2015-2016 New Team Training
Tier 1 – Days 1 and 2
Participant Workbook
Universal PBIS Team Training
Workbook
2015–16
Wisconsin RtI Center & Wisconsin PBIS Network
ABSTRACT
This workbook contains snapshots from the Benchmarks of Quality,
examples and training activities used in the Tier 1/Universal Training series
in days 1 and 2 of training (U100 and U200).
Special thanks to:
The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public
Instruction in the development of this material and for the continued support of this federally-funded grant program. There are no
copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or
part of this material
Table of Contents
Benchmarks of Quality Planner PBIS ............................................................................................... 6
Snapshot: Module A Leadership Team.......................................................................................... 12
Developing your Purpose Statement ........................................................................................ 14
Team Roles ................................................................................................................................ 15
Triangle Activity ......................................................................................................................... 16
PBIS Working Smarter Matrix .................................................................................................... 17
Snapshot: Module B Faculty/Staff Commitment .......................................................................... 18
Snapshot: Module C Effective Procedures for Dealing with Discipline ......................................... 20
T-Chart of Behaviors .................................................................................................................. 22
Snapshot: Module D Data Entry and Analysis ............................................................................... 24
Snapshot: Module E Develop Expectations and Rules .................................................................. 26
School-wide Teaching Matrix .................................................................................................... 28
Snapshot: Module F Establish Reward or Recognition Program ................................................... 29
PBIS School-Wide Acknowledgement Matrix (Students and Adults) ........................................ 31
Snapshot: Module G Develop Lesson Plans for Teaching Expectations and Rules ....................... 32
Behavior Lesson Plan: Cool Tool ............................................................................................... 34
Module H: PBIS-NH Rollout Checklist ............................................................................................ 35
Benchmarks of Quality Planner PBIS
Critical
Element
Benchmarks of Quality/Goal
Status
Implementation Plan
In Place
How? Who? When?
Partially
Use Modules and
Snapshot to guide
process
Not In
Place
Module A
1.
Leadership
Team
Administrator(s) attends training, plays active role in
PBIS, communicates commitment, attends team
meetings, and supports PBIS team decisions.
2.
Team has administrative support.
Team has regular meetings (at least monthly).
Team meets monthly or twice a month during first year.
3.
Team has established a clear mission/purpose.
Team has a written purpose/mission statement for the
PBIS team.
Module B
Faculty/Staff
Commitment
4.
Faculty members are aware of behavior problems
across campus (regular data sharing).
Data regarding school-wide behavior is shared with
faculty monthly.
5.
goals.
Faculty involved in establishing and reviewing
Most faculty members participate in establishing PBIS
goals on at least an annual basis.
6.
Faculty feedback obtained throughout year.
Faculty given opportunities to provide feedback, to offer
suggestions, and to make choices in every step of the
PBIS process (e.g., via staff surveys, voting process,
suggestion box) Nothing is implemented without the
majority of faculty approval.
Module C
Effective
Procedures
for Dealing
with
7.
Discipline process described in narrative format or
depicted in graphic format.
Team has established clear, written procedures that lay
out the process for handling both major and minor
discipline incidents.
Benchmarks of Quality Planner
6
Discipline
8.
Process includes documentation procedures.
There is a documentation procedure to track both major
and minor behavior incidents.
9.
Discipline referral form includes information useful
in decision making.
Information on the referral form includes ALL of the
required fields: Student’s name, date, time of incident,
grade level, referring staff, location of incident, race,
problem behavior, possible motivation, others involved,
and administrative decision.
10.
Behaviors defined.
Written documentation exists that includes clear
definitions of all behaviors listed.
11.
Major (administrator managed) and minor
(staff/faculty managed) behaviors are clearly
identified/understood.
Most staff members are clear about which behaviors are
staff managed and which are office managed. (e.g.,
appropriate use of office referrals). Those behaviors are
clearly defined, differentiated, and documented.
12.
Suggested array of appropriate responses to minor
(staff/faculty managed) problem behaviors.
There is evidence that most staff members are aware of
and use an array of appropriate responses to minor
behavior problems.
Module D
13.
Data system to collect and analyze ODR data.
Data Entry &
Analysis Plan
Established
The database can quickly output data in graph format
and allows the team access to ALL of the following
information: average referrals per day per month, by
location, by problem behavior, by time of day, by
student, and compare between years.
14.
Additional data collected (attendance, grades,
faculty attendance, surveys).
Team collects and considers data other than discipline
data to help determine progress and successes (e.g.,
attendance, grades, faculty attendance, school surveys).
Benchmarks of Quality Planner
7
15.
Data analyzed monthly (minimum).
Data is printed, analyzed, and put into graph format or
other easy to understand format by a member of the
team monthly (minimum).
16.
Data shared with team and faculty monthly
(minimum).
Data is shared with the PBIS team and faculty at least
once a month.
Module E
Develop
Expectations
& Rules
17.
Three to five positively stated school-wide
expectations posted around school.
Three to five positively stated school-wide expectations
posted around the school. Areas posted include the
classroom and a minimum of three other school settings
(e.g., cafeteria, hallway, front office).
18.
Expectations apply to both students and staff.
PBIS team has communicated that expectations apply to
all students and all staff.
19.
Rules developed and posted for specific settings
(Identify common settings and routines in your school and
operationally define each expectation within each setting
and routine, using two or three positively stated behavioral
examples).
Behavioral examples/rules are posted in all of the most
problematic areas in the school.
20.
Behavioral examples/rules are linked to
expectations.
When taught or enforced, staff consistently links the
rules with the school-wide expectations.
21.
Staff feedback/involvement in expectations/rule
development.
Most staff members were involved in providing
feedback/input into the development of the school-wide
expectations and rules (e.g., survey, feedback, initial
brainstorming session, election process).
Benchmarks of Quality Planner
8
Module F
Establish
Acknowledgement
Program
22.
A system of acknowledgement has elements that
are implemented consistently across campus.
The acknowledgement system guidelines and procedures
are implemented consistently across campus. Almost all
members of the school are participating appropriately.
(90-100% staff participation).
23.
A variety of methods are used to acknowledge
students.
The school uses a variety of methods to acknowledge
students (e.g., praise, cashing in tokens/points). There
should be opportunities that include tangible items,
praise/recognition and social activities/events.
24.
Acknowledgements are linked to expectations.
Acknowledgement is provided for behaviors that are
identified in the rules/expectations, and staff members
verbalize the appropriate behavior when giving
acknowledgement.
25.
Acknowledgements are varied to maintain student
interest.
The acknowledgement is varied throughout year and
reflects students’ interests (e.g., consider the student
age, culture, gender, and ability level to maintain student
interest).
26.
Ratios of acknowledgement/reinforcement to
corrections are high.
Ratios of teacher acknowledgement of appropriate
behavior to correction of inappropriate behavior are high
(e.g., 4:1).
27.
Students are involved in identifying/ developing
incentives.
Students are often involved in identifying/developing
incentives.
28.
The system includes acknowledgement/incentives
for staff/faculty.
The system includes incentives for staff/faculty delivered
consistently.
Benchmarks of Quality Planner
9
Module G
Develop
Lesson Plans
for Teaching
Expectations
and Rules
29.
A behavioral curriculum includes concept and skilllevel instruction and develops scripted lesson plans for
teaching expectations in all settings.
Lesson plans are developed and used to teach rules and
expectations.
30.
Lessons include examples and non-examples.
Lesson plans include both examples of appropriate behavior
and inappropriate behavior.
31.
Lessons use a variety of teaching strategies.
Lesson plans are taught using at least 3 different teaching
strategies (e.g., modeling, role-playing, videotaping).
Lesson plans are age and contextually appropriate.
32.
Lessons are embedded into subject area
curriculum.
Nearly all teachers embed behavior teaching into subject
area curriculum on a daily basis.
33.
Faculty/staff and students are involved in
development & delivery of lesson plans.
Faculty, staff, and students are involved in the
development and delivery of lesson plans to teach
behavior expectations and rules for specific settings.
34.
Strategies to reinforce the lessons with
families/community are developed and implemented.
The PBIS plan includes strategies to acknowledge lessons
with families and the community (e.g., after-school
programs teach expectations, newsletters with tips for
meeting expectations at home).
Module H
Plan for
Implementation
35.
Develop, schedule and deliver plans to teach staff
the discipline and data system.
The team scheduled time to present and train faculty and
staff on the discipline procedures and data system
including checks for accuracy of information or
comprehension. Training included all components:
referral process (flowchart), definitions of problem
behaviors, explanation of major vs. minor forms, and
how the data will be used to guide the team in decisionmaking.
36.
Develop, schedule and deliver plans to teach staff
the lesson plans for teaching students (Schedule all lesson
plans to occur in the natural settings).
Benchmarks of Quality Planner
10
The team scheduled time to present and train faculty and
staff on lesson plans to teach students expectations and
rules including checks for accuracy of information or
comprehension. Training included all components: plans
to introduce the expectations and rules to all students,
explanation of how and when to use formal lesson plans,
and how to embed behavior teaching into daily
curriculum.
37.
Develop, schedule, and deliver plans for teaching
students expectations/rules/acknowledgement.
Students are introduced/taught all of the following:
school expectations, rules for specific setting, and the
acknowledgement system guidelines.
38.
Booster sessions for students and staff are
planned, scheduled, and delivered (build in opportunities
for review and re-teaching periodically throughout year).
Booster sessions are planned and delivered to re-teach
staff/students at least once in the year and additionally
at times when the data suggest problems by an increase
in discipline referrals per day per month or a high
number of referrals in a specified area. Expectations and
rules are reviewed with students regularly (at least once
per week).
39.
Schedule for acknowledgement for the year is
planned.
There is a clear plan for the type and frequency of
acknowledgement/reinforcement to be delivered
throughout the year.
40.
Plans for orienting incoming staff and students are
developed and implemented .
Team has planned for and carries out the introduction of
PBIS and training of new staff and students throughout
the school year.
41.
Plans for involving families/community are
developed & implemented.
Team has planned for the introduction and on-going
involvement of PBIS to families/community (e.g.,
newsletter, brochure, PTA, open-house, team member).
Benchmarks of Quality Planner
11
Snapshot: Module A Leadership Team
Benchmarks of Quality 1-3
Benchmarks of Quality (BoQ):
Implementation Products and Outcomes:
Team has active administrator support.
Develops written mission/vision.
Team has regular meetings (at least monthly).
Identifies team roles and responsibilities.
Team has established clear mission and purpose.
Uses a problem-solving agenda.
Identifies meeting schedule and meeting times on school calendar.
Complete Resource Mapping/Audit and Working Smarter activity.
Research:
The research supports the use of problem solving teams to guide implementation.
Todd, A., Horner, R., Newton, J.S. Algozzine, B., & Algozzine, K. (in press). Effects of Team-Initiated Problem Solving on Practices of School-wide
Behavior Support Teams. Journal of Applied School Psychology.
Newton, J.S., Horner, R., Algozzine, B., Todd, A., & Algozzine, K. M. (2009). Using a problem-solving model for data-based decision making in
schools. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.). Handbook of positive behavior support. New York: Springer, 551-580.
What is it?
Supporting Implementation:
The leadership team is a group of representative
stakeholders (e.g., administrator, general and
special education teachers, school support staff,
families, youth) who develop an annual action
plan that drives the implementation of the BoQ.
This team meets at least monthly, reviews data,
provides summaries to staff, and responds to
feedback to guide and improve process.
Role of Coach:
Supporting Implementation:
Reviews BoQs and relevant training tools to ensure fidelity.
Role of District Coordinator:
Shares implementation products and outcomes with division coordinator.
Attends team training with team.
Supports team action planning.
Works as a partner with administration to provide necessary resources.
Communicates with division coordinator for necessary resources.
Provides resources for production of teaching
matrix and other visual communication tools for
facility-wide expectations (e.g., posters).
Meets with coaches to review teaching matrices
and classroom alignment.
Module A
Role of Team:
12
Reviews implementation outcomes and
products for alignment with division strategic
planning goals and social/behavioral needs.
Attends team training and follows up with action planning after training.
Works with coach and principal to plan professional learning for staff.
Role of Administrator:
Attends and participates in all team trainings.
Learning Objectives:
Empowers team to lead effort.
Understand importance of a representative team with purpose/outcome.
Examines current team structures.
Understand role of administrator.
Studies data, allows team access to data.
Understand importance of effective meeting practices (identify roles and responsibilities of
team members, use problem solving agenda, meeting minutes to document decisions,
actions and timelines).
Identifies protected team meeting times.
Provides time in staff meeting for ESD/PBIS
updates.
Team Activities:
Secures agreement for meeting process (be on time, plan for absences, be prepared, avoid
side talk, be active participant).
Clearly defines roles for each team member.
Role of Staff:
Provides honest feedback to leadership team.
Knowledge/awareness of behavior challenges across campus.
Role of Youth, Family, Community:
Provide honest feedback to leadership team, be aware of team purpose, mission.
Created by Susan Barrett- Maryland PBIS
Module A
13
Developing your Purpose Statement
The purpose of implementing Positive Behavior Interventions and Supports at __________________________________
school is to:

__________________________________________________________________________________________

__________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________
Seven Steps for developing a Positive Schoolwide Discipline Plan: A Guide for Principals and Leadership Teams by Geoff
Colvin
Module A
14
Team Roles
Person Responsible
School Role
Administrator
Internal Coach
External Coach
Time Keeper
Data Specialist
Behavior Specialist
Communications
Recorder
Module A
15
Triangle Activity
School-Wide Systems for Student Success: A Response To Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Intensive Interventions 1-5%
1-5%
Tier 2/Selected Interventions 5-15%
5-15% Tier 2/Selected Interventions
Tier 1/Universal Interventions 80-90%
80-90% Tier 1/Universal Interventions
Module A
16
Tier 3/Intensive Interventions
PBIS Working Smarter Matrix
Workgroup/
Committee/
Team
Module A
Outcome/Link
to SIP
Who do we serve?
(students/staff/both)
What is the ticket in? (How do folks
get access to support?)
Names of staff
on team
NonNegotiable
District
Mandate?
17
How do we
measure
impact?
Overlap?
Modify?
Snapshot: Module B Faculty/Staff Commitment
Benchmarks of Quality 4-6
Benchmarks of Quality (BoQs):
Implementation Products and Outcomes:
Faculty members are aware of behavior problems across campus through regular data sharing.
Staff Survey complete, results shared.
Faculty members are involved in establishing and reviewing goals.
Plan developed to secure buy-in to include
an introduction presentation.
Team uses self-assessment tool (EBS Survey or BOQ) to get faculty feedback, results are shared with
faculty, and team uses feedback to write annual action plan.
Data shared with faculty at least one
time/month.
Team can use PBIS surveys (www.pbisapps.org); contact your local point of contact to receive school
account number.
Faculty feedback is obtained throughout year.
Research:
Safran, S. P. (2006). Using the Effective Behavior Supports Survey to guide development of school-wide positive behavior support.
Journal of Positive Behavior Support, 8, 3-9.
Colvin, G., & Fernandez, E., (2000). Sustaining Effective Behavior Support Systems in an Elementary School. Journal of Positive Behavior Interventions
2(4), 251-253.
Taylor-Greene, S., Brown, D., Nelson, L., Longton, J., Gassman, Cohen, J., Swartz, J., Horner, R. H., Sugai, G., & Hall, S. (1997).
School-wide behavioral support: Starting the year off right. Journal of Behavioral Education, 7, 99-112.
What is it?
Supporting Implementation:
Open and honest feedback and communication is
established among stakeholders to secure buy-in and
commitment to change.
Role of Coach:
Supporting Implementation:
Show team examples of faculty presentations.
Role of District Coordinator:
Understand cost benefit analysis (time saved for decrease behavior problems).
Rotate to all teams during action planning.
Understand how previous efforts have been successful or failed.
Be available to answer questions.
Understand current staff morale.
Listen for red flags in team discussion.
Practice Profile.
Review staff surveys prior to training.
Work closely with coach during training.
Track common discussion points (strengths and
roadblocks).
Review staff surveys prior to training.
Show team examples of faculty presentation examples
Module B
Role of Team:
Learning Objectives for training:
Understand why staff need to be committed to decreasing problem behaviors and
increasing academic behaviors
18
Understand cost benefit analysis (time saved for decrease
behavior problems).
Identify approaches to gain faculty buy-in to the school-wide PBIS process.
Develop a plan to get buy-in and build ownership across faculty.
Review Data (true representation of current status?).
Role of Administrator:
Identify strengths and areas of concern.
Ensure climate/discipline one of top school improvement
goals (understand Maslow’s hierarchy of needs as it
relates to school improvement).
Model appropriate staff behavior.
Ensure all staff are part of the change process (open and
honest communication, support, performance feedback
essential).
Review staff survey.
Enlist peer leaders to gain support- emphasize benefits.
Develop plan to share with all staff.
Presentation to stakeholders about PBIS that clearly defines their role in the process.
Identity time in school year to provide updates to faculty
on behavior.
Role of Staff:
Identify time to survey staff.
Provide input in determining what our school’s problems are and what our goal should
be.
Identify key stakeholders.
Empower hidden leaders across building and community.
Knowledge of staff morale-examine why previous efforts
that have had success or failed.
Follow through with all school-wide decisions, regardless of my feelings for any
particular decision.
Commit to positive behavior support systems for a full year - allowing performance
toward our goal to determine future plans.
Role of Student, Family, Community
Participate/complete surveys.
Review results, gain knowledge about community perceptions vs. data.
Created by Susan Barrett, Maryland PBIS
Module B
19
Snapshot: Module C Effective Procedures for Dealing with Discipline
Benchmarks of Quality: 7-12
Benchmarks of Quality (BoQs):
Implementation Products and Outcomes:
Discipline process described in narrative format or depicted in graphic format.
Updated office referral form
Discipline process includes documentation procedures.
Minor and major behaviors defined
Discipline referral form includes information useful in decision making.
Plan for preventative and responsive practices
to support student behavior
Problem behaviors are defined.
A system of support for staff to implement
practices
Major/minor behaviors are clearly differentiated.
Suggested array of appropriate responses to major (office-managed) problem behaviors.
Flowchart documenting procedures for
supporting student behavior
Research:
Irvin, L.K., Horner, R.H., Ingram, K., Todd, A.W., Sugai, G., Sampson, N., & Boland, J. (2006). Using office discipline referral data for decisionmaking about student behavior in elementary and middle schools: An empirical investigation of validity. Journal of Positive Behavior
Interventions, 8(1), 10-23.
Irvin, L.K., Tobin, T., Sprague, J., Sugai, G. and Vincent, C. (2004). Validity of office discipline referral measures as indices of school-wide
behavioral status and effects of school-wide behavioral interventions. Journal of Positive Behavioral Interventions 6, 131-147.
Fanning, P., Theodos, J., Benner, C., & Bohanon-Edmonson, H. (2004). Integrating proactive discipline practices into codes of conduct. Journal of
School Violence, 3(1), 45-61
Skiba, R. J., Peterson, R. L., & Williams, T. (1997). Office referrals and suspensions: Disciplinary intervention in middle schools. Education and
Treatment of Children, 20, 295-315.
Nelson, J. R., Colvin, G., & Smith, D. J. (1996). The effects of setting clear standards on students’ social behavior in common areas of the school.
The Journal of At-Risk Issues, Summer/Fall, 10-17.
What is it?
Supporting Implementation:
Teacher expectation clearly defined for reporting problem
behaviors, teachers are trained in best practice and have behavior
basics.
Role of Coach:
Module C
Work with team to ensure that the purpose of office referral form is clear.
20
Supporting Implementation:
Use SWIS resources and examples – make sure team uses materials to
build from.
Role of District Coordinator:
Understand purpose of office referral form and provide division
resources and support for revisions to ODR.
Work with team and district coordinator to ensure professional
development is provided to staff around appropriate responses and
preventative approaches for supporting student behavior.
Use SWIS resources to align with district forms.
Practice Profile
Use SWIS if possible or as a model for IT personnel to align with
school district discipline data system.
Role of Team:
Team will complete, with staff input and feedback:
Role of Administrator:
Revised office referral form
Understand purpose of office referral.
Optional Minor Incident Form
Allocate time in grade level and staff meetings to discuss current
procedures (expectations, paperwork).
Identify areas of improvement (ease of completing form, common
approach to discipline, definition of problem behaviors).
Problem behaviors clearly defined with faculty
Process established with faculty feedback
Office managed and classroom managed behaviors clearly identified
Allocate time in meetings for discussion to determine office
managed behavior (majors) and classroom managed behaviors
(minors).
Array of appropriate preventative and responsive practices to support
student behavior
Establish and document expectations clearly in all handbooks, code
of conduct, staff meetings, etc.
System of support for staff to implement practices is planned and
provided
Get feedback from staff and make improvements to process as
needed.
Examine level of consistency among staff throughout the year.
Role of Staff:
Contribute and adhere to referral procedures.
Participate in skill development training (direct observation and
performance feedback).
Role of Student, Family, and Community:
Be familiar with referral procedures, including definitions of problem
behavior, referral form and process for communicating with families
when problems do occur.
Provide feedback as necessary.
Created by Susan Barrett, Maryland PBIS
Module C
21
T-Chart of Behaviors
Classroom Managed
Office Managed
Minors
Majors
Module C
22
Module C
23
Snapshot: Module D Data Entry and Analysis
Benchmarks of Quality 13-16
Benchmarks of Quality (BoQs):
Implementation Products and Outcomes:
Data system is used to collect and analyze ODR
data.
School has computer application used to get access to critical local information (e.g., Big 5
reports, ODR by ethnicity, teacher, students with IEP)
Additional data collected (attendance, grades,
faculty attendance, surveys).
Team gets the information in picture (histogram) form.
Data entered weekly (minimum).
Data analyzed monthly (minimum).
Data shared with team and faculty monthly
(minimum).
School team is able to progress monitor impact of SWPBS implementation (ODR, suspension,
attendance, time recovered, academic benchmarks).
Team has data analyst who is skilled at data entry, report generation and team problemsolving logic.
Team acquires problem-solving skills.
Team provides data summaries to school community and district
Research:
The research supports use of office referral patterns data analysis.
Irvin, L.K., Horner, R.H., Ingram, K., Todd, A.W., Sugai, G., Sampson, N., & Boland, J. (2006). Using office discipline referral data for decision-making
about student behavior in elementary and middle schools: An empirical investigation of validity. Journal of Positive Behavior Interventions, 8(1),
10-23.
Irvin, L.K., Tobin, T., Sprague, J., Sugai, G. and Vincent, C. (2004). Validity of office discipline referral measures as indices of school-wide behavioral
status and effects of school-wide behavioral
Todd, A., Horner, R., Newton, J.S. Algozzine, B., & Algozzine, K. (in press). Effects of Team-Initiated Problem Solving on
Practices of School-wide Behavior Support Teams. Journal of Applied School Psychology interventions. Journal of
Positive Behavioral Interventions 6, 131-147.
What is it?
Supporting Implementation:
Schools need an efficient system for gathering information, a webbased computer application for data entry and report generation and
a practical process for using information for decision making.
Role of Coach:
These three elements give school personnel the capability to
evaluate individual student behavior, the behavior of groups of
students, behaviors occurring in specific settings, and behaviors
occurring during specific time periods of the school day. Data reports
need to indicate times and/or locations prone to elicit problem
behaviors, and allow teachers and administrators to shape schoolwide environments to maximize students' academic and social
Use SWIS demo site to get more information about school level computer
application (swis.org).
Module D
Ensure that the purpose of the office referral form is clear.
Use examples to show how data is used, analyzed and presented.
Practice Profile
24
achievements.
Supporting Implementation:
Role of Team:
Role of District Coordinator:
Learning Objectives:
Work with district IT personnel to determine best way to get access
to school based information.
Understand difference between data need/requirement necessary for
district level reports and data needs for local decision making and
progress monitoring.
Share SWIS demo site to district level leadership.
Understand how to collect and analyze data.
Share success and challenges with district to improve best way to
showcase and support schools.
Understand how to enter and generate reports.
Understand how to use data for decision making.
Understand how to build precision statements that lead to solution
development and action steps required for change in adult behavior.
Role of Administrator:
Promote use of data that is reliable and represents climate in
building.
Support staff to consistently report data accurately.
Work with district to understand school based need for progress
monitoring.
Work with district, team and faculty to understand use of data to
screen students who may need additional supports (team should
have access to data that is current and relevant to school based
needs).
Tasks:
Identify data analyst on team (may be three core team members analyze
data prior to each meeting).
Become fluent with problem solving process (using data to build precision
statements, build solutions, monitor and evaluate implementation).
Use all available data sources to screen students who may need additional
supports and to target specific areas of the building.
Share/showcase results with school community.
Allocate time for data entry and report generation.
Role of Staff:
Allocate time needed for team to build skills for running problem
solving meetings.
Provide feedback.
Allow time in meetings, newsletter, etc., for data summaries.
Be consistent.
Celebrate success with team, faculty, community, and district.
Know the role of student, family, community
Read school updates, provide feedback.
Become involved in parent, student, teacher organization.
Created by Susan Barrett, Maryland PBIS
Module D
25
Snapshot: Module E Develop Expectations and Rules
Benchmarks of Quality: 17-21
Benchmarks of Quality (BoQs):
Implementation Products and Outcomes:
Three-to-five school-wide expectations posted around school (classroom and at least three
other locations).
Teaching Matrix with replacement behaviors
defined based on data
School-wide expectations apply to all adults and students in building.
Classroom rules aligned with school-wide
expectations
Rules/specific behaviors defining school-wide expectations are developed and posted in
most problematic locations in building.
Rules/specific behaviors are linked with school-wide expectations when taught and
enforced.
Staff members are involved in the development of the rules.
Research:
A dependable system of rules and procedures provides structure for students and helps them be engaged with instructional tasks (Brophy,
1998).
Clearly stating expectations and consistently supporting them lends credibility to a teacher’s authority (Good & Brophy, 2000).
Use of expectations and rules provides a guideline for students to monitor their own behavior and they remind and motivate students to meet
certain standards (Newcomer, 2009).
What is it?
Supporting Implementation:
Expectations are outcomes or the overarching
umbrella in which all social behaviors would be
included.
Role of Coach:
Rules are the specific criteria for meeting
expectation outcomes.
Support team action planning, provide team with samples teaching matrices.
Rules identify and define concepts of acceptable
behavior.
Teaching matrix is a graphic organizer of
expectations defined with rules/specific
behaviors by location.
Module E
Attend team training with team.
Work as a partner with administration to provide necessary resources.
Communicate with division coordinator for necessary resources to create teaching matrixes
to display throughout school and relevant locations.
Review BoQ and relevant training tools to ensure fidelity.
Share implementation products and outcomes with division coordinator.
26
Supporting Implementation:
Role of Team:
Role of District Coordinator:
Attend team training and follow up with action planning after training.
Provide resources for production of teaching
matrix and other visual communication tools for
SW expectations (e.g., posters).
Review data and information from considerations provided in training when developing
teaching matrix.
Meet with coaches to review teaching matrices
and classroom alignment.
Review implementation outcomes and products
for alignment with division strategic planning
goals and social/behavioral needs.
Practice drafting expectations and rules/behaviors and review for accuracy using the
Guidelines provided in training.
With coach and administrative support, draft action plan for implementing these BoQs that
includes:
Time to provide professional development to staff on expectations and rules/specific
behaviors
Time to facilitate staff/student input to develop teaching matrix (review sample structures
to use with staff/students provided with training)
Role of Administrator:
Include time during staff or grade
level/core/department meetings to allow coach
and team to facilitate teaching matrix
development.
Time to compile student/staff input and present draft to all for review and input for final
edits
Include classroom alignment with school-wide
expectations as part of “look for” of walk
through.
Develop plan for displaying teaching matrix and/or school-wide expectations with
rules/specific behaviors in applicable locations.
Allocate resources (e.g., team meeting time, time
for team to work with staff/students, production
of expectations for display around school).
Review implementation outcomes and products
for alignment with strategic planning goals and
social/behavioral needs.
Complete teaching matrix
Plan for including teaching matrix in school documents (e.g., family communication,
student planners, school website)
Plan for facilitating staff to align classroom rules with school-wide expectations
Plan for on-going review of teaching matrix to meet changing needs of school
Role of Staff:
Participate in development of school-wide teaching matrix.
Review academic and social/behavioral data with
school leadership teams.
Elicit student input.
Arrange for additional support as needed.
Align classroom rules/expectations with school-wide expectations and display in classroom.
Role of Student, Family, and Community
Be familiar with school-wide expectations and rules by location. Reinforce these outside of
the school building.
Understand the process for communicating with families when problems do occur.
Provide feedback as necessary
Created by Susan Barrett, Maryland PBIS
Module E
27
School-wide Teaching Matrix
Settings
Expectations
Module E
28
Snapshot: Module F Establish Reward or Recognition Program
Benchmarks of Quality: 22-28
Benchmarks of Quality (BoQs):
Implementation Products and
Outcomes:
A system of rewards has elements that are implemented consistently across campus.
Recognition system includes a variety of methods to acknowledge students and staff.
Recognition system is linked to school-wide expectations and rules.
Recognition is varied to maintain and reflect student and adult interest—students and
staff are involved in identifying,
Ratio of reinforcement to corrections is high.
School-wide use of Behavior
Specific Praise Statements using
the wording on the teaching
matrix
Consistent implementation of
minimum of 4:1 ratio of positive
statements to negative
statements among staff
The system includes incentives for staff/faculty.
Research:
To learn, humans require regular and frequent feedback on their actions
Humans experience frequent feedback from others, self, & environment (planned/unplanned, desirable/undesirable)
Without formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors
More positive reinforcement for appropriate school behaviors is needed
Students needing additional support benefit from clear, salient, formal feedback
Increases the likelihood that desired behaviors will be repeated and focuses attention on desired behaviors
Fosters a positive school climate
Reduces the need for engaging in time consuming disciplinary measures
Create positive interactions and rapport with students
Overall, we earn time back to teach and keep kids in the classroom where they can learn from us!
(Cameron, 2002; Cameron & Pierce, 1994, 2002; Cameron, Banko, & Pierce, 2001; OSEP)
What is it?
Supporting Implementation:
Develop teaching matrix of school-wide
expectations and rules/specific behaviors.
Use words included on the matrix to
formulate feedback statements.
Role of Coach:
A consistent system of acknowledgment for
staff and students
Module F
Attend team training with team.
Support team action planning.
Work as a partner with administration to provide necessary resources.
29
Supporting Implementation:
Communicate with district coordinator for necessary resources.
Role of District Coordinator:
Review BoQ and relevant training tools to ensure fidelity.
Provide connections to community and
school division resources.
Share implementation products and outcomes with division coordinator.
Role of Administrator:
Role of Team:
Include time during staff or grade
level/core/department meetings to allow
coach and team to facilitate teaching
recognition.
Include recognition and 4:1 ratio as part of
“look for” of walk through.
Allocate resources (e.g., team meeting
time, time for team to work with
staff/students).
Review implementation outcomes and
products for alignment with strategic
planning goals and social/behavioral needs.
Attend team training and follow up with action planning after training.
Review data and information from considerations provided with training.
Practice drafting expectations and rules/behaviors and review for accuracy
using the Guidelines provided with training.
With coach and administrative support, draft action plan for implementing
these BoQs that includes:
Time to provide professional development to staff on recognition
Time to facilitate staff/student input to identify preferred ways to
acknowledge
Plan for on-going review of ways to acknowledge
Review academic and social/behavioral
data with school leadership teams.
Arrange for additional support as needed.
Role of Staff:
Participate in staff development to learn about recognition/
reinforcement/feedback.
Increase ration of positives to negatives to a minimum of 4:1.
Use the teaching matrix to develop acknowledgment.
Role of Student, Family, and Community:
Support this practice through modeling outside of the school building.
Provide feedback as necessary.
Created by Susan Barrett, Maryland PBIS
Module F
30
PBIS School-Wide Acknowledgement Matrix (Students and Adults)
Type
Immediate/High Frequency
In the moment, predictable
(e.g., Gotchas, Paws, High Fives)
What
Students:
Adults:
Redemption of High Frequency
(e.g., school store, drawings)
Students:
When
High frequency for a
short time when first
teaching desired
behavior or re-teaching
problem behavior from
data
Where
Who
All students, All
adults
At least monthly
All students, All
adults
Maintaining a taught
behavior (fading)
All students, All
adults
Adults:
Intermittent/Unpredictable
(e.g., surprise homework
completion treat, random use of
gotchas in hallway)
Students:
Adults:
Long-Term School-Wide
Celebrations
(school-wide not individually
based)
For: (e.g., ODR reduction, schoolwide target met for certain
setting/behavior area)
Activity: (e.g., ice cream social,
dance, games)
Module F
31
Snapshot: Module G Develop Lesson Plans for Teaching
Expectations and Rules
Benchmarks of Quality: 29-34
Benchmarks of Quality (BoQs):
Implementation Products and Outcomes:
A behavioral curriculum includes concept and skill level instruction.
System to support staff to teach school-wide
expectations.
Lessons include examples and non-examples.
Collaboratively developed lesson plans for
initial instruction, on-going booster sessions
for reminding and re-teaching, embedded
instruction within academic instruction.
Lessons use a variety of teaching strategies.
Lessons are embedded into subject area curriculum.
Faculty/staff and students are involved in development & delivery of lesson
plans.
Strategies to reinforce the lessons with families/community are developed
and implemented.
Research:
We can no longer assume:
Behaviors are prerequisites for academics.
Students know the expectations/rules and appropriate
ways to behave.
Procedures and routines create structure.
Repetition is key to learning new skills:
Students will learn appropriate behaviors quickly and
effectively without consistent practice and modeling.
For a child to learn something new, it needs to be repeated
an average of eight times.
We must assume:
Adults average 25. (Joyce and Showers, 2006)
Students will require different curricula, instructional
modalities, etc… to learn appropriate behavior.
For a child to unlearn an old behavior and replace with a
new behavior, the new behavior must be repeated on
average 28 times. (Harry Wong)
We need to teach expectations/rules and appropriate
behaviors as effectively as we teach academic skills.
What is it?
Lessons are developed to teach expectations and rules.
Lessons include examples and non-examples and a variety of instructional methods and are embedded with academic
instruction.
Module G
32
Supporting Implementation:
Supporting Implementation:
Role of District Coordinator:
Role of Coach:
Provide connections to community
and school division resources (e.g.,
technology for creating school
videos)
Provide examples of lesson plans and lesson planning formats for specific
behaviors and expectations. Resources: PBIS.org, pbismaryland.org, state coaching
activities (e.g., workshops, professional learning communities)
Role of Team:
Role of Administrator:
Include time during staff or grade
level/core/department meetings to
allow coach and team to facilitate
teaching acknowledgement.
Include lesson plans as part of “look
for” of walk through.
Review sample lesson plans and lesson planning formats for best contextual fit for
your school.
With coach and administrative support, draft action plan to provide initial
instruction, on-going instruction, and opportunities/examples of embedding with
academic curriculum.
Develop a schedule for initial, on-going, and embedded instruction to teach
expectations.
Allocate resources (e.g., team
meeting time, time for team to work
with staff/students).
Plan for ways to teach students and adults new to the building (e.g., video models).
Arrange for time to teach
expectations to ALL students,
school-wide.
Participate in staff development to learn about developing lesson plans for
teaching expectations and rules.
Review implementation outcomes
and products for alignment with
strategic planning goals and
social/behavioral needs.
Review academic and
social/behavioral data with school
leadership teams .
Role of Staff:
Contribute to developing lesson plans.
Commit to teaching expectations to ALL students.
Serve as a model to demonstrate expectations.
Working with colleagues during grade level/core/department meetings or other
times to identify contextual fit for embedding instruction and practice for
expectations into academic instruction.
Role of Students, Family, and Community
Model what is taught in the schools.
Provide feedback as necessary.
Created by Susan Barrett, Maryland PBIS
Module G
33
Behavior Lesson Plan: Cool Tool
Universal Expectation:
Skill/Setting:
Grade Level:
PURPOSE OF LESSON (what do you want them to know)
TEACHING TOOLS/RESOURCES/EXAMPLES
STUDENT ACTIVITIES (modeling/role play/lg, sm group/reading/writing)
FOLLOW UP/REINFORCEMENT ACTIVITIES (re-teaching, modeling, demonstrating, show knowledge)
Module G
34
Module H: PBIS-NH Rollout Checklist
Muscott & Mann, 2004
School:________________________________ Team: _________________________
Date:__________
STATUS:
In Place
Partially in
place
Not in Place
PRIORITY:
High
Medium
Low
TASK
Faculty and Staff
1. A consensus-building process has been used to identify the elements of the universal discipline system
(e.g., expectations, behavior, teaching plans, reinforcement).
2. A plan for communicating the universal discipline system to faculty and staff has been developed.
3. The universal discipline system has been discussed with faculty and staff.
4. Faculty and staff are fluent with elements and procedures of the universal discipline system (e.g.,
expectations, problem behavior definitions, reinforcement, ODR form, procedures for referral to the office).
5. A plan for orienting new and substitute faculty and staff to the universal discipline system has been
established.
6. New and substitute faculty and staff have been or are being oriented to the universal discipline system.
Students
7. A plan for orienting the students to the school-wide discipline program has been developed.
8. The school-wide discipline program and the school-wide behavioral expectations have been discussed
with students.
9. Students have been taught and have practiced the behaviors associated with the school-wide
expectations.
10. Students are being reinforced for exhibiting the behaviors associated with the school-wide
expectations.
11. Booster activities (re-teaching, reinforcement) based on need and data have been developed and
implemented with students.
12. A plan for orienting new students to the universal discipline system has been established.
13. New students have been oriented to the universal discipline system.
Families/Community
14. A method for gathering and responding to family input regarding school-wide discipline has been
developed.
15. A plan for communicating and discussing the universal discipline system with families in a variety of
ways has been developed.
16. The universal discipline system has been communicated to families in a variety of ways.
17. A method for establishing ongoing communication with families regarding the universal discipline
system has been developed.
18. A plan for orienting new families to the universal discipline system has been established.
19. New families have been oriented to the universal discipline system.
Module H
35
PBIS-NH Rollout Action Planning Document
Muscott & Mann, 2004
School:_______________________________________ Date:___________
Action Item
Module H
What needs to be done
Who will do what
When to be done by
36