www.edprodevelopment.com

Providing staff development and technical assistance to schools with 25 years of experience to Tennessee schools.

Why Bother? The Data
• Disproportionate suspensions and expulsions based on disability and race
• Teacher turn-over rates
• 1 st response to school violence is “get tougher”
• Students who are truant are given out-ofschool suspensions
• Tennessee’s new “restraint law”
• Skills cited most often missing by the business round tables hosted by Governor Bredesen …

Why Bother? It Works
• Reduction of office discipline referrals and suspensions

Referrals/ODR Data Year 1 vs. Year 2
600
500
400
800
700
300
200
100
0
Year 1
Year 2
School 1
774
441
School 2
394
249
School 3
166
98
School 4
316
175
School 5
732
596
School 6
677
372

Jere Baxter MS Nashville
Grades 5-8; 582 students
• Started implementing SWPBS in 2007
• In August 2007-08, averaged 35 ODRs/day/month. In
August 2008-09, there were only 6 ODRs/day/month.
• In September 2009: “This year has started unbelievably well. Per day per month is down to
6.8!!! Last year: 13.8 and that was down by 52% from the prior year. It shows in the building. I AM
SO EXCITED!”
David Martin
Principal Jere Baxter Middle School

August 2007 August 2008 Percentages
Referrals 24
Suspensions 12
3
1
Down 88%
Down 92%
Referrals
September 2007
58
September 2008 Percentages
35 Down 40%
Suspensions 41
October 2007
Referrals 48
Suspensions 20
18
October 2008
31
1
Down 56%
Percentages
Down 64%
Down 95%
Semester Totals 07 Semester Totals 08 Percentage
217 132 Down 39%
Suspensions 115 61 Down 47%

Why Bother? It Works
• Reduction of office discipline referrals and suspensions
• Recouped academic learning time
• Recouped administrative time

Example: Washburn School
As of 5/16/06 end of year
data:
2004-2005: 966
2005-2006: 580
Recouped
time:
386 x 15 min/ODR = 96.5 hours
Retrieved
:
386 x 45 min/ODR = 289.5 hours
,

Retrieved/Gained
Cannon County High School (Year 1)
Washburn School (Year 3)
3000
2500
2000
1500
1000
500
2796
1974
0
2005-2006 2006-2007
Recouped administrative time:
822 x 15 min/60 min = 205.5 hours
=27.4 days (7 ½ hr)
Retrieved academic learning time :
28 x 45 min/60 min = 616.5 hours
= 82.3 days (7 ½ hr)
250
200
150
100
50
217
180
0
2005-2006 2006-2007
Recouped administrative time:
28 x 15 min/ 60 min = 7 hrs
= ~1 day
Retrieved academic learning time :
28 x 45 min/ 60 min = 21 hrs
= 2.8 days

East Lake
Elementary
(year 1 – partial implementation
)
Retrieved/Gained
Recouped administrative time:
122 x 15 min/60 min = 30.5 hours
= 4 days (7 ½ hr)
Retrieved academic learning time
= 12 days (7 ½ hr)
:
122 x 45 min/60 min = 91.5 hours

Why Bother? It Works
• Reduction of office discipline referrals and suspensions
• Recouped academic learning time
• Recouped administrative time
• Improved academic achievement
 When combined with effective instruction
Larsen, Steeler,& Sailor (in press)
Horner, Sugai, Eber & Lewandowski (2004)
Horner, Sugai, Todd, Lewis-Palmer (2005)

(Kellem et al.)
Literacy
Interventions in
Place
School-wide
Behavior Systems in Place
School-wide
Behavior Systems
NOT in place
Improved
Literacy
NO Literacy
Improvement
Literacy
Interventions
NOT in Place
NO Literacy
Improvement
NO Literacy
Improvement

Dr. Bob Algozzine
NC Positive Behavior Support Initiative
100
95
90
85
80
75
Schools w/ Low
ODRs & High
Academic Outcomes
70
65
60
55
50
0,00 0,10 0,20 0,30 0,40 0,50
ODRs
0,60 0,70 0,80 0,90 1,00
Reading
Линейная (Reading) r xy = -.44
( n = 36)
Office Discipline Referrals per 100 Students

Why Bother? It Works
• Improved perceptions of school safety. Students who carry guns to school do so to defend themselves.
They perceive the school to be unsafe.

Why Bother? It Works
… we significantly increased the positive behavior of our students and decreased the amount of teaching time lost to disruptive behavior. Having more teaching and learning time in a positive learning environment has significantly increased our student achievement scores. What a win-win!!
- Joan Tidwell, Principal, Fairview Elementary School, Williamson
County
Our Graduation Rate has risen from 69.6% to 74.17% to 83.45% over the past three years. Our Attendance Rate has also increased. We also went from having approximately 55-70 students retained as freshman to this year having only 24.
- Patrick R. Fraley, Principal, Cherokee High School, Hawkins
County

13% of schools in
Tennessee

Horner, 2006 Annual APBS Conference

Integrated Systems:
Critical Elements for Durable Results
Supporting
Staff Behavior
Supporting
Decision
Making
PRACTICES
Supporting
Student Behavior

•
Are NOT born with “bad behaviors”
•
Do NOT learn when presented contingent aversive consequences
•
Do l



School environment is predictable
1. common language
2. common vision (understanding of expectations)
3. common experience (everyone knows)
School environment is positive regular recognition for positive behavior
School environment is safe violent and disruptive behavior is not tolerated
School environment is consistent adults use similar expectations.

Family
Capacity
Priority &
Status
Specialized Support
Data-based
Decision
Making
Student
Communications
Teaching
Representation
Start with
Team that
“Works.”

SWPBS
Practices
Classroom
Non-classroom
Student
Family
•
Smallest #
•
Evidence-based
•
Biggest, durable effect
30

SYSTEMS OF
INTEGRATED SCHOOL-WIDE
SUPPORT:
The Three Tiered Model
All
Tier 1: Primary
Preventions:
Whole School Systems for
Students, Staff, &
Settings
~5%
6+ ODRs
Tier 3: Tertiary
Interventions
Specialized Individualized
Systems for Students with
High-Risk Behavior
5-15%
2-5 ODRs
Tier 2: Secondary
Interventions
Specialized Group
Systems for Students with At-Risk Behavior
~ 80% of Students
0-1 ODRs
31

INTEGRATED SYSTEMS OF
SCHOOL-WIDE POSITIVE
BEHAVIOR INTERVENTIONS AND
SUPPORTS:
The Three Tiered Model
Primary/Tier 1 Preventions
Whole School, Classroom, and Non-Classroom
Systems for
All Students & Staff
~80% of Students

Features of Primary Preventions
 Identify & Define School-Wide Rules & Behavioral
Expectations

Rules Translated into Behavioral Expectations:
Behavioral Expectations Matrix
Location
Hallway
Be Safe Be Responsible Etc.
Walking quietly & directly to assigned destination
Walk keeping hands to self
Classroom Keep all four legs of chairs on floor
Bring pen/pencil, books, and homework to class each day

SCHOOL SETTINGS
Class Hall Bus Restroom
B e Prepared
A ct Responsibly
R espect Others
 Bring all materials each day.
 Give your best effort.
 Take pride in your work.
 Raise your hand before speaking.
 Follow directions the first time given.
 Accept consequences without complaining or arguing.
 Return materials to the proper place.

 Listen politely to teachers and peers.
 Use appropriate language.
 Ask permission to use classroom materials.
 Carry hall pass
 Walk, don’t run.
 Use an appropriate noise level.
 Walk directly to your designated area.
 Move quietly and promptly.
 Stay to the right of the hall.
 Arrive on time
 Watch for your stop.
 Keep hands
& feet inside the bus.
 Talk quietly.
 Follow directions the first time given.
 Get on/off the bus in a single file line.
 Stay seated and face forward while on the bus.
 Keep hall pass visible.
 Flush.
 Wash your hands.
 Use trash cans.
 Conserve water and paper.
 Keep walls clean.
 Dispose of trash in proper receptacle.
 Respect others’ privacy.
K eep Safe
 Keep hands and feet to self.
 Follow safety procedures.
 Use furniture and supplies appropriately.
 In case of an emergency, proceed to the nearest exit.
 In case of a evacuation, follow safety procedures.
 Stay in seat.
 Report any problems to a teacher.


37

Douglas County S.D., CO 4-08

Features of Primary Preventions
 Identify & Define School-Wide Rules & Behavioral
Expectations
 Teach Behavioral Expectations Associated with
School-Wide Rules
“When all students in the school are taught the same social expectations, a social culture is established where students have both personal knowledge about the social behaviors expected in the school and the knowledge that everyone else in the school knows those same social expectations.” (Blonigen et al., 2008)

Lesson Plan Template
Teaching Behavioral Expectations Across Locations
Time Needed: Location:
List the Observable, Positive Behavioral Expectations in Chosen Location for Each Rule:
Rule
1.
Rule
2.
Rule
3.
Rule
4.
Expectations: Expectations: Expectations: Expectations:
Rule
5.
Expectations:
Teach Examples and Non-Examples of Meeting Behavioral Expectations :
Demonstrate NON-EXAMPLES (What NOT to Do) Demonstrate EXAMPLES (What to Do)
Rule 1. Rule 1.
Rule 2.
Rule 3.
Rule 4.
Rule 2.
Rule 3.
Rule 4.
Rule 5.
Activities to Check for Understanding:
Accommodations/ Adaptations for Students with Special
Needs:
Rule 5.
Materials Needed:
Acknowledgement to Maintain Positive Behavior:

Location:
Office
Time Needed:
10 minutes per group
List of Observable, Positive Expectations in Chosen Location for Each Rule:
Rule
1. Respect
Expectations :
Rule
2. On-Time
Expectations :
Rule
3. A+ Attitude
Expectations :
Rule
4. Responsibility
Expectations :
Enter and leave the office area quietly. Students waiting their turn to be waited on.
Students will sit in chairs correctly.
Keep office visits to a minimum to ensure being ontime to class.
Use manners in office, Say "Yes
Ma'am",
"Please", "Thank you". Hve a patient attitude.
Make sure staff are present before entering into their office. Have all excuse note, absence notes, etc. reading to turn in.
Teach Examples and Non-Examples of Meeting Behavioral Expectations:
Demonstrate EXAMPLES (What To Do)
Rule
5.
Expectations :
Demonstrate NON-EXAMPLES (What NOT To Do)
Rule 1
Students talking loud while in the office. Students not showing respect to office staff by issuing disrespectful comments. Students slumping in the chairs.
Rule 1
Students entering the office quietly with a normal voice-tone. Students showing patience by waiting their turn to be served.
Students sitting properly in their seat.
Rule 2
Students getting the information they need quickly and returning to class.
Rule 3
Students saying "Yes, ma'am", "Thank you",
"Hello". Students showing their patient attitude while waiting for help.
Rule 4
Students not entering offices and office areas of staff when they are not present. Students have proper notes (Absence) ready to turn in.
Rule 5
Rule 2
Students hanging out in the office even after being served, therefore being tardy.
Rule 3
Students not greeting staff members or not responding back when greeted. Students Making Comments about being tired of waiting.
Rule 4
Students entering staff offices and areas when staff are not present. Students who do not have proper paperwork ready to turn in.
Rule 5
Activities to Check Understanding:
Oral quizzes. Observations.
Accommodations/Adaptations for
Students with Special Needs: none
Materials Needed:
Staff and students to act-out.
Acknowledgement to Maintain Positive Behavior:
Roar Awards

Features of Primary Preventions
 Identify & Define School-Wide Rules & Behavioral
Expectations
 Teach Behavioral Expectations Associated with
School-Wide Rules
 Develop a School-wide System that includes a continuum of procedures for Encouraging/
Reinforcing “Rule Following”

49

R E B E L C A R D S
3
4
1
2
7
8
5
6
50

________________________________________
SCHOOL
POSITIVE OFFICE REFERRAL FORM
Student _____________________ Referring Staff ________________________
Grade Level ______Incident Date _____________ Incident Time ________
School-wide Rule student followed: _________________________________
Teacher Comments. Please provide details of the POSITIVE behavior:
_
_____________________________________________________________
Administrator’s signature: ______________________ Date seen:_____________
White-student, Yellow-office, Pink-Teacher
Tiger Paws Bank Register
Date: __________________ Number: _______
Beginning Balance: _________
Cards Added: ________________
Cards Used: ________________
Ending Balance: ________________
Approved by: ___________________________________________
51

15% off
52

• Elementary School
– A special job (line leader, messenger, etc.)
– Extra recess or extra time in centers
– Stuffed animal day, PJ day, ….
• Middle/ High School
– Tardy pass
– Cell phone pass
– Preferential parking spot
– Pass to dance or sporting event
• All Grade Levels
– Homework pass or extension
– Lunch with the teacher or in a special location
– Sit in special or desired place in the classroom
– Hat day or pajama day
53

 The issue concerning rewards versus bribes with regard to schools reinforcement systems is all in the delivery of the reward.
The adult is in control if the reward. The child is in control of a bribe.
 A reward is something provided to a student to show appreciation for appropriate behavior. The reward follows the appropriate behavior and the adult is in control.
 If the child is in control of the situation, it is considered a
bribe. The reward should not be promised to the student prior to a behavior or used as the antecedent, or
“bargain” in anticipation of appropriate behavior.
54 from Keys to Effective Discipline, David Kilpatrick, Ph.D.

.
55

FEW
~5% of staff
SOME
~15% of STAFF
~80% of STAFF

• The more we motivate the staff, the more they will give out reinforcements.
• The more reinforcements they give out…….


GOOSED- Get out of School
Early

Dress down day- jeans or other not typically worn item

Valet Parking-special sign or parking space

Staff to Staff recognitions

30 minutes additional break

Handwritten note from principal

Thank you cards

Teacher recognized over intercom at end of week

Teacher recognized in faculty meeting

Teachers recognized in School
Newsletter and/or website
 ½ day given on half day school day (e.g. before Thanksgiving)

Duty free week (Lunch, bus, morning, afternoon etc…)

Free snack from vending machine

Goody bag with pens, pencils, sticky notes etc.

Lunch pass to go off campus for lunch

Teacher SWPBS wall of fame

Choice of gift certificates (Target,
Wal-Mart, K Mart)

Choice of restaurant gift card
(local establishments)

Manicure/Pedicure/Massage

Traveling Trophy

Emails from parents

Features of Primary Preventions
 Identify & Define School-Wide Rules & Behavioral
Expectations
 Teach Behavioral Expectations Associated with
School-Wide Rules
 Develop a School-wide System that includes a continuum of procedures for Encouraging/
Reinforcing “Rule Following”
 Develop an array of procedures for discouraging violations to school-wide behavioral expectations

Develop an array of procedures for addressing violations to school-wide behavioral expectations
 Clearly define behavior problems such that definitions are mutually exclusive and understood by all staff.

Roane County K-5 Office Referral Definitions Classroom Managed
BEHAVIOR
Inappropriate
Language
Physical Contact
Defiance
Disruption
Property Misuse
Tease/Taunt
Lying/Cheating
Homework/Class work
DEFINITION
Verbal messages that include name calling, or use of words to intimidate or humiliate, or inappropriate slang words
Student engages in non-serious, but inappropriate physical contact such as mild pushes, elbowing, horseplay, and may include kissing or hugging
Student engages in brief or low intensity failure to respond to adult request
Student engages in low-intensity, but inappropriate disruption such as pencil tapping, moving chair, talking out of turn, etc.
Student engages in low-intensity misuse of property
Disrespectful messages (verbal or gestural) to another person that includes threats and/or intimidation
Responses that are deliberately untrue or misleading. Taking credit for work that is not the student’s own, including plagiarism
Chronic failure to complete homework/classwork

Roane County K-5 Office Referral Definitions Administrator Managed
Fighting Actions involving serious physical contact where injury may occur
(hitting, punching, kicking, hair pulling, scratching)
Abusive language Verbal messages that include swearing, name calling, or use of words to intimidate or humiliate
Overt
Defiance/Disrespect
Harassment/Bullying
Disruption (repeated)
Theft
Property Damage
Weapons
Refusal to follow directions of staff member; talking back, socially rude interactions; use of profanity to an adult
Disrespectful messages (verbal or gestural) to another person that includes threats, intimidations, obscene gestures, pictures, or text.
Negative comments based on race, religion, gender, age, and/or ethnicity, disabilities or other personal matters
Behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, screaming, noise with materials, horseplay or roughhousing, sustained out-of-seat behavior
Student is in possession of, having passed on, or being responsible for removing someone else’s property or has signed a person’s name without that person’s permission.
Student participates in an activity that results in substantial destruction or disfigurement of property
Student is in possession of any weapon (gun, knife, knuckles, etc.) whether real or look-alike, or any other object readily capable of causing bodily harm

Develop an array of procedures for addressing violations to school-wide behavioral expectations
 Clearly define behavior problems such that definitions are mutually exclusive and understood by all staff.
 Determine which violations are managed by office
(major) and which are managed by staff (minor).
Ensure a system exists for monitoring the violations and is known by all faculty and staff.

Roane County K-5 Office Referral Definitions Classroom Managed
BEHAVIOR
Inappropriate
Language
Physical Contact
Defiance
Disruption
Property Misuse
Tease/Taunt
Lying/Cheating
Homework
DEFINITION
Verbal messages that include name calling, or use of words to intimidate or humiliate, or inappropriate slang words
Student engages in non-serious, but inappropriate physical contact such as mild pushes, elbowing, horseplay, and may include kissing or hugging
Student engages in brief or low intensity failure to respond to adult request
Student engages in low-intensity, but inappropriate disruption such as pencil tapping, moving chair, talking out of turn, etc.
Student engages in low-intensity misuse of property
Disrespectful messages (verbal or gestural) to another person that includes threats and/or intimidation
Responses that are deliberately untrue or misleading. Taking credit for work that is not the student’s own, including plagiarism
Chronic failure to complete homework/classwork

Roane County K-5 Office Referral Definitions Administrator Managed
Fighting Actions involving serious physical contact where injury may occur
(hitting, punching, kicking, hair pulling, scratching)
Abusive language
Overt
Defiance/Disrespect
Harassment/Bullying
Disruption (repeated)
Verbal messages that include swearing, name calling, or use of words to intimidate or humiliate
Refusal to follow directions of staff member; talking back, socially rude interactions; use of profanity to an adult
Disrespectful messages (verbal or gestural) to another person that includes threats, intimidations, obscene gestures, pictures, or text.
Negative comments based on race, religion, gender, age, and/or ethnicity, disabilities or other personal matters
Behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, screaming, noise with materials, horseplay or roughhousing, sustained out-of-seat behavior
Theft
Property Damage
Weapons
Student is in possession of, having passed on, or being responsible for removing someone else’s property or has signed a person’s name without that person’s permission.
Student participates in an activity that results in substantial destruction or disfigurement of property
Student is in possession of any weapon (gun, knife, knuckles, etc.) whether real or look-alike, or any other object readily capable of causing bodily harm

Develop an array of procedures for addressing violations to school-wide behavioral expectations
 Clearly define behavior problems such that definitions are mutually exclusive and understood by all staff.
 Determine which violations are managed by office
(major) and which are managed by staff (minor).
Ensure a system exists for monitoring the violations and is known by all faculty and staff.
 Clearly define procedures in narrative and/or flow chart format for implementing the array of responses to rule violating behavior, including documentation procedures.

Observe Problem Behavior
Warning/Conference with Student
Use Classroom
Consequence
No
Is behavior office managed?
Yes
Write referral to office
Complete Minor
Incident Report
Does student have 3 MIR slips for the same behavior in the same quarter
Write the student a
REFERRAL to the main office
Classroom
Managed
•
Preparedness
•
Calling Out
•
Classroom Disruption
•
Refusal to Follow a
Reasonable Request
(Insubordination)
•
Failure to Serve a
Detention
•
Put Downs
•
Refusing to Work
•
Inappropriate
Tone/Attitude
•
Electronic Devices
• Inappropriate
Comments
•
Food or Drink
Office
Managed
•
Weapons
•
Fighting or Aggressive
Physical Contact
•
Chronic Minor
Infractions
•
Aggressive Language
•
Threats
• Harassment of Student or Teacher
•
Truancy/Cut Class
•
Smoking
•
Vandalism
•
Alcohol
• Drugs
•
Gambling
•
Dress Code
•
Cheating
• Not w/ Class During
Emergency
•
Leaving School
Grounds
•
Foul Language at
Student/Staff
Administrator determines consequence
Administrator follows through on consequence
Administrator provides teacher feedback
•
Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•
Once written, file a copy with administrator
•
Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection

Develop an array of procedures for addressing violations to school-wide behavioral expectations
 Clearly define behavior problems such that definitions are mutually exclusive and understood by all staff.
 Determine which violations are managed by office (major) and which are managed by staff (minor). Ensure a system exists for monitoring the violations and is known by all faculty and staff.
 Clearly define procedures in narrative and/or flow chart format for implementing the array of responses to rule violating behavior, including documentation procedures.
 Identify an array of appropriate responses to minor and major rule violations.

Features of Primary Preventions
 Identify & Define School-Wide Rules & Behavioral
Expectations
 Teach Behavioral Expectations Associated with
School-Wide Rules
 Develop a School-wide System that includes a continuum of procedures for Encouraging/
Reinforcing “Rule Following”
 Develop an array of procedures for addressing violations to school-wide behavioral expectations
 Develop procedures for on-going data-based monitoring, including universal screening, and evaluation

SWPBS and the American Diploma Project
As of January 2007, Tennessee became 1 of 30 states participating in the American Diploma Project (ADP)
Network dedicated to aligning high school curriculum, raising academic standards, improving assessments, and strengthening accountability policies with the demands of college and work to prepare young people for post-secondary education, work, and citizenship.
“... job skills yielding the highest priority in surveys also tended to be the skills frequently cited in roundtables as missing among high school graduates.”…“Business leaders universally agreed on the importance of key professional or ‘soft’ skills…”.
The highest-rated professional skill was “take responsibility, act ethically, and be honest” … was closely followed by “ take initiative and be able to work independently” and “organize and prioritize tasks, schedule time, and anticipate obstacles” . “ … another toprated soft skill, [was] ‘ ”meet professional expectations regarding speech, appearance, punctuality and manners”.
(Tennessee Diploma Project, October 2007)

Establishing Tier 2 Systems of
Academic & Behavioral Supports
• ~15% of students
• Multiple referrals (2-5)/ At
Risk of Academic Failure
~15%
Tier 2: Secondary
Interventions
Specialized Group
Systems for Students with At-Risk Behavior
• At-risk for developing more severe/chronic patterns of problem behaviors and/or academic challenges

•
Less than 25% of school enrollment
• Account for over 50% of behavioral incidents
•
Consume significant amounts of time and resources
•
Exhibit poor peer relations, low academic achievement, and/or self esteem
•
Have poor organizational/study skills
• Have difficulty adjusting to school environment

Major Characteristics of
Secondary/Tier 2 Interventions
(Academic AND Behavioral)
 Addressed once quality, research-based Tier 1 preventions and practices are established.
 Team-based problem solving.

Focus on smaller targeted groups of students who are at risk of engaging in more serious behavior problems and/or academic failure.
 On-going monitoring of student progress and databased decision-making.
 Time-limited, intensive instruction focusing on targeted group of students common deficit area(s).

Major Characteristics of Secondary/
Tier 2 Interventions (continued)

Known by all faculty and staff.

Ongoing identification and referral process

Rapid access to and continuously available intervention (5 days).

Research/Evidence-based interventions based on assessment results.

Adequate resources allocated (administrative support, time,…).

CSH
Coordinator/
School Nurse
Phys. Health
Nutrition
Mental Health
Literacy/
Reading
Coach
Reading/ Literacy
Intervention
Mathematics
Coach
Math Intervention
School Psy./
Behavior Specialist/
Counselor
Study/ Organization
Skills Inter.
School Psy./
Behavior Specialist/
Counselor
Social Skills
Intervention
CICO
Coordinator
Check-In/
Check-out
Tier 1 Team
Targeted Group x
Location

Step 1. Identify current Tier 2/Secondary
Academic and Behavioral Interventions for
Targeted Groups of Students
Step 2. Analyze Current Interventions
Step 3. Conduct Gap Analysis
Step 4. Establish/Flesh Out and Implement Tier
2/Secondary Coordinating Team
Step 5. Fill Gaps
Step 6. Develop and Implement Referral
Procedure
Step 7. Implement and Codify Tier 2 Systems

Academic Systems Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
•Of longer duration
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90% Universal Interventions
•All students
•Preventive, proactive
1-5%
Effort,
5-10%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90% Universal Interventions
•All settings, all students
•Preventive, proactive

INTEGRATED SYSTEMS OF
SCHOOL-WIDE POSITIVE
BEHAVIOR INTERVENTIONS AND
SUPPORTS:
The Three Tiered Model
Tier 1: Primary
Preventions
Whole School, Classroom, and Non-Classroom
Systems for
All Students & Staff
~5%
~15%
Tier 3: Tertiary
Interventions
Specialized
Individualized
Systems for Students with
High-Risk Behavior
Tier 2: Secondary
Interventions
Specialized Systems for
Students with At-Risk
Behavior
~80% of Students

• <5% of students
• Multiple referrals (6+)
• >50% of all referrals/behavioral incidents
• Exhibits severe and/or chronic patterns of problem behaviors
• Consumes significant time and resources

• Poor peer relations
• Low academic achievement/Failing multiple classes
• Lacks anger control
• Poor organizational or study skills
• Low self-esteem
• “student’s reputation precedes him/her”
• Never did school well
• Sometimes has “does not care attitude”

10
0
20
Students

• Behavior is related to and governed by its context.
• Behavior can be interpreted as functional, (often communicative), purposeful, and meaningful for the person.

SURVIVAL
SOCIALIZATION/
COMMUNICATION
FEELINGS OF COMPETENCE

•
•
•
•
•
Behavior is related to and governed by its context.
Behavior can be interpreted as functional, (often communicative), purposeful, and meaningful for the person.
Behavior is affected by internal events (e.g., physiological condition or emotional state).
Behavior is influenced by factors outside the immediate context, including relationships, activity patterns, and lifestyle issues.
Behavior changes as people mature and develop new competencies.

 Behavioral competence at school & district levels
 Function-based behavior support planning
 Data-based decision making by teams
 Comprehensive person-centered planning & wraparound processes
 Targeted social skills & self-management instruction
 Individualized instructional & curricular accommodations
 School-wide Tier 2/Secondary interventions “in place”

Reading
Math
Soc skills
Science
Soc Studies
Dec 7, 2007
Basketball

Tier 1: Primary Prevention:
Whole School, Classroom, and
Non-Classroom
Systems for
All Students & Staff
Tier 3: Tertiary
Interventions Specialized
Individualized
Systems for Students with
High-Risk Behavior
Tier 2: Secondary
Interventions
Specialized Group Systems for Students with At-Risk
Behavior

Cherokee High School 2007-08 graph – Year End
Cherokee High School: January 2009

Integrated Systems:
Critical Elements for Durable Results
Supporting
Staff Behavior
Supporting
Decision
Making
PRACTICES
Supporting
Student Behavior

Information Systems for
Data-Based Decision Making
Fidelity of Implementation:
School-wide Evaluation Tool (SET)
Self Assessment Survey (SAS)
Benchmarks of Quality (BOQ)
Desired Outcomes:
School Safety Survey (SSS)
Suspensions, Expulsions, Remands
Office Discipline Referrals (ODRs)

Information Systems for
Data-Based Decision Making
Fidelity of Implementation:
School-wide Evaluation Tool (SET)

The School-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of primary preventions across each academic school year.
 Expectations Defined
 Behavioral Expectations Taught
 System for Rewarding/Acknowledging
Behavioral Expectations
 System for Responding to Behavioral Violations
 Monitoring and Decision Making
 Management/Leadership
 District Level Support

School-wide Evaluation Tool (SET)
Washburn School SET Data
60
50
40
30
100
90
80
70
20
10
0
Expectations
Defined
Expectations
Taught
Reward
System
Violations
System
Monitoring &
Decisions
Features
Management District
Support
Mean
2004-05
2005-06
2006-07

Fairview Elementary SET Comparison Results 2008-2009
100.0%
80.0%
60.0%
40.0%
20.0%
0.0%
Expectations
Defined
Behavioral
Expectations
Taught
Ongoing
System for
Rewarding
Behavioral
Expectations
System for
Responding to
Behavioral
Violations
Monitoring &
Decision
Making
SWPBS Features
Management District Level
Support
Mean
Year 1
Year 2
Year 3
Year 4
Year 5

Information Systems for
Data-Based Decision Making
Fidelity of Implementation:
School-wide Evaluation Tool (SET)
Self Assessment Survey (SAS)
Benchmarks of Quality (BOQ)
Desired Outcomes:
School Safety Survey (SSS)

 Addresses the question: To what extent are our schools perceived to be safe?
 Provides a summary of the presence of “risk factors" and the “response plans” to those risk factors.
 Results can be used in determining training and support needs related to school safety and violence prevention.
 Conducted annually in January/February.

80%
60%
40%
20%
10.4%
19.9%
0%
Not at all
Cannon County High School 2008-09
Section 1: Risk Factors for School Safety and Violence
Adult Student
43.9%
32.4%
Minimally
32.1%
18.3%
Moderately
9.4% 9.4%
Extensively
20.0%
4.1%
Don't know
80%
60%
40%
20%
0%
8.5%
3.0%
Not at all
Cannon County High School 2008-09
Section 2: Response Plans for School Safety and Violence
Adult Student
16.7%
24.9%
Minimally
45.9%
30.2%
Moderately
32.1%
13.2%
Extensively
23.3%
2.3%
Don't know

Section 1: Individual Risk Factors for Safety & Violence
Not at all to Minimally Moderately Extensively
100%
80%
60%
40%
20%
0%
83% 83%
65%
27%
71%
17%
56%
38%
66%
6%
5%
2% 2%
8% 8%
5% 4% 4%
80%
76%
83%
75%
81%
83%
77%
74% 75%
71%
68%
61%
63%
53%
55%
53% 53%
13%
8%
6% 6%
2%
0%
42%
39%
46%
41% 41%
44%
49%
31%
34%
25%
27%
23%
15%
11%
16%
6%
11%
8% 9% 8%
2%
4%
2%
0%
2% 1% 0% 1%
16%
15%
19%
7%
10%
2% 3%
27%
10%
14%
4%
47%
43%
47%
48%
33%
38%
42%
41%
34%
37%
6%
13%
15%
22%
17%
14%
7%
Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student
(1) Illegal
Weapons
(2)
Vandalism
(3) High
Student
M obility
(4) Graffiti (5) Gang
Activity
(6) Truancy (7)
Suspensions and/or
Expulsions
(8) Students
Adjudicated by Court
(9) Parent
School
Safety
Concerns
(10) Child
Abuse
(11)
Trespassing
(12) Poverty (13) Crimes (14) Illegal
Drugs &
Alcohol
(15) Fights,
Conflict, &
Assault
(16) Bullying (17) Poor
School
Condition

Section 2: Individual Response Plans for School Safety & Violence
Not at all Minimally Moderately to Extensively
100%
94%
90%
85%
83% 84%
82%
80%
80% 78% 78% 78%
76%
61%
65%
58%
64%
59%
67%
62%
68% 67% 67%
65%
60% 58%
53% 52%
52%
47%
44%
40%
39% 40%
40%
41%
20%
0%
6%
0%
10%
2%
22%
0%
17% 17% 17%
5%
0%
29%
6% 6%
19%
20% 20%
3% 2%
7%
2%
31%
12%
31% 31%
27%
23% 22%
25% 25% 25%
17%
18%
21%
16% 18%
22%
20%
2% 3%
0%
6% 6%
0%
5%
0%
5%
0%
8%
2% 1% 2%
26%
23%
20%
17% 17%
12%
8%
12%
4%
0% 0%
Adult St udent Adult St udent Adult St udent Adult St udent Adult St udent Adult St udent Adult St udent Adult St udent Adult St udent Adult St udent Adult St udent Adult St udent Adult St udent Adult St udent Adult St udent Adult St udent
(18)
Ext racurricular
Act ivit ies
(19) St af f
Training
(20) Emergency
Response Plans
(21) Discipline
Plans
(22) St udent
Support
Services
(23) Parent
Involvement
(24) St udent
Preparat ion f or
Crises
(25) Supervision of St udent s
(26) Suicide
Prevent ion
(27) St udent (28) Posit ive
Part icipat ion in School Climat e
Academic
Act ivit ies
(29)
Accept ance of
Diversit y
(30) Response t o
Conf lict
(31)
Collaborat ion wit h Communit y
(32) High
St udent
Expect at ions
(33) Ef f ect ive
St udent -
Teacher
Relat ionships

Section 3: "Don't Know" Respnses to Risk Factors and Response Plans
60%
Adult Responses Student Responses
50%
50%
49%
41%
40% 37%
34%
35%
34%
32%
30%
27%
27%
29% 29%
20%
22%
19%
19%
20%
14%
17%
21%
17%
20%
16%
15%
10%
11%
9%
8%
0%
2%
4%
0%
9%
4% 4%
10%
8%
9%
7%
4%
1%
3%
0% 0% 0% 0% 0% 0% 0% 0%
12% 11%
4%
0%
7%
10%
0% 0%
2%
0%
10%
0%
0%
R is k:
I ea po lle ga l W
R is k:
V ns an da lis m en t M
R is k:
H ig h
St ud ob ili ty k:
G ra ff iti
R is
R is k:
G ity an g
A ct iv
R is k:
T
R is k:
S us pe ns io
R is k:
S ns
a nd de nt s tu
R is k:
P on s ru
/o an cy r
A
E dj xp ul ud ic si at ed
b ar en t S ch oo l S af et y
C ou rt y
C on ce rn s
R is k:
C hi ld
A
R is k:
T bu se re sp as si ng
R is k:
P ov er ty
R is k:
I lle
R is
R is k:
C ru ga k:
F l D ig ht s, ri m es
&
A lc oh gs
C on fl ol ic t,
&
A lt ss au
R is k:
B ul
R is k:
P oo r
Sc ho
R es po ns e:
E ly in g ol
C on di xt ra
-c ur ric
R es po ns
R es po ns tio n ul ar
P ro gr e:
P
D
& e:
E m er am s
S ta ff
T ge nc ra y
R in in es po
R es po ns
R es po ns g ns e e:
S tu
R es
Pl an po pl e:
D is ci de nt s
S up
R es po ns
S tu ns in e: e
Pl an po rt e: de s
I
S er vi ce s nt nv
R es po ns
P re e:
S up er
R es po ns e:
S tu pa ra de nt vi si
R nt s ol ve d
Pa re tio n fo on
o es po
P ar tic ns ip ris at es r C f
A ll
St e:
S ui ci io n in ud en ts de
P re ve
A ca
R es po ns de m nt io ic
A e:
P os iti
R es po ns n ve ct iv iti es
S e:
A ch oo l C cc ep
R es po ns
R es po ns at ta nc e of e: lim
R e:
P e
D iv es po ar tn er si ns e ty to
C er sh ip
w
R es po ns e:
H ig
R es po ns e: on fl ic t ith
C h
Ex
St ud
E ff ec tiv e om pe ct at io en t-T m un ity f S tu ns
o ea ch er
R de nt s el at io ns hi ps
10%
2%

Information Systems for
Data-Based Decision Making
Fidelity of Implementation:
School-wide Evaluation Tool (SET)
Self Assessment Survey (SAS)
Benchmarks of Quality (BOQ)
Desired Outcomes:
School Safety Survey (SSS)
Suspensions, Expulsions, Remands
Office Discipline Referrals (ODRs)


Referrals by problem behavior ?
–
What problem behaviors are most common?

Referrals by location ?
–
Are there specific problem locations?

Referrals by time of day ?
–
Are there specific times when problems occur?

Referrals by student ?
–
Are there many students receiving referrals or only a small number of students with many referrals?

Referrals by teacher ?
–
Are there many teachers referring or only a small number of teachers with many referrals?

 Web-based information system for gathering and summarizing problem behavior information and for making data-based decisions.
 Summarizes office discipline referral information by (a) how often, (b) where, (c) when, (d) what, and (e) who.
 Summaries provided in tables and graphs.
 Confidentiality protected.
 $250 per school per year annual fee.
 Check In Check Out added to SWIS- schools pay additional $50 to access this piece.
 Coming Soon: ISIS!

E.S. Office Referrals per Day per Month
20
15
Is There a Problem?
Maintain - Modify - Terminate
10
5
0
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
500 Students

50
Referrals per Prob Behavior
40
30
20
10
0
Lang Achol Arson Bomb Combs Defian Disrupt Dress Agg/fgt Theft Harass Prop D Skip Tardy Tobac Vand Weap
Types of Problem Behavior

15
Referrals per Prob Behavior
10
5
0
Lang A chol A rson B omb Combs Defian Disrupt Dress A gg/fgt Theft Harass P rop D S kip Tardy Tobac V and Weap
Types of Problem Behavior

50
40
30
20
10
0
Bath R Bus A Bus Caf Class Comm Gym Hall
School Locations
Libr Play G Spec Other

Referrals by Time of Day
30
25
20
15
10
5
0
7:00 7:30 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30
Time of Day

20
10
0
Students

Class
Commons
Lying
Aggression

Triangle Data Report
Students with 0 Referrals
Students with 1 Referrals
Students with 0 or 1 Referrals
Students with 2-5 Referrals
Students with 6+ Referrals
Students with 9+ Referrals
# All
377
63
440
36
7
2
% All
78.05 %
13.04 %
91.10 %
7.45 %
1.45 %
0.41 %
# Major
450
26
476
6
1
0
% Major
93.17 %
5.38 %
98.55 %
1.24 %
0.21 %
0.00 %
# Minor
391
56
447
34
2
1
% Minor
80.95 %
11.59 %
92.55 %
7.04 %
0.41 %
0.21 %

1.School-wide discipline is one of the top three goals for the school.
2. Administrative support for the implementation and use of SWIS
™ is available.
3. A behavior support team exists, and they review referral data at least once a month.
4. The school uses an office discipline referral form that is compatible with SWIS
™ referral entry.
5. The school has a coherent office discipline referral procedure that includes: a. Definitions for behaviors resulting in office-managed vs. staff-managed referrals b. A predictable system for managing disruptive behavior
6. Data entry time is allocated and scheduled to ensure that office referral data will be current to within a week at all times.
7. Three people within the school are identified to receive one, 2-hour training on the use of SWIS
™
.
8. The school has computer access to Internet, and one of two web browsers. (Netscape 6,
Internet Explorer 5)
9. The school agrees to on-going training for the team receiving SWIS
™ data on uses of
SWIS
™ information for discipline decision-making.
10. The school district agrees to provide a facilitator who will work with school personnel on data collection and decision-making procedures.

Integrated Systems Logic Model
Braiding
Initiatives
Funding Visibility
Political
Support
Training
District/State Leadership Team
Active Coordination
Coaching
Evaluation
Local School Teams/Demonstrations (80%/80% on SET)

Common
Language
Common
Experience
MEMBERSHIP
Common
Vision/Values

Getting Started
Establish and Confirm Commitment


Getting Started
Establish and Confirm Commitment




1.
Visit other schools
2.
Invite admin or team from other school
3.
Focus group discussions with naysayers distributed
4.
Go to http://web.utk.edu/~swpbs website and assign to contact for info/satisfaction
5. Show videotapes
6.
Visit www.pbis.org
; www.swis.org
7.
Jigsaw research and discuss
8.
Assign Colvin’s “7 Steps to SWPBS”
9.
Review current discipline data. Show recouped possibilities
10. Principal attend SWPBS Principals Forum
11. School members attend Annual TN SWPBS conference or Annual APBS conference
12. Pilot with problem area, e.g., cafeteria, freshman class, ….

Getting Started
Establish and Confirm Commitment





Getting Started
Establish/ Expand Upon a Leadership Team

Members are representative of school faculty and include administrator, families, faculty, & students.

Leadership team attends “Growing the Green/
Establishing Tier 1 Preventions of SWPBS” 2-day workshop

Getting Started
Tier 1 Leadership Team Meets Routinely

Tier 1 team establishes AND HOLDS SACRED Tier 1 team meetings twice monthly

Team runs efficient meetings
- roles
- ground rules
- decision-making strategies
- agenda

8.
Behavioral Expectations Established
9.
Lesson Plans for Teaching …..
10.
An Acknowledge System…..
11. Assessments
12. Visibility
13. Task Review



Getting Started
Tier 1 Leadership Team Meets Routinely
Tier 1 team establishes AND HOLDS SACRED Tier 1 team meetings twice monthly
Team runs efficient meetings
- roles
- ground rules
- decision-making strategies
- agenda

School team works with faculty and staff to establish
Tier 1 preventions for all students.

Teams makes data-based decisions to sustain integrated systems.

Feed your team – literally and figuratively!

Even if you’re on the right track, you’ll get run over if you just sit there”

2010-2011 TASL-
Approved
Workshops

*EdPro 360: Differentiated Curriculum Content for Students with Significant Intellectual Disabilities
*EdPro 350: Systematic Instruction for Students with Significant Intellectual Disabilities including
Autism
*EdPro 340: Supporting Students with Communication Challenges
EdPro 330: Applying Advanced Functional Assessment Tools and Strategies
EdPro 320: Instructional Supports for Students with Patterns of Extreme Learning and/or Problem
Behavior, Including Autism
EdPro 310: Building Tier 3 Systems of Support for Students with Patterns of Extreme Problem
Behavior
EdPro 220: Teaching Students Self Management Skills to Improve Academic and Social Skills
Outcomes
EdPro 210: Building and Integrating SW-PBIS Tier 2 Systems of Support
EdPro 180: Scaffolding Instruction and Designing Accommodations to Include All Learners
EdPro 170: Differentiated Instruction Basics
EdPro 160: Differentiated Formative Assessments to Improve Student Learning
EdPro 150: Collaborative Practices and Co-Teaching Strategies for All Students
EdPro 140: Evidence-Based Classroom Management Strategies
EdPro130: Extending SW-PBIS Tier 1 and Braiding “Bully Proofing” into Tier 1 Supports
EdPro 120: Data-Based Decision Making for Tier 1 Behavior Support and Academic Practices
EdPro 110: Growing the Green: Building Tier 1 School-wide Positive Behavior Interventions &
Support

2010-2011
TASL-
Approved
Workshops
+
On Site
Coaching
= Supporting
Schools
Building
Competence
Building
Capacity

www.edprodevelopment.com
139

www.edprodevelopment.com
141

www.edprodevelopment.com
143

www.edprodevelopment.com
150

Elementary

Middle School

High School

Staff: 88 Referrals: 2106
Students: 281 Referrals: 1617