School-Wide Positive
Behavioral Interventions
and Supports (SWPBIS)
Northeast PBIS (NEPBIS) School-Wide Team Training
Day 7
INSERT TRAINER NAMES
with support from Brandi Simonsen, Jen Freeman,
Susannah Everett, & George Sugai
Advance Organizer
• Quick Recap of Year 1 (Days 1-6) Training
• Celebrate Accomplishments
• Tier 1 SWPBIS: Problem Solving Critical Features
• Preview of Additional Tier 1 Resources
– Equity
– Integrating Initiatives: Focus on Bully Prevention
• Action Planning
TIER 1 LEADERSHIP TEAM & COACHES MEETINGS
• 3 days Coaches Meetings
2 Coaches
• 2 days of TA per district
Admin, Coach, Data Entry
• 3 days of Team Training
Same above
• 3 days Coaches Meetings
Same above
• 2 days of TA per district
Same above
• 2 days of Team Training
Same above
• 3 days Coaches Meetings
Same above
• 2 days of TA per district
Same above
YEAR 1
• 6 days of Team Training
Minimum membership:
administrator, grade level
representatives, support staff
YEAR 2
WHO
YEAR 3+
WHAT
Tier 2 Training will also be offered to schools implementing Tier 1 with fidelity.
MAIN TRAINING OBJECTIVES in YEAR
2
• Enhance leadership team
• Maintain staff agreements
• Enhance knowledge of SWPBIS
outcomes, data, practices, and systems
• Refine individualized action plan for
SWPBIS
• Enhance and sustain implementation in
future years
TRAINING EXPECTATIONS:
RESPECT…
SELF
• Self-monitor (Are you participating?
Engaged as a learner? Talking during
allotted times?)
• Stretch, break, stand as needed
OTHERS
• Cell phones (inaudible): Converse in
lobbies and breaks
• Work as a team: Room for every voice,
reinforce participation
ENVIRONMENT
• Recycle
• Maintain neat working area
Tools!
nepbis.org
pbis.org
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Guidelines
Training
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Review
+Ex
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Legend
Section Header (I.A)
Chapter Header (e.g., I)
And now…
we present…
your tattoos!
I.A
SWPBIS Message!
Successful individual student
behavior support is linked to
host environments or school
climates that are effective,
efficient, relevant, & durable.
(Zins & Ponti, 1990)
I.A
SWPBIS is
Framework for enhancing
adoption & implementation of
Continuum of evidencebased interventions to
achieve
Academically & behaviorally
important outcomes for
I.B.i
All students
Critical Features of PBIS
Supporting Culturally Equitable
Social Competence & Academic Achievement
OUTCOMES
Supporting
Culturally
Knowledgeable
Staff Behavior
(Vincent,
Randal,
Cartledge,
Tobin, &
SwainBradway,
2011;
Sugai,
O’Keefe, &
Fallon
2012 ab)
Supporting
Culturally Valid
Decision
Making
PRACTICES
I.C
Supporting Culturally Relevant
Evidence-based Interventions
SWPBIS
Practices
Classroom
Non-classroom
Student
I.C.iii
Family
• Smallest
#
• Evidencebased
• Biggest,
durable
effect
Continuum of School-Wide
Instructional & Positive Behavior Support
~5%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
I.C.iii
~15%
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
~80% of Students
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
I.C.iv
Implementation
Activity:
Show, Tell, and Ask
• Work as
team for
10 min
• Review your action plan and
identify
– 1-2 accomplishments
– 1-2 questions or concerns shared by
most members of team
• You’ll have 5 min to show, tell,
and ask!
Implementing SWPBS:
Guidelines, Examples, &
Self-check Activities
Critical Features of PBIS
Supporting Culturally Equitable
Social Competence & Academic Achievement
OUTCOMES
Supporting
Culturally
Knowledgeable
Staff Behavior
Supporting
Culturally Valid
Decision
Making
PRACTICES
Supporting Culturally Relevant
Evidence-based Interventions
Focus on Outcomes
How do we
develop outcome
statements?
I.C.i
OUTCOMES
Guidelines for Good Outcomes
OUTCOMES
Based on data
Locally important and meaningful
Applicable to all (culturally equitable)
• Students’ social competence and academic
achievement
• Staff implementation of critical skills
Observable and measurable
Written as a goal
I.C.i
Example Outcome Statements
• As a result of implementing PBIS, staff,
student, and parent surveys will indicate
improved overall school climate (or
target specific items related to
acknowledgement, respect, etc.) as
measured by an improvement of __
points on the Georgia Brief School
Climate Surveys.
Self-Check:
Relevant Measurable Outcomes
• Work as
team for
10 min
• Review your 1-3 observable and measurable
outcome statements for your school.
• Check to see outcomes reflect guidelines and
include critical features illustrated by
examples.
Critical Features of PBIS
Supporting Culturally Equitable
Social Competence & Academic Achievement
OUTCOMES
Supporting
Culturally
Knowledgeable
Staff Behavior
Supporting
Culturally Valid
Decision
Making
PRACTICES
Supporting Culturally Relevant
Evidence-based Interventions
Focus on Data
What is datadriven decision
making?
I.C.ii
To effectively use data…
…use your evaluation plan
DISTRICTS/SCHOOLS IN TRAINING
Purpose
Measure
Function
Capacity Building—
District Level
District Capacity
Assessment (DCA)
Fidelity of
Implementation—
Building Level
Progress
Monitoring—
Building Level
PBIS Tiered Fidelity
Inventory (TFI)
Completed by district leadership team (with
the support of a trained facilitator) to
assess district capacity and to guide Action
Planning.
Leadership team self-evaluation (with
support of external coach) to assess the
critical features of PBIS across Tiers I, II,
and III.
Progress
Monitoring—Team
Level
School Climate
Student Outcomes
Self-Assessment
Survey (SAS)
Team
Implementation
Checklist (TIC)
Georgia School
Climate Surveys
School-wide
Information System
(SWIS)
Used by school staff for initial and annual
assessment of effective behavior support
systems in their school and to guide Action
Planning.
A self-assessment tool that serves as a
multi-level guide for creating School-Wide
PBIS Action Plans and evaluating the
status of implementation activities.
An annual survey that assesses student
(grades 3-12), teacher, and parent
perceptions of school climate. The middle
and high school surveys also include items
about adolescent drug/alcohol/tobacco
use, self-harm ideation and behaviors,
school dropout, and parental involvement.
The survey provides information to
determine training support needs related to
school climate, safety, and violence
prevention.
Office discipline referrals (ODR) provide
data for monthly team reviews and
decision-making by teachers,
administrators, and other staff to guide
prevention efforts and Action Planning.
SCHEDULE
Year 1 Training
Year 2 Training
Winter
Spring
Fall
Winter
Spring
X
X
X
X
X
X
X
Weekly
X
X
X
X
X
Weekly
Weekly
…and tools available at:
X
X
Weekly
Weekly
Example Data Routines
• We share data with staff to (a) celebrate
successes, (b) highlight current trends
and needs identified in our data, and (c)
facilitate school-wide conversations
about the importance of fidelity and
outcome monitoring across time.
Self-Check:
Using Data
• Work as
team for
10 min
• Review data sources your team currently uses to
drive decision making.
• Self-evaluate the extent to which:
– You have routines to ensure regular data review
– You are actively collecting data to measure
progress toward each of your outcomes
• If needed, adjust your action plan to:
– Enhance routines for data review
– Actively monitor progress toward outcomes
– Collect new (or revise existing) data to address
need areas and/or track progress toward
outcomes
Critical Features of PBIS
Supporting Culturally Equitable
Social Competence & Academic Achievement
OUTCOMES
Supporting
Culturally
Knowledgeable
Staff Behavior
Supporting
Culturally Valid
Decision
Making
PRACTICES
Supporting Culturally Relevant
Evidence-based Interventions
Focus on Practices
PRACTICES
What evidencebased
interventions are
included in
SWPBIS?
I.C.iii
Guidelines for Practices
PRACTICES
The selection and organization of these practices should:
 Be developmentally, contextually, and culturally appropriate and
adaptable
 Be linked conceptually
 Have data rules that guide timely decisions within and between
practices and systems
 Be empirically and educationally defendable
 Be associated directly with the most important and documented
school climate and behavior priorities of the school
 Be monitored continuously for implementation fidelity and
student benefit
 Represent the core features that define the tiered prevention
logic
Example PBIS Practices
• We revised our office discipline referral
procedure. Students who receive 2 or
more referrals are invited to a social
skills ‘lunch bunch’ to work on the
targeted skill during lunch on Friday.
Self-Check:
Selecting & Evaluating Practices
• Work as
team for
10 min
• Based on your outcomes and data, return to your
action plan.
• Identify key practices you’ve implemented (or
plan to implement) as part of your PBIS
framework.
• Determine the extent to which those practices
are (a) aligned with your outcomes, (b) supported
by your data, and (c) meet guidelines for
practices.
• Update/revise your action plan if needed.
Critical Features of PBIS
Supporting Culturally Equitable
Social Competence & Academic Achievement
OUTCOMES
Supporting
Culturally
Knowledgeable
Staff Behavior
Supporting
Culturally Valid
Decision
Making
PRACTICES
Supporting Culturally Relevant
Evidence-based Interventions
Focus on Systems
What are key
systems features
to support staff?
I.C.iv
Guidelines for Systems
For each item in your action plan, ensure:
 Agreement by >80% faculty and staff
 Include procedures for informing others (e.g.
families, community, district administrators,
substitute teachers & staff)
 Includes procedures for providing instruction to new
faculty, staff, students, etc.
 Schedule continuous evaluation of effectiveness,
efficiency, and relevance
 Include in school publications (e.g., handbook,
posters, newsletters, etc.)
I.C.iv
Example PBIS Systems
• Students were invited to nominate staff
for going above and beyond by providing
positive supports during classes.
Nominated staff had their names read,
and students brought staff
coffee/tea/preferred liquid the next
Self-Check:
Selecting & Evaluating Systems
• Work as
team for
10 min
• Based on your outcomes and data, return to your
action plan.
• Identify key systems you’ve implemented (or plan
to implement) as part of your PBIS framework.
• Determine the extent to which those systems are
(a) aligned with your outcomes, (b) supported by
your data, and (c) meet guidelines for systems.
• Update/revise your action plan if needed.
Critical Features of PBIS
Supporting Culturally Equitable
Social Competence & Academic Achievement
OUTCOMES
Supporting
Culturally
Knowledgeable
Staff Behavior
Supporting
Culturally Valid
Decision
Making
PRACTICES
Supporting Culturally Relevant
Evidence-based Interventions
Cultural and Contextual Fit
How do you
ensure cultural
and contextual
fit?
Culture & Context
Guidelines for Culture & Context
Culture & Context
For each item in your action plan, ensure:
Involve staff, students, & families in development
Contextually/culturally appropriate (e.g., age, level,
language)
Examine disaggregated data to ensure
implementation of each feature works for all
subgroups of students
I.C.v
Examples of Promoting Cultural
and Contextual Fit
• Staff worked with students to ensure the
“voice” of PBIS products reflected them.
(Expectations, lessons, posters, etc. were
presented in student-friendly language.)
Self-Check:
Promoting Cultural & Contextual Fit
• Work as
team for
10 min
• Return to your action plan.
• Determine the extent to which items on your
action plan meet guidelines for cultural and
contextual fit.
• Update/revise your action plan if needed.
Getting Started with SWPBIS
1.
2.
3.
4.
5.
6.
7.
Establish an effective leadership team
Develop brief statement of behavioral purpose
Identify positive SW behavioral expectations
Develop procedures for teaching SW expectations
Develop procedures for teaching class-wide expectations
Develop continuum for strengthening appropriate behavior
Develop continuum for discouraging violations of
expectations
8. Develop data-based procedures for monitoring
9. Develop systems to support staff
10. Build routines to ensure on-going implementation
Getting Started with SWPBIS
1.
2.
3.
4.
5.
6.
7.
8.
9.
II.B.i
10.
Establish an effective leadership team
Develop brief statement of behavioral purpose
Identify positive SW behavioral expectations
Develop procedures for teaching SW expectations
Develop procedures for teaching class-wide
expectations
Develop continuum for strengthening appropriate
behavior
Develop continuum for discouraging violations of
expectations
Develop data-based procedures for monitoring
Develop systems to support staff
Build routines to ensure on-going implementation
How will we
play together?
Guidelines for Team Composition
 Representative of school/community demographics
 1-2 individuals with behavior/classroom management
competence
 Administrator as active member
 Schedule for presenting to whole staff at least monthly
 Schedule for meeting at least monthly
 Integration with other behavior related initiatives and
programs
 Appropriate priority relative to school/district goals
 Rules/agreements established
 Schedule for annual self-assessments (see list)
 Coaching support (school/district/region)
Team Composition
• Administrator
• Grade/Department Representation
• Specialized Support
– Special Educator, Counselor, School
Psychologist, Social Worker, etc.
• Support Staff
– Office, Supervisory, Custodial, Bus,
Security, etc.
Start with a
• Parent
team that
• Community
“works.”
– Mental Health, Business
• Student
Self-Check:
Effective Leadership Team
• Work as
team for
10 min
• Review guidelines for team composition.
• How is your school team doing?
– Do you need to vote anyone on/off?
– Are you operating effectively?
– Are your coaches supporting the team? Is the
team supporting the coaches?
– Have you considered building capacity throughout
the staff?
• Review relevant items to your action plan and
add/adjust as needed to ensure your team is ready to
work this year (and in the future)!
Getting Started with SWPBIS
1.
2.
3.
4.
5.
6.
7.
8.
9.
II.B.ii
10.
Establish an effective leadership team
Develop brief statement of behavioral purpose
Identify positive SW behavioral expectations
Develop procedures for teaching SW expectations
Develop procedures for teaching class-wide
expectations
Develop continuum for strengthening appropriate
behavior
Develop continuum for discouraging violations of
expectations
Develop data-based procedures for monitoring
Develop systems to support staff
Build routines to ensure on-going implementation
What are we
“about”?
PRACTICES
Guidelines for Purpose Statement
PRACTICES
 Positively stated
 2-3 sentences in length
 Supportive of academic achievement
 Comprehensive in scope (all students/staff/settings)
And always remember to consider systems, culture, & context:
Examples of Purpose Statements
G. Ikuma School is
a community of
learners and
teachers. We are
here to learn,
grow, and become
good citizens.
At Abrigato School,
we treat each other
with respect, take
responsibility for our
learning, and strive
for a safe and
positive school for
all!
Self-Check:
Behavioral Purpose Statement
• Work as
team for 2
min
• Review guidelines for behavior purpose
statement.
• Self-check: does your statement meet
guidelines?
• Review relevant items to your action plan
and add/adjust as needed.
Guidelines for Expectations
PRACTICES
 Linked to social culture of school
 Considerate of social skills that already exist
 3-5 in number
 1-3 words per expectation
 Positively Stated
 Supportive of academic achievement
 Comprehensive in scope
 Mutually exclusive (minimal overlap)
And always remember to consider systems, culture, & context:
II.B.iii
MA lighting the way with expectations!
City View School
Self-Check:
Behavioral Expectations
• Work as
team for 5
min
• Review guidelines for positively stated
behavioral expectations.
• Self-check: do your expectations meet
guidelines?
• Review relevant items to your action plan
and add/adjust as needed.
Getting Started with SWPBIS
1.
2.
3.
4.
5.
6.
7.
8.
9.
II.B.iv
10.
Establish an effective leadership team
Develop brief statement of behavioral purpose
Identify positive SW behavioral expectations
Develop procedures for teaching SW expectations
Develop procedures for teaching class-wide
expectations
Develop continuum for strengthening appropriate
behavior
Develop continuum for discouraging violations of
expectations
Develop data-based procedures for monitoring
Develop systems to support staff
Build routines to ensure on-going implementation
PRACTICES
Guidelines for Teaching Expected
Behaviors (Social Skills)
II.B.iv
 Considerate of main school settings/contexts
 Considerate of lessons that already exist
 Specification of 2-3 observable, positive examples
for each expectation within each setting/context
 Teach social behavior like academic skill
 Prompts, reminders, or precorrections in natural
context
 Feedback in natural context
 Schedule (add to PD calendar) for introducing
teaching plan to staff and getting feedback on
lesson plans
 Schedule (add to school calendar) for initial
instruction in natural/typical context
 Schedule (add to school calendar) for regular
review, practice, and follow-up
 Procedures for identifying/supporting students
whose behaviors do not respond to instruction
PRACTICES
And always
remember
to consider
systems,
culture, &
context:
SETTING
Expectations
Teaching
Matrix
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.
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.
Respect
Property
II.B.iv
Prompt that considers diverse reading abilities…
Norrback Ave. School, MA
And people say high schools are different…
Active Supervision
Monitoring Dismissal
McCormick Elementary School, MD
A lesson plan that prompts the critical
features just described:
Simonsen, Myers, Everett, Sugai, Spencer, &
Also see Appendix I
Self-Check:
Explicitly Teaching Expectations
• Work as
team for 5
min
• Review guidelines for teaching expectation.
• Self-check: does your plan meet guidelines?
• Review relevant items to your action plan
and add/adjust as needed.
Getting Started with SWPBIS
1.
2.
3.
4.
5.
6.
7.
8.
9.
II.B.v
10.
Establish an effective leadership team
Develop brief statement of behavioral purpose
Identify positive SW behavioral expectations
Develop procedures for teaching SW expectations
Develop procedures for teaching class-wide
expectations
Develop continuum for strengthening appropriate
behavior
Develop continuum for discouraging violations of
expectations
Develop data-based procedures for monitoring
Develop systems to support staff
Build routines to ensure on-going implementation
PRACTICES
Guidelines for Teaching Class-Wide
Expectations (Social Skills)
 School-wide action plan for classroom management
practices and procedures based on data (selfassessment)
 Definitions and process for class vs. office managed
expectation-violating behaviors
 Teaching matrix, procedures, and schedules
developed for teaching school-wide behavior
expectations in typical classroom contexts and
routines
 Data systems in place to monitor ODRs from
classrooms
 Procedures in place to support behavior of students
whose behaviors do not respond to classroom
management
II.B.v
 Prompts for display of expected behaviors in natural
contexts
PRACTICES
And always
remember
to consider
systems,
culture, &
context:
Typical Contexts/
Routines
All
Morning Meeting
Class-Wide Rules/Expectations
Respect Others
Respect Property
Respect Self
Use inside voice.
Recycle paper.
Do your best.
Raise hand to
Put writing tools inside
Ask.
answer/talk.
desk.
Put announcements in
Eyes on speaker.
Put check by my
desk.
Give brief answers.
announcements.
Keep feet on floor.
Homework
Do own work.
Turn in before lesson.
Transition
Use inside voice.
Keep hands to self.
“I Need
Assistance”
Teacher Directed
Raise hand or show
“Assistance Card”.
Wait 2 minutes & try
again.
Eyes on speaker.
Keep hands to self.
Independent Work
Use inside voice.
Keep hands to self.
Problem to Solve
Stop, Step Back,
Think, Act
Put homework neatly in Turn in lesson on time.
box.
Do homework
Touch your work only.
night/day before.
Put/get materials first.
Keep hands to self.
Have plan.
Go directly.
Have materials ready.
Have plan.
Ask if unclear.
Use materials as
intended.
Use materials as
intended.
Return with done.
Stop, Step Back,
Think, Act
Have plan.
Ask.
Use time as planned.
Ask.
Stop, Step Back,
Think, Act
Self-Check:
Class-wide Expectations
• Work as
team for 5
min
• Review guidelines for teaching class-wide
expectation.
• Self-check: does your plan meet guidelines?
• Review relevant items to your action plan
and add/adjust as needed.
Getting Started with SWPBIS
1.
2.
3.
4.
5.
6.
7.
8.
9.
II.B.vi
10.
Establish an effective leadership team
Develop brief statement of behavioral purpose
Identify positive SW behavioral expectations
Develop procedures for teaching SW expectations
Develop procedures for teaching class-wide
expectations
Develop continuum for strengthening appropriate
behavior
Develop continuum for discouraging violations of
expectations
Develop data-based procedures for monitoring
Develop systems to support staff
Build routines to ensure on-going implementation
PRACTICES
Guidelines for Continuum of
Procedures to Strengthen Behavior
 Easy and quick form of acknowledgement linked to
SW-expectations and used across all settings (nonclassroom and classroom
 Considerate of strategies/processes that already
exist
 Culturally, developmentally, contextually
appropriate/relevant name and form of
acknowledgement
 Define back-up or follow-up acknowledgements
 Develop written procedures for acknowledgements
 Schedule (add to PD calendar) for teaching
acknowledgement systems
II.B.vi
PRACTICES
Guidelines for Continuum of
Procedures to Strengthen Behavior
 Instructions and practice for staff (add to PD
calendar) on how to pair tangible/activity
acknowledgements with social acknowledgments
 Schedule (add to school calendar) for initial
introduction of acknowledgements to students and
regular boosters or reimplementation of
acknowledgements
 Means for keeping track of the ratio of
acknowledgements to ODRs or corrective actions
 Schedule (add to PD and school calendars) for
daily, weekly, monthly, and quarterly feedback to
students and staff
II.B.vi
PRACTICES
And always
remember
to consider
systems,
culture, &
context:
Establish a continuum of procedures
to encourage rule following behavior
Also consider these no or low cost options
(See full list compiled by Laura Riffel*)
• Assist school staff (e.g., cleaning, office work,
announcements, job shadow, keep score)
• Be a leader (e.g., first in line, lead game)
• Choice (e.g., class job, book to read)
• Privileges (e.g., partial assignment, access/pass to special
class/school activity, music between classes)
• Social privileges (e.g., eat with preferred peers or staff)
• Positive recognition (e.g., recommendation letter)
https://www.google.com/url?q=http://www.pbis.org/common/cms/files/coach_trainer/ideastoshare/freerewards4stu
dentsnstaff.doc&sa=U&ei=fbuAVL3_NJSquQTmtYDoDg&ved=0CAUQFjAA&client=internal-udscse&usg=AFQjCNEb33G_e3wALWoEmsaF_5FtRsq4Gw
Self-Check:
Procedures to Strengthen Expected Behaviors
• Work as
team for 5
min
• Review guidelines for procedures to
strengthen expected behaviors.
• Self-check: does your plan meet guidelines?
• Review relevant items to your action plan
and add/adjust as needed.
Getting Started with SWPBIS
1. Establish an effective leadership team
2. Develop brief statement of behavioral purpose
3. Identify positive SW behavioral expectations
II.B.vii
4. Develop procedures for teaching SW expectations
5. Develop procedures for teaching class-wide
expectations
6. Develop continuum for strengthening appropriate
behavior
7. Develop continuum for discouraging violations of
expectations
8. Develop data-based procedures for monitoring
9. Develop systems to support staff
10. Build routines to ensure on-going implementation
PRACTICES
Guidelines for Continuum of Procedures
to Decrease Behavior
PRACTICES
1. Specify Definitions for Violations of SW Expectations
 Contextually appropriate labels/names
 Definitions represent continuum of severity (e.g., minor, major,
illegal)
 Definitions comprehensive in scope (school-wide)
 Definitions in measurable terms
 Mutually exclusive (minimal overlap)
SWIS Example Definitions
Behavior
Disrespect
Disruption
Minor (Teacher Managed)




Not working/Unfinished work
Not participating in Group Work
Making faces/ Rolling eyes
Huffing, signing, etc.

Arguing/defiance – Inappropriate
Response to Teacher Request
Uncooperative behavior
Talking back
Cheating/Lying
Leaving assigned area
Minor object stealing
Making noises
Constant talking
Yelling Out or Blurting
Disruption during instruction
Crying
Throwing objects
Out of seat
Not listening
Not following directions
Tardy to class or leave early















Major (Office Managed)












Blatant or excessive non-compliance
or defiance
“F-you”, flipping off, etc.
Repetitive minor incidences that
normal classroom consequences are
not addressing
Leaving campus/hiding from staff
Forgery
Theft of major objects or pattern of
minor stealing that is ongoing
Screaming/Yelling excessively
Teacher cannot teach
Students cannot learn
Out of control behavior in the extreme
Throwing objects with the intent to
cause harm
Excessive pattern of absence, tardy or
truancy
Guidelines for Continuum of Procedures
to Decrease Behavior
PRACTICES
2. Specify Procedures for Processing Violations of SW
Expectations
 Agreement regarding office staff vs. teacher/staff
responsibilities
 ODR form for tracking discipline event specifies:
a. Who (i) violated rule, (ii) observed and responded to
violation of expectation, and (iii) else was involved
b. When (day/time)
c. Where
d. What (i) expectation was violated and (ii) was the possible
motivation
 Agreement regarding options for continuum of consequences
 Data decision rules for intervention and support selection
SWIS Example: Classroom vs. Office
Staff Managed are Minors
Minors
• Inappropriate Language
• Physical Contact
• Defiance/Insubordination/NonCompliance
• Disrespect
• Disruption
• Dress Code
• Technology Violation
• Property Misuse
• Tardy
Consequences are determined by staff
Office Managed are Majors
Majors
• Abusive/Inappropriate Language
• Fighting
• Physical Aggression
• Defiance/Insubordination
• Harassment/Intimidation
• Inappropriate Display of Affection
• Vandalism/Property Destruction
• Lying/Cheating
• Skipping
• Technology Violation
• Dress Code
• Theft
• Arson
• Weapons
• Tobacco
• Alcohol/Drugs
More information and examples are available at www.pbisapps.org in the SWIS Resources section
SWIS Example Flow Chart
More information and examples are available at www.pbisapps.org in the SWIS Resources section
Guidelines for Continuum of Procedures
to Decrease Behavior
3. Implement procedures
 Use by all staff
 Schedule for regular review of use and
effectiveness
 Means for keeping track of number of
acknowledgments vs. ODRs or other disciplinary
actions
 Schedule and procedures for regular review and
enhancement of acknowledgements
 Procedures in place for identifying and supporting
students whose behaviors are not responsive
PRACTICES
And always
remember
to consider
systems,
culture, &
context:
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
~10 positive : 1 correction
Self-Check:
Procedures to Discourage Expectation Violations
• Work as
team for 5
min
• Review guidelines for procedures to
discourage violations of expected behaviors.
• Self-check: does your plan meet guidelines?
• Review relevant items to your action plan
and add/adjust as needed.
Getting Started with SWPBIS
1. Establish an effective leadership team
2. Develop brief statement of behavioral purpose
3. Identify positive SW behavioral expectations
II.B.viii
4. Develop procedures for teaching SW expectations
5. Develop procedures for teaching class-wide
expectations
6. Develop continuum for strengthening appropriate
behavior
7. Develop continuum for discouraging violations of
expectations
8. Develop data-based procedures for monitoring
9. Develop systems to support staff
10. Build routines to ensure on-going implementation
Guidelines for Data-Based Monitoring of
SWPBIS Outcomes
1. General data collection procedures
 Data collection procedures are integrated into typical routines
(e.g., ODRs, attendance, behavior incident reports)
 Data collection reports regularly checked for accuracy
 Data collection limited to information that answers important
student, classroom, and school questions
 Structures and routines for staff members to receive
weekly/monthly data reports about status of SW discipline
 Decision rules for guiding data analysis and actions
 Schedule for daily, weekly, monthly, quarterly feedback
 Data system managed by 2-3 staff members
 No more than 1% of time each day for managing data
 Efficient, timely, and graphic displays of data
II.B.vii
Guidelines for Data-Based
Monitoring of SWPBIS Outcomes
2. Office discipline referral procedures
 Agreed upon definitions of violations of
expectations organized in a continuum
 A form for documenting noteworthy behavior
incidents (ODR)
 School-wide procedures for processing/responding
 Efficient and user-friendly data input and storage
 Efficient and user-friendly process for summarizing
and storing data
 Efficient and user-friendly procedures for producing
visual displays of data
 Procedures for presenting data to staff on routine
basis
 Procedures for making decisions and developing
actions based on data
II.B.vii
And always
remember
to consider
systems,
culture, &
context:
Example:
Office
Referral
Form
Self-Check:
Procedures to Monitor
• Work as
team for 5
min
• Review guidelines for procedures to monitor
implementation and outcomes.
• Self-check: does your plan meet guidelines?
• Review relevant items to your action plan
and add/adjust as needed.
Getting Started with SWPBIS
1. Establish an effective leadership team
2. Develop brief statement of behavioral purpose
3. Identify positive SW behavioral expectations
II.B.ix
4. Develop procedures for teaching SW expectations
5. Develop procedures for teaching class-wide
expectations
6. Develop continuum for strengthening appropriate
behavior
7. Develop continuum for discouraging violations of
expectations
8. Develop data-based procedures for monitoring
9. Develop systems to support staff
10. Build routines to ensure on-going implementation
Key Systems Features
Team-based Implementation
Clear Action Plan
Staff Buy-in
Embedded Professional Development
Staff Recognition for Implementation
I.C.iv
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
I.C.iv
Implementation
Key Systems Features
Team-based Implementation
Clear Action Plan
Staff Buy-in
Embedded Professional Development
Staff Recognition for Implementation
I.C.iv
Action Planning
• Process of organizing and using resources to
enable individuals to engage in activities
designed to achieve specific and important
outcomes
Key Systems Features
Team-based Implementation
Clear Action Plan
Staff Buy-in
Embedded Professional Development
Staff Recognition for Implementation
I.C.iv
Guidelines for Staff Buy-In
Use data to establish need
And always
remember
 Self-assessment
to consider
 Baseline discipline/behavior/climate data
systems,
Establish an effective team (past item) with culture, &
context:
active administrator participation
Present information in clear and efficient
way(s)
Obtain and incorporate feedback on all
elements of SWPBIS from staff
Start small and demonstrate success
Key Systems Features
Team-based Implementation
Clear Action Plan
Staff Buy-in
Embedded Professional Development
Staff Recognition for Implementation
I.C.iv
Guidelines for Embedded PD
Ensure PD includes explicit training,
performance feedback and ongoing
coaching
Document staff systems in staff handbook
Align staff evaluation procedures with
expected practices where possible
And always
remember
to consider
systems,
culture, &
context:
Key Systems Features
Team-based Implementation
Clear Action Plan
Staff Buy-in
Embedded Professional Development
Staff Recognition for Implementation
I.C.iv
Guidelines for Staff Recognition
 Easy and quick form of acknowledgement
 Considerate of strategies/processes that already
exist
 Culturally, developmentally, contextually
appropriate/relevant name and form of
acknowledgement
 Consider Back-up or follow-up acknowledgements
 Schedule for initial introduction of
acknowledgements and regular boosters or
reimplementation of acknowledgements
 Schedule for daily, weekly, monthly, and quarterly
feedback to students and staff
And always
remember
to consider
systems,
culture, &
context:
Self-Check:
Systems to Support Staff (Revisited)
• Work as
team for
15 min
• Review guidelines for obtaining staff buy-in,
embedded PD, and staff recognition.
• Self-check: do your plans meet guidelines?
• Review relevant items to your action plan
and add/adjust as needed.
Getting Started with SWPBIS
1.
2.
II.B.x
3.
4.
5.
6.
7.
8.
9.
10.
Establish an effective leadership team
Develop brief statement of behavioral purpose
Identify positive SW behavioral expectations
Develop procedures for teaching SW expectations
Develop procedures for teaching class-wide
expectations
Develop continuum for strengthening appropriate
behavior
Develop continuum for discouraging violations of
expectations
Develop data-based procedures for monitoring
Develop systems to support staff
Build routines to ensure on-going implementation
Guidelines for Building Routines for
On-going Implementation
 Work as a team.
 Make decisions based upon data.
 Consider needs of all students.
 Integrate PBS activities into other initiatives and
projects.
 Begin teaching, learning, and behavioral
expectations on the first day.
 Involve students, staff, parents, and community.
 Increase use of reminders and pre-corrections
before and after transitions.
 Increase/maintain high rates of positive
acknowledgements.
 Specify expected outcomes of every activity.
And always
remember
to consider
systems,
culture, &
context:
To start your semester/year off well,
begin teaching and learning activities on
the first day of semester/school
CHAPTER
II.B.X
Self-Check:
Build On-going Routines for Sustainability
• Work as
team for
15 min
• Review guidelines for building on-going
routines.
• Self-check: do your plans meet guidelines?
• Review relevant items to your action plan
and add/adjust as needed.
Preview Tier 1 Topics:
•
•
Equity
Integrating Initiatives: Bully
Prevention
Equity
(adapted from Kent McIntosh)
Disproportionality in School
Discipline (Losen & Skiba, 2010)
Definitions
• Overt Bias
– Conscious belief in superiority of a group
• Explicit Bias
– Conscious belief that some groups aspire to
desirable traits more than others
• Implicit Bias
– Unconscious associations regarding some
groups
A 5-point
Intervention
to Enhance
Equity in
School
Discipline
http://www.pbis.org/school/equity-pbis
5-point Intervention to Enhance
Equity in School Discipline
1. Use effective instruction to reduce the
achievement gap
2. Implement SWPBIS to build a foundation of
prevention
3. Collect, use, and report disaggregated student
discipline data
4. Develop policies with accountability for
disciplinary equity
5. Teach neutralizing routines for vulnerable
decision points
http://www.pbis.org/school/equity-pbis
Why a focus on effective
academic instruction?
• The discipline gap may be related to the
achievement gap
– Academic skills (or the lack thereof) dramatically
shapes school experiences
– Students who fall behind are more likely to act
out, exposing themselves to discipline
– By catching and intervening with students early,
we can change students’ school experiences for
the better
(Gregory et al., 2010; McIntosh et al., 2008, 2012)
What do we mean by effective
academic instruction?
• Explicit instruction
• High rates of engagement and OTRs
• Quality performance feedback
• Progress monitoring and data-based
decision making
(Hattie, 2009)
Effects of Effective Instruction on
the Achievement Gap
Percent Meeting or Exceeding Standards
100%
90%
94%
81%
84%
88%
80%
94%
11%
28%
24%
66%
67%
83%
36%
70%
60%
91%
43%
47%
50%
52%
40%
30%
38%
37%
White
20%
Latino
10%
0%
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
Tigard-Tualatin School District (Chaparro, Helton, &
5-point Intervention to Enhance
Equity in School Discipline
1. Use effective instruction to reduce the
achievement gap
2. Implement SWPBIS to build a foundation of
prevention
3. Collect, use, and report disaggregated student
discipline data
4. Develop policies with accountability for
disciplinary equity
5. Teach neutralizing routines for vulnerable
decision points
http://www.pbis.org/school/equity-pbis
Why use a foundation of
SWPBIS?
1. Proactive, instructional approach may prevent
problem behavior and exposure to biased
responses to problem behavior
2. Increasing positive student-teacher
interactions may enhance relationships to
prevent challenges
3. More objective referral and discipline
procedures may reduce subjectivity and
influence of cultural bias
4. Professional development may provide
teachers with more instructional responses
(Greflund et al.,
SWPBIS and Discipline
Disproportionality
(Vincent, Swain-Bradway, Tobin & May, 2011)
25%
20%
15%
SWPBIS
No SWPBIS
10%
5%
0%
200506
200607
200708
5-point Intervention to Enhance
Equity in School Discipline
1. Use effective instruction to reduce the
achievement gap
2. Implement SWPBIS to build a foundation of
prevention
3. Collect, use, and report disaggregated student
discipline data
4. Develop policies with accountability for
disciplinary equity
5. Teach neutralizing routines for vulnerable
decision points
http://www.pbis.org/school/equity-pbis
Risk Indices
• Black/White ODR Risk Ratio = 2.5
5-point Intervention to Enhance
Equity in School Discipline
1. Use effective instruction to reduce the
achievement gap
2. Implement SWPBIS to build a foundation of
prevention
3. Collect, use, and report disaggregated student
discipline data
4. Develop policies with accountability for
disciplinary equity
5. Teach neutralizing routines for vulnerable
decision points
http://www.pbis.org/school/equity-pbis
What does not work in policy
• Enacting policies that nobody knows about
• Enacting policies that don’t change practice
• Policies without accountability for
implementation
Equity Policy Recommendations
• Include a Specific Commitment to Equity
– Create mission statements that include equity
– Enact hiring preferences for equitable discipline
• Install Effective Practices
– Require clear, objective school discipline procedures
– Support implementation of proactive, positive
approaches to discipline
– Replace exclusionary practices w/ instructional ones
• Create Accountability for Efforts
– Create teams and procedures to enhance equity
– Share disproportionality data regularly
– Build equity outcomes into evaluations
5-point Intervention to Enhance
Equity in School Discipline
1. Use effective instruction to reduce the
achievement gap
2. Implement SWPBIS to build a foundation of
prevention
3. Collect, use, and report disaggregated student
discipline data
4. Develop policies with accountability for
disciplinary equity
5. Teach neutralizing routines for vulnerable
decision points
http://www.pbis.org/school/equity-pbis
What is a Vulnerable Decision
Point?
• A specific decision that is more vulnerable to
effects of implicit bias
• Two parts:
– The person’s decision state (internal state)
– The situation
Different Biases,
Different Solutions
• Explicit Bias (System 2)
– Ineffective: Cultural sensitivity training, explaining
value of diversity, telling people to be less biased
– Effective: Top-down policies with accountability
• Implicit Bias (System 1)
– Ineffective: Top-down policies with accountability
– Effective: Clear discipline systems, specific
guidance in decision-making
(Girvan, 2014; Girvan et al., 2014; Lai et al., 2013; Pettigrew & Tropp, 2006)
What is implicit bias?
• Unconscious, automatic
• Based on stereotypes
 We all have it (even those affected by it)
 Generally not an indication of what we
believe or would endorse
• More likely to influence:
– Snap decisions
– Decisions that are ambiguous
Reduce Effects of Implicit Bias
through Specific Training
1. Reduce ambiguity in ODR definitions and
processes
– Clear guidelines for classroom vs. office-managed
behaviors
– Avoid rules that result in disproportionate exclusion
2. Identify specific vulnerable decision points
– General
– Local (school)
3. Teach a neutralizing routine
1. Self-assess presence of VDP
2. Use alternative response
VDPs from national ODR data
• Subjective problem behavior
– Disruption, defiance, major vs. minor
• Non-classroom areas
– Hallways
• Afternoons
Two-step Neutralizing Routine for
Staff:
• When you see problem behavior, stop and
ask yourself:
1. Is this a VDP?
– Situation
– Decision state
2. If so, use an agreed-upon alternative
response
Neutralizing Routines for Reducing
Effects of Implicit Bias
Self-assessment
“Is this a vulnerable
decision point?”
Setting event
Lack of
positive
interaction
s with
student
Fatigue
Antecedent
Behavior
Loud
Send
Self-instruction
complaint
student
“See me after
s about
class.” to
work
office
(subjectiv
(ODR)
e
behavior)
Consequence
Student
leaves class
(Escape
social
interaction)
Two-step Neutralizing Routine for
Administrators:
(Susan Barrett)
• When you have to handle problem behavior,
stop and tell yourself:
1. Don’t just do something, stand there!
– Be sure you are ready to act in line with values
– Get information from student and staff
– Assess student-teacher relationship
2. Whenever possible, use an agreed-upon
instructional response
– Teaches missing skills
– Connects student to school and staff
The Restorative Chat
(Lucille Eber)
1.
2.
3.
4.
5.
6.
Tell me what happened.
What you were thinking at the time?
What do you think about it now?
Who did this affect?
What do you need to do about it?
How can we make sure this doesn't happen
again?
7. What I can do to help you?
What makes for a good
neutralizing routine?
• Brief
• If-then statements
• Clear steps
• Doable
Integrating Initiatives:
Bully Prevention in PBIS
(adapted from George Sugai, Aug 2010)
Focus on Bullying Leads to…
…Good Things
• Increased problem
awareness
• More curriculum
development & research
• Greater focus on all
students
• Emphasis on prevention
…Not So Good Things
• Labeling kids
• Too much attention on
student (rather than on
recipients)
• Over-emphasis on student
responsibility for change
• Generic intervention
responses in absence of
data-based decision
making
• Limited examination of
mechanism
Doesn’t Work
• Label student
• Exclude student
• Blame family
• Punish student
• Assign restitution
• Ask for apology
Works
• Teach targeted social
skills
• Reward social skills
• Teach all
• Individual for nonresponsive behavior
• Invest in positive
school-wide culture
Is Behavior an Issue?
Step
1
•Implement SWPBS continuum with fidelity
•Review SW data at least monthly
Step
2
•Modify implementation plan based on data
•Implement modifications with fidelity
Step
3
•Monitor implementation fidelity
•Monitor student progress & responsiveness
•Modify as indicated by data
12.4 - Mean Percentage Students (2009-10) (Majors Only)
Mean % Students 2009-2010 Majors Only
Students 6+
Students 2 to 5
Students 0 or 1
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Pre-K
K-6
N = 2565
6-9
9-12
K8-12
713
266
474
Students 6+
12.5 - Mean Percentage ODRs (2009-10) (Majors Only)
Mean % ODRs 2009-2010 Majors Only
Students 2 to 5
Students 0 or 1
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Pre-K
K-6
6-9
9-12
K8-12
10.2 - Problem Behavior: K-6
K-6 Problem Behavior ODR
25%
20%
15%
% Group ODRs
Mean % ODRs
10%
5%
0%
10.3 - Problem Behavior: 6-9
6-9 Problem Behavior ODR
25%
20%
15%
% Group ODRs
Mean % ODRs
10%
5%
0%
10.4 - Problem Behavior: 9-12
9-12 Problem Behavior ODR
25%
20%
15%
% Group ODRs
Mean % ODRs
10%
5%
0%
BEHAVIORAL
PERSPECTIVE
“Context” or
environment
Learning
history
Context
manipulation
Data-based
decision
making
What is “bullying?”
Remember:
“Label
behavior, not
people…’
So say, “bully
behavior”
Behavior:
Kid-to-kid
verbal/physical
aggression,
intimidation,
teasing,
manipulation
Why engage in “bully” behavior?
Get/obtain
Escape/avoid
E.g., stuff, things, attention,
activity, stimulation, etc.
E.g., stuff, things, attention,
activity, stimulation, etc.
Why is “why” important?
Antecedent Strategies
Behavior
Strategies
Consequence
Strategies
PREVENTION
Remove
triggers of
bully
behavior
Add triggers
for
alternative
social skills
Teach
effective,
efficient,
and relevant
alternative
social skills
Remove
conseq. that
maintain
bully
behavior
Add conseq.
that
maintain
social skills
1. Teach
common
strategy
to all
•“Stop-Walk-Talk”
•“Talk-Walk-Squawk”
•“Whatever-Walk”
2. Focus on Prevention
Before
• Analyze problem setting
• Describe problem behavior
• Identify triggers & function
• Identify acceptable alternative behavior
• Modify setting to prevent
• Check-in with student to remind of desired behavior
During
• Monitor
• Remind
• Reinforce
• Redirect
After
• Correct
• Reinforce approximations
• Reteach
• Remind
3. Actively
Supervise
•Move
•Scan
•Interact positively
•Model expectations
•Reward appropriate
behavior
•Remind & precorrect
PBIS Prevention Goals & Bullying Behavior
•Establish positive, predictable, consistent,
Goal 1 rewarding school culture for all across all settings
•Teach social skills that work at least as well as or
Goal 2 better than problem behavior
•Respond to nonresponsive behavior proactively &
Goal 3 differently, rather than reactively & more of same
•Actively supervise & precorrect for problem
Goal 4 behaviors & settings, especially nonclassroom
SWPBIS Action Planning
Activity:
Action Planning
• Work as
team for
150 min
• Complete the Team Implementation Checklist
• Return to your Action Plan
• Identify relevant resources and steps to help
move your school forward.
• In particular, make sure you have completed
all of the steps in getting started (review your
notebook).
• Present 2-3 “big ideas” from your group (1
min. reports)
Review of SWPBIS
SWPBIS Message!
Successful individual student
behavior support is linked to
host environments or school
climates that are effective,
efficient, relevant, & durable.
(Zins & Ponti, 1990)
Critical Features of PBIS
Supporting Culturally Equitable
Social Competence & Academic Achievement
OUTCOMES
Supporting
Culturally
Knowledgeable
Staff Behavior
(Vincent,
Randal,
Cartledge,
Tobin, &
SwainBradway,
2011;
Sugai,
O’Keefe, &
Fallon
2012 ab)
Supporting
Culturally Valid
Decision
Making
PRACTICES
I.C
Supporting Culturally Relevant
Evidence-based Interventions
Intensive
Targeted
Universal
I.C.iii
Few
Continuum of
Support for ALL
Some
All
(Sugai, Dec 7, 2007)
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
I.C.iv
Implementation
Getting Started with SWPBIS
7.
Day 3
8.
9.
10.
Day 2
6.
Establish an effective leadership team
Develop brief statement of behavioral purpose
Identify positive SW behavioral expectations
Develop procedures for teaching SW expectations
Develop procedures for teaching class-wide
expectations
Develop continuum for strengthening appropriate
behavior
Develop continuum for discouraging violations of
expectations
Develop data-based procedures for monitoring
Develop systems to support staff
Build routines to ensure on-going implementation
Day 1
1.
2.
3.
4.
5.
Consider Tattoos!
4 PBIS
Elements
School
Systems
Supporting Social Competence &
Academic Achievement
OUTCOMES
Classroom
Supporting
Decision
Making
Supporting
Staff Behavior
SWPBIS
Non-classroom
PRACTICES
~5%
Supporting
Student Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
~15%
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
~80% of Students
Family
Student