School-wide PBS
Universal System
Chris Borgmeier, PSU
& Celeste Dickey, UO
Pre-Training
Preparation
Pre-Training Preparation

Communicate in advance:
 The outcomes of the training
 Development of a Universal System of SWPBS
 Materials for implementation &
 a plan for implementation
 Who should attend this training
 Team of 5-7 school staff
 Representative of the school staff
 Administrator must participate on team & actively support
implementation of SWPBS
 Team will attend # of trainings & should plan to meet
regularly at least once per month
 Team should provide regular updates to entire school staff
Pre-Training Preparation

The resources & commitments necessary
to successfully implement training content

District planning
Suggest investment in a PBS Coach to provide follow-up
coaching, coordination & evaluation support
 Monthly PBS Team Leaders meeting for follow-up
support
 Support staff release for trainings


School planning

montly
Training Materials

How to access training materials:
 http://web.pdx.edu/~cborgmei/Resources_SWPBS.htm
 http://pbismanual.uoecs.org/pbistraining.htm

Overview of training materials & how to use them?

Technology needs?
Preparing materials for Training

What should be handed out to training
attendees?
 Powerpoint
slides
 Examples packets
 Blank templates

Attendees should sit with their school
teams & I usually hand out all of the
materials from the beginning
Preparation for
Training time
Characteristics of Effective Training
During the Training

Clear tasks are defined for attendees to complete

Be careful of giving too much content or too many
ideas/tasks to complete in one training


Work time is built into training time to work on tasks


Have follow-up trainings & chunk content
Intersperse training content with work time
Offer time for questions, clarification & dialogue
Model the Training Content

We wanted to have 2 trainers per session for multiple models of
presenting the same or similar material across trainers


Model that personal flair & use of personal examples that is critical for
effective trainers
1 trainer will model how they provide training using training materials

as though you were a PBS team attending the training

2nd trainer will contrast their style with the same or similar materials

Chunk out training material as they would when training teams

Interactive opportunity for participants to ask questions about
training material, trainer style, etc.

Opportunity for participants to plan how they might tailor the training
content to their own style
Post-Training
Planning for Follow-up
Post-training planning

What to include in plan for follow-up
 Training



Follow-up Trainings (4 part training series)
Schedule training in August before school year starts
as opportunity to finalize details for rolling-out
implementation
Data system – SWIS, etc.
 Coaching



support
On-site support at PBS team meetings at school
Ongoing support with data-based decision making
PBS Team Leader meetings – suggested monthly
Post-training planning

Ongoing Evaluation

Implementation data





Outcomes




Quarterly Team Implementation Checklist
Annual Action Plan
School-wide Evaluation Tool (SET)
Benchmarks of Quality (BOQ)
Discipline Referrals & Suspension/Expulsion data
Attendance & Academic Achievement
Staff/Student Survey data
SWPBS team should review data monthly & regularly share data
with staff
Follow-up Support for Trainers

Recommend Planning opportunities for
follow-up support
 Plan
to work w/ state trainers & other local
trainers/coaches for follow-up support

Plan/schedule with state trainers/coordinators

David McKay, Patty Parnell, Scott Ross