PBIS team purpose statement
Team Membership
Name
Role on the team
Role in the building
team leader/
meeting facilitator
data provider/analyst
note taker
staff sharing coordinator
action plan and calendar monitor
(hint: put cursor in bottom right box and hit ‘tab’ to add additional rows)
Monthly PBIS team meetings:
Meeting dates
Time
Location
PBIS Staff Survey (“Self-Assessment Survey") planning form
# of responses for 2014-15:
Category
Strengths
Elements requiring action
School-wide
Example:
Example:
~A small number of school rules are positively ~Over 50% of staff report that formal strategies
stated, directly taught, and regularly rewarded
for informing families about expected student
~The school administrator is an active member behaviors at school is not in place
of the PBIS team, which collects and
summarizes data on problem behavior patterns
and reports these patterns to faculty for active
decision making on a regular basis
Non-classroom
Classroom
Individual
School-wide discipline data
Whole School
Grade/Classroom
Is the
GREEN ZONE
working?
Yes if:
80% or more students have
0-1 referrals
Yes if:
Less than 20% of
students have 2 or
more referrals.
Referrals occur across
grades, classrooms,
settings and occasions
Questions to Ask
What is our average
number of referrals per day
per month?
Review Graph 2 on the
SWIS School Ethnicity
Report. What is the
difference between
percentage of enrolled
students and percentage of
students with referrals for
each ethnicity?
Are the majority of
referrals coming from
certain grades or
classrooms?
What are the major
problem behaviors?
Which classrooms?
Decision Rule
Non-Classroom
Individual
Yes if:
Few (<5%) students have
6 or more referrals
Are the majority of
referrals coming
from specific
settings/areas?
What are the major
problem
behaviors?
How many students
received 2-5 referrals?
How many students
received 6 or more
referrals?
Who are the students?
If more than 1 referral per
If >40% of referrals are If >30% of referrals
If >20% of referrals are
day per month for every
coming from
are coming from a coming from a small group
300 students (ES) or every
classrooms, then
specific setting, use
of students then
150 students (MS-HS), then choose an action from one or more of the implement one or more of
use one of the following
the list below.
actions below.
the actions below.
actions to reduce problem
behaviors.
If difference between
percentage of enrolled
students and percentage of
students with referrals for
each ethnicity is greater
than 10%, discuss ways to
decrease this discrepancy.
Possible Actions
Re-visit school-wide PBIS · --Re-teach routines
program by:
and expectations
· Positive behavior
· --Increase support and
expectations Re-taught
professional
& reinforced
development for
immediately
classroom
· All students
management (teacher)
immediately & reliably · Check and address
corrected when
student engagement
behavior expectations
during instruction
are not demonstrated · Check transitions
· All students regularly & · If tardies:
consistently
o Are all staff
Acknowledged for
consistent in
demonstrating behavior
their definition of
expectations
“tardy?”
· Increase/diversify
o What
acknowledgements
structures are in
· Implement socialplace for
behavioral curriculum
acknowledging
and correcting
tardy behavior?
·
·
·
·
·
Responsibility
PBIS Team w/all staff
PBIS Team
w/appropriate staff
Examine
whether only a
few students are
creating the bulk
of discipline
referrals
Re-teach
expectations in
identified
settings
Increase
Systematic
Supervision,
including
acknowledgeme
nts and
corrective
feedback
Check and
correct
problematic
environmental
features
Increase
structure and
teaching for
high-risk student
groups
PBIS Team
w/appropriate staff
· Check and address
academic needs
· Implement CheckIn/Check-Out or Checkand-Connect programs
· Assign adult mentors or
peer mentors
· Conduct functional
assessment, implement
behavior support plans
· Provide individualized
or group skills
instruction (academic
and/or behavior)
YZ/SAT/EST team
w/appropriate staff and
behavior specialist
Positive Behavior Interventions and Supports SMART goals:
1. Example: At Positive Elementary, our staff will reduce the percentage of major and minor disciplinary referrals issued in unstructured locations
from 37% to less than 25% of total referrals by May 2015 as measured by SWIS data.
2. Example: At Successful Middle School, our staff will continue work towards reducing our racial gap to achieve an equitable distribution of ODRs
that Latino and White students receive based on school demographics May 2015 as measured by SWIS data.
PBIS Action Plan
Critical element
1. PBIS Team (BOQ items 1-3)
● broad representation
● administrative support
● monthly meetings
● clear mission and purpose
2. Faculty commitment (BOQ
items 4-6)
● faculty awareness
● faculty involvement
● regular faculty feedback
3. Effective procedures for
managing discipline (BOQ items 712)
● process described
● process includes
documentation procedures
● referral form useful for
decision-making
● system for handling
problem behaviors are
defined: teacher managed
and office managed
● majors/minors defined and
understood school-wide
● school-wide system for
responses to minor and
major problem behaviors
4. Data entry & analysis plan
established (BOQ items 13-16)
● data system for ODRs
● other data collected
● data entered weekly
Possible Activity
Who
When
●
●
data analyzed monthly
data shared with staff at
least quarterly
5. Expectations & rules developed
(BOQ items 18-21)
● Expectations posted
● Expectations apply to all
students and staff
● Rules developed and
posted in problem areas
● Rules linked to
expectations
● System for staff feedback
and input
6. Encouragement and recognition
program established (BOQ items
22-28)
● system consistent across
campus
● variety of methods
● encouragement and
recognition linked to
expectations
● encouragement and
recognition varied
● opportunities for
reinforcement developed
● ratios of reinforcement to
corrections is high
● students involved
● incentives for staff
7. Lesson plans for teaching
expectations (BOQ items 29-34)
● school-wide behavior
curriculum
● includes examples and
non-examples
● uses variety of teaching
strategies
●
●
●
lessons imbedded in
subject area
student involvement in
creation and teaching of
lessons
families and the community
are informed and involved
8. Implementation plan (BOQ
items 35-41)
● develop/deliver/teach
discipline systems to staff
● develop/deliver/teach
school-wide expectations
and teaching systems to
staff
● schedule/plan to teach
school-wide expectations
and teaching systems to
students
● Behavior booster sessions
planned and scheduled
(post winter and spring
break)
● Schedule for recognitions
and rewards planned for
year
● New student and staff
orientation plans
developed
● Family/community
involvement plans
developed
9. Classroom systems (BOQ items
42-48)
● classroom expectations
tied to SW expectations
and posted in each
classroom
●
●
●
●
●
classroom routines and
procedures identified and
taught
expectations taught
classroom staff
acknowledge and reward
positive behaviors
procedures in place for
tracking problem behaviors
classroom have range of
consequences
10. Evaluation (BOQ items 49-53)
● students and staff
surveyed about PBIS
● students and staff know
SW expectations
● staff use referral process
and forms appropriately
● staff use SW
acknowledgement system
● outcomes documented and
celebrated