Leadership Summit
SWPBIS Implementers Blueprint
and Self-Assessment
Planning for Sustainability
In Partnership with OSEP’s TA Center on
Positive Behavior Support
Co-Director’s: Rob Horner
University of Oregon
George Sugai
University of Connecticut
• www.pbis.org
• www.swis.org
Training Behavioral Expectations
EXPECTATION
BE RESPONSIBLE
TRAINING SITE
 Make yourself comfortable & take care of your needs
 Address question/activity in group time before
discussing “other” topics
 Contribute to the ideas on the Flip Charts around the
room
 Ask questions
BE RESPECTFUL
 Turn cell phones, beepers, and pagers “off” or to
“vibrate”
 Contribute where possible
BE PREPARED
 Follow up on tasks for next training day
 Take (and Pass) notes (use Action Plan throughout
day)
Objectives
1. Understand the core components of PBIS as a
School Improvement model
2. Review and process the Wisconsin PBIS
Readiness and Commitment documents
3. Examine and discuss the major features the
PBIS Blueprint for sustainability
4. Reflect and self-assess district status of
positive behavior support organizational
systems
5. Create priority action steps for follow-up
training and technical assistance
6. Contribute and steal from the group: Flip
Charts
1. Core Components:
RtI/PBIS
Common Core Elements
“Responsiveness-to-Intervention”
(RtI) is an approach
…for establishing and redesigning
teaching and learning environments so
that they are effective, efficient, relevant,
and durable for all students, families, and
educators.
RtI is an “over-arching” framework
and logic
…for organizing and increasing the efficiency with
which evidence-based practices are selected,
organized, integrated, implemented, and
adapted. Consideration is given to multiple tiers
of support - increasing support to groups and
individuals until desired student outcome
(response) is achieved.
SWPBS is an example of RtI implementation
with an emphasis on the school-wide social
behavior curriculum of classrooms and schools.
RTI is shaped by
seven defining characteristics
Brown-Chidsey & Steege, 2005; Christ, Burns, & Ysseldyke, 2005; Fuchs & Deschler, 2007; Fuchs & Fuchs, 2007; Fuchs,
Mock, Morgan, & Young, 2003; Gresham, 2005; Gresham et al., 2005; Kame’enui, 2007; National Association of State
Directors of Special Education, 2006; Severson, Walker, Hope-Doolittle, Kratochwill, & Gresham, 2007; Sugai, 2007
PBIS Basics
Why do we need a district-wide
approach to address behavior needs?
Proactive district-wide discipline systems help to
establish a learning culture within which both
social and academic success is more likely.
Schools face a set of difficult challenges
today when dealing with behavioral
needs
 Multiple expectations (Academic accomplishment, Social
competence, Safety)
 Students arrive at school with widely differing
understandings of what is socially acceptable.
 Traditional “get tough” and “zero tolerance” approaches
are insufficient.
 Faculty come with divergent visions of effective discipline
MOST EFFECTIVE TRENDS IN SCHOOL
DISCIPLINE PRACTICES
•
•
•
•
•
Proactive school-wide discipline systems
Social skills instruction
Academic/curricular restructuring
Behaviorally based interventions
Early screening & identification of
antisocial behavior patterns
(Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991,
1992; Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994;
Walker, et al., 1995; Walker, et al., 1996)
What is
District-wide Positive Behavior
Interventions and Supports
(SW-PBIS)?
“PBIS is a broad range of proactive, systemic and
individualized strategies for achieving important social and
learning outcomes in safe and effective environments while
preventing problem behavior with all students” (Sugai 2007)
What has research shown for
schools implementing PBIS?
• Creates learning environments that
proactively deal with behaviors.
• Improves support for students with
specialized behavioral needs.
• Maximizes on-task behavior and
increases learning time for all students.
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
Adapted from “What is a systems
Approach in school-wide PBS?”
OSEP Technical Assistance on
Positive Behavioral Interventions and
Supports. Accessed at http://www.
Pbis.org/schoolwide.htm
‫٭‬
PRACTICES
Supporting
Student Behavior
Data Collection
• PBIS recommends the ability to isolate
and analyze the following five data
points:
1.
2.
3.
4.
5.
Referrals by Problem Behavior,
Referrals by Location,
Referrals by Time,
Referrals by Student, and
Average referrals by Day and by Month
Improving Decision-Making
From
Problem
Solution
We have data but don’t know
what to do with it
Improving Decision-Making
To
Problem
Problem
Solving
Solution
Information/ Data
Action
Planning &
Evaluation
Supporting Student Behavior
– Universal (Tier 1) instruction support for all
district learners
– Targeted (Tier 2) interventions for areas of
need determined from data analysis
– Individualized (Tier 3) supports required for
individual students with high-needs or
specific situations.
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
27
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Supporting Staff Behavior
• Reduce teacher stress
• Increase teacher efficacy in teaching
replacement behaviors
• Support teachers in designing classroom
management systems
Six Key Elements of PBIS
1. Define, teach and acknowledge positive
behaviors.
2. On-going collection and use of data for
decision-making regarding
implementation of systems that support
effective practices.
3. Continuum of Universal/Tier 1supports,
Secondary/Tier 2 interventions, and
Tertiary/Tier 3 individualized supports.
Six Elements (cont.)
4. Implement evidenced-based behavioral
practices with fidelity and accountability
5. Arrange the environment to prevent the
development and occurrence of problem
behavior
6. Screen universally and monitor student
performance and progress continually.
PBIS TRACK RECORD
• Highly successful in many other
states
• Many excellent resources available
free on-line
• Interest in Wisconsin schools is
growing exponentially
• DPI acting to respond to this interest
& need
Current Status Nationally
• Main Messages:
– SWPBIS is possible (over 13,000 schools)
– SWPBIS is effective at (a) reducing problem
behavior, (b) improving academic
achievement, and (c) improving perceived
faculty effectiveness
– Coaching is critical to (a) implementation with
fidelity and (b) sustained use of SWPBIS
0
Wyoming
Wisconsin
West Virginia
Washington DC
Washington State
Virginia
Vermont
Utah*
Texas
Tennessee
South Dakota
South Carolina*
Rhode Island
Pennsylvania
Oregon*
Oklahoma
Ohio
North Dakota*
North Carolina*
New York
New Mexico
1200
New Jersey*
New Hampshire
Nevada
Nebraska
Montana*
Missouri*
Mississippi
Minnesota
Michigan
Massachusetts
Maryland*
Maine
Louisiana*
Kentucky
Kansas*
Iowa*
Indiana
Illinois
Idaho
Hawaii
Georgia
Florida*
Delaware
Connecticut
Colorado*
California
Arkansas
Arizona
Alaska
Alabama
1400
SWPBIS in 13,331 schools
8/10’
Wisconsin
Illinois
1000
800
600
400
200
Likely Outcomes
The following are examples of some of the
progress made in Illinois and Wisconsin
schools that have implemented PBIS.
Eisenhower Jr. High, Schaumburg IL. School District 54:
Suspensions & Expulsions Across Two Years
50
Number of Events
45
40
43
35
30
25
20
22
16
15
10
7
5
0
2
0
2007-08
2006-07
In-School
Out-of-School
Expulsions
Townsend Street Elementary School, MPS
100%
700
600
Number of Office Discipline Referrals
Overall Percentage on Fidelity Tool
90%
80%
500
70%
60%
400
ODR
50%
300
40%
30%
200
20%
100
10%
0%
0
2008-09
Fall 2009
Spring 2010
2009-10
SAS
TIC
Foreman High School Office Discipline Referrals by Month by Year
# ODR per day per month per 100 students per average daily enrollment
1
0.9
0.8
0.7
0.6
2005-2006
2006-2007
2007-2008
0.5
0.4
0.3
0.2
0.1
0
Sept
Oct
Nov
Dec
Jan
Feb
Months
March
April
May
June
Teacher
Student
Administrator
Referrals
5 minutes
20 minutes
10 minutes
In-School
Suspensions
5 minutes
6 hours
20 minutes
Out-of-School
Suspensions
5 minutes
6 hours
45 minutes
Barrett and Swindell 2002
ODRs
Administrator 12,790
Minutes
213 Hours
Student
1,443
referrals
294
students
In-School
Out-ofSuspensions School
Suspensions
2,040
Minutes
34 Hours
3,735
Minutes
62 Hours
1,770 Hours
295 school
days
1,464 Hours
244 school
days
2. District Commitments
• High priority in District Improvement
Plans
• 3-5 year commitment
• Continuation of the district leadership
team
• Ongoing staff development
• Allocation of resources
Building Commitments
• Establish and maintain building PBIS
team.
• Identify building coaches
• Training for and implementation by all
staff
• Effectively use student information
systems
PBIS APPROACH WORKS!
• Data driven building decision-making
• Clear expectations that are universally
known
• Focuses on positive interaction and
acknowledges appropriate behavior.
• Proactive rather than reactive
• Supports a positive learning environment
• Delivers results
A View of SWPBIS in Wisconsin
• Themes:
– Child as the unit of impact, School as the unit of
implementation, District as the unit of coordination.
– Use data for continuous improvement, cultural fit,
sustainability.
• Are we doing what we said we would do?
• Is what we are doing benefiting children?
– Build the systems needed to support effective
practices.
• Never train school teams without also training the
Trainers, Coaches and Evaluators who will make
the practices endure
At Your Table
In One Sentence, tell us what
PBIS IS…
PBIS IS NOT…
Folder Review: Getting Started
•
•
•
•
•
District Readiness Checklist
School Readiness Checklist
Getting Started Flowchart
Commitment for Success Agreement
District/Building Data Audit
These documents have been created to support
districts in the process of getting started with
sustainability in mind.
Addressing Ethnic
Disproportionality: IPA Article
• Promising effect on disproportional use of
punitive discipline practices
• Proactive rather than reactive approach to
discipline
• Practices employed by staff and students
to reduce over-reliance on punitive
discipline practices
• Outcome data from multiple schools
• Probe: What is your district/school data?
Jigsaw (Get Smart – then Teach)
•
•
Table members count off 1 – 6
Your number is the number of the feature
you will read and converse about
–
–
–
–
–
–
–
1. Introduction
2. PBIS Framework
3. History
4. PBIS and Outcomes Related…
5. From the Field
6. Summary and Future
All read conclusion
Share your information with your group
Digging Deeper
Information and discussion facilitated by
Justyn Poulos
WI PBIS Network Coordinator
Slides provided by Kent Smith
PBIS District Coordinator, WI PBIS Network
Eau Claire Area School District (WI)
PBIS National Forum Presentation 2010
Harms of Exclusionary Discipline
 Out-of-school youth are more likely to:
 Drop out of school
 Be retained a grade
 Engage in delinquent behavior
 Become a parenting teen
 Become involved in the juvenile and criminal
justice systems
Health Risk Behaviors among Adolescents Who Do and Do Not Attend
School – United States, 1992, 43 Morbidity and Mortality Weekly Report
(Centers for Disease Control, Atlanta, GA), Mar. 4, 1994 at 129,
http://www.cdc.gov/mmwr/preview/mmwrhtml/00025174.htm.
Harms of Exclusionary Discipline
Schoolwide effects:
Lower scores on standardized tests
Greater teacher dissatisfaction
No proven gains in safety
Russell Skiba et al., American Psychological Association Zero Tolerance Task
Force, Are Zero Tolerance Policies Effective in the Schools? An Evidentiary
Review and Recommendations (2006),
http://www.apa.org/releases/ZTTFReportBODRevisions5-15.pdf.
Racial Disproportionality in
Discipline
• 2006 Projections from US Dep’t of Ed.:
African-American students nearly 3 times as
likely to be suspended and 3.5 times as
likely to be expelled as white peers.
Latino students 1.5 times as likely to be
suspended and twice as likely to be
expelled as white peers.
http://ocrdata.ed.gov
How Do We Create Change?
•
•
•
•
Look at the data
Make meaning of the data
Develop an intervention
Evaluate
Eau Claire Area School District
Background
• Enrollment of approximately 10,500 students;
1500 staff (full and part time)
• 92% white
• 38% economically disadvantaged
• Identified in 2006 as Significantly
Disproportionate in Special Education
– Black boys in EBD
– Native American and Hispanic in SLD
– Boys for behavior in EC4T
What does it look like?
• Assume nothing, teach everything
• Encourage counter story and student voice
• Acknowledge and discuss the role of
whiteness and race in current practice
• Use of data to evaluate systems and practice
regarding disproportionate representation
• Make race and data consideration part of
“business as usual”
3. Implementation Features
4. Self Assessment
SWPBS Implementers’
Blueprint Elements
OSEP Center on PBIS
Feature #1
District level PBIS implementation
Leadership Team
Leadership Team
•
Team is configured to address district leadership and coordination.
•
Team is established with representation from appropriate range of stakeholders
(special education, general education, families, mental health, administration,
etc.).
•
Team completes self-assessment at least annually.
•
Team completes a 3-5 year prevention-based action plan.
•
Team establishes quarterly meeting schedule & meeting process (agenda,
minutes, dissemination).
•
Team has established individuals with adequate & designated time to manage
day-to-day operations.
•
Team has established individuals who put policy & action planning into practice.
Reflect and Self-Assess
Team Members
Does your district have a PBIS District Leadership Team? Who are
the team members?
Self-Assessment
Has your PBIS District Leadership Team completed a SWPBS selfassessment within the past year?
Action Plan
Has your PBIS District Leadership Team completed a PBIS action
plan based on the self-assessment within the past year?
Meeting Schedule & Process
Does your PBIS District Leadership Team meet quarterly or is PBIS
a standing item on another District Leadership Team meeting
agenda? Do agenda items reflect progress monitoring of action plan
goals?
Feature #2
District level PBIS implementation
Funding
Funding
• Recurring/stable state funding sources are
established to support operating structures
& capacity activities for at least three
years.
• Funding & organizational resources across
related initiatives are assessed &
integrated.
Reflect and Self-Assess
Has your district identified any 3-5 year
funding sources for PBIS?
Has your District Leadership Team
examined ways to blend funding and
resources for related initiatives?
Feature #3
District level PBIS implementation
Visibility
59
Visibility
• Dissemination strategies are identified and
implemented to ensure that stakeholders
are informed about activities and
accomplishments. (e.g., website,
newsletter, conferences, TV).
• Procedures are established for quarterly &
public acknowledgement of implementation
activities that meet criteria.
Reflect and Self-Assess
Identify Activities and Accomplishments
What are the priority activities and accomplishments of the
implementation of positive behavior support systems in your district
to be highlighted?
Which outcomes can be displayed by the collection and display of
data?
Determine Strategies for Informing Stakeholders
Have stakeholders (legislators, school board members,
parent groups, etc.) been regularly informed about PBIS activities
and accomplishments through:
–
–
–
–
Websites
Newsletters
Presentations
Media
Feature #4
District level PBIS implementation
Political Support
Political Support
• Student social behavior is one of the top three to
five goals for the district.
• Leadership Team reports to the political unit at
least annually on the activities and outcomes
related to student behavior goal & SWPBS
implementation.
• Participation & support by administrators are
agreed upon & secured.
Reflect and Self-Assess
PBIS Goal
Is student social behavior identified as one of the top district
goals for school improvement?
Annual Report on progress
Has the PBIS District Leadership Team made an annual
report or presentation to the school board about PBIS
activities and outcomes?
Administrator support
Are district administrative leaders and/or Illinois PBIS
Network Coordinator active members of the PBIS District
Leadership Team?
Feature #5
District level PBIS implementation
Policy
Policy
• SWPBS policy statement developed and endorsed.
• Procedural guidelines & working agreements have been written &
referenced for implementation decision-making.
• Implementation data & outcomes are reviewed semi-annually to
refine policy.
• Audit of effectiveness, relevance, & implementation integrity of
existing related (similar outcomes) initiatives, programs, etc. is
conducted annually to refine policy,
• Action plan developed for integrated and/or collaborative
implementation of SWPBS with other initiatives, programs,
mandates, etc. that have similar goals, participants, implementers,
and expected outcomes.
Reflect and Self-Assess
Has the Leadership Team developed and endorsed a
policy statement to guide and focus the SWPBS initiative?
Does the policy statement delineate necessary
requirements?
Are implementation and outcome information used to refine
policy statement?
Has an audit of existing related initiatives been conducted
annually?
Has an action plan been developed for integrated
implementation of SWPBS with other initiatives?
Feature #6
District level PBIS implementation
Training Capacity
Training Capacity
• Leadership Team gives priority to identification &
adoption of evidence-based training curriculum
& professional development practices.
• Leadership Team has established local training
capacity to build & sustain SWPBS practices.
• Leadership Team has established plan for
continuous regeneration & updating of training
capacity.
Reflect and Self-Assess
Has your PBIS Leadership Team identified & adopted
evidence-based training curriculum & professional
development practices?
Has your PBIS Leadership Team developed in-district
trainers to build and sustain school-wide PBIS practices?
Has your PBIS Leadership Team developed a plan for
updating training?
Feature #7
District level PBIS implementation
Coaching Capacity
Coaching Capacity
Recruitment and Selection:
Who is qualified to carry out the evidencebased practice or program? What are the
methods for recruiting and selecting
practitioners with those characteristics?
Training:
Practitioners (and others) at a PBIS site need
to learn when, where, how, and with whom,
to use new approaches and new skills.
Coaching Capacity
Consultation and Coaching:
A coach provides “craft” information along with
advice, encouragement, and opportunities to
practice and use skills specific to the innovation
Staff Performance Assessment:
Assessments of practitioner performance and
measures of fidelity
Decision Support Data Systems:
Quality improvement information, organizational
fidelity measures, consumer outcomes assess key
aspects of the overall performance of the
organization and provide data for decision making
Going to Scale with
Effective Systems/Practices
If you invest, do it so it will last 10 years!
•
•
•
•
•
•
•
Implement with high fidelity
Must be durable
Must be sustained (in place 5 years)
Delivered by typical agents
Outcome data used to adapt
Modify to local setting
Establish system
74
Coaching Capacity
• Leadership Team has developed a coaching
network that establishes & sustains SWPBS.
• Individuals are available to provide coaching &
facilitation supports at least monthly with
emerging school teams & at least quarterly with
established teams.
• Coaching functions are identified & established
for internal & external coaching supports.
Reflect and Self-Assess
Is a coaching network established that supports
school team implementation of SWPBS?
Is coaching support available at least monthly with
each emerging school team and at least quarterly
with established teams?
Have internal and external coaching supports been
established?
Feature #8
District level PBIS implementation
Evaluation
Content Area
Understanding Process
and Impact Evaluation
for all Tiers
78
Process Measures
• Provide an overview of team and coach activities
• Assist in identifying critical features for
successful implementation and change
• Measures included:
•
•
•
•
Team checklist
Benchmarks of Quality
Coach self-assessment
Phases of Implementation (National – coming soon)
79
Impact Measures
• Indicate change in staff perceptions and staff
behavior, and
• Change in student behavior
• Measures include:
•
•
•
•
•
•
Staff ratings of intervention effectiveness
SAS/EBS Survey
Benchmarks of Quality (BoQ)
Benchmarks of Advanced Tiers (MAT)
Academic and Discipline data
EE Data
80
Audit of Continuous School Improvement
Data Buildings and Districts Already Collect:
• Total Enrollment over time
• Enrollment by Ethnicity
• Number of students with IEP and consideration of % or Ethnic
groups with IEP/
• Education Environment
• Retention
• Graduation Rates
• State Academic Testing
• National Test Scores/ Curriculum Based Measures
• In-School Suspension
• Out of School Suspension
• Expulsions
• Absentees
• Teacher Statistics
81
Evaluation
• Leadership has developed evaluation process & schedule for
assessing (a) extent to which teams are using SWPBS, (b) impact of
SWPBS on student outcomes, and (c) extent to which the leadership
team’s action plan is implemented.
• School-based information systems (e.g., data collection tools &
evaluation processes) are in place.
• District level procedures & supports are in place for system level
evaluation.
• Annual report of implementation integrity & outcomes is
disseminated.
• At least quarterly dissemination, celebration, and acknowledgement
of outcomes and accomplishments.
Reflect and Self-Assess
Evaluation Process
Is the PBIS District Leadership Team regularly assessing
–
–
–
team processes
impact of School-wide PBS on student outcomes
extent to which leadership team’s action plan is implemented
by completing and using for decision making:
Team and Systems Processes
–
TIC, BoQ, SAS, SSS, PoI, School Profile Form, MAP
Student Outcomes
–
Academic Data, Discipline Data, Special Education Data
Leadership Team
–
PBS Self-Assessment and Action Plan
School-based information systems
Are data collection tools & evaluation processes in place?
–
SWIS or comparable system
District level evaluation
Are procedures and supports in place to collect, summarize, analyze, and report multiple levels of information?
Annual Report
Does the District Leadership Team have a strategy for annual and formal dissemination of key outcomes?
Dissemination, Celebration, Acknowledgment of Outcomes
Does the PBIS District Leadership Team disseminate, celebrate and
acknowledge outcomes and accomplishments on a quarterly basis?
Feature #9
District level PBIS implementation
Behavioral
Expertise
Positive Behavior Interventions & Supports:
A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Tier 2/
Secondary
ODRs,
Attendance,
Tardies, Grades,
DIBELS, etc.
Social/Academic
Instructional Groups (SAIG)
Daily Progress
Report (DPR)
Tier 3/
Tertiary
(Behavior and
Academic Goals)
Competing Behavior
Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Illinois PBIS Network, Revised October 2009
Adapted from T. Scott, 2004
Check-in/ Checkout (CICO)
SIMEO Tools:
HSC-T, RD-T, EI-T
Group Intervention with
Individualized Feature
(e.g., Check and Connect -CnC and
Mentoring)
Brief Functional Behavior Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Wraparound
3-Tiered System of Support
Necessary Conversations (Teams)
Universal
Team
Secondary
Systems Team
Problem Solving
Team
Tertiary
Systems Team
Plans SW &
Class-wide
supports
Uses Process data;
determines overall
intervention
effectiveness
Standing team; uses
FBA/BIP process for
one youth at a time
Uses Process data;
determines overall
intervention
effectiveness
Universal
Support
CICO
Brief
SAIG
Group w.
individual
feature
Brief
FBA/BIP
Sept. 1, 2009
FBA/
BIP
Complex
FBA/BIP
WRAP
Interventions
1.
Check-In/Check Out (CICO)
2.
Social/Academic Instructional Groups (SAIG)
3.
Group intervention with Individualized Feature: (Check and
Connect- (CnC) a strategy to provide support to Tier 2 students;
and Mentoring
4.
Brief Functionla Behavior Assessment/Behavior Intervention
Planning (FBA/BIP)
5.
Complex or Multiple-domain FBA/BIP: A function-based support
plan across settings ( e.g. home, school, and/or community)
6.
Wraparound: A complex and comprehensive plan addressing
multiple life domain issues across home, school ,and community
(e.g. basic needs, MH treatment, behavior/academic interventions)
as well as multiple behaviors.
Assessments
1.
Office Disciplne Refferals (ODRs): Attendance, tardies, grades,
DIBELS, etc.
2.
Daily Progress Report (DPR): Behavior and Academic Goals
3.
Competeing Behavior Pathway,Functional Assessment Inter
4.
Complex function-based behavior support plan across
settings (e.g. FBA/BIP home and school and/or community)
5.
Wraparound: More complex and comprehensive plan that
addresses multiple life domain issues across home, school and
community (e.g. basic needs, MH treatment, behavior/academic
interventions) as well as multiple behaviors
Illinois PBIS Network, Revised May 15, 2008
Behavioral Expertise
• At least 2 individuals on leadership team have behavioral expertise
and experience to ensure implementation integrity of SWPBS
practices and systems at 3 levels: (a) training, (b) coaching, & (c)
evaluation.
• Individuals with behavioral expertise have SWPBS content
competence.
• The interaction & relationship between effective academic
instruction and school-wide behavior support are visible & promoted.
• SWPBS behavioral expertise includes fluency with the process &
organizational strategies that support & enhance the use of
evidence-based behavioral practices.
Reflect and Self-Assess
Are there at least 2 individuals on the leadership
team with behavioral expertise & experience and
SWPBS content competence?
Are interactions & relationships between effective
academic instruction and school-wide behavior
support are visible & promoted?
Do individuals with behavioral expertise have capacity to
support implementation of evidence-based behavioral
practices?
Feature #10
District level PBIS implementation
School/District
Demonstrations
Demonstrations
• Some schools have adopted SWPBS, and can
be used as local demonstrations of process and
outcomes.
Reflect and Self-Assess
Has a district demonstration school(s) been
identified that can serve as a training
resource(s) and model(s) for future teams?
5. Action Plan
• As a team review your self-assessment
• Action Plan for any area that is not inplace – resource flip charts as needed
• Prioritize the plan
• Develop timeline and responsibility
document
• Plan next meeting for follow up
www.pbis.org
www.wisconsinpbisnetwork.org
www.pbssurveys.org
www.swis.org
Break and Lunch Networking:
Keys to Leadership
• 8 flip charts are posted with titles
• Form small groups at each flip chart at breaks
and lunch
• Take 3-5 minutes to resource your ideas
• Move clockwise around to next flip chart
• Read current thoughts, add more
• Continue until 8 charts are visited
• Leaders will be selected to review the flipcharts
96
Lunch Networking
Keys to Leadership
• Discuss ideas your team wants to
incorporate and capture those ideas on
your District Action Plan form.
97
Not incorporated as of yet…
• Budget planning
• Blending/Braiding