School-Wide Positive
Behavioral Interventions &
Supports: Overview
Presented by:
Milt McKenna
Horner & Sugai
OSEP Center on PBIS
Universities of Oregon & Connecticut
My job today…
To provide information about
Positive Behavioral Interventions
& Supports (PBIS).
Preparation for Summer Team Training
“BIG IDEAS”
Coordination/ Collaboration
PBIS
MSDE
Sheppard Pratt
Johns Hopkins University
1999 - 2013
Local School Systems
18,276 Schools Adopting
School-wide PBIS
October 2012
SWPBIS
Framework
(aka PBIS/RtI)
IS
What does PBIS look like in a school?
• >80% of students can tell you what is
•
expected of them & can give behavioral examples
because they have been taught, actively
supervised, practiced, & acknowledged.
Positive adult-to-student interactions exceed
negative.
Administrators are active participants.
•
• Data & team-based action planning &
implementation.
• Function based behavior support is a
foundation for addressing problem behavior.
• Full continuum of behavior support is
available to all students.
A Main Message
STUDENT
ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
PBIS Implementation Logic
Funding
Visibility
Political
Support
Policy
LEADERSHIP TEAM
(Coordination)
Training
Coaching
Evaluation
Local School/District Implementation
Demonstrations
Behavioral
Expertise
Erroneous assumptions are
that the student:
• Is inherently “bad”
• Will learn more appropriate
behavior through increased use
of “aversives”
• Will be better tomorrow…….
ASSUMPTIONS
• BEHAVIOR is learned
• BEHAVIOR is teachable
• BEHAVIOR occurrence is affected by the
environment
• BEHAVIOR is changeable
• BEHAVIOR is more likely if effective, efficient,
and reinforced
Do Sanctions “work”?
• Sanctions such as office referrals or
suspensions may appear to “work” in
the short term
– Removes student
– Provides relief to teachers, peers,
administrator
– We often attribute responsibility for
change to student &/or others (family)
Jeffrey Sprague, Ph.D.
(jeffs@uoregon.edu)
12
BIG IDEAS
• 3-5 years
• Organizational Framework
• Critical Features same across schools
– unique to the culture of the school
• System investment in Coaching
Capacity
PBIS
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Staff Behavior
Supporting
Decision
Making
PRACTICES
Supporting
Student Behavior
CONTINUUM OF
SCHOOL-WIDE
PBIS
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Maryland’s Tiered Instructional and Positive
Behavioral Interventions and Supports (PBIS)
Framework
Academic Systems
Behavioral Systems
Intensive, Individually Designed Interventions
Intensive, Individually Designed Interventions
• Address individual needs of student
1-5%
• Assessment-based
• Strategies to address needs of individual
students with intensive needs
1-5%
• High Intensity
• Function-based assessments
Targeted, Group Interventions
5-10%
• Intense,Group
durable
strategies
Targeted,
Interventions
5-10%
• Small, needs-based groups for
• Small, needs-based groups for atrisk students who do not respond to
universal strategies
at risk students who do not respond
to universal strategies
• High efficiency/ Rapid response
• High efficiency
• Function-based logic
• Rapid response
Core Curriculum and
80-90%
80-90%
Core Curriculum and
Differentiated Instruction
Universal Interventions
• All students
• All settings, all students
• Preventive, proactive
• Preventive, proactive
•School-wide or classroom
• School-wide or classroom
systems for ALL students and
staff
systems for ALL students
Challenge #1
Challenge # 2
Challenge # 3
Critical Features
1.
2.
3.
4.
5.
6.
PBIS Team
Faculty/Staff Commitment
Expectations and Rules Developed
Lesson Plans for Teaching expectations/rules
Reward/Recognition Program Established
Effective Procedures for Dealing with
Discipline
7. Data Entry and Analysis Plan Established
8. Classroom Systems
9. Evaluation
10. Implementation Plan
Critical Features
1.
2.
3.
4.
5.
6.
PBIS Team
Faculty/Staff Commitment
Expectations and Rules Developed
Lesson Plans for Teaching expectations/rules
Reward/Recognition Program Established
Effective Procedures for Dealing with
Discipline
7. Data Entry and Analysis Plan Established
8. Classroom Systems
9. Evaluation
10. Implementation Plan
TEAM COMPOSITION
• Administrator
• Grade/Department Representation
• Specialized Support
– Special Educator, Counselor, School
Psychologist, Social Worker, etc.
• Support Staff
– Office, Supervisory, Custodial, Bus, Security,
etc.
• Parent
Start with
• Community
Team that
– Mental Health, Business
“Works.”
• Student
Your Turn
1. Consider your NEXT steps:
a. Do you have administrator support?
b. Is your team representative of your staff? If not,
who else could you include?
c. Can you schedule your monthly mtgs for the year?
d. Can you establish team norms?
e. Does your school’s Mission Statement & SIP reflect
school-wide positive behavior?
2. Who will do what - when?
3. Do you need any other resources?
Critical Features
1.
2.
3.
4.
5.
6.
PBIS Team
Faculty/Staff Commitment
Expectations and Rules Developed
Lesson Plans for Teaching expectations/rules
Reward/Recognition Program Established
Effective Procedures for Dealing with
Discipline
7. Data Entry and Analysis Plan Established
8. Classroom Systems
9. Evaluation
10.Implementation Plan
80% Staff Buy In
• Start Small
• Easy Implementation
• Share/ Present Data
• Showcase Success
What does a reduction of 850 office
referrals and 25 suspensions mean?
Kennedy Middle School
 Savings in
Administrative time
 ODR = 15 min
 Suspension = 45 min
 13,875 minutes
 231 hours
29, 8-hour days
 Savings in Student
Instructional time
 ODR = 45 min
 Suspension = 216 min
 43,650 minutes
 728 hours
121 6-hour
school days
Marketing Strategy
• Integrate past school behavior plans
• Assure clarity of target areas
• Incorporate school colors or mascot
Respectful
Able
Motivated
Safe
Tenets of Kenwood Pride
•Be there and prepared
•Live responsibly
•Uphold integrity
•Earn and give respect
Critical Features
1.
2.
3.
4.
5.
6.
PBIS Team
Faculty/Staff Commitment
Expectations and Rules Developed
Lesson Plans for Teaching expectations/rules
Reward/Recognition Program Established
Effective Procedures for Dealing with
Discipline
7. Data Entry and Analysis Plan Established
8. Classroom Systems
9. Evaluation
10.Implementation Plan
Redesign Learning &
Teaching Environment
3-5 Positively Stated Behavioral Expectations
Critical Features
1.
2.
3.
4.
5.
6.
PBIS Team
Faculty/Staff Commitment
Expectations and Rules Developed
Lesson Plans for Teaching expectations/rules
Reward/Recognition Program Established
Effective Procedures for Dealing with
Discipline
7. Data Entry and Analysis Plan Established
8. Classroom Systems
9. Evaluation
10.Implementation Plan
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we…
…teach?
…punish?”
“Why can’t we finish the last sentence as
automatically as we do the others?”
(Herner, 1998)
34
My School’s Expectations…
Be Safe Be Responsible Be Respectful
Once you have developed school-wide
expectations, it is not enough to just
post the words on the walls of the
building …
YOU MUST TEACH THEM!
35
LEARNING MATRIX
CLASSROOM

Myself



Be in my seat
before bell
CAFETERIA


Dress appropriately

Try my best to
complete work
Control my behavior
Be on time
Keep my area
clean
Dress
appropriately




R
E
S
P
E
C
T

Others





Learning






Property


Keep my hands to

myself
Say positive things to 
others
Stay out of others’

personal space
Cooperate with
others
Use non-offensive
language
Make sure cell
phones are off and
away
Keep my place
in line
Use good
manners
Dispose of food
in the proper
manner


Work Quietly
Stay in my area

Keep focused on my
work

Participate in class
activities

Keep my eyes on my
own paper
Use good
manners
Use appropriate
voice level
Listen to
announcements
Be prepared to
leave on time
Use materials for

their intended
purpose

Use computers as

directed by an adult
Maintain materials in
Throw my trash 
away
Clean my area

Pay for my food








NONCLASSROOM
AREAS
PARKING LOT
AFTER SCHOOL
Move to class
within the time
given
Keep planners
visible at all times
Stay in designated
areas
Dress
appropriately


Make sure cell
phones are off and
away
Use appropriate
language and
volume
Say only kind
things to and
about others
Cheer positively
Keep my hands to
myself

Stay in assigned
areas
Use appropriate
language and
volume
Keep hallways
quiet

Use equipment
properly
Throw my trash
away properly
Keep our school
free of graffiti










Drive carefully
Be aware of moving
traffic
Display my parking
permit
Leave school
property only upon
dismissal
Dress appropriately

Play car stereo at a
reasonable volume
Follow safe traffic
rules
Park in my assigned
space
Be kind to others in
heavy traffic


Cheer positively
Maintain appropriate
noise level
Report unlawful or
suspicious activity
Be in first period
prior to 7:17 a.m.

Pay
attention/cooperate
with coach or sponsor
Keep parking lot
clean
Open car doors
carefully
Keep my car locked
at all times

Use
equipment/facilities
properly
Eat and drink in
designated areas



Be on time and
prepared for activities
Carry my student I.D.
Dress appropriately
Teaching Matrix Activity
Classroom
Lunchroom
Bus
• Use inside
• Eat your own
• Stay in your
• ________
•__________
•_________
Hallway
Assembly
• Arrive on
Stated in a Positive way
Respect
Others
Respect
Environment
& Property
voice
• Recycle
food
seat
• Stay to right
• _________
time to
speaker
•__________
• Keep feet on
• Put trash in
• Take litter
•__________
•_________
•__________
• Wash your
• Be at stop on
• Use your
• Listen to
•__________
•__________
•__________
•__________
What do you want them to do!
Respect
Yourself
Respect
Learning
paper
•_________
• Do your best
•__________
• Have
materials
ready
•__________
• Return trays
•__________
hands
• Eat balanced
diet
•__________
floor
time
• Go directly
from bus to
class
•__________
cans
words
• Go directly
to class
•__________
with you
speaker
• Discuss topic
in class w/
others
•__________
THE
DO NOTs
Expectations & behavioral skills are taught
& recognized in natural context
Expectations & behavioral skills are taught
& recognized in natural context
“Cool Tool”
Skill Name
Getting Help
(How to ask for assistance for difficulty tasks)
Teaching Examples
1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the
teacher can help you.
2. You and a friend are working together on a science experiment but you are missing a piece of lab
equipment, ask the teacher for the missing equipment.
3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to
read and explain the word.
Kid Activity
1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task,
activity, or direction.
2. Ask students to indicate or show how they could get help.
3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate
responses.
After the Lesson
(During the Day)
1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they
could get help if they have difficulty (precorrection).
2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to
indicate that they need help (reminder).
3. Whenever a student gets help the correct way, provide specific praise to the student.
Expectations
Family
Teaching
Matrix
Respect
Ourselves
Respect
Others
Respect
Property
SETTING
At home
Morning
Routine
Homework
Meal
Times
1. SOCIAL SKILL
In Car
Play
Bedtime
Critical Features
1.
2.
3.
4.
5.
6.
PBIS Team
Faculty/Staff Commitment
Expectations and Rules Developed
Lesson Plans for Teaching expectations/rules
Reward/Recognition Program Established
Effective Procedures for Dealing with
Discipline
7. Data Entry and Analysis Plan Established
8. Classroom Systems
9. Evaluation
10.Implementation Plan
What really
matters
is the positive social
acknowledgement
& interaction!!
Discipline Works When ….
Prevention creates more Positive than
Negative consequences
Reinforcement
(success)
Punishment
“Positive Office Referral”
• Balancing positive/negative adult/student
contacts in Oregon
• Procedures
– Develop equivalent positive referral
– Process like negative referral
Staff Incentives
“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
“1 FREE PERIOD”
• Contributing to a safe,
caring, effective school
environment
• Procedures
– Given by Principal
– Principal takes over class for one hour
– Used at any time
“DINGER”
• Reminding staff to have positive
interaction
• Procedures
–
–
Ring timer on regular, intermittent schedule
Engage in quick positive interaction
Critical Features
1.
2.
3.
4.
5.
6.
PBIS Team
Faculty/Staff Commitment
Expectations and Rules Developed
Lesson Plans for Teaching expectations/rules
Reward/Recognition Program Established
Effective Procedures for Dealing with
Discipline
7. Data Entry and Analysis Plan Established
8. Classroom Systems
9. Evaluation
10.Implementation Plan
Nuts and Bolts
• Brainstorm classroom vs.
office managed behaviors
• Come to consensus on
language to be used
• Agree on behaviors to list
Staff Managed Behaviors
•Tardiness (on 3rd tardy, enter student into Response
System)
•Non-compliance with staff direction
•Classroom disruption
•Bullying
•Inappropriate language
•Failure to serve teacher assigned reflection
•Unprepared for class
•Leaving the classroom without permission
•Skipping class
•Inappropriate hallway behavior
•Inappropriate computer use
•Inappropriate locker behavior
•Dress code violation
•Throwing objects
•Eating/drinking in class
•Academic dishonesty
•Sleeping in class
•Carrying backpack
•Electronic devices/cell phones (visible and/or on)
OFFICE MANAGED BEHAVIORS
•Bomb Threat/False Alarm
•Possession of a Weapon/Explosive Device
•Threats of bringing/using Weapons
•Fighting/Physical Aggression
•Physical Assault/Harassment
•Intimidation
•Sexual Harassment/Sexual Offense
•Loitering
•Theft/Burglary
•Verbal Abuse and/or Threat of Violence
•Inappropriate Bus Behavior
•Failure to Identify Oneself
•Truancy
•Vandalism/ Property Damage
•False Fire Alarm or Arson
•Possession/Distribution/Use of OTC Medication,
Controlled Substance, Tobacco, or Alcohol
•Leaving the Classroom without Permission
•Forgery/Extortion
Level 1
Productive Personal
Environment
Behaviors that affect only the
student:
-Not prepared
-Out of seat
-Breaking pencils
-Not following directions
-Whining
-Playing in desk
-Not doing class work
-Bubbles while washing hands
-Not in line
-Sleeping
-Copying behavior
-Not listening
-Leaning in chair
-Refusing to work
-Crawling on floor
-Not taking responsibility for
action
-No homework
Level 1
Consequences may include:
-Looking
-Proximity
-Discussion/talking
-Verbal warning
-Timeout in room
-Study Hall
-Parent contact
Level 2
Productive Classroom
Environment
Behaviors that interfere with others
learning:
-Talking out
-Visiting/talking
-Inappropriate noises
-Tattling
-Touching
-Poking
-Standing on furniture
-Constant talking
-Out of seat and interfering with
others’ learning
-Crawling on floor and -interfering
with others’ learning
-Inappropriate chair manners
-Consistently not following
directions
Level 2
Consequences may include:
--Timeout in another room
-Study Hall
-Loss of part of recess
-Parent contact
-Behavior contract
-Office referral
Adm/parent/student/teacher
Conference
-In-school suspension
Level 3
Orderly Environment
Behaviors that affect an orderly
environment:
-Talking back to adult
-Throwing things
-Teasing
-Lying
-Cheating
-Forgery
-Cursing
-Tantrums
-Cutting others’ hair
-Bathroom climbing
-Bathroom-looking under stalls
-Pushing
-Disrespect to adults
-Disrespect to children
-Leaving room without permission
-Name calling
-Hallway Behavior
-Banging on window
-Profane hand gestures
Level 3
Consequences may include:
--Behavior contract
-Office referral
Adm/parent/student/teacher
Conference
-In-school suspension
-Out of school suspension
Level 4
Safe Environment
Behaviors that cause harm
or are illegal:
-Actions that cause harm
-Stealing
-Fighting
-Drugs
-Weapons
-Punching
-Biting
-Throwing furniture
-Stealing
-Threatening to do injury on
person or property
-Sexual harassment
Level 4
Consequences may include:
Per Board of Education
Policies
Observe Problem Behavior
Warning/Conference with Student
No
Use Classroom
Consequence
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
Is behavior
office
managed?
Yes
Classroom
Managed
Office
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
•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
Write referral to
office
Administrator
determines
consequence
Administrator
follows through
on consequence
Administrator
provides teacher
feedback
SIDE BAR on Minor Incident Reports
•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
writing, seat change)
Purpose of Office Referral ?
Does Your “SYSTEM”
have all of the info you
need to make a decision?
Critical Features
1.
2.
3.
4.
5.
6.
PBIS Team
Faculty/Staff Commitment
Expectations and Rules Developed
Lesson Plans for Teaching expectations/rules
Reward/Recognition Program Established
Effective Procedures for Dealing with
Discipline
7. Data Entry and Analysis Plan Established
8. Classroom Systems
9. Evaluation
10.Implementation Plan
Gather Information
AVAILABLE DATA:
• Office Referrals,
• Suspensions,
• Attendance,
• Academics
• SST Referrals
DECISION MAKING
•
•
•
•
Is there a problem?
What areas/systems are involved?
Are there many students or a few involved?
What kinds of problem behaviors are
occurring?
• When are these behaviors most likely?
• What is the most effective use of our
resources to address this problem?
How long would it take to answer the
BIG 5 SW discipline questions in your
school?
1.Who committed the offense?
2.What did they do?
3.Where did they do it?
4.When did they do it?
5.How MANY were involved?
If you can predict it,
you can prevent it!
Data-based decision making
Data-driven problem solving
FRMS Total Office Discipline Referrals
SUSTAINED IMPACT
3000
Pre
Total ODRs
2500
2000
1500
Post
1000
500
0
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Academic Years
Critical Features
1.
2.
3.
4.
5.
6.
PBIS Team
Faculty/Staff Commitment
Expectations and Rules Developed
Lesson Plans for Teaching expectations/rules
Reward/Recognition Program Established
Effective Procedures for Dealing with
Discipline
7. Data Entry and Analysis Plan Established
8. Classroom Systems
9. Evaluation
10.Implementation Plan
SWPBIS
Subsystems
Classroom
Non-classroom
Student
Family
Procedures and Routines
• Define and TEACH classroom routines
•
•
•
•
•
•
•
•
How to enter class and begin to work
How to predict the schedule for the day
What to do if you do not have materials
What to do if you need help
What to do if you need to go to the bathroom
What to do if you are handing in late material
What to do if someone is bothering you.
Signals for moving through different activities.
– “Show me you are listening”
• Establish a signal for obtaining class attention
• Teach effective transitions.
Critical Features
1.
2.
3.
4.
5.
6.
PBIS Team
Faculty/Staff Commitment
Expectations and Rules Developed
Lesson Plans for Teaching expectations/rules
Reward/Recognition Program Established
Effective Procedures for Dealing with
Discipline
7. Data Entry and Analysis Plan Established
8. Classroom Systems
9. Evaluation
10.Implementation Plan
Critical Features
1.
2.
3.
4.
5.
6.
PBIS Team
Faculty/Staff Commitment
Expectations and Rules Developed
Lesson Plans for Teaching expectations/rules
Reward/Recognition Program Established
Effective Procedures for Dealing with
Discipline
7. Data Entry and Analysis Plan Established
8. Classroom Systems
9. Evaluation
10.Implementation Plan
Using Your Action Plan
• Organize/record your SW PBIS process
• Keep a record of what has been completed
• Keep a record of what needs to be addressed
• Critical Elements guides the process
Critical Features
1.
2.
3.
4.
5.
6.
PBIS Team
Faculty/Staff Commitment
Expectations and Rules Developed
Lesson Plans for Teaching expectations/rules
Reward/Recognition Program Established
Effective Procedures for Dealing with
Discipline
7. Data Entry and Analysis Plan Established
8. Classroom Systems
9. Evaluation
10. Implementation Plan
Resources
•
•
•
•
www.pbis.org
www.pbismaryland.org
www.swis.org
mmckenna@msde.state.md.us
www.pbismaryland.org
School-Wide Positive
Behavioral Interventions &
Supports: Overview
Presented by:
Milt McKenna
Horner & Sugai
OSEP Center on PBIS
Universities of Oregon & Connecticut
Planning Phase I (March – July: Year 1)
TASK

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

Administrator submits “Statement of Intent”.
(Online at www.pbismaryland.org/forms.htm)

Identify team members and team leader: (Team should be representative of school staff)



Establish 80% staff commitment. Staff agrees to:
Provide input in determining what our school’s problems are and what our goals should be
Make decisions about rules, expectations, and procedures in the common areas of the school as
a school community
Follow through with all school-wide decisions, regardless of individual feelings for any particular
decision
Commit to positive behavior support systems for a full year - allowing performance toward
school’s goals to determine future plans



COMPLETION DATE
Identification of Behavior Support Coach.
(Appointed by local school system PBIS Point of Contact).

Schedule at least 2 full days in August for PBIS team meetings & planning.

Register as a team for Maryland Institute 2013.
**In order to qualify as a TRAINED team, 4 people including an administrator must attend
both days of the Summer Institute.
(Obtain registration information from LSS Point of Contact on line registration available April 15 – June 1)
April 30
April 30
June 1
June 1
June 1
June 1
June 1

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Complete online PBIS Staff Survey. (Statement of Intent form required for school
account to be activated, account numbers will be emailed to school administrator)
www.pbisassessment.org/
June 1
(or before staff leave for the summer)
(Bring summary to 2013 New Team Training)
Review SWIS readiness checklist to be SWIS compatible. www.swis.org (Required to
utilize SWIS)
June 22

Review/revise/update office referral form. (see compatibility checklist and sample at
www.swis.org)
July 6
(Bring revised form to 2013 New Team Training)

Entire team attends 2013 New Team Training.
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In order to facilitate the planning process, teams should bring:
School Mission and Vision statements; School Improvement Plans (discipline sections)
DATA – Office Referrals; In and Out of School suspensions; Expulsions; Attendance; Achievement; Dropouts; Tardys
School Map (if available) to facilitate discussion of problem areas.
Elementary Teams: July 16 and 17 Secondary Teams:
July 17 and 18