005). The primary tier is aimed at teaching all students
behavioral expectations in an attempt to prevent problem behaviors from occurring
(Sugai & Horner, 2006). The primary tier targets the entire student population and is
successful with 80-90% of the students. The goals of primary prevention include
universal prevention for the entire school, maximizing achievement, deterring problem
behaviors and increasing positive peer and adult interactions (Muscott, Mann, &
LeBrun, 2008).
5
The secondary tier is aimed at reaching a small number of students who need
additional support to be socially successful at school. Students targeted for secondary
tier interventions may be at risk for developing problem behaviors (Sugai & Horner,
2006). Five to ten percent of the student population requires secondary tier
interventions. The goals of the secondary tier include reducing opportunities where
behaviors are fostered and teaching skills which increase a student’s responsiveness to
primary tier interventions (Muscott, Mann, & LeBrun, 2008).
The tertiary tier is aimed at assisting students with high-risk behaviors through the
use of specialized behavior intervention plans. Personnel working with students at the
tertiary level have received specialized training and are often school psychologists and
special educators (Sugai & Horner, 2006). One to five percent of the student population
requires tertiary tier interventions. The goals of tertiary tier interventions are to reduce
the frequency, complexity and intensity of problem behaviors and to provide alternative
replacement behaviors (Muscott, Mann, & LeBrun, 2008).
Positive Behavior Support (PBS) is systematically implemented in a target school
using four key components. First, a school develops a team of school personnel who
will serve as a committee to develop measurable goals and outcomes. The committee
looks at data collected on current discipline policies and develops a plan to target
problem areas within the school. Next, the team and school identify practices they will
use to implement PBS (Sugai & Horner, 2006). The team typically consists of
administrators, general and special education teachers, school psychologist or another
person with behavior and mental health expertise, paraprofessionals and community
members (Muscott, Mann, & LeBrun, 2008). After developing school-wide practices to
6
implement, the school uses the data collected to inform their decision making and justify
the need for change. Last, the school develops systems to support the implementation
of PBS in their school. These four components interact and guide each other to support
staff behaviors, student behaviors, decision making and social competence and
academic achievement (Sugai & Horner, 2006). PBS contains the following elements;
defining and teaching behavioral expectations, rewarding appropriate behaviors,
continual evaluation of the program’s effectiveness, and integration of support from
schools, families and the larger community (Warren, et al., 2006). All of the components
and elements need to be in place for the implementation of Positive Behavior Support to
be successful.
Positive Behavior Intervention Support (PBIS) is currently being used in thousands
of schools across the United States (Bradshaw, Reinke, Brown, Bevans, & Leaf, 2008).
Current research has shown Positive Behavior Intervention Support to be effective in a
wide range of school settings, as well as with a wide range of student populations.
Positive Behavior Intervention Support provides schools with an alternative to traditional
classroom discipline, which is often punitive and reactive.
Warren et al. (2006) conducted a study on the effectiveness of PBS in an urban
middle school. Previous research was somewhat limited and the focus had been on
evaluating the use of PBS in suburban schools serving middle class students. A threeyear study was conducted in a middle school serving 737 students in grades 6-8. The
community where the school was located was faced with the challenges of poverty,
crime and limited social resources. The school was interested in decreasing the number
of discipline problems. Eighty-one percent of the students received at least one
7
discipline referral per year and forty-two percent of the students received at least five
discipline referrals per year. During the first year of PBS implementation, trainers and
support coaches established a rapport with the school faculty and administration. During
the second year of the study, PBS was implemented school-wide. The school
developed five behavioral expectations, called Steps to Success. Students were taught
the five expectations and then recognized for displaying positive behaviors. Students
were given coupons, which could be used to enter special drawings. During one year of
implementation, researchers collected data, which demonstrated the effectiveness of
PBS. The number of discipline referrals is typically used to measure the effectiveness of
PBS. At the end of year two a decrease in the following measures was noted; office
referrals, in-school conferences, time-outs, in-school suspensions and short-term (out of
school) suspensions (Warren et al., 2006). See Appendix A.
In 2002, New Hampshire implemented a statewide Positive Behavior Intervention
Support system. The goal was to find an alternative to the traditional reactive and
punitive discipline measures being used in New Hampshire schools. The interventions
were designed based on the OSEP Center on Positive Behavior Interventions and
Supports model. School-wide Positive Behavior Interventions and Supports were
implemented in 124 private and public preschools and K-12 schools throughout New
Hampshire. The fidelity of the program was assessed using the School-wide Evaluation
Tool (SET). The 22 schools in cohort 1 collectively decreased the number of office
discipline referrals, in-school suspensions and out-of-school suspensions. After the
implementation of School-wide Positive Behavior Interventions and Supports system
teachers and administrators also noted time savings in the areas of teaching time,
8
learning time and leadership time, which correlates with the decrease in the number of
office discipline referrals, in-school suspensions and out-of-school suspensions.
Improvements were also noted in the reading and math state assessments (Muscott,
Mann, & LeBrun, 2008).
Bradshaw et al. (2008) conducted a randomized study of the use of Positive
Behavior Intervention and Supports (PBIS) in 37 elementary schools in Maryland.
Bradshaw et al. (2008) hypothesized that it was likely some schools implement aspects
of PBIS without having received formal training in PBIS procedures. The elementary
schools were randomly assigned to either the control group or intervention group after
being matched on demographics. The intervention group received assistance creating
an internal PBIS team, a two-day summer training conducted by the developers of
PBIS, support from local behavior coaches trained in PBIS, and an annual summer
booster training course. The fidelity of the PBIS implementation was measured using
the School-wide Evaluation Tool (SET), which yields information based on seven
subscales. The subscales mentioned include; overall SET, defining expectations,
teaching expectations, reward system, response to behavioral violations, monitoring
and evaluation, and management and district support. Schools in both the control and
intervention groups exhibited high levels of responding to behavioral violations and low
levels of teaching and defining behavioral expectations before the implementation of
PBIS. These findings are consistent with traditional reactive and punitive discipline
policies and support the need for reform in the area of school discipline and approaches
to managing behaviors (Bradshaw et al., 2008). At the conclusion of the study,
Bradshaw et al. (2008) found that schools in the intervention group were able to
9
implement PBIS with high fidelity within one to two years. Schools in the intervention
group outperformed the schools in the control group in six of the seven subscales
(Bradshaw et al., 2008). This study illustrates the importance of implementing all
components of PBIS.
Stormont, Covington Smith and Lewis (2007) conducted a study in a head start
setting to evaluate the effectiveness of using precorrection and praise statements. The
researchers were interested in determining if a correlation existed between an increase
in positive teacher behaviors and a decrease in students’ problem behaviors.
Precorrection was defined as specific prompts for desired behaviors in a specific
setting. Praise was defined as behavior specific verbal feedback. The researchers
chose participants for the study who met the criteria of using more reprimands than
praise in their classrooms. Researchers used a Teacher Behavior Observation Form to
collect data for three behavior categories; specific behavior praise, precorrections and
reprimands. The participants in the study received training in Positive Behavior Support
during a two-day workshop and two in-services during the year. Each of the teachers
were able to reduce the rate of problem behavior during small group instruction through
the use of precorrection and praise (Stormont, Covington Smith, & Lewis, 2007).
Frazen and Kamps (2008) conducted a study to evaluate the effectiveness of
Positive Behavior Support when used in a playground setting. The school setting was
an urban charter elementary school serving children in grades K-6. Before this study
began, the charter school had implemented a School-wide Positive Behavior Support
system. Ten teachers at the school received training in the recess intervention, which
included teachers changing their supervision behaviors as well as teaching playground
10
expectations to the students. There was a token reward system for students who
displayed appropriate behaviors while playing on the playground. Target behaviors were
operationally defined before data collection began. Follow-up meetings were used to
discuss data collected and provide teachers with feedback and encouragement. The
use of the playground intervention as a component of the School-wide Positive Behavior
Support system was found to increase teachers’ active supervision and decrease
students’ problem behaviors (Frazen & Kamps, 2008). This study illustrates the
effectiveness of Positive Behavior Supports in non-academic settings and the need for
teachers to actively modify their behaviors.
In a study conducted by Oswald, Safran and Johanson (2005), the use of Positive
Behavior Support was found to be effective during a five-week intervention during which
rural middle school students were taught behavioral expectations for school hallways.
The components of the intervention included active supervision, positive practice,
discussion with students, pre-correction, verbal praise, reinforcement and correction of
inappropriate behaviors. Teachers reviewed behavioral expectations during homeroom,
were visible during hallway transition and used catch’em being good tickets to recognize
students displaying appropriate behaviors (Oswald, Safran, & Johanson, 2005).
It is important for students to be taught behavioral expectations prior to being asked
to display appropriate behaviors. Positive Behavior Support is a system that provides
schools with tools to create an individualized plan to help students learn appropriate
behavioral expectations in a proactive, prevention-focused and consistent way. Positive
Behavior Support provides schools with a way to teach all students appropriate
11
behaviors, including students that are at-risk for developing problem behaviors and
those students who have been identified as exhibiting patterns of problem behavior.
NEEDS
Many schools rely heavily on reactive and punitive discipline as a means of dealing
with challenging and disruptive behaviors. Positive Behavior Interventions and Supports
(PBS and PBIS) have been shown to be effective in a variety of school settings.
Students benefit when behavioral expectations have been phrased positively, are
consistent school-wide, are taught explicitly and appropriate behaviors are reinforced.
When teachers graduate with their undergraduate degree in education and begin
teaching, many still feel they lack adequate training and education in classroom
management. Positive Behavior Support provides teachers and schools a validated,
structured approach to classroom management.
P.S. 7, Samuel Stern School, is currently classified, by the New York City
Department of Education, as a School in Need of Improvement (SINI). Schools are
classified as SINI if they have not met Adequate Yearly Progress (AYP) on the same
accountability measure for two consecutive years while receiving Title 1 funds. P.S. 7 is
located in Manhattan, District 4, and serves students in grades pre-kindergarten through
eighth grade. Sixty-two percent of the students at P.S. 7 are Hispanic or Latino, 35%
are African American and 2% are White. Ninety percent of the student population is
eligible for free lunch program.
When reviewing the annual school report card (2006-2007) P.S. 7, provided by the
NYC Department of Education, the following statistic was noted; school suspensions
increased from 1 in 2003-2004 to 17 in 2005-2006. School suspensions are one
measure of the effectiveness of a school-wide discipline policy. Based on the 2006-
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2007 annual school report card, 13% of teachers at P. S. 7 are teaching without a valid
teaching certificate and 15% of teachers are teaching outside their certification area.
Schools are required by the Individuals with Disabilities Education Act (IDEA) to use
positive behavior interventions and supports in the development, review or revision of
Individualized Education Plans (IEP) of students whose behavior impedes the student’s
learning or the learning of others (Warren et al., 2006). Positive Behavior Supports
provide a systematic way for schools to teach all students appropriate behaviors. When
students are taught appropriate behaviors, they experience more social success in
school. An increased feeling of success in the social aspects of school can boost
students’ self-confidence and improve their quality of life. Social skills and appropriate
behavior are essential to being a fully and participating member of a school and
community.
The administration and faculty at P.S. 7 have identified the need for an alternative to
the current discipline policy, which has resulted in an increased number of school
suspensions. P.S. 7 has demonstrated an interest and commitment to the development
of a Positive Behavior Support system.
13
GOALS AND OBJECTIVES
Peshak George, Harrower and Knoster (2003) outline the six general steps for
development and implementation of School-wide Positive Behavior Support. These
steps are: “establish a foundation for collaboration/operation, building faculty
involvement, establishing a data-based design making system, brainstorming and
selecting strategies within an action planning process, implementing school-wide
program through an action plan, and monitoring, evaluating and modifying the program,”
(p.171). See Appendix B for more detailed information. These general steps will be
used as a reference as P.S. 7 implements a Positive Behavior Support system in the
school.
Goal 1: P.S. 7 will acquire a commitment from 80% of the administration and faculty

Conduct a survey to determine interest and commitment (survey will be given to
all administration, faculty and support staff)
Goal 2: P. S. 7 will implement Positive Behavior Support with 80% fidelity in 2 years

Develop a planning team

Attend one-day workshop on the basics of Positive Behavior Support

Collect data on current discipline policies

Create an implementation plan

Develop 3-5 positive behavioral expectations to be used school wide

Develop lesson plans for teacher use

Collect data monthly on discipline

Evaluate effectiveness of PBS using data collected
14

District 75 personnel (local behavioral support coaches) will provide ongoing
support during the development and implementation of Positive Behavior
Supports
Goal 3: Students will decrease level of inappropriate behavior

Teach school-wide behavioral expectation to all students

Create secondary support plans for students with at-risk behaviors who have not
responded to primary supports

Create tertiary support plans for students who have been identified as have
patterns of problem behavior
15
PROGRAM DESCRIPTION
Participants:
Entire student population of P.S. 7, 419 students in pre-kindergarten-eighth grade will
benefit from the implementation of School-wide Positive Behavior Support.
Staff:
An internal Positive Behavior Support team developed by the administration and staff at
P.S. 7 will be responsible for the development and implementation of PBS with the
support of local behavior coaches from District 75 and the NYC Positive Behavior
Intervention and Supports Office. The PBS team will consist of the principal, school
psychologist, 3 general education teachers, 2 special education teachers, 1
paraprofessional, 1 person from the support staff, 1 parent and 1 community member.
Overview:
Funding secured will be used to provide the PBS team at P.S. 7 the opportunity to
attend a one-day workshop on the basics of Positive Behavior Support, purchase
curriculum materials and receive monthly assistance from local behavior coaches. The
workshop will provide the PBS team with background information on the foundations of
School-wide Positive Behavior Support, developing classroom routines and student
expectations and the chancellor’s regulations. Positive Behavior Support curriculum
materials will provide the PBS team with information to begin the development of their
own individualized program. The support from local behavior coaches will assist the
PBS team in the development and implementation the program.
16
TIMELINE
January 2009
Obtain support and commitment from administration and faculty
Attend one-day workshop on the basics of Positive Behavior Support
Purchase Positive Behavior Support curriculum materials
February 2009
Create implementation team
Conduct self-study assessment
Collect data on current discipline policies
Develop a monthly meeting schedule (internal PBS team and local coaches)
March 2009-August 2009
Create an implementation plan
Develop 3-5 positive behavioral expectations to be used school wide
Develop lesson plans for teacher use
Design a data collection system
September 2009
Teach behavioral expectation to students
October 2009
Begin collecting data on discipline on a monthly basis
January 2009
Evaluate effectiveness of PBS using data collected
Assess the need for continued support of local positive behavior coaches
Assess the need for development of secondary and tertiary supports
17
February 2009
Develop necessary secondary and tertiary supports
August 2009
Assess fidelity of year 1 implementation
Begin discussing development of non-academic setting PBS
18
BUDGET
Foundations of Positive Behavior Interventions and Support Workshop
(Initial Training provided by District 75 professional development)
Positive Behavior Support Curriculum Materials
Monthly support meeting with local behavior coaches
Support from STOPP program to develop secondary and tertiary supports for
individual students
Total:
$550.00
$743.90
$600.00
$900.00
$2793.90
19
BUDGET JUSTIFICATION
Sugai and Horner (2006) noted that ”stable and recurring funding should be secured
to support the SWPBS coordinator and activities specified in the annual action plan,”
(p. 251).
Foundations of Positive Behavior Interventions and Support Workshop (PBIS)
Provided by Provided by District 75 Office of Professional Development
Trainer: Satish Moorthy
Course Description: a full-day workshop which includes:
understanding major handicapping conditions affecting D75
students; school-wide PBS; developing classroom routines and
student expectations; strategies to prevent counter aggression;
chancellor’s regulations on child abuse, corporal punishment,
and verbal abuse; and the fundamentals of functional behavior
assessment.
Total:
x11
$50.00
$550.00
Positive Behavior Support Curriculum Materials
Purchased from American Association of Intellectual and Developmental Disabilities
(www.aamr.org)
Supervisory Edition for Training Supervisors
Supervisor Trainee Resource Guide
Direct Support Edition for Training Direct Support Professionals
Direct Support Trainee Resource Guide
Shipping and Handling
Total:
x1
x1
x1
x1
x1
$395.00
$10.95
$295.00
$7.95
$35.00
$743.90
Monthly Support from local behavior coaches
Provided by District 75 Office of Positive Behavior Intervention and Supports
Description: To provide “hands-on” assistance to schools
x6
$100.00
requesting help to identify and resolve situations. Team
months
members from District 75 will follow-up on plan development
and implementation with your school staff at the cost of $100
per day.
Total:
$600.00
20
Support from STOPP Program
STOPP (Strategies, Techniques and Options Prior to Placement)
Provided by: Dana Ashley, District 75
Course Description: To provide “hands-on” assistance to
Package $900.00
schools requesting help to identify and resolve situations
1: 2 full
occurring due to a recent escalation of challenging behaviors days +
by an individual student. The STOPP team will provide
one halfsupport to help schools build capacity and resolve concerns, day
as well as make recommendations for the development of a
intervention plan. The goal of STOPP is to educate students
who exhibit challenging behaviors in the least restrictive
environment possible. A District 75 clinician trained in
Positive Behavior Supports will come to the school to help
assess the situation and then assist your school team to
develop and implement an action plan. The consultation
meeting is free.
Total:
$900.00
21
POSSIBLE FUNDING SOURCES

Adco Foundation, Inc.
 666 Broadway, 10th Fl.
New York, NY 10012-2317
Telephone: (212) 674-7105
Contact: Dana Davis, Exec. Dir.
Additional info: FAX: (212) 674-7100
E-mail: adcofoundation@yahoo.com
Tel. for application information: (646) 602-5623
 Types of Support: Conferences/seminars, Continuing support, Curriculum
development, General/operating support, Program development, Research, and
Seed money

Carnegie Corporation of New York
 437 Madison Ave.
New York, NY 10022-7003
Telephone: (212) 371-3200
Contact: Rikard Treiber, Assoc. Corp. Secy. and Dir., Grants Management
Fax: (212) 754-4073 URL: www.carnegie.org
 Types of Support: Conferences/seminars, Continuing support, Curriculum
development, Employee matching gifts, General/operating support, Program
development, Program evaluation, Publication, Research and Technical
assistance

The Heckscher Foundation for Children
 123 E. 70th St.
New York, NY 10021-5006
Telephone: (212) 744-0190
Contact: Virginia Sloane, Pres.; Julia Bator, Sr. Prog. Off.
Fax: (212) 744-2761
URL: www.heckscherfoundation.org
 Types of Support: Building/renovation, Curriculum development, Equipment,
Fellowships, Internship funds, Matching/challenge support, Program
development, Program evaluation, Research, Scholarship funds and Seed
money
22

The Achelis Foundation
 767 3rd Ave., 4th Fl.
New York, NY 10017-9029
Telephone: (212) 644-0322
Contact: John B. Krieger, Secy., Exec. Dir. and Asst. Treas.
Fax: (212) 759-6510
E-mail: main@achelis-bodman-fnds.org
URL: http://foundationcenter.org/grantmaker/achelis-bodman/
 Types of support: Conferences/seminars, Curriculum development, Equipment,
General/operating support, Matching/challenge support, Program development,
Program evaluation, Publication, Research, Scholarship funds, Seed money and
Technical assistance
23
REFERENCES
Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008)
Implementation of School-Wide Positive Behavior Interventions and Supports
(PBIS) in Elementary Schools: Observations from a Randomized Trial. Education
and Treatment of Children, 31(1), 1-26.
Carr, E. G., (2007) The Expanding Vision of Positive Behavior Support: Research
Perspectives on Happiness, Helpfulness, Hopefulness. Journal of Positive
Behavior Interventions, 9(1), 3-14.
Frazen, K. & Kamps, D. (2008) The Utilization and Effects of Positive Behavior Support
Strategies on an Urban School Playground. Journal of Positive Behavior
Interventions, 10(3), 150-161.
George, H. P., Harrower, J. K., & Knoster, T. (2003) School-Wide Prevention and Early
Intervention: A Process for Establishing a System for School-Wide Behavior
Support. Preventing School Failure, 47(4), 170-176.
Hieneman, M., Dunlap, G., & Kincaid, D. (2005) Positive Support Strategies for
Students with Behavioral Disorders in General Education Settings. Psychology in
Schools, 42(8), 779-794.
Kincaid, D., George, H. P., & Childs, K. (2006) Review of Positive Behavior Support
Training Curriculum: Supervisory and Direct Support Editions. Journal of Positive
Behavior Interventions, 8(3), 183-188.
Lewis, R. (2001) Classroom discipline and student responsibility: the students’ view.
Teaching and Teacher Education, 17, 307-319.
Muscott, H. S., Mann, E. L., & LeBrun, M. R. (2008) Effects of Large-Scale
24
Implementation of Schoolwide Positive Behavior Support on Student Discipline
and Academic Achievement. Journal of Positive Behavior Interventions, 10(3),
190-205.
Oswald, K., Safran, S., & Johanson, G. (2005) Preventing Trouble: Making Schools
Safer Places Using Positive Behavior Supports. Education and Treatment of
Children, 28(3), 265-278.
Stormont, M. A., Covington-Smith, S., & Lewis, T. J. (2007) Teacher implementation of
precorrection and praise statements in Head Start classrooms as a component of
a program-wide system of positive behavior support. Journal of Behavioral
Education, 16, 280-290.
Sugai, G., & Horner, R. R. (2006) A Promising Approach for Expanding and Sustaining
School-Wide Positive Behavior Support. School Psychology Review, 35(2), 245259.
Warren, J. S., Bohanon-Edmonson, H. M., Turnbull, A. P., Sailor, W., Wickman, D.,
Griggs, P., & Beech. S. E. (2006) School-wide Positive Behavior Support:
Addressing Behavior Problems that Impede Student Learning. Educational
Psychology Review, 18(2), 187-198.
25
APPENDIX A
Disciplinary Outcome Measures (Warren et al., 2006)
26
APPENDIX B
Steps for Positive Behavior Support Implementation
(Peshak George, Harrower, & Knoster, 2003, p.172-174)
TABLE 2. Step 1: Establish a Foundation for Collaboration or Operation
Legend for Chart:
A - Essential components
B - Yes
C - Some
D - No
E - Unsure
A
B C D E
1-1. A school improvement plan exists that
includes goals, objectives, and activities
for improving student behavior.
1-2. A school improvement team is aligned
with the school mission statement.
1-3. All faculty, staff, and administration
are familiar with the school mission statement
and the goals and objectives of the school
improvement plan.
1-4. A school-based positive behavior support
(PBS) team has broad representation including
some school improvement team members.
1-5. Administrators are active participants/
leaders on PBS team.
1-6. A behavior specialist or team member
with behavioral expertise plays an active
role on the PBS team.
1-7. A school-based PBS team meets at least
once a month.
TABLE 3. Step 2: Build Faculty Involvement
Legend for Chart:
A - Essential components
B - Yes
C - Some
D - No
E - Unsure
A
2-8. At least 80% of your faculty,
staff, and administration are
committed to decreasing problem
behaviors across students.
2-9. At least 80% of your faculty,
staff, and administration are
B
C
D
E
27
committed to increasing the academic
performance of students.
2-10. All faculty are familiar with
the behavior problems occurring
across campus.
2-11. At least 80% of faculty, staff,
and administration have been trained
in basic behavioral principles.
2-12 Behavior problems are addressed
quickly and effectively across all
settings.
TABLE 4. Step 3: Establish a Data-Based Decision-Making System
Legend for Chart:
A - Essential components
B - Yes
C - Some
D - No
E - Unsure
A B C D E
3-13. A school-wide data collected
collection system exists to track the
number of all discipline incidents
occurring across campus.
3-14. Data collected are meaningful
(functional) to administration, faculty,
and staff.
3-15. School-wide data collected are
entered into the system weekly.
3-16. School-wide data collected are
analyzed at least once a month by PBS
team.
3-17. Date collected guide
ongoing-decision-making
procedures on campus.
3-18. Problem behaviors are
defined clearly.
3-19. School uses an office discipline
referral form for problem behavior.
3-20. An office discipline referral
process exists at your school.
3-21. Major (i.e., office referral)
discipline incidents are defined and
familiar to faculty, staff, and
administration.
3-22. Minor (i.e., classroom managed
28
problems) discipline incidents are
defined and familiar to faculty, staff,
and administration.
TABLE 5. Step 4: Brainstorm and Select Strategies Within an Action Planning
Process
Legend for Chart:
A - Essential components
B - Yes
C - Some
D - No
E - Unsure
A B C D E
4-23. An array of strategies or supports
are available for faculty and staff to
effectively and efficiently address
problem behavior so that classroom
instruction can continue.
4-24. Procedures to address emergency/
dangerous situations at individual and
school-wide levels are in place and
students, faculty, staff, and
administration are trained.
4-25. A continuum of consequence
procedures is defined clearly and
used regularly.
4-26. Positively stated (3-5)
student expectations are defined
clearly.
4-27. Rules for school-wide
expectations are addressed
across all settings.
4-28. Lesson plans to teach student
expectations are developed.
4-29. School-wide reward/recognition
system is developed.
TABLE 6. Step 5: Implement School-Wide Program Through an Action Plan
Legend for Chart:
A - Essential components
B - Yes
C - Some
D - No
E - Unsure
A B C D E
5-30. All administration, faculty, and
29
staff are trained on school-wide procedures
(i.e., consequences for appropriate and
problem behavior, student expectations,
rewards, and tracking system to monitor
success).
5-31. Formal strategies exist to involve
families in the PBS school-wide program.
5-32. Team has a budget for (a) teaching
students, (b) ongoing rewards, and (c) annual
faculty planning.
5.33. All faculty and staff are directly
involved in the implementation of school-wide
interventions.
5-34. Expected student behaviors are taught
directly to students.
5-35. Display of expected student behaviors
are rewarded/acknowledged regularly
(systematically "catch them being good").
5-36. Supervisors actively supervise (i.e.,
move, scan, and interact) students across
campus (including nonclassroom settings).
5-37. Physical/architectural features are
modified to limit (a) unsupervised settings,
(b) unclear traffic patterns, and
(c) inappropriate access to and from school
grounds.
5-38. Scheduling of student movement ensures
appropriate numbers of students across campus
(including nonclassroom settings).
TABLE 7. Step 6: Monitor, Evaluate, and Modify the Program
Legend for Chart:
A - Essential components
B - Yes
C - Some
D - No
E - Unsure
A B C D
6-39. At least 80% of students respond
predictably and successfully to your
school-wide system of behavior support.
6-40. Ongoing (i.e., throughout the
school year) decision-making procedures
are based on the school-wide data
collected.
6-41. Results of school-wide analyses
E
30
(i.e., current status of behavior
patterns) are included in all faculty
meetings.
6-42. Booster training activities for
students are developed, modified, and
implemented based on the school data.
6-43. Booster training activities for
faculty, staff, and administration are
developed, modified, and implemented
based on the school data.
6.44. The school-wide collection system
emphasizes the number of positive/
expected behaviors rewarded/acknowledged
rather than problem behaviors.
SPED 707 GRANT PROPOSAL
Rubric for Part 2: Written Document
Author of Grant: Nicole B.
Intervention Supports
Does not meet
standard (Far
below standard)
(1)
1. One page
abstract clearly
synthesized
description and
purpose of
proposed
project (x1)
2. Review of
literature from
primary sources
ICC9S2
(x2)
3. Literature
review
supported
theory
Teacher
candidate’s onepage abstract
did not provide
goals, purpose,
or description of
the proposed
project.
TC’s abstract
exceeded one
page.
-The teacher
candidate’s
review of the
literature did not
contain a cross
section of
primary refereed
sources
published within
the past 5 years.
- TC’s sources
were tangential
to the topic or
are not regarded
as nonauthoritative.
- Only one or
two sources
used by the TC.
The teacher
candidate’s
support for the
theory
underlying the
Title of Grant: Positive Behavior
Does not meet
standard
(Emerging or
marginal) (1)
Meets Standard
(2)
Above Standard (3)
Teacher
candidate
provided a onepage abstract
with minimal or
superficial
and/or vague
goals, purpose
& description of
proposed
project.
The teacher
candidate’s
review of the
literature was
generally from
primary
resources &
included no
more than two
secondary
references.
- The TC’s
review
contained three
different
refereed journal
titles regarded
as authoritative
to the topic
being reviewed.
- No more than
two of the TC’s
references were
published prior
to the last five
years.
The teacher
candidate’s
review
supported the
theory behind
Teacher
candidate
provided a onepage abstract
with satisfactory
goals, purpose,
and description
of proposed
project.
Teacher candidate
provided a onepage abstract that
clearly synthesized
goals, purpose, &
description of
proposed project.
X
The teacher
candidate
provided a
review of the
literature that
include one
secondary
reference.
- The TC’s
review
contained four
different
refereed
journals
regarded as
authoritative to
the topic being
reviewed.
- More than one
of the TC’s
references
were published
prior to the last
5 years.
The teacher
candidate provided
a review of the
literature that
contained only
primary resources
& included
applicable
statistics. X
- The TC’s review
was made from at
least five different
refereed journals
regarded as
authoritative to the
topic. X
-All of the TC’s
references were
published within
last 5 years except
for seminal/highly
important original
sources. X
The teacher
candidate’s
literature review
supported the
theory
The teacher
candidate’s
literature review
supported the
theory behind the
32
(x2)
4. Needs section
was
comprehensive
need for the
development of
a grant was not
clear or not
supported by
current
literature.
- The TC
provided no
systematic
development in
support for the
value of the
project.
the need for the
project, but no
data were
provided to
support the
need for the
proposed
interventions.
- The TC
presented no
statistical data
to show the
demand for
such a
proposed
project.
underlying the
need for the
project.
-With a link
between the
literature and
statistical data
from a reliable
source, the TC
demonstrated
the need for the
suggested
project.
-The
connection
made by the TC
was not fully
clear, but rather
was somewhat
tangential to the
project.
need for the
project, & a clear
link was
established
between the
statistics & the
need for the
project. X
-The theory was
developed in an
orderly and wellrelated manner. X
The teacher
candidate’s
needs section
failed to identify
the specific
needs of the
school or
agency.
The teacher
candidate’s
needs section
provided
minimal
information on
the requesting
school agency
or source.
However, it was
unclear as to
why the
proposal is
necessary for
this site.
The teacher
candidate’s
goals &
objectives of
the proposed
project were
stated, but were
only tangentially
related to the
need for the
project.
The teacher
candidate’s
needs section
provided
satisfactory
information
about the
requesting
school agency
or source and
identified why
this proposal is
deserving
funding.
The teacher
candidate’s needs
section provided
comprehensive
information about
the requesting
school, agency or
source & identified
why this proposal is
deserving of
funding. X
The teacher
candidate’s
goals &
objectives of
the proposed
project were
clearly related
to the
established
need for the
program.
- The TC’s
goals and
The teacher
candidate’s goals &
objectives were a
clear outgrowth of
the stated need for
the project, and
strongly link the
need with the
activities of the
proposed program.
Objectives were
specific and
measurable. X
(x2)
5. Goals and
objectives were
outgrowth of
needs
(x2)
The teacher
candidate’s
goals &
objectives of the
proposed
program were
not presented or
showed no clear
relationship to
the stated need
of the program.
33
6. Timelines and
Responsibilities
(x1)
7. Support staff
and resources
(x1)
8. Budget and
Budget
justification
objectives were
a clear
outgrowth of
the stated
need.
The teacher
candidate’s
proposed
program clearly
outlined a
format and
timeline of the
program
sessions and
the role of all
participants.
The teacher
candidate’s
proposed
program did not
clearly establish
a timeline or
format for
planned
activities
(workshops,
sessions, start,
etc.).
- The TC failed
to establish
primary
responsibilities
for activities or
the method of
evaluating the
outcomes of
interventions.
-The teacher
candidate
provided no
explanation (or
an incomplete
one) of the
resources &
staff necessary
to carry out the
proposed
project.
- Staff
qualifications
were not
identified by the
TC.
The teacher
candidate’s
proposed
program
established a
timeline, the
format of
interventions,
and activities
and their
content.
The teacher
candidate’s
proposed program
contained a
comprehensive
format including
descriptive &
realistic content,
timeline, activities
and interventions.
-The teacher
candidate
provided a
general
description of
materials & staff
involved in the
project with a
limited
explanation of
specific
responsibilities
& qualifications
of staff.
The teacher
candidate
provided a
systematic
presentation of
staff & their
responsibilities
& qualifications.
-Sources of
materials &
their purposes
in the program
were specified
by the TC.
The teacher
candidate provided
a thorough
presentation of staff
& their
responsibilities &
qualifications, as
well as the agency
or professional
association
providing their
services (“matching
fund sources”). X
-Sources of
materials &
curriculum were
identified by the
TC. X
The teacher
candidate
provided no
The teacher
candidate
provided a
The teacher
candidate
provided a
-The teacher
candidate provided
a precise budget &
X
- It specifically
delineated the role
of participants, and
methods/measures
for evaluating
outcomes. X
-Staff
responsibilities
were vaguely
described by
the TC.
34
(x1)
10. APA writing
style format &
writing
mechanics
(x1)
11. On time
submission was
written in fluent
and organized
manner
(x2)
budget for the
proposed
program.
- No budget
justification was
provided by the
TC.
- The TC’s
budget for
project operation
was presented
without
justification &/or
line item
explanation.
Teacher
candidate’s use
of APA writing
style was absent
from the
literature review,
and/or improper
citation,
preparation of
reference
section, tables,
and/or
appendices was
evident.
Numerous
grammatical
&/or spelling
errors were
present.
The teacher
candidate’s
paper was more
than one week
late.
- The TC’s
writing was
unclear and/or
unprofessional.
-Little attention
appears to have
been given to
the
requirements of
the project by
the TC.
-Some sections
budget &
justification
devoid of a
delineation of
staff experience
& training that
justifies their
role & level of
remuneration.
budget &
justification with
line item
delineation of
staff
participant’s
experience &
training,
thereby
supporting their
role & level of
remuneration.
justification with line
item delineation,
thereby supporting
their role & level of
remuneration.
Matching fund
items & sources
were delineated. X
Teacher
candidate’s use
of APA style
showed signs of
emerging, but
inconsistently
utilized.
-The TC’s
proposal
contained five
or more
grammatical
&/or spelling
errors.
Teacher
candidate’s use
of APA style
was present
throughout the
paper.
-The TC’s
proposal
contained no
more than four
grammatical
&/or spelling
errors.
Teacher
candidate’s use of
APA style was
consistently evident
and correct
throughout the
paper. X
- The TC’s proposal
contained fewer
than three spelling
or grammatical
errors. X
The teacher
candidate’s
paper is 1 to 7
days late.
-The TC’s
writing
sometimes
rambled off the
topic or was
confusing to the
reader.
- The TC
minimally
followed the
rules of format.
Teacher
candidate’s
writing was
reasonably
clear and fluent,
with logical
sequencing of
content.
- The TC
provided a
Table of
Contents &
followed the
rules of format
including
subheadings,
page numbers,
Teacher
candidate’s writing
was clear, fluent,
well-developed &
sharply focused. X
- The TC provided
a Table of
Contents,
appropriate
subheadings, and
evidenced strong
attention to page
format, including
page numbers,
margins,
appropriate page
breaks, & double
35
of the TC’s grant
proposal were
missing.
margins,
appropriate
page breaks,
citation, &
double-spacing.
Score for Grant Proposal Document: _____ of 45
(professionalism) = _56.5_ of 57
spacing. X
and _____ of 12
_99_ of 100 X 3 = _297 of 300 possible points for grant proposal
(written)
Additional comments: A fine paper: Well written in content, organization
and mechanics. Well presented. Easily read by the reviewer. Reflects
great planning, research, effort, and skill.