School-wide Positive Behavior Support
Overview 2011
“Growing The Green”
Susan Barrett
Sheppard Pratt Health System
OSEP TA Center on Positive Behavior Support
www.pbis.org
www.swis.org
sbarrett@pbismaryland.org
School-wide PBIS
Save the Date
October 27-28, 2011
This two-day forum for state, district and regional
Leadership Teams has been designed to help increase
the effectiveness of School-wide PBIS Implementation.
Sessions have been developed for all levels of
implementation and have been organized into 8
specialized strands, including:








PBIS Foundations
Enhanced Implementation
Building Training & Coaching Capacity
Evaluation & Policy
High Schools
Tier 2/Tier 3 Supports
Integrated Systems
Disproportionality, Bully Prevention, and
other special topics
For more information, visit www.pbis.org.
Sponsored by the OSEP Center on Positive Behavioral Interventions &
Supports with support from the Illinois PBIS Network.
Implementing Innovation for a Lasting Effect
2011 National PBIS Leadership Forum | Hyatt Regency O’Hare | Rosemont, Illinois
3
Number of Schools Implementing SWPBIS since 2000
18000
15,955
16000
14000
12000
10000
8000
6000
4000
2000
0
00
01
02
03
04
05
06
07
08
09
2010
2011
0
Wyoming
Wisconsin
West Virginia
Washington DC
Washington State
Virginia
Vermont
Utah*
Texas
Tennessee
South Dakota
South Carolina*
Rhode Island
Pennsylvania
Oregon*
Oklahoma
Ohio
600
North Dakota*
North Carolina*
New York
New Mexico
New Jersey*
New Hampshire
Nevada
Nebraska
Montana*
Missouri*
Mississippi
Minnesota
Michigan
Massachusetts
Maryland*
Maine
Louisiana*
Kentucky
Kansas*
Iowa*
Indiana
Illinois
Idaho
Hawaii
Georgia
Florida*
Delaware
Connecticut
Colorado*
California
Arkansas
Arizona
Alaska
Alabama
Count of School Implementing SWPBIS by
State
August, 2011
1600
1400
1200
1000
800
Vermont
400
200
0
Wyoming
Wisconsin
West Virginia
Washington DC
Washington State
Virginia
Vermont
Utah*
Texas
Tennessee
South Dakota
South Carolina*
Rhode Island
Pennsylvania
Oregon*
Oklahoma
Ohio
North Dakota*
0.6
North Carolina*
New York
New Mexico
New Jersey*
New Hampshire
Nevada
Nebraska
Montana*
Missouri*
Mississippi
Minnesota
Michigan
Massachusetts
Maryland*
Maine
Louisiana*
Kentucky
Kansas*
Iowa*
Indiana
Illinois
Idaho
Hawaii
Georgia
Florida*
Delaware
Connecticut
Colorado*
California
Arkansas
Arizona
Alaska
Alabama
Proportion of School Implementing SWPBIS by
State
August, 2011
0.8
0.7
Vermont
0.5
0.4
0.3
0.2
0.1
Other favorite websites…
www.pbismaryland.org
www.pbisillinios.org
www.pbismissouri.org
Florida Positive Behavior Support
National Implementation Research Network
NIRN
Scaling Up Center – Fixsen, Blasé, Horner, Sugai
Common Behavior Concerns
•Texting and emailing during instruction
•Talking during instruction
•Eating, drinking and gum chewing
•Late arrival, early departure
•Starting an activity before listening to the
instructions or “set up”
•Inappropriate attire
Expectations Rules
Be Respectful.
Silence cell phones
Listen to others
attentively
•Wake your neighbor when
you see a red star
Participate.
Take turns
Ask questions
Be Prepared
Bring Data
Bring Laptop with charged
battery
Bring Sweater
Goals for this Session
1.
Describe the context for approaching student behavior
from a systems level
2. Identify critical features for Implementation of SW-PBS
3. Write Annual Action Plan
Italian Proverb
Between Saying and Doing is the Sea…
Training Outcomes Related to Training Components
Training Outcomes
Training
Components
Presentation/
Lecture
Knowledge of
Content
Skill
Implementation
Classroom
Application
10%
5%
0%
Plus
Demonstration
30%
20%
0%
Plus
Practice
60%
60%
5%
Plus Coaching/
Admin Support
Data Feedback
95%
95%
95%
Joyce & Showers, 2002
Need to Know
• Cultural fit
• Building on “What works”
• Focus on the Staff
What in this for me?
• Prudent- Link to Federal Policy, State and Local
Regulations
West Potomac HS
PBS Data: 2003-2008
52% decrease in office referrals
74% decrease in suspensions/expulsions
Paradigm Shifts we’re seeing…
We’ve noticed a gradual change in focus from:
• Aggressive disrespect to an appreciation of
manners, respect and excellence.
• “Us against them” to shared, thoughtful
collaborative relationships between students and
staff.
• Emphasis on teaching to an emphasis on learning.
• “Do what I say” to “understand why it is
important for you to do this.”
• “It’s someone else’s fault” to assumption of
responsibility.
Comparison of SET Implementation and Office Referral Reduction
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
1E
2E
3E
4E
5E
6E
7E
8E
9M
10M
11M
Group Cost Benefit
Office Referral Reduction
Across 12 PBIS Schools =5,606
If students miss 45 minutes of instruction for each Office
Referral, 5,606 X 45=
252,270 minutes
4204.50 hours or
700 days
of instructional time recovered!!!!!
Group Cost Benefit
Office Referral Reduction Across
12 PBIS schools= 5,606
If one Office Referral=15 minutes of
administrator time, then 5,606 x 15=
84,090 minutes
1401.15 hours or
233 days
of administrator time recovered and reinvested.
Academic-Behavior Connection
Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic
achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16.
Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for
students with learning disabilities who exhibit escape-maintained problem behavior:
Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25.
McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in
school-wide academic and behavioral systems and incidence of reading and behavior challenges
in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154.
McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and
function of problem behavior in typical school settings. Journal of Special Education, 42, 131147.
Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative
learning, and independent learning practices on the classroom behavior of students with
behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4,
53-62.
Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early
elementary school. Journal of Educational Research, 104, 100-109.
Worry #1
• Do we live in a
punishing work
environment ?
• How do we create
systems that support
staff?
20
Measuring workplace strength simplified to 12 questions
Buckingham & Coffman 2002, Gallup
1.
Do I know what is expected of me at work?
2.
Do I have materials & equipment to do my work right?
3.
At work, do I have opportunity to do what I do best every day?
4.
In last 7 days, have I received recognition or praise for doing good work?
5.
Does my supervisor, or someone at work, seem to care about me as person?
6.
Is there someone at work who encourages my development?
7.
At work, do my opinions seem to count?
8.
Does mission/purpose of company make me feel my job is important?
9.
Are my co-workers committed to doing quality work?
10.
Do I have best friend at work?
11.
In last 6 months, has someone at worked talked to me about my progress?
12.
This last year, have I had opportunities at work to learn & grow?
1 million workers, 80,000 managers, 400 companies
High School &
Successful
Organizations
Principal’s Role1. Maintaining standards regarding which innovations their school
would employ,
2. Making a public statement of support once the faculty selected
an innovation,
3. Establishing a representative leadership team to lead the process
of implementing the innovation,
4. Supporting the team members to have the time and resources to
accomplish the task,
5. Guiding rather than dictating decision-making,
6. Taking a leadership role to model and reinforce implementing
the innovation with fidelity,
7. Regularly attending and participating in team meetings,
8. Providing recognition to faculty and the team for their hard
work,
9. Serving as the spokesperson to community stakeholders about
the worth and importance of the innovations, and
10.Establishing objective means to monitor and provide feedback
to all staff about the effect of the innovation. (Colvin & Sprick,
1999)
Do Principals Make a Difference?
All staff rate principals leadership with respect to
managing behavior as important
• Statistically significant differences between
SW-PBS and non-SW-PBS schools on staffs
perceptions of:
– Principals involvement related to behavior
management
– Overall effectiveness of behavior supports
– Job satisfaction
Administrator agrees to actively
support and participate in PBIS
activities.
Administrator agrees to:
– attend meetings 90% of the time
– provide funding for PBIS activities
– allocate time on staff agenda for PBIS updates
– actively promote PBIS as priority, and
– integrate PBIS with other initiatives/improvement
activities
Many Begin, Many Leave
Adelman and Taylor
Preparing All Education Personnel to Address Barriers to
Learning and Teaching2008
Predictions of shortages of 2 million educators
over the next decade…
Data in the U.S. indicate about
15% of new teachers leave in the first year,
30% within three years and
40-50% within the first five years.
(Smith and Ingersoll, 2003)
On school reform…
Kauffman states “…attempts to reform
education will make little difference until
reformers understand that schools must exist
as much for teachers as for student. Put
another way, schools will be successful in
nurturing the intellectual, social, and moral
development of children only to the extent
that they also nurture such development of
teachers.” (1993, p. 7).
Worry #2
• Too much to do
• We add more and more each year
• How can we be better prepared to integrated
into existing programs?
Challenge
Memo
To: School Administrators
From: District Administrators
In keeping with the new state initiative, this fall we
will be implementing an exciting new district
initiative of SNI in place of LYI. All in-service days
previously scheduled for LYI will be rescheduled as
staff development for SNI. The $500 for release time
and materials for LYI will be discontinued and
provided instead for SNI. By the way, you will need to
create local SNI teams that meet weekly. The former
members of your LYI team would be perfect for this
new team. Your new SNI binders will be coming next
week. Have a great year!!!
14 Initiatives
•
•
•
•
•
•
•
•
•
•
•
•
•
•
School Counseling Services
Second Step
FBA/BIP’s
School Health
Social Skills
Bully proofing
Anger Management
Student Intervention Plans
Behavioral Contracting
Character Education
504 Plans/IEP
CICO
Responsive Classroom
Expanded School Mental Health
Competing or Coordinated
• Need for a framework, the anchor, for all
school improvement efforts
• Common language, Common logic
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
27
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
TERTIARY
PREVENTION
TERTIARY
PREVENTION
•• Function-based support
•• Wraparound
•• Person-centered planning
••
••
SECONDARY
PREVENTION
SECONDARY
PREVENTION
•• Check in/out
•• Targeted social skills instruction
•• Peer-based supports
•• Social skills club
••
~80% of Students
PRIMARY
PREVENTION
PRIMARY
PREVENTION
•• Teach SW expectations
•• Proactive SW discipline
•• Positive reinforcement
•• Effective instruction
•• Parent engagement
••
Triangle
Activity:
Applying the
Three-Tiered
Logic to
Charles
Carroll
Tier 3 Individualized Plans Comprehensive Teams
Wilson Reading
Inclusion PD
Assistive Technology
Framing Your Thoughts
Touch Math
Tier 2
Problem
AEL, EIR, SOAR
Check-in / Check-outSolving SuccessMaker+
Peer Leadership
Double Dose Instruction
Social and Academic
Team
RIT Resource
Instructional Grp
Homework Club
Tier 1 PBIS Expectations
Chippy Coupons
Leadership Team
Inclusive School
Gradual Release Model
Schoolwide Celebrations
Data Binders
PBIS Lesson Plans & Matrix
PTA Partnership
Specific Learning Targets
PBIS Brochure & Home Connection
Character Education
Explicit Instruction
Objective Deconstruction
Formative Assessment PD
Community Partners
Habits of Mind Focus
Classroom Counseling Sessions
Progress Monitoring- SIT
Discipline Referrals Process
Grades 3-5 SuccessMaker
Assessment-Data PDSA
Volunteers
Gr. 4-5 Geography Club
Applying the Logic to Families
Tier 3: Intensive, Individual Interventions
Family Liaison-matched with family, needs matched with
community resources
 Individual Skill Building Sessions-
1-5%
Tier 2: Targeted Group Interventions
Support Groups (Military Families, Newcomer Group)
5-10%
Skill Building Sessions (Academic and Behavior)
Tier 1: Universal Interventions
Self Assessments: Family Engagement Checklist, Surveys
Skill Building Series Guest Speaker (Topics Vary- Survey Families)
Newsletter, Resource Library , “Shout Outs”
80-90%
Volunteer Opportunities (DOGS- Dads of Great Students)
Teacher Conferences- Goal Setting, Family Vision, Strengths
Discovery
Family Fun Nights throughout the year
School Handbook (Description, Teaching Matrix – promote
common language between school and home)
Triangle
Activity:
Tier 3
Applying the
Three-Tiered
Logic to
Your School
Tier 2
Tier 1
Educational Initiatives
• Guiding Principles (Coyne 2008)
– Promoting evidence based practices
– Supporting change at the systems level (feasible,
consistent and relevant to local needs)
– Developing local capacity to sustain effective
practices over time
Sample Implementation “Map”
Building the System
•
•
•
•
•
•
•
2+ years of school team training
Annual “booster” events
Coaching/facilitator support @ school & district levels
Regular self-assessment & evaluation data
On-going preparation of trainers
Development of local/district leadership teams
Establishment of state/regional leadership & policy team
What is
School-wide Positive Behavior Support?
• School-wide PBS is:
– IS a decision making framework that guides selection, integration,
and implementation of the best evidence-based academic and
behavioral practices for improving important academic and behavior
outcomes for all students.
• Evidence-based features of SW-PBS
–
–
–
–
–
–
–
Prevention
Define and teach positive social expectations
Acknowledge positive behavior
Arrange consistent consequences for problem behavior
On-going collection and use of data for decision-making
Continuum of intensive, individual interventions.
Administrative leadership – Team-based implementation (Systems
that support effective practices)
IMPLEMENTATION
W/ FIDELITY
CONTINUUM OF
CONTINUOUS
EVIDENCE-BASED
PROGRESS
INTERVENTIONS
MONITORING
UNIVERSAL
SCREENING
RtI
DATA-BASED
DECISION MAKING
& PROBLEM
SOLVING
CONTENT
EXPERTISE &
FLUENCY
TEAM-BASED
IMPLEMENTATION
Social Responsibility &
Academic Achievement
Positive
Not specific practice or
behavior
curriculum…it’s a
general approach OUTCOMES
Support
to preventing
problem behavior
and encouraging
prosocial behavior
Supporting
Staff behavior
Not limited to any
particular group of
students…it’s
for all students
PRACTICES
Supporting
Student behavior
Supporting
Decision
Making
Not new…its based on
long history of
effective educational
practices & strategies
Why Bother?
• In 1 year, 1 school (880) had 5100 ODRs, 1 student received 87 ODRs,
& 1 teacher gave out 273 ODRs
• In 1 urban school district: 2004-05, 400 kindergartners were expelled
• In 1 state 55% white, 73% Latino, & 88% Black 4th graders aren’t
proficient readers
• Many pre-service teachers have no behavior/classroom
management course for teachers or administrators
• 1st response to school violence is “get tougher”
• In 1 K-3 school, no teacher could give reading levels of their students
• 2nd grade student receives “body sock” & “lemon drop” therapy to
treat violent school behavior
• In 1 state 7% of “high experience” teachers & 17% of reading
specialists can identify at least 2 indicators of early reading success
(e.g., phonemic awareness, fluency)
• Across nation, students who are truant are given out-of-school
suspensions
5,100 referrals =
76,500 min @15 min =
1,275 hrs =
159 days @ 8 hrs
Problem Statement
“We give schools strategies & systems for
developing positive, effective, achieving, &
caring school & classroom environments, but
implementation is not accurate, consistent, or
durable. Schools need more than training.”
SW-PBS Logic!
Successful individual student behavior
support is linked to host environments
or school climates that are effective,
efficient, relevant, & durable
(Zins & Ponti, 1990)
ACT I:
Why would we consider SWPBS?
What’s in it for me?
•
•
•
•
•
•
•
Increased instructional time
Less time on setting limits
Better school climate
Ownership of SW-System
Use of data for decision making
Efficient use of resources/time
Community of Practice
Our Solutions…
PLAN A:
PLAN B:
Magic Fairy Dust
Get rid of the bad apples
How do we react to problem behavior?
• “Joseph, I’m taking your book away because you obviously
aren’t ready to learn. That’ll teach you a lesson.”
• “Juan, you are going to learn some social responsibility by
staying in timeout until the class is willing to have you back.”
• “You want my attention?! I’ll show you attention…let’s take a
walk down to the office & have a little chat with the Principal.”
• “Karyn, you skipped 2 school days, so we’re going to suspend
you for 2 more.”
The “Get Tough” approach:
Assumption that “problem” student…
• Is inherently “bad”
• Will learn more appropriate behavior
through increased use of aversives
• Will be better tomorrow…
“A punitive school discipline environment is a
major factor contributing to antisocial behavior
problems.”
Mayer, 1995
“Exposure to exclusionary discipline has been
shown not to improve school outcomes, but in
fact to be associated with higher rates of school
dropout.”
Skiba, Peterson, and Williams, 1997
“Early exposure to school suspension may increase
subsequent antisocial behavior.”
Hemphill et al., 2006
Science and our experiences have taught us
that students….
• Are NOT born with “bad behaviors”
• Do NOT learn when presented with aversive
consequences
…Do learn better ways of behaving by
being taught directly & receiving
positive feedback
Our Solutions…
PLAN A:
PLAN B:
PLAN C:
Magic Fairy Dust
Get rid of the bad apples
A professional development day
One-Shot Professional Development:
The “train & hope” approach
1.
2.
3.
4.
React to identified problem
Hire expert to train staff
Expect & hope for implementation
Wait for new problem…
Our Solutions…
PLAN A:
PLAN B:
PLAN C:
PLAN D:
Magic Fairy Dust
Get rid of the bad apples
A professional development day
Take a systems-level approach to
student (and adult) behavior
What would a positive, encouraging school
climate look like?
• Students know what is expected of them and choose to
do so because they:
– Know what to do
– Have the skills to do it
– See the natural benefits for acting responsibly
• Adults and students have more time to:
– Focus on relationships
– Focus on classroom instruction
• There is an instructional approach to discipline
– Instances of problem behavior are opportunities to learn and
practice prosocial behavior
VIOLENCE PREVENTION
• Positive, predictable school-wide
climate
• High rates of academic & social
success
• Formal social skills instruction
• Positive active supervision &
reinforcement
• Positive adult role models
• Multi-component, multi-year schoolfamily-community effort
• Surgeon General’s
Report on Youth
Violence (2001)
• Coordinated Social
Emotional &
Learning (Greenberg
et al., 2003)
• Center for Study &
Prevention of
Violence (2006)
• White House
Conference on
School Violence
(2006)
Effective Academic Instruction
Effective Behavioral
Interventions
Continuous & Efficient Databased Decision Making
Systems for Durable & Accurate
Implementation
=
POSITIVE,
EFFECTIVE
SCHOOL
CULTURE
(SWPBS)
Establishing a Social Culture
Common
Language
MEMBERSHIP
Common
Experience
Common
Vision/Values
Team
GENERAL IMPLEMENTATION
PROCESS:
“Getting Started”
Agreements
Data-based
Action Plan
Evaluation
Implementation
Team-led Process
Team-led Process
Family
Priority &
Status
Specialized Support
Data-based
Decision
Making
Student
Non-Teaching
Behavioral
Capacity
Representation
Administrator
Team
Community
Administrator
Communications
Teaching
Start with
Team that
“Works.”
TIER I: Core, Universal
GOAL: 100% of students achieve
at high levels
Tier I: Implementing well researched
programs and practices demonstrated to
produce good outcomes for the majority of
students.
Tier I: Effective if at least 80% are meeting
benchmarks with access to Core/Universal
Instruction.
Tier I: Begins with clear goals:
1.What exactly do we expect all students to
learn ?
2.How will we know if and when they’ve
learned it?
3.How you we respond when some
students don’t learn?
4.How will we respond when some
students have already learned?
Questions 1 and 2 help us ensure a
guaranteed and viable core curriculum
64
64
TIER II: Supplemental, Targeted
Tier II
For approx. 20% of students
Core
+
Supplemental
…to achieve benchmarks
Tier II Effective if at least 70-80% of
students improve performance (i.e., gap is
closing towards benchmark and/or
progress monitoring standards).
1.Where are the students performing
now?
2.Where do we want them to be?
3.How long do we have to get them
there?
4.How much do they have to grow per
year/monthly to get there?
5.What resources will move them at that
rate?
65
65
TIER III:
Intensive, Individualized
Tier III
For Approx 5% of Students
Core
+
Supplemental
+
Intensive Individual Instruction
…to achieve benchmarks
1.Where is the students performing
now?
2.Where do we want him to be?
3.How long do we have to get him
there?
4.What supports has he received?
5.What resources will move him at
that rate?
Tier III Effective if there is progress (i.e.,
gap closing) towards benchmark and/or
progress monitoring goals.
66
66
Working Smarter
Initiative,
Project,
Committee
Attendance
Committee
Character
Education
Safety
Committee
School Spirit
Committee
Discipline
Committee
DARE
Committee
EBS Work Group
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID/et
c
Sample Teaming Matrix
Initiative,
Committee
Purpose
Outcome
Target Group
Staff
Involved
SIP/SID
Attendance
Committee
Increase
attendance
Increase % of students
attending daily
All students
Eric, Ellen,
Marlee
Goal #2
Character
Education
Improve character
Improve moral conduct by
tracking number of
respect tickets – increase
by 50% over next 6
months
All students
All staff- modeling
app. Behaviorsintegrate in all core
content areas
Marlee, J.S.,
Ellen
Goal #3
Safety Committee
Improve safety
Predictable response to
threat/crisis
Dangerous
students
Has not met
Goal #3
School Spirit
Committee
Enhance school
spirit
Improve morale
All students
Has not met
Discipline
Committee
Improve behavior
Decrease office referrals
Bullies, antisocial
students, repeat
offenders
Ellen, Eric,
Marlee, Otis
DARE Committee
Prevent drug use
High/at-risk drug
users
Don
EBS Work Group
Implement 3-tier
model
All students
Eric, Ellen,
Marlee, Otis,
Emma
Decrease office referrals,
increase attendance,
enhance academic
engagement, improve
grades
Goal #3
Goal #2
Goal #3
Team
GENERAL IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
Top 3 SchoolWide
Initiatives
Coaching &
Facilitation
3-4 Year
Commitment
Agreements &
Supports
Dedicated
Resources
& Time
3-Tiered
Prevention
Logic
Administrative
Participation
Team
GENERAL IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
Self-Assessment
Efficient
Systems of Data
Management
Team-based
Decision
Making
SWIS
Data-based
Action Plan
EvidenceBased
Practices
Existing
Discipline
Data
Multiple
Systems
D ay
Office R
20
Office Discipline Referrals
• Definition
• What is the belief system in your school around Office
Referrals? Why do we complete the referral?
– Kid-Teacher-Administrator interaction
– Underestimation of actual behavior
• Improving usefulness & value
–
–
–
–
–
Clear, mutually exclusive, exhaustive definitions
Distinction between office v. classroom managed
Continuum of behavior support
Positive school-wide foundations
W/in school comparisons
Purpose of Office Referral?
f e rra ls
Refe
50
Ref
ra ls
50
e f e rra ls
Refe
50
per Stud
Referrals per Student
ra ls
R
30
Redesign Learning &
Teaching Environment
Viking Code of Conduct
Carmen Arace Intermediate, Bloomfield
Few positive SW expectations defined,
taught, & encouraged
Teaching Academics & Behaviors
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
Expectations
Teaching
Matrix
SETTING
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Compute
r Lab
Study,
read,
compute.
Sit in one
spot.
Watch for
your stop.
Assembly
Bus
Respect
Ourselves
Be on task.
Give your
best effort.
Be
prepared.
Walk.
Have a plan.
Eat all your
food.
Select
healthy
foods.
Respect
Others
Be kind.
Hands/feet
to self.
Help/share
with
others.
Use normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good table
manners
Whisper.
Return
books.
Listen/watch.
Use
appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Respect
Property
Recycle.
Clean up
after self.
Pick up
litter.
Maintain
physical
space.
Use
equipment
properly.
Put litter in
garbage can.
Replace
trays &
utensils.
Clean up
eating area.
Push in
chairs.
Treat
books
carefully.
Pick up.
Treat chairs
appropriately.
Wipe your
feet.
Sit
appropriately.
SETTING
TEACHING
MATRIX
Expectations
All Settings
Hallways
Playgrounds
Cafeteria
Library/
Computer
Lab
Study, read,
compute.
Sit in one spot.
Watch for your
stop.
Assembly
Bus
Respect
Ourselves
Be on task.
Give your
best effort.
Be prepared.
Walk.
Have a plan.
Eat all your
food.
Select healthy
foods.
Respect
Others
Be kind.
Hands/feet to
self.
Help/share
with others.
Use normal
voice volume.
Walk to right.
Play safe.
Include others.
Share
equipment.
Practice good
table manners
Whisper.
Return
books.
Listen/watch.
Use appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Respect
Property
Recycle.
Clean up
after self.
Pick up litter.
Maintain
physical
space.
Use equipment
properly.
Put litter in
garbage can.
Replace trays
& utensils.
Clean up
eating area.
Push in
chairs.
Treat books
carefully.
Pick up.
Treat chairs
appropriately.
Wipe your feet.
Sit
appropriately.
Expected behaviors are visible
Sirrine Elementary June 8, 2004 SC
SCH
O
O
Cla s s
Be
R poe ns s i b
Behaviors
Act
repare
P
d
Re
Ke
spe ct O
th ers
ep S a f e
 B
e
 G
e
 Ta
w
 R
b
 F
t
l yA
c
w
c
a
 R
t

 L
t
 U
l
 A
u
m
 K
f
 F
p
 U
s
a
i
e
s
as
s
a n
s k
s e
a
pt oe t ln oi
c ah ne dr
e
a p
g u a g
p e r
c l a
t e r i
e
e
o
r
p
t
l
c
e
p
r
h
t
o w
e d
f
l i
o p
SETTI NG
Hall
r i n g
a
a c h
d a
i v e
y
f f o r t .
kp er i i ynd o e u
o r k .
a i s e
y
e f o r e
o l l o w
h e
f i .r
c c e p t
o n s e q u
i t h o u
o m
p l a
r g u i n g
e t u r n
h e
p r o
e
e
l
o
s
u p
p p
L
B us
l  l C am r r a y t
y . p a s s
o u r
b e s
e hrA air
t i
t W
y o
S
R est rom
o
l ar l li sv e  K o e n e p
m
e
p a s s
a t c h
f o r
u r
s t o p .
h
v

r
o u
s p
d
s t
Wr
re
Ui
a
n
e  n Wc
t
d
i n yi
.
d
m
aa
p e r
 M
t e al
p ep
p  r So
e . r
m
hi
s s r
a l s
a n d
o
s
s
u r e
u r n
e s
r i a
ahnl a’t kn
ua nk . i n
r se ec t
pt pi r m o
o i s e
e as l k
i r e c
o n ug r
o
e s i g
r t e e ar . i
p l a
o v e
ny d
er ro sm .
t p ar y i a
i g h t
as l s l i . o
o o m
.
Ins c
e e ml
pa r f
t s h.
e i xt
t
e
, d
g
ai
pe

K de o e p
h  a F nl d u s s h .
.&
f e e  t W i a ns s h i
not n
h se
b u sh. a n d s .
r Tai g la
qi ktuv ei e e n t U
l y s. e
t
l F eo vl el l o . w
c a n s .
d i r e c t  i Co o nn s s e r
t l t y h e t o f i r ws t a t e r
r t i m
e
g p i a v p e e nr . .
n a t e d
 K e e p
w
a l s
t o
c l e a n .
c e .
 q G u i e e t t l o y n D / o i f s f p o
t h e
b u s t r i a ns h a
p t s l i yn . g l e
pf r i ol pee r
t t oel i t n h e e .
r e c e p t
 oS f t a t y h e s  e Ra e t s e p de c
n a tn od
f a coet h e r s
f o r w
a r p dr i v a c
w l he i o n
t h e
b u s .
aa
o san
f end  In c a ofs e a  R e
f e. r g e e nv c a y c , u a t p i r
oe c t e y e d fo l t l o o w
a s
e
n e ap r r e o s c t e d u r
i u t r . e  aS n
t da y
i n
l
y
.
p o r t
o o nb , l e
at f e ea tc
e s .
s e a t
SW in the Classroom
Getting Getting to
up in
school
the
morning
Clean-up
time
Time to
relax
Homework
time
Mealtime
Getting
ready for
bed
R
Y
D
A
Y
H
HELP OUT
O
OWN YOUR
BEHAVIOR
M
MANNERS
COUNT
E
V
E
OMMS Business Partner Ticket
6
7
8
Date: ________________
Student Name __________________________________
For Demonstrating: Safety
Ethics Respect
(Circle the trait you observed)
Comments: ___________________________________________
Authorized Signature: ____________________________________
Business Name: ________________________________________
Minnesota 5/06
Step 1: Establish a social culture
• Teach school-wide behavioral expectations
• Be respectful, be responsible, be safe
• Acknowledge appropriate behavior
• Establish clear consequences for inappropriate
behavior
– Information used to guide how we support students who
are not responding
• Develop and use a data collection system for
monitoring effects, and making decisions.
Central Elem Sch, MI
Source: 2009 MiBLSi Assessment
• Where
• What
• Why
• How:
Model
Practice
Reinforce
Follow-up
Central Elem Sch, MI
Source: 2009 MiBLSi Assessment
Acknowledge & Recognize
We Are One Big Happy Family
North County High School MD
•
•
•
•
•
•
•
•
•
•
Student of the Month Breakfasts
Honor Roll Breakfast
Luck of the Draw
Incentive Centers and Cart
Car Wash
Classic Car Show
Attendance Incentives
Sale of Ice Cold Water in the Media Center
Sale of Snacks and Drinks in the School Store
Knights Out Celebrations
Procedures for Encouraging
Positive Behavior
• Viking of the Month
• V Bucks and Viking Cards
• Posters throughout school
• Display of winners on V-Board
• Regular announcements of
winners
Incentives for Students
•
•
•
•
•
Homework Passes
Ice Cream Passes
Target Gift Certificates
McDonald’s Coupons
Wal-Mart Gift
Certificates
•
•
•
•
•
•
Dance Passes
Movie Passes
Discounts
Bags/Freebies
Movie
End of Year
Picnic
Morning Announcement
Reinforcement
Students in LHS Drama and
Broadcasting classes will write and
perform “public service
announcements” that will be played
on the morning announcements
reinforcing the three Rs
Raffle Ideas
Social Focus and
School Connectedness
•
•
•
•
•
•
•
•
•
•
•
HW passes
Sitting with friends at lunch
Principal for the day
Amusement park tickets
Skating admission
Bowling games
Basketball tournament with
teachers
Best buy certificate
Pizza coupons
Limousine ride
Mall gift certificate
•
•
•
•
•
•
•
•
•
•
•
•
•
Use donated items to auction
Baseball tickets
Ice cream coupons at lunch
School supplies
Movie rentals
Coupons from local businesses
School supplies Cotton candy
Lunch with favorite teacher/staff
Bingo “Party” with prizes
Ice cream social
“Popcorn Party”
Sit in teacher’s chair
Survey your kids!!
# of positive interactions
GRAND TOTAL: 21,000 BUCKS
~10 positive : 1 correction
2000-2001 Gotchas, Level 1, & ODR per Day per Month
# per Day
80
70
60
50
Gotchas
40
30
20
Level 1
ODR
10
0
Sep Oct Nov Dec Jan Feb Mar Apr May Jun
Months
“Good morning, class!”
Teachers report that when students are
greeted by an adult in morning, it takes
less time to complete morning routines &
get first lesson started.
McCormick Elementary School, MD
Monitoring Dismissal
“Bus Bucks”
• Springfield P.S., OR
• Procedures
– Review bus citations
– On-going driver meetings
– Teaching expectations
– Link bus bucks w/ schools
– Acknowledging bus drivers
“Super Sub Slips”
• Empowering subs in Cottage Grove, OR
• Procedures
– Give 5 per sub in subfolder
– Give 2 out immediately
“Golden Plunger”
• Involve custodian
• Procedure
– Custodian selects one classroom/ hallway each
week that is clean & orderly
– Sticks gold-painted plunger with banner on wall
“G.O.O.S.E.”
• “Get Out Of School Early”
– Or “arrive late”
• Procedures
– Kids/staff nominate
– Kids/staff reward, then pick
Assumptions
• School teams will be successful if:
– They start with sufficient resources and commitment
– They focus on the smallest changes that will result in the
biggest difference
– They have a clear action plan
– They use on-going self-assessment to determine if they
are achieving their plan
– They have access to an external agent/coach who is
supportive, knowledgeable and persistent.
If something is worth doing once, it's worth
building a tool to do it.
Getting Started
Benchmarks of Quality 2011
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
PBIS Team
Faculty Commitment
Effective Procedures for Dealing with Discipline
Data Entry and Analysis Plan Established
Expectations and Rules Developed
Reward/Recognition Program Established
Lesson Plans for Teaching Expectations/Rules
Implementation Plan
Classroom Systems
Evaluation
Data Driven SolutionsUsing the Process Measures
• BOQ Implementation Checklist– Self-assessment for Primary Prevention systems.
– Emphasis is on milestones
• Are we doing what we should be doing?
• Completes monthly
• Use to guide Action Plan
Problem-Solving Worksheet
Targeted Need: New teacher success
Step 4: What will we do to support
mentors?
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
SYSTEMS –
Support Mentor
Behavior
Step 3: What will we do to support
new teachers?
__________________________________________ PRACTICES –
__________________________________________ Coaching New teachers
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
DATA +
Culture –
Supports
Decision
Making
Step 1: What does the data say?
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Step 2: What is the goal?
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Funding
Visibility
SWPBS
Implementation
Blueprint
Political
Support
Policy
LEADERSHIP TEAM
(Coordination)
www.pbis.org
Training
Coaching
Evaluation
Local School/District Implementation
Demonstrations
Behavioral
Expertise
Building Coaching Capacity
Occurs at
ALL
Levels
Systems
Practices/Skills
Conditions that support skill development
The technical skill set required to achieve fidelity
for staff
•Policy and Procedures alignment
•Problem Solving (Team, Classroom, Staff, Student)
•Budget Re-allocation
•Team Building/Collaboration
•Recruitment and Selection of Coaches
•Delivering Feedback
•Supervision of Coaching within Organization
•Behavioral Consultation
•Training Curriculum and Scope and Sequence
•Access to certification
•Facilitative Administrator Supports
State
District
Building
Classroom
Staff
Student
Family
Data
Information required to guide skill development process
•Action Plan with short/long term measurable goals
•Self Assessment
•Process Measures/Fidelity Checks
•Performance Feedback Measure
•Progress Monitoring Tools
•Evaluation Tools
•Student Outcomes
•Data used for continuous regeneration (PEP/PIP)
Types of Coaching
• Coaching for Individual Change : focus on skill
development, support and performance
feedback (content specific: academic, behavior)
• Coaching for Team/Group Change: focus on
collaboration and facilitation, group dynamics
• Coaching for Systems Change: focus on
organizational change
Sample: Daily Progress Report
Check-In/Check-Out
EXPECTATIONS
Be Safe
Be Respectful
Be Responsible
Total Points
Teacher Initials
1 st block
2 nd block
3 rd block
4 th block
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
Instructional Group Interventions
• Pre-Packaged (social skill curriculum)
• Designed by school
– Choose & modify lessons from pre-packaged material
based on skill group
and/or
– Create Lesson Plans (Cool Tools) to directly teach
replacement behaviors
Sample: Daily Progress Report
for GROUP Intervention
1 st block
EXPECTATIONS
Be Safe
Use your words
Use deep breathing
Be Respectful
Keep arm’s distance
Use #2 voice level when
upset
Be Responsible
Ask for breaks
Self-monitor with DPR
2
1
2 nd block
T
3 rd block
4 th block
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
t
Total Points
Teacher Initials
Adapted from Grant Middle School STAR CLUB
Sample: Daily Progress Report
Behavior Intervention Plan
T = Try again
1 = Good
2 = Excellent!
Be Safe
Be Respectful
Be Responsible
* Rip recycled paper
* Only tap pencils (not
pens)
* Use “voice level #1”
while teacher is speaking
(whisper)
* Say “I need help getting
started” when having
difficulty
Class
0
1
2
0
1
2
0
1
2
Recess
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Lunch
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Total Points = _____ Points Possible = __36___
Date: ________________
Today ______________%