DC/District Name Here
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• Tier 1 PBS
• PBS and academic achievement
• Data tools and data review
• FCAT preparation and strategies
• Classroom PBS
• Classroom PBS and academic achievement
• Classroom management strategies
• Classroom data tools and data review
• Classroom FCAT preparation and strategies
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Research
1.
PBS, implemented with fidelity, results in a reduction of office discipline referrals and suspensions and is associated with academic gains in reading and math.
(Muscott, Mann, LeBrun 2008)
2.
Schools implementing SWPBS scored higher on state reading tests than non-PBS schools. (FLPBS Project, 2007; Horner, Sugai,
Todd, Lewis-Palmer, 2005; Horner, Sugai, Eber, Lewandowski, 2004)
3.
Academic success is intrinsically linked to behavioral success.
(Witt, VanDerHeyden, Gilbertson, 2004).
4.
Efforts to establish school-wide PBS are associated with increases in student time-in-school. (Scott & Barrett, 2004)
5. SWPBS increases attendance. ( Luiselli, Putnam, Sunderland, 2002)

1. Aims to build effective environments where positive behavior is more effective than problem behavior
2. Collaborative, assessment-based approach to developing effective interventions for problem behavior.
3. Emphasizes the use of prevention, teaching, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes
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Decreases
1.
Office Discipline Referrals
(ODRs)
2.
Classroom problem behaviors
3.
Administrative or crisis support
4.
Referrals for intensive supports or ESE services
5.
Time away from the teaching-learning environment
Increase
1.
Student learning and academic engaged time
2.
Opportunities for students to achieve or exceed proficiency
3.
Socially appropriate behaviors
4.
Enhances student-teacher relationship
5.
Positive school climate for all students
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All Students
• General education
• Special education
• With and without disabilities
• Across all grade levels
• Across all levels of academic achievement
All Staff
• Not a special education issue, but an education issue
All Families
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• Expectations and rules developed, posted and taught
• Effective reward system developed, taught and implemented consistently
• Effective discipline procedures developed, taught and implemented consistently
• On-going evaluation of behavioral and academic data
Discuss how these critical elements support academic success.
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• Formal lesson plans
• Initial lesson plans provided
• Use existing curricula lesson plans (Skillstreaming,
Second Step, etc.)
• Online lesson plans
• Provide incentives additional ideas from staff
• Set schedule with minimum requirements for teaching
• Embed PBS within academic lessons
• Increases relevancy of assignments
• Promotes generalization
• Saves time
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Focusing on behavior does not impede student performance, but may help maintain or increase it.

http://www.pbismaryland.org
.... “ Cost/Benefit Worksheet ”

Coaching Facilitators
• PBSES data for each school
• Average percentage of students at Level 3+ on FCAT reading
• Average percentage of students making gains in reading
• Percent of lowest 25% making reading gains
• Average daily attendance
• Average ODRS/100 students
• Average ISS/OSS/100 students
• BoQ and/or PIC Data
• Fidelity of PBS implementation
• Specific areas of concern
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Group Activity and Discussion
• Analyze trends, positive increases and/or decreases
• Note specific areas of concern
• Have Tier expectations been taught to all students on your campus?
• Have all students had the opportunity to earn reinforcers for engaging in the school-wide expectations?
• Are specific lesson plans in place and being implemented to address expectations of concern?
• Others?
• Note areas of success
• What variables contributed to the successful outcomes?
• Other areas of success?
• Brainstorm possible goals for this year or next year
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Additional questions/comments/concerns

Group Activity and Discussion
• Develop FCAT strategies based on the data review, analysis, and discussion
• Reteach/review Tier 1 expectations
• Enhance rewards focused on expectations
• ‘ Be Responsible’ = attendance, on-time to school
• ‘Be Prepared’ = Have all necessary work materials
• Hold a PBS FCAT pep rally
• Other ideas or strategies?
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Research
1.
Time out of class for behavior issues negatively impacts a student ’s academic engaged time (AET). (
Skiba, Peterson, 2003)
2.
Amount of instructional time is highly correlated with student achievement. (Putnam, Horner, Algozzine, 2006)
3. Classroom PBS increases the amount of academic instructional time by 57% and the amount of on-task behavior by 24%.
(Putnam, Handler, O’Leary-Zonarich, 2003; Putnam, Handler,
Rey, O’Leary-Zonarich, 2002)
4. Evidence-based behavior strategies, implemented with fidelity, result in positive student outcomes in the classroom.
(Simonsen, Myers, DeLuca, 2010; Christenson, Reschly,
Appleton, et.al., 2008)
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1. >2-3 students off-task at one time
2. >10% of the students have incomplete assignments
3. Students need constant reminders to follow classroom rules
4. Disruptive behaviors occur more than once per hour and interfere with teaching and learning
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80/20 Rule
Time Invested in Student Behavior
•
•
>80% of the day teacher is engaged in positive interactions with students
•
•
•
•
Teaching and rewarding appropriate behavior
Enhancing/building positive teacher-student relationships
Effectively responding to inappropriate behavior
Preventing problem behavior
<20% of the day teacher is engaged in addressing inappropriate behavior
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Knoster, APBS 2011

• Classroom Assistance Tool (CAT)
• http://flpbs.fmhi.usf.edu/resources_classroom.cfm
• Benchmarks of Quality
• http://flpbs.fmhi.usf.edu/coachescorner.cfm
• Classroom Items 42-48
• Identify
• Areas of strength
• Systems needing more support
• Specific areas to target
• Information specific to particular students
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http://flpbs.fmhi.usf.edu/resources_classroom.cfm
• Factors
• Environment
• Physical setting
• Procedures and routines
• Behavior System
• Expectations and rules
• Reward system
• Responding to problem behavior
• Curriculum and Instruction
• Instructional design and strategies
• Planning and preparation 20

http://flpbs.fmhi.usf.edu/resources_classroom.cfm
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Five (5)
Evidence Based Strategies
1. Develop, post, and teach, classroom rules tied to
Tier 1 expectations (BoQ 42 - 44)
2. Maximize structure (BoQ 43 - 44)
3. Actively engage students
4. Acknowledge appropriate behavior (BoQ 45 - 46)
5. Effective responses to inappropriate behavior
(BoQ 47- 48)
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• 3 to 5 positively stated rules
• Aligned with Tier 1 Expectations
• Describe what students are expected to do vs. “Do Not's ”
Middle School Classroom Rules
Respect • Work quietly during independent and small group activities
Responsible • In seat when bell rings
• Complete assigned work
Safe
• Clean up area before leaving
• Push in chair
Elementary Classroom Rules
Respect • Listening ears when others are talking
Responsible • Complete assigned task
• Remain in area
Safe • Hands at side when in line
• Clean up centers when done
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• Explicitly teach rules and expectations
• Operationally defined
• Embed in lessons
• Opportunities to practice new skill(s)
• Role play, model, etc.
• Check for understanding
• Performance feedback
• Acknowledge efforts
• Recognize small steps
• Pre-correction, prompts and/or cues
• Verbal reminders prior to activity
• Acknowledge those demonstrating rules/expectations
• Active supervision
• Scan, roam, interact
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(BoQ 43-44)
Environmental Design/Physical Setting
• Elicits appropriate behavior
• Helps prevent or decrease problem behavior
• Minimize crowding and distraction
• Furniture allows easy traffic flow
• Ensure adequate supervision of all areas
• Designate staff and student areas
• Seating arrangements (groups, carpet, etc.)
• Effective procedures and routines
• Tiered to Tier 1 expectations
• Provide structure, consistency, and predictability
Additional ideas for maximizing classroom structure?
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Active Engagement
• Optimizes student learning
• Decreases opportunities for problem behavior
• Brisk pace of instruction
• 5second wait for student ‘think’ time
• High rates of opportunities to respond
• Participatory instruction (enthusiasm, humor)
• Peer tutoring
• Computer-assisted instruction
• Response types
• Individual, pairs, and group responding (choral)
• White board, computer, clicker
•
Response cards (Yes/No, True/False, Agree/Disagree)
• Gestures (thumbs up/down, high five)
Additional ideas for actively engaging students?
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(BoQ 45 - 46)
Purpose
1.
Serves as a teaching tool
2.
Elicits repetition of desired behaviors
3.
Fosters a positive classroom climate
4.
Builds positive student-teacher relationships
5.
Creates behavioral momentum
Guidelines
1.
Align classroom rewards with Tier 1 system
2.
Clearly define and teach criteria for earning a reward
3.
Reward contingent on desired behavior(s)
4.
Refrain from threatening loss of or taking earned items away
5.
Minimum 4:1 ratio of positive to neutral/corrective comments
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(BoQ 47- 48)
Consequence Guidelines
1.
Determined in advance and taught to students
2.
Hierarchy of options
3.
Aligned with function of behavior (get/obtain; escape/avoid)
4.
Severity of consequence and behavior match
5.
Opportunities provided to learn and practice appropriate alternatives
Examples
1.
Prompt desired behavior
2.
Eye contact, proximity, alter seating
3.
Planned ignoring
4.
Provide choices
5.
Failure to earn privilege
6.
Reward around student engaging in problem behavior
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Additional examples of effective responses?

Review and Discussion
• Benchmarks of Quality: Classroom Systems (42-48)
• Are classroom expectations and rules posted and taught?
• Do teachers use immediate and specific praise?
• Are effective instruction and behavior management occurring with the classrooms?
• Classroom Assistance Tool
• http://flpbs.fmhi.usf.edu/resources_classroom.cfm
• Are there teachers for which this tool might be helpful in addressing behavior concerns in the classroom?
Additional questions/comment/concerns?
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Group Activity
• How are classrooms identified at your school as needing additional supports?
• Number of referrals from a teacher
• Several students referred from the same class for ESE
• Repeated requests for behavioral assistance
• Brainstorm strategies for introducing the Classroom
Assistance Tool on your campus.
• Discuss ways to use the tool to assist teachers in addressing problem behaviors in the classroom.
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Group Activity
• Develop FCAT strategies based on data review and analysis
• Reteach/review Tier 1 expectations
• Procedures and routines posted and reviewed
• Rewards focused on expectations
• ‘Be Responsible’ = on time to class, on-task behavior
• ‘Be Prepared’ = all assignments completed
• Expectations embedded into writing prompts
• Use FCAT afternoon to reteach/review behavior lesson plans
• Other ideas or strategies?
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FLPBS MTSS Project
• Phone: (813) 974-6440
• Fax: (813) 974-6115
• E-mail: flpbs@fmhi.usf.edu
• Website: http://flpbs.fmhi.usf.edu
• Facebook: www.facebook.com/flpbs
• FLPBS on Twitter: www.twitter.com
@flpbs
OSEP TA Center on PBIS
• Website: www.pbis.org
Association on PBS
• Website: www.apbs.org
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