Illawarra & South East Region
“Positive Behaviour for Success”
PBS
UNIVERSAL SYSTEMS
MANUAL
Version: Modified November, 2011
CONTENTS
Chapter
Task
Introduction
Page No
Introduction to PBS
Features of PBS
3
PBS TRIANGLE
6
i.
Establish a Representative PBS Team
7
ii.
Inform Region of team contact details
8
2.
iii.
Establish PBS Meeting Protocols
9
3.
iv.
Establish Communication Systems
13
4.
v.
Identify 3- 5 School Wide Values
20
5.
vi.
Incorporate PBS Values in Mission
Statement
21
6.
vii.
Design Matrix
23
7.
viii.
Conduct IPI
29
8.
ix.
Develop Action Plan
41
9.
x.
Conduct TIC
45
10.
xi.
Embed Values and Behaviour Expectations
52
11.
xii.
Design Lesson Plans
54
12.
xiii.
Design Reward System
58
13.
xiv.
Teacher Skills
64
14.
xv.
Create Effective Anti-bully Protocols
69
15.
xvi.
DATA
78
16.
xvii.
Review Consequence System
93
17.
xviii.
1
Review Crisis and Emergency Planning
97
1.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
2
Chapter 1 Universal Systems
Introduction
This booklet contains planning forms, templates, resources and checklists which have been
developed to assist school PBS teams in their initial efforts to establish school-wide positive
behaviour support practices and systems in their school.
The completion of each activity will be prompted and assisted by your PBS coach.
Each activity has a “mini”-action plan to guide the planning of each feature and a checklist to ensure
each feature is completed with accuracy and fidelity.
Teams can also refer to other training materials and sources for additional ideas, information and
assistance.
Special Note:
The Task items listed in this manual are NOT necessarily chronological and the PBS journey at
your school may take to 2 - 3 years to effectively embed PBS UNIVERSAL strategies. While data
is listed as task #16 it is IMPORTANT that consideration be given to data collection procedures
and protocols at the start of the PBS journey because all decisions are data based. If you are going
to adopt a new electronic data management system it is better to do it earlier rather than later.
Further information and resources can be accessed from the following sources;
– Specific Resources
1.
ISER Wikispace
2.
ISER PBS Homepage
3.
www.pbis.org – USA site
4.
Universal Resource CD (supplied at time of training)
– General Resources
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
3
Features of the School-Wide “PBS” Approach
PBS is a school systems approach to enhance the capacity of schools to teach and succeed with
all students, especially students with social skills deficits and challenging behaviours. This is done
by establishing a school-wide management framework which:
-
clearly defines outcomes that relate to academic and social behaviour,
has clear, consistent, durable systems that support the work of staff
has effective efficient teaching practices that support student success
uses relevant school data to guide decision making
PBS utilises a broad range of systemic and individualised strategies for achieving important social
behaviour and learning outcomes while preventing problem behaviour.
It is an integration of;
(a) Valued learning outcomes
(b) The science of human behaviour
(c) Research validated school systems and practices
(d) Organisational frameworks to maximise effective school systems change
Characteristics of PBS
1. PBS is a proactive systems approach to school-wide behaviour management designed to be
responsive to current social and educational challenges.
2. It is implemented in three stages over a 3-5 year period. Progression to each stage is
dependent on achieving specified outcomes and PBS Regional Leadership Team approval
for further training.
The stages are:
a. Universal (Primary)
b. Targeted (Secondary)
c. Individual (Tertiary)
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
4
3. PBS is not standard curriculum, a manufactured package or generic product. It is a process
for developing whole school and individualised approaches to promoting positive behaviour
to maximise learning engagement.
4. PBS involves sustained planning, decision making, problem solving and the accurate
implementation of school wide PBS elements.
5. PBS has a TEACHING focus where emphasis is placed on:
a. Teaching behaviour expectations explicitly
b. Teaching behaviour expectations like we do academic skills
c. Maximising academic engagement and success
d. Using teaching support to remediate behaviour errors before resorting to punishment
6. It is based on empirically sound practices and applications in schools. PBS is also based on
significant research that is reliable, easily accessible, and can be used to design, modify or
maintain school wide PBS.
7. School data guides intervention and management decisions.
8. PBS increases the contextual fit between the school’s unique climate and what we know
works.
9. PBS works to enhance the skills and knowledge of teachers about effective systems and
teaching practice to maximise positive behaviour and increase learning engagement.
10. PBS establishes a continuum of social behaviour support and social skills teaching for all
students, all staff in all school settings.
4 PBS Elements
School wide Support Systems
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
5
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
6
Chapter 2: Representative PBS Team
Task 1: Establish a Representative PBS Team
Tick when completed
PLANNING GUIDELINES
Form the PBS team which represents the staff
Principal is an active and committed member of the team
Set a regular meeting time
Analyse the requirements of the PBS team roles and responsibilities and assign
team roles according to team members strengths and interests
PBS TEAM ROLE
Whole Team
( in consultation with whole staff)
Principal
Team Leader/s
Timekeeper / Agenda
Manager
Communications
Manager
Data Manager
RESPONSIBILITIES
Conduct the IPI (annually)
Consult with school community to design school values
Embed values in the school environment
Consult with school community to design behaviour matrix
Design behaviour teaching lessons
Review and modify
- behaviour referral systems
- policies & handbooks
to bring in line with PBS principles
Review referral data to make decisions
Design behaviour reward system – link to existing recognition systems
Design Anti-bullying protocols
Review and refine Crisis/Emergency Plan
Review school management plan to incorporate PBS
Support the team in implementation by assisting in the implementation of PBS features
Organise resources ( time and money) to support implementation
Advocate for PBS with staff and parents
Make sure team are fulfilling roles
Liaise with Principal
school documents
office referral format
Liaise with Regional PBS Coordination Team
Liaise with Coach re: meeting times & conducting the SET
Establish and coordinate PBS budget with Principal
Work with Communications Coordinator to organise values & behaviour expectation signage
Prepare and distribute PBS meeting agenda
Keep time during meeting
Ensure meetings go for no more than 1 hour
Take and distribute meeting minutes
Coordinate other communications with school community
- Newsletter column
- Staffroom displays
- Report to staff Meetings
- School Signage
- PBS promotional materials – fridge magnets, pamphlets etc.
Publish consult and communicate with staff re behaviour lessons – who? where? when? what?
how many?
Collect and collate IPI data
Drive the implementation of the data based decision making process
Liaise with executive re: discipline referral form data
Publish data for team whole staff on a regular basis
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
7
OUR SCHOOL PBS TEAM MEMBER CONTACT DETAILS
Task 2: Send these details to Regional PBS Co-ordinator
SCHOOL:
Ph:
PRINCIPAL:
ROLE
Email:
Name & DET Role
Contact Details
Phone
Team Leader
Mobile
Email
Phone
Recorder/Secretary
Mobile
Email
Phone
Data Manager
Mobile
Email
Phone
Communications
Coordinator
Mobile
Email
Phone
Timekeeper/Agenda
Manager
Mobile
Email
DET Role
Phone
PBS Coach
Mobile
Email
Phone: (02) 42676173
Regional Coordinator
Vicki Aisbett
Mobile: 0417761383
Email:
vicki.aisbett@det.nsw.edu.au
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
8
CHAPTER 2:
Establish PBS Meeting Protocols
Task 3: Set up PBS Team Meeting Protocols and Guidelines
PLANNING GUIDELINES
Tick when
completed
Schedule meetings for the term
Ensure coach can attend meeting time – at least twice a term
Establish and use a standard agenda format
Follow established meeting procedures
Establish a procedure to distribute agenda before the meeting (email, hand deliver)
Establish a process to record the minutes (meeting log, minutes format)
Establish a procedure to distribute meeting minutes (email, hand deliver, intranet)
Determine the basic agenda items, time needed for each item and the date for the next
meeting - before the current meeting’s conclusion
Set a one hour meeting time (start and stop on time)
Complete Action Plan & Implementation Checklist (TIC) each term
Ensure Action Plan time line is realistic
Define tasks involved in each Universal systems feature – What will be done? Who will
do it? By when?
Acknowledge contributions of team members
Communicate with the school community via school newsletter
Communicate with the local community (school launch, local business updates)
Provide updates to staff
Communicate updates to SRC
Provide updates to P&C
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
9
Sample School PBS Meeting Agenda
Date
Time
GOALS FOR THIS MEETING
1.
2.
3. Review monthly data
10 minutes
AGENDA
Celebration—
What is going well?
5 minutes
Matters Arising from Past Minutes
Review DATA
Reports on Current Initiatives/ Issues
5 minutes
20 minutes
New Business/Suggestions
10 Minutes
Reports/ Tasks from/for other Meetings & Events
Goals for Next Meeting
Important Dates (Team Planning Days, PBS Regional Networks)
5 minutes
5 minutes
NEXT MEETING:
SAMPLE PBS MINUTES LOG
SCHOOL:
LOCATION:
DATE:
CHAIRPERSON:
TIME:
to:
MEMBERS PRESENT:
NEW AGENDA ITEMS/ DISCUSSION
1.
2.
3.
4.
Next Meeting:
Actions Needed for
Establishing Team Membership and Getting Started
Important Dates (Regional Networks & Training Conferences)
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
10
PBS Team Meeting Log - Sample
SCHOOL:
DATE:
CHAIRPERSON:
LOCATION:
TIME:
to:
MEMBERS PRESENT:
UPDATES
TASKS/ ASSIGNMENTS
NEW AGENDA ITEMS/ DISCUSSION
WHO IS RESPONSIBLE?
TARGET DATE
NEXT MEETING:_____________________________
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
11
TIME FRAME COMMITMENTS FOR FIRST PBS TEAM MEETING
Action
Person(s)
Date
1. Assign Team roles
2. Establish meeting routines, agenda, minutes, planning
3. Present PBS to staff – get 80% agreement
4. Set dates for next two meeting
5. Book accommodation for Regional Training Conference
Dates for next two team meetings: ______________
________________
Examples of Agenda items for first 2 meetings
-
Feedback re: values
-
Feedback re: non-classroom locations
-
Feedback re: problem behaviours
-
Discussion re: developing ‘problem behaviour’ surveys
Date for presentation to whole staff: ______________
Time frame for completion of draft values list ____________________
Time frame for values consultation with parents and staff _____________________________
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
12
CHAPTER 3: Establish Communication Systems
Task 4: Create effective channels for the communication of behaviour information and
behaviour improvements with the school community
PBS is all about effective communication with all sections of the schools community. It is
necessary to communicate values, student behaviour expectations, school and community
rights and responsibilities.
The following plan guidelines can be useful in ensuring that effective communication takes
place at each Task of the PBS process.
Tick when
completed
PLANNING GUIDELINES
STAFF
PBS Overview Presentation to all staff
PBS Noticeboard in staff common room – team members and roles, data, news,
updates displayer
SET results shared with staff
On-going communication of PBS Action Plan
-
Values
-
Matrix
-
Universal skills for teachers(Positive Correction, Pre-correction, Active
Supervision
-
Teaching plans
-
Reward system
-
Referral system
-
Anti-bullying protocols
-
Crisis management procedures
On-going sharing of data and data based decisions – celebration of improved results
Consultation and information sharing about relevant school policies
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
13
Tick when
completed
PLANNING GUIDELINES
STUDENTS
Student leaders consulted about school values
School values launched and taught to all students
Behaviour expectations for each setting taught and rewarded
Consequences system taught and reviewed with students
Values and behaviour expectation signage in all non-classroom locations
Students rewarded regularly for appropriate behaviour
Celebration of improved behaviour results
Tick when
completed
PLANNING GUIDELINES
PARENTS
Optional – parent survey to determine effectiveness of current communications,
home/school relationships
Overview of PBS presented to parent meeting , P&C association
Launch of PBS values – newsletter, school promotional material
Matrix published for parents – newsletter, website
Dedicated PBS newsletter once a semester – celebration of data , good news , student
behaviour awards
PBS presence in school policies and information handbooks
On-going communication of PBS implementation and initiatives (newsletter, P&C)
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
14
UNIVERSAL SYSTEMS
Consultation & Communication Action Plan
START UP TASKS
COMMUNICATION WITH
WHO
Draft Values
All Staff, parents, student leaders
Team
Behaviour matrix designed
Team - feedback& suggestions from
staff
Team,
staff
Behaviour Lessons designed
Design activities that will introduce
the new referral, expectations &
recognition systems
Team, Welfare Team, interested staff
– feedback & suggestions from all
staff
COMPLETION
DATE
Team
Team communicate decisions to staff
IMPLEMENTATION
Display values & behaviour
expectations clearly & visually – BIG,
BOLD & BEAUTIFUL
Team – feedback from staff &
students
Teach & Practice behaviour skills
in non-classroom settings
Schedule should include:
•
Tours of each location
•
Rules explained in context
•
Classroom teaching,
discussion & practice of
location specific expectations
Behaviour referrals reviewed to
maximise data collected
Team &
other
Team with all staff, students &
parents
Team – feedback & suggestions from
staff
On-going collection, collection,
collation & interpretation of data
•
Discipline referrals
•
Anecdotal information
•
Attendance
•
Academic results
Celebrate positive change &
success
Team
interested
staff
Team
Team
Team with all staff, students, parents
Team with all staff, students, parents
Team
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
15
Evaluate effective forms of school-to-home and home-to-school communications about
school programs and children's progress.
Effectiveness of Parent Communication

X
School Self Assessment
Yes
No
Interviews with every parent at least once a year with follow-ups as needed
Language translators are accessed to assist families as needed
Monthly folders of student work sent home for review and comments
Regular schedule of newsletters useful notices, memos, phone calls,
newsletters, and other communications
Clear information on excursions, choosing courses, programs, and activities
with the schools
Clear information on all school policies, programs, reforms, and transitions
All policies, memos, notices and other print and non-print communications
are reviewed to check the readability, clarity, form and frequency of
communications to suit the school and its community
Parents who have difficulties with English literacy or who need large type
are considered.
Clear two-way channels for communications from home to school and from
school to home are established
The quality of major communications (newsletters, report cards, conference
schedules etc. are reviewed regularly
TOTAL:
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
16
“POSITIVE BEHAVIOUR FOR SUCCESS”
FAMILY REFLECTION SURVEY:
Please read each statement and tick the column which best reflects your thoughts and perceptions.
QUESTIONS
Always
Often
Sometimes
Rarely
1. Guests and parents are greeted in a friendly
and respectful manner
2. Teachers and school staff are eager to meet
with families
3. My children and our family are accepted for
who we are and we do not experience
prejudice due to gender, race, social class, or
disabilities
4. School staff makes an effort to keep the
school as inviting and attractive as possible
5. Students feel safe at school
6. Our school is student-centred
7. Our school welcomes family participation
8. Teachers are eager to have parents and
families in the classroom
9. As a family, we have opportunities to express
our opinions and concerns about important
school issues
10. Parental opinions and concerns are heard and
valued
11. Our school communicates with parents
12. My child/children have talked about the school
values at home
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
17
POSTIVE BEHAVIOUR for SUCCESS
PARENT & STUDENT FRIENDLY SURVEY
School Name
Date of Survey
Thank you very much for your assistance with the important survey. Your answers will be
completely anonymous, so no one will be able to know who made these comments. This survey
will provide information to help our school improve.
DIRECTIONS
For each question, please check the answer that most closely matches the way you feel.
Example
1.
Strongly
Agree
My child is a wonderful person
Agree
Disagree
Strongly
Disagree
X
THESE QUESTIONS ASK ABOUT SCHOOL AND FAMILY ACTIVITIES
Please put a cross the answer that most closely matches the way you feel.
Very
often
1
My school has provided information that
assists me in my parenting role
2
I (or my spouse) seek information from the
school about my child’s progress
3
I (or my spouse) volunteer at my child’s
school or at school activities
4
I (or my spouse) work with my child on her/his
homework or ask about school
5
I (or my spouse) attend P&C meetings or
other events at the school
6
Some
Not very
Often
Never
The school has provided information on
community activities and services which
could be helpful to our family
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
18
THESE QUESTIONS ASK ABOUT SCHOOL SAFETY
Please put a cross on the answer that most closely matches the way you feel
Strongly
Agree
7.
My child’s school is safer than it was last year
8.
My child’s school is as safe as other schools
9.
Students are safe at this school
10.
Teachers and staff work to make
11.
My child is never picked on at this school
12.
I believe my child will not be hurt while at this
school
Agree
Disagree
Disagree
Strongly
Don’t
Know
THESE QUESTIONS ASK ABOUT OUR SCHOOL CLIMATE
Please put a cross on the answer that closely matches the way you feel.
Strongly
Agree
13.
My child enjoys coming to school
14.
The school is doing good things for my child
15.
I find it easy to talk to the teachers at the
school
16.
I find it easy to talk to the office staff at the
school
17.
Children and parents of all backgrounds are
respected at the school
18.
The school’s expected behaviours have been
taught to my child
19.
I know the school 3-5 positive behaviour
values
20.
My child has been rewarded for good work or
behaviour in the past month
21.
When students show problem behaviours they
are treated fairly and equally
Agree
Disagree
Disagree
Strongly
Don’t
Know
My Child’s Grade please circle (optional)
K
1
2
3
4
5
6
7
8
9
10
11
12
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
19
CHAPTER 4: Identify 3 – 5 School-wide Values
Task 5: Identify 3-5 School-Wide Values
When identifying 3-5 positive school-wide values consider the following guidelines:
Tick when
completed
PLANNING GUIDELINES
1. Linked to social culture of school
2. Can incorporate existing community values, slogans, symbols, mascots
3. 3-5 in number
4. Simply, positively stated (single word value is preferred)
5. Comprehensive in scope (school-wide)
6. Contextually & culturally appropriate (e.g. age, level, language)
7. Agreement by 80% staff. Parents and students consulted
8. Communicated to all members of school (e.g. families, community members,
School Education Director)
9. Suitable to be included in all school publications (e.g. handbook, posters,
newsletters, website)
10. Plans to embed values in the school environment ( signage, banners, website,
school documents and policies, school uniforms and promotional items)
AGREED VALUES
Agreed School-wide Values
1.
2.
3.
4.
5.
DET Resources
“Values in NSW Public Schools”
http://www.schools.nsw.edu.au/media/downloads/schoolsweb/homepage/minister_vnswps.pdf
NSW Quality Teaching Framework https://www.det.nsw.edu.au/proflearn/docs/pdf/qt_EPSColor.pdf
Other Resources: Values and Character Education Implementation Guide – Georgia USA Dept of Education
http://chiron.valdosta.edu/whuitt/col/affsys/valuesga.html
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
20
CHAPTER 5: Incorporate PBS Values in Mission Statement
Task 6: Write a PBS Mission Statement
Review your existing school Mission Statement. Does it still represent the ethos of your school? Can
it be changed or modified to incorporate the VALUES of your school.
Does your school have any unique social or cultural qualities which should be considered and
mentioned?
Consider the OUTCOMES that your PBS team would like to achieve at your school…
•
•
•
•
•
increase in attendance
improvement in academic performance
increase in the number of appropriate student behaviours
students and teachers report a more positive and calm environment
reduction in the number of behaviour disruptions, referrals, and incident reports
Incorporate your VALUES in your mission Statement
EXAMPLE: ISER PBS Mission Statement
The Illawarra & South East Region “Positive Behaviour for Success” Project is dedicated to
promoting safe, caring and respectful school environments throughout the Region.
PBS is also committed to assisting teachers and school communities to:
•
increase the consistent use of positive teaching and reinforcement strategies among all
school staff at school-wide, classroom and individual student levels.
•
reduce the use of reactive discipline measures in schools for all students.
•
increase data-based decision-making about behaviour, teaching and learning, across all
school settings.
•
implement effective comprehensive supports and interventions for students with significant
behaviour and emotional needs
PBS is committed to building schools which:
•
reinforce the values of the NSW Department of Education and Training
•
facilitate a commitment to achievement
•
build a foundation of life long learning
•
provide an environment where all students, regardless of diversity, disadvantage or disability
can reach their highest potential
•
allow students to experience joy and success each day.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
21
Tick when
completed
PLANNING GUIDELINES
Our current school mission statement reflects social and cultural goals of the school If yes, do not
proceed further
Write new values statement to incorporate PBS values and reflect unique character of the school
Draft consultation with school community
Modifications ( if any) made after consultation with school community
Final mission Statement adopted and widely published – newsletter, website, school environment
Mission Statement Examples
Tarrawanna PS
•
Tarrawanna school provides a quality education in a creative and caring environment where
we strive to achieve and value SAFE, RESPECTFUL LEARNERS.
•
Our mission is to deliver education and training that inspires students to succeed, foster high
expectations and prepare them for positive participation in society.
Figtree HS
Our Figtree High School learning community aims to provide:
•
A safe and caring environment where all students regardless of diversity, disadvantage or
disability reach their highest potential through positive and enriching learning experiences.
•
We strive to create opportunities for our students to become valued and responsible citizens
who care for and respect themselves and the community, and who can adapt to adversity
and the challenges of a changing world.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
22
CHAPTER 6: Design Matrix
Task 7: Design a School-Wide Matrix of Expected Behaviours
The School’s Behaviour Matrix is the central framework for the teaching of expected behaviours in
non-classroom settings. Carefully follow the planning guidelines below:
Tick when
completed
PLANNING GUIDELINES
Define school locations ( no more than 10)
DO NOT INCLUDE CLASSROOMS but may include an ALL SETTINGS location
Tour each identified location while students are present and list the problem
behaviours in each setting
Identify ‘replacement’ behaviours (What do you want students to do instead?)
Ensure the replacement behaviours are measurable, observable, and can be
positively stated
Expectations are mutually exclusive i.e. There is minimal overlap of values. All
settings expectations are not repeated in multiple settings
Create a ‘matrix’ of replacement behaviours or ‘behaviour expectations ’ for each
setting
State expectations simply and efficiently
No more than 4 expectations per value in each settings and 1-5 words per
behaviour expectation. The teaching operation will allow for more specific
descriptions
Expectations simply stated will fit on school signage and can be displayed “BIG,
BOLD, BEAUTIFUL” in each school location
PREPARING YOUR MATRIX
Strategies to determining LOCATIONS, PROBLEM BEHAVIOURS, REPLACEMENT
BEHAVIOURS
 Identify you school’s non-classroom LOCATIONS
 Identify & list your school’s PROBLEM BEHAVIOURS in each location
 Walk around the school with team or staff members to identify:
– non-classroom locations
– problem behaviours in these areas
– boundaries (out of bound areas)
 Survey staff (and possibly parents) to identify problem behaviours in non-classroom settings
 Survey students to identify covert problems behaviours you may not be aware of (optional)
Create a table for each of your school’s non-classroom settings. List ‘problem behaviours’ for each
setting.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
23
Example 1a
LOCATION:
List the behaviours causing
concern
Example 1b
LOCATION:
playground
List the behaviours causing concern?
List replacement behaviours
•
fighting / hitting
•
keep hands, feet, objects to self
•
argue with each other
•
speak nicely
•
argue with teacher -backchat
•
follow teacher instructions
•
forget to return equipment
•
return equipment
•
unsafe play
•
play safely
•
using equipment unsafely
•
use equipment safely
•
throw lunch wrappers around
•
put rubbish in bin
•
out of bounds
•
the right place, right time
When modifying replacement behaviours as behaviour expectations for your matrix it is important to
phrase them in simple, succinct and positively stated language (1-5 words, 1-5 descriptors). Keep it
as simple as possible so the expectations are easy to remember. You will be providing more detail
when teaching the behaviour in each setting.
Where the same or similar replacement behaviour has been present in other locations, consider this
for your ‘All Settings’.
Remember, keep it simple. Use the least number of words as possible. Some locations may not
need to have a behaviour expectation under each of the values. They may be covered by the ‘All
Settings’ category.
Refer to your CD for examples of matrixes.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
24
EXAMPLE 2
List problem behaviours for each non-classroom location
PLAY
GROUND
COLA
CANTEEN
ASSEMBLY
CORRIDORS
TOILETS
BUS
STAIRWAYS
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
25
MATRIX TEMPLATE – EXAMPLE – 3 VALUES
VALUE 1
VALUE 2
VALUE 3
ALL
SETTINGS
LOCATION
LOCATION
LOCATION
LOCATION
LOCATION
LOCATION
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
26
MATRIX TEMPLATE – EXAMPLE – 4 VALUES
ALL
LOCATION LOCATION LOCATION LOCATION LOCATION LOCATION
SETTINGS
2
3
4
1
5
6
VALUE
1
VALUE
2
VALUE
3
VALUE
4
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
27
Actions Needed for
Developing Matrix of School Wide Expectations
Action
Person(s)
Date
1. Locations defined (no more than 10)
2. Tour identified locations and identify problem behaviours
3. Identify replacement behaviours
4. Design matrix values on one axis, locations on the other – be
positive, succinct and avoid repetition
5. Present draft matrix to all staff for consultation
6. Modify after consultation if necessary
7. Communicate completed matrix – staff meeting, newsletter,
website, school handbook
8. Create school signage, posters, banners, murals to place
values on display in the environment and behaviour
expectations in each school setting
EXAMPLE – HS (Other examples in CD Resource folder)
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
28
CHAPTER 7: Conduct IPI ‘School-wide Implementation Inventory’
Task 8: Complete IPI
NSW DET Illawarra & South East Region
“POSITIVE BEHAVIOUR FOR SUCCESS”
School-wide Implementation Inventory
School_________________________
Date ______________
Month / Year PBS was first implemented___________
Persons Completing Form______________
This implementation inventory is an assessment tool for schools engaged in the process of systems
change through the implementation of Positive Behaviour for Success (School wide Positive Behaviour
Support).
Using the inventory, schools can evaluate their level of implementation and their effective on-going
maintenance of PBS features across the school.
The inventory is organised to assess:
1). The school’s current implementation of a school-wide system of Positive Behaviour Support along a
continuum of systems:
1. Universal
2. Targeted
3. Individual
2). The school’s effective development of:
a) Practices
b) Systems supports
c) Data collection and decision making
The inventory assesses to what degree key features are in place (not in place, in progress and fully in
place).
To complete the inventory:
a) Evaluate the degree to which each system feature is implemented (That is: not in place = 0; in
progress = 1; fully in place = 2) in your school (use left hand side of survey)
b) Use the scoring guide on Page 13 to list and total the subscale categories or use the IPI Excel
program to calculate
c) An average is also calculated for each subscale
The team can determine their level of implementation based on the subscale scores. This information can
be used to determine strengths and weaknesses in implementation practices, as well as an indication of
readiness to increase capacity by focusing on implementation features at the next level.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
29
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
30
Scale Score Guidelines
Implementation Level Subscales:
Start-Up Level
START-UP
= School-wide total < 70%
Level 1
= School- wide total equal to or greater than 80%
UNIVERSAL SYSTEMS
(Primary)
Level 2
TARGETED SYSTEMS
(Secondary)
Level 3
INDIVIDUAL SYSTEMS
(Tertiary)
Level 4
MAINTENANCE (All)
Secondary total less than 80%
= School- wide total equal to or greater than 80%
Secondary total equal to or greater than 80%
Tertiary less than 80%
= School-wide total equal to or greater than 80%
Secondary total equal to or greater than 80%
Tertiary equal to or greater than 80%
= Maintenance, 80% on all Level Subscales and Feature
Subscales
(i.e. Practices, Systems & Data)
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
31
Positive Behaviour for Success
Universal Systems - Level 1
This section focuses on key practices, systems and data management at the Universal Systems or Primary
Prevention level. The purpose of Universal implementation is to support all students, all staff in all settings – both
classrooms and non-classroom settings. Universal strategies should serve as the "foundation" of the school-wide
system and should be implemented consistently and with high integrity. Universal strategies when implemented will
typically be sufficient to allow 70-80% of students to successfully display positive behaviours.
Feature A
Universal Systems - School-Wide Practices
Level of Implementation
Not in
place = 0
In Progress
=1
Full
=2
3-5 positively stated values with related behaviour expectations are in place
for all school settings (school matrix)
Lessons have been developed to teach values and expectations across the
school at least annually
Expected behaviours for various school settings are formally taught (e.g.
canteen, playground, corridor, transitions)
Numerous opportunities (formal & informal) are provided for student’s to
practice school wide values & expected behaviours
Students are acknowledged with specific positive feedback (non-verbal &
verbal acknowledgement, rewards) when they display the expected behaviours
Student behaviour errors are corrected in a positive manner and re-teaching is
used during correction
Values & expected behaviours are also re-taught explicitly in all classrooms and
school settings, during the school year as indicated by school data
Consistent school routines are also developed & established to promote
student success (e.g. transitions, line-up, entering & exiting canteen, attention
signals)
Students are taught school routines & provided with opportunities to practice the
routines
Effective (preventative) classroom management strategies are used in 80% or
more of classrooms
Quality teaching practices are being used in 80% or more of classrooms
Effective curriculum is being used in 80% or more of classrooms
Academic & social needs of individual students are accommodated in 80% of
classrooms
Students experience high rates of success (> 80% success) in all
classrooms
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
32
Column total =
Total A =
Feature B
Universal Systems - Team Features
Level of Implementation
Not in
place = 0
In Progress
=1
Full
=2
A PBS team has been established which is representative of staff
New members are able to be included on the team over time
The PBS team has regular scheduled meetings and uses standard PBS
agenda format
The Team has developed a short term (one term) and long term (one
year) action plan based on initial PBS assessment and on-going data (eg
IPI survey, SET results, TIC, Executive Behaviour Referrals)
The PBS team regularly communicates with all staff
80% or more of staff support PBS implementation
PBS language and processes are used in the schools student welfare
and discipline policies
School-wide values, expectations and welfare policies are communicated
to parents and other community members ( information booklets, website,
newsletters)
The school has support from the PBS Regional Coordination Team
The PBS team receives on-going training from the Coordination team on
essential elements of PBS
On-going regional training and support is useful for the team and
continually adds to or improves the school’s PBS system
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
33
Total B =
Column total =
Feature C
Universal Systems - Practices
Level of Implementation
Not in
place = 0
In Progress
=1
Full
=2
Explicit behaviour training & positive correction are implemented consistently by staff
Active supervision is in place to promote effective routines (e.g. enter / exit canteen, use
play equipment)
Student behaviour progress is regularly shared with students & students' success is
acknowledged (e.g. assemblies, newsletters, reward displays)
Staff receive feedback on the progress of PBS implementation and data outcomes
(executive referral data information) at least once a term
Staff can easily refer concerns to the PBS team regarding current or potential problem
areas
The team works with staff to remedy problems or systems failures in effective PBS
implementation
There are regular opportunities for all teachers to seek information about positive
behaviour management in the classroom or other school setting (e.g. training,
information, problem solving, coaching support, teacher newsletter, intranet)
Clear definitions & distinctions are made between problem behaviours that are to be
managed by staff and those managed by school executive
A continuum of consequences exist to address behaviour problems in the:
a) classroom
b) non-classroom
c) school wide settings
Behaviour management policies and strategies have been reviewed to reflect:
a) school-wide values and behaviour expectations
b) a positive teaching focus for students making behaviour errors (e.g. during in-school
suspension students are taught and given opportunity to practice social skills and self
management skills)
A clear plan exists to respond to emergencies or crisis such as:
a) fire
b) extreme weather
c) assault/fighting
d) intruder on the school grounds
e) weapons at school
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
34
The plan includes specific crisis instructions for all staff & students and is practiced
during the school year
Column total =
Total C =
Feature D
Universal Systems - Data -based Decision Making
Level of Implementation
Not in
place = 0
In Progress
=1
Full
=2
A central behaviour referral data collection system is in place
A system exists for entering data
The PBS Team uses questions to analyse data from the data collection
system (who, what when, where, why)
The "Discipline Referral" form or computer format is in line with data
definitions in the data collection system
All problem behaviour data is stored in the same data-base
The data collection system allows for on-going decision making in
response to team questions (e.g. annual and monthly trends, types of
problem behaviours, consequence assigned, problem locations)
Data is shared with PBS team and staff in a usable format (e.g. graphs)
Data is used to make decisions (e.g. year by year comparison, pre/post
PBS implementation, monthly trends)
Multiple data sources are used to identify students who are not successful
with Universal strategies alone (e.g. executive discipline referrals, teacher
referral)
Total D =
Column total =
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
35
Positive Behaviour for Success
Targeted Systems - Level 2
This section focuses on key practices, systems and data management involved in the Targeted Systems - small
group intervention level (also known as Secondary Prevention). The purpose of secondary strategies is to provide
students who are not displaying school-wide behavioural expectations at high consistent rates, (i.e., "at-risk")
additional support. Targeted strategies should not be viewed as a "separate class" of practices, rather, as
intensifying universal strategies along a continuum. Targeted strategies follow the basic format of universal
strategies but are typically implemented in:
a) smaller groups
b) tailored more toward the individual
c) may involve other school staff beyond the classroom teacher.
Students may need Targeted support for brief or long periods of time and may need multiple approaches to be
successful (e.g. reading support and social skills training). Targeted strategies are typically implemented with
about 10-15% of the student population.
Feature E
Targeted Systems - Student Supports
Level of Implementation
Not in
place = 0
In Progress
=1
Full
=2
Targeted strategies are developed based on student need (e.g.
mentoring, learning support, social skill instruction) and the possible
“function” of problem behaviour
Targeted strategies build on school-wide practices (e.g. same set of
school values, teaching of expectations, use of school reinforcement
system)
Targeted strategies follow basic format of: teaching pro-social skills,
skill/s maintenance and generalisation strategies
A range of targeted strategies is available to assist students such as
social skill groups, mentors, self-management, peer tutors
Targeted strategies are designed to be implemented within classrooms
and other school settings
Where targeted instructional strategies are implemented using
withdrawal from mainstream classrooms, systems and supports are in
place to ensure strategies are generalised to the regular classroom
environment
Total E =
Column total =
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
36
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
37
Feature F
Targeted Systems - Team Features
Level of Implementation
Not in
place = 0
In Progress
=1
Full
=2
A support team routinely reviews data to identify students at-risk
A simple referral process is in place to allow teachers to refer students
who are beginning to display chronic patterns of challenging behaviour
The team develops, monitors, and assists with implementation of targeted
interventions
The team assists with training and support for staff who implement
targeted interventions
The team has, or can, access support (coach, member of PBS
Coordination Team) to assist in system plan development
The team continues to receive training on targeted practices
The executive can adapt timetables, teacher duties, and supervision
rosters as needed in order to support implementation of targeted
interventions
Total F =
Column total =
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
38
Feature G
Targeted Systems - Data Based Decision Making
Level of Implementation
Not in
place = 0
In Progress
=1
Full
=2
Parent permission is secured prior to the start of targeted interventions
Individual student data is routinely collected from data-base to identify atrisk students ( > 10 major referrals so far this year)
Individual student data is collected from the data-base to monitor
progress of targeted interventions (reduction / increase in major referrals
per student)
Teacher and parent perceptions of student progress can be gathered pre
and post targeted intervention (e.g. surveys, rating scales, anecdotal
reports)
Direct observation data can be collected to make decisions (behaviour
type, time, location, other involved, activity)
All data sources are used to either celebrate student success and/or alter
interventions to ensure effectiveness
Relevant data is shared with the team, teaching staff, and parents
Total G =
Column total =
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
39
Positive Behaviour for Success
Individual Systems - Level 3
This section focuses on key practices, systems, and data management at the Individual Systems (Tertiary Prevention) level.
These students may have long-term, chronic patterns of challenging behaviour or may be developing patterns of severe,
challenging behaviour. They will require individually developed behaviour support plans.
Individual strategies should not be viewed as a "separate class" of practices, rather as intensifying Universal and Targeted
strategies along a continuum. Individual strategies are developed through a 5 Task process:
1. conduct a functional assessment and gather other data
2. develop plan based on assessment and data review
3. train / consult with all staff who work with the student on the basics of the plan
4. involvement of specialist, external agencies, and family
5. plan an implementation & evaluation strategy
Students may need Individual support for brief or long periods of time and may need multiple approaches to be successful.
Individual systems strategies are typically implemented with about 5-10% of the school population and will include both
students with and without Individual Education Plans.
Feature H
Individual Systems - Student Practices
Level of Implementation
Not in
place = 0
In Progress
=1
Full
=2
Functional assessments are conducted for all students in need of an individual
plan
Other data sources are reviewed (e.g. discipline referral, suspension reports,
past support plans, past assessments)
Individual strategies are developed based on individual student need and the
“function” of problem behaviour
Individual strategies build on school-wide practices (e.g., use same set of school
rules, teach similar expectations, use school reinforcement system)
Individual strategies follow basic format of :
a)
teaching pro-social skills that results in the same or similar function as
problem behaviour
b)
provide multiple opportunities to practice “replacement” behaviour
c)
the school environment is modified to prevent the problem behaviour
from meeting the student’s need
Generalisation and maintenance strategies for individual students are
implemented across all school environments
Total H =
Column total =
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
40
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
41
Feature I
Individual Systems - Student Support Systems
Level of Implementation
Not in
place = 0
In Progress
=1
Full
=2
Behaviour referral data is routinely screened to identify students who
display chronic patterns of problem behaviour (e.g. repeated violent
behaviours increased / continued discipline referrals, not responding to
supports at secondary support level)
When concerns arise regarding individual student behaviour, a simple
process exists for teachers to access the school behaviour support team
Structures exist with executive support to organise resources and staff to:
a) individually assess students (FBA )
b) develop & implement student support plans (e.g. release staff from
other duties, a designated staff member such as school counselor or
behaviour and learning consultant is available to help develop the
individual management plan)
Specialists are consulted and participate in assessment and plan
development (e.g., reading recovery teacher, support teacher , speech
pathologist, school counsellor)
A number of team members (or other school -based personnel) are
trained to conduct functional behaviour assessment and screening tools
Functional Assessments and related behaviour support plans are
developed
Team members receive on-going professional development and technical
assistance in developing behaviour assessments, individual interventions,
and consulting and collaborating with staff
Family members/ carers are consulted and involved in:
- individual plan development
- implementation including Social Skills training
- referral to other agencies & services
External agencies may be involved in plan development and
implementation where appropriate (e.g. medical, mental health)
Total I =
Column total =
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
42
Feature J
Individual Systems – Data Based Decision Making
Level of Implementation
Not in
place = 0
Partial
=1
Full
=2
Parent permission is secured prior to the start of Individual Systems interventions
Multiple data sources are used to identify students who display chronic patterns of
problem behaviour (e.g. executive discipline referrals, lack of progress at secondary
support level)
Pre and post measures are gathered (e.g., teacher / parent rating scales, surveys,
anecdotal, discipline reports)
Multiple “indirect” data tools (teacher interviews, rating scales, student self-assessment)
are used to collect information for Functional Behaviour Assessment decision making
“Direct” observation data is also collected for Functional Behaviour Assessments and
decision making
Specific measurable individual behaviour objectives are developed
Total J =
Column total =
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
43
Scoring the Implementation Inventory
The Implementation Inventory is scored by adding the responses for each subscale. Insert the total score for each subscale in the
chart below. To get percentage score for each, divide each total by the number indicated’
Level
Subscale Total
Divide
% Total
Implementation
UNIVERSALS ( Primary)
Universals Practices
Feature A
/ 28 x 100
1
Yes No
Universals Systems
Feature B + C
/ 44 x 100
1
Yes No
Universals Data
Feature D
/ 18 x 100
1
Yes No
Universals Total
A + B + C + D=
/ 90 x 100
1
Yes No
TARGETED STUDENT ( Secondary)
Targeted Practices
Feature E
/12 x 100
1
Yes No
Targeted Systems
Feature F
/14 x 100
1
Yes No
Targeted Data
Feature G
/14 x 100
1
Yes No
Targeted Total
E+F+G=
/40 x 100
1
Yes No
INDIVIDUAL STUDENT (Tertiary)
Individual Practices
Feature H
/12 x 100
1
Yes No
Individual Systems
Feature I
/16 x 100
1
Yes No
Tertiary Data
Feature J
/12 x 100
1
Yes No
Individual Total
H+I+J=
/40 x 100
1
Yes No
Feature Subscales
Practices
Systems
Data
Universal (Primary)
A=
B+C=
D=
Targeted (Secondary)
E=
F=
G=
Individual( Tertiary)
H=
J=
I=
Score >80%
/ 90 x 100
1
/40 x 100
1
/40 x 100
1
Yes
Yes
Yes
No
No
No
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
44
CHAPTER 8: Develop Action Plan
Task 9: Set up Action Planning Routines
Regular Action Planning ensures that your PBS plan stays on track and that the implementation
proceeds in an efficient timely manner.
Develop your Action Plan as soon as your Matrix has been completed. It will assist you in:

establishing a time line of implementation of each PBS activity

determining what you have completed and what you need to do next

identifying what resources or information you will need

communicating to staff about your progress
Update your Action Plan each term.
The following items will assist you in developing you Action Plan:

PBS Big Picture Summary - Action Plan (on next page)

TIC - Team Implementation Checklist (page 45)

School data to make decisions & refine Action Plan
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
45
PBS BIG PICTURE SUMMARY – ACTION PLAN
WHAT
WHO
WHEN
WHAT / RESOURCES
BUDGET FINISH
GENERAL
Develop VALUES
Develop MATRIX
Present to STAFF for feedback
Complete IPI
Complete TIC – each term
Complete ACTION PLAN
Complete MISSION STATEMENT
COMMUNICATION
Systems for communicating with staff (progress & data)
System for communicating with school community (see VISIBILITY)
LESSON PLANS
Design lesson plans
Develop resources for teaching Lessons Plans
Teach lesson plans
Organisation of annual teaching of values & expectations
SIGNAGE – VISIBILITY
Values signage: location, size, materials & design
Expectations signage – consider where, colour etc
Embed values – tie in with reward system
Newsletters, meeting agendas, letterheads, notes
Webpage (banner, matrix, mission statement)
Uniforms, library bags, hats
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
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46
Assemblies, Special Events days, Launches
Policies (include Values, Matrix, Mission Statement)
REWARD SYSTEMS
Develop or modify reward system (refer to manual)
TEACHER SKILLS
Positive Interaction
Positive Correction
Pre correction
Active Supervision
CRISIS MANAGEMENT PLANNING (refer to manual)
Lock Down
Lock Out
Evacuation
ANTI-BULLYING
Develop Anti-bully Policy
DATA REFERRAL SYSTEM
Software
Referral form / format
Data definitions
Referral process
Data sharing & decision-making
Preventative Classrooms Training
Whole school SDD
Celebrate SUCCESS
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
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47
CHAPTER 9: TIC Team Implementation Checklist
Ta s k 1 0 : C o m p l e t e a T I C s u r v e y
What is the TIC?
It is an internal self-assessment tool which assesses the progress of the
PBS Team and monitors the implementation of PBS activities in the
school.
Why use the TIC?
It is a valuable tool to assist in;
1.
2.
3.
4.
Annual action planning.
Internal decision making.
Awareness building of staff.
Team validation.
How is the TIC Completed?
•
The PBS team should complete both TIC checklists quarterly to
monitor activities for implementation of PBS in the school
•
Team may complete the sheet as individuals or through group
consensus
Scoring the TIC
•
•
•
The PBS Coach collates the information into an excel spreadsheet
graph and reports back to team at next meeting
Team considers responses from whole team and discusses any
concerns or issues.
Team updates 12 month action plan to reflect the findings of the TIC
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
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48
Ill aw arra a nd Sout h Coas t Regi on
Positive Behaviour for Success (PBS)
TIC
Team Implementation Checklist
Version 2.2 (Each Term)
Modified February 2010
Data Collection Protocol
 Used by teams to guide activities.
 Updated quarterly during initial implementation process.
 Best to conduct beginning of each term
 Use TIC excel program, if preferred
 Coach to implement with team & email to PBS Regional Team
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
49
DEPARTMENT OF EDUCATION & TRAINING
ILLAWARRA & SOUTH EAST REGION
Team Implementation Checklist
(Quarterly)
School
Date of Report:
INSTRUCTIONS: The PBS team, with coach, should complete TIC checklist each term to monitor
activities for implementation of PBS in the school.
PBS Team Members
Person(s) Completing Report
Checklist # 1: Start-Up Activity
STATUS
Achieved (2), In Progress(1), Not Started (0)
Term__
Term__
Term__
Term__
Date:
Establish Commitment
1. Principal’s support & active involvement.
2. Staff support (one of top 3 goals, 3-5 year
plan, 80% of staff support).
Status:
Status:
Establish & Maintain Team
3. Team established and representative of
staff.
Status:
4. Team has regular meeting schedule and
effective operating procedures.
Status:
5. Team communicates regularly with whole
staff and other teams (student welfare, LST,
stages, faculties) within the school
Status:
Self-Assessment
6. Team and staff complete IPI selfassessment checklist (annually)
7. Team collects and summarises existing
school behaviour data.
Status:
Status:
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
50
8. Team interprets the data to identify
strengths and areas of immediate focus
which inform action planning
Status:
Establish School-wide Expectations
9. 3-5 school-wide values are clearly defined
and positively stated
Status:
10. A school-wide matrix has been developed.
Status:
11. Lesson plans for teaching school-wide
values and expected behaviours are
developed.
Status:
12. School-wide values and expected student
behaviours are explicitly taught
Status:
13. There is system in place for acknowledging
and rewarding expected student behaviour.
Status:
14. Consequences for problem behaviour are
clearly defined and there are clear
distinctions between executive managed
and teacher managed behaviours.
Status:
Establish Information System
15. Data on student problem behaviour is
collected, summarized and reported, using a
data system.
Status:
Build Capacity for Function-based Support
16. Staff with behaviour expertise are identified
and on the PBS team.
17. All Staff have received training in ‘The
Preventative Classroom’ by the Regional
Coordination team.
Status:
Status:
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
51
Checklist #2: On-going Activity Monitoring
STATUS
Achieved (2), In Progress(1), Not Started (0)
1. 1. PBS team meets at least monthly.
Status:
2. PBS team reports to staff at least monthly.
Status:
3. PBS Action Plan has been developed.
Status:
4. Activities from the PBS action plan are
implemented.
Status:
5. PBS Action is regularly reviewed and
updated (at least once per term).
Status:
6. School data is analysed and used for
decision making.
Status:
Additional Observations/Comments/Questions:
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
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52
ACTION PLAN for Completion of Start-Up Activities using TIC format - OPTIONAL
Activity
Activity Task Analysis Comments
Who
When
a
1. Establish
Commitment

Principal

Top 3 school goal

80% of staff
committed

3-5 year timeline
b.
c.
d.
e.
a.
2. Establish Team

Representative

Principal on team

Effective team
procedures

Communication
with staff & other
school teams
3. Self-Assessment

IPI survey - annual

Behaviour data
collected

Strengths, focus for
improvement
identified

Action Plan
developed

Staff informed of
plans and progress
b.
c.
d.
e.
a.
b.
c.
d.
e.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
53
4. School-wide
Expectations

Define 3-5
school-wide
values

Matrix completed

Lesson plans
developed

Expectations taught

Consequences for
problem behaviour
defined
5. Establish Data
System

Data system
established

Process for
collecting and
entering data
- definitions
- referral process
- data entry

Process for using
data for decisionmaking
6. Student Support

Staff with behaviour
expertise on team

All staff trained in
‘The Preventative
Classroom'
–
behaviour
management
strategies used
–
quality teaching
–
high rates of
student success
a.
b.
c.
d.
e.
a.
b.
c.
d.
e.
a.
b.
c.
d.
e.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
54
CHAPTER 10: Embedding Values & Behaviour Expectations
Task 11: Embed Values & Expectations in the School Environment and Organisational
Framework
Getting the PBS values message out and embedded in the consciousness of your school
community is a critical Task of successful Universal systems implementation. Your values
should be “the words on everyone’s lips” when they think about your school. Here are some
ways to get the job done:






















Create and maintain a common room/ staff bulletin board with meeting minutes,
strategies, graphed data, and team roles with photos
Make PBS a permanent staff meeting agenda item
Create a teaching video, animated PowerPoint , i-Movie that shows PBS in action
across the school ( this makes the re-teaching process for students so much easier, also
helps to teach new students and casual staff what PBS is all about)
Schedule special weeks and provide linkages to PBS ( Anzac Day, Harmony Day, World
Environment Day)
Display the PBS values throughout the school (big, bold and beautiful)
Create and hang posters with PBS values around the school and community
Create and distribute shirts and hats with PBS values
Create book covers with PBS values
Create school items promotional materials with PBS values e.g.: student diaries, book
bags, coffee mugs pencils, water bottles, coloured rubber bracelets
Publish a dedicated PBS newsletter each semester celebrating improved school data
and students’ good behaviour and work about PBS
Invite community members, politicians and media to PBS celebrations
Add a PBS page with the school’s values & matrix to the school’s website
Write or be interviewed for an article in local paper about PBS
Be interviewed on local TV or radio about PBS
Have a Fun Run or bike ride to raise funds for PBS
Solicit donations from P&C and other community partners and nearby businesses for
student reinforcers (money, tangibles, gift certificates) materials and labour (shirts,
poster printing, logo design)
Print PBS values on visitor badges for visitors and volunteers and on school lanyards for
staff and students
Print PBS values on the principal’s business cards
Change school letterhead to incorporate PBS values
Use PBS as operating principle for other behaviour initiatives (bully proofing, values
education, peer mentoring)
Make PBS newsletter available to all staff
Purchase useful professional resources about PBS and make available to all staff
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
55
Tick when
completed
PLANNING GUIDELINES
Values and behaviour expectation signage in all identified locations
PBS information, values and/or behaviour expectations in student
welfare documents, website, newsletters, staff bulletins
Values displayed on school promotional items e.g. uniforms, library
bags, student awards, school report formats, letterhead, book covers,
hats etc.
PBS launched for school community – assemblies, P&C, school events
Regular PBS information on the school newsletter
Values and behaviour expectations incorporated in values teaching, antibullying, peer mentoring programs and other curriculum as appropriate.
ACTIONS NEEDED FOR EMBED VALUES & EXPECTATIONS IN THE SCHOOL
ENVIRONMENT AND ORGANISATIONAL FRAMEWORK
ACTION
Person(s)
Date
1. Values and behaviour signage displayed – BIG,
BOLD AND BEAUTIFUL in each identified nonclassroom location
2. Values visible in newsletter, handbooks, documents
(header, footer), agenda format.
3. Values on school promotional materials
4. Explanation of PBS in the school , school
community expectations in resources for parents,
students, casual staff
5. PBS newsletter and professional resources on PBS
available to all staff
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
56
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
57
CHAPTER 11: Design Lesson Plans
Task 12: Design Lessons and Organisation to Routinely Teach School Values and
Expected Behaviour
When developing lesson plan for teaching school-wide expectations, consider the following
guidelines:
GUIDELINES FOR TEACHING EXPECTATIONS
-
Teach values lessons first, then teach behaviour expectations for each setting
-
Link the expectations for each setting to the values
-
Use your behaviour expectation signage to help you do this
-
Reward and reinforce students during the teaching process
THE PBS TEACHING FRAMEWORK
-
Define & teach the value and expectation
-
Provide a rationale for the value / expectations
-
Teach the Critical Discrimination
1) Demonstrate unacceptable behaviour (it doesn’t look like this)
NB: Only teacher or other adult to demonstrate this
2) Demonstrate appropriate behaviour (it looks like this)
3) Practice telling the difference with multiple examples
-
Teach a non-verbal “signal” (if appropriate) to make correction more efficient
-
Have everyone practice the appropriate behaviour
-
Acknowledge and reward students for demonstrating appropriate behaviour
‘teach practice & reinforce’
LESSON TEACHING TIME FRAMES & SCHEDULE
Teaching duration
–
Younger students: 5 - 10 minutes sessions (stages 1 & 2)
–
Older students (Stage 3 and older): longer teaching sessions ( up to 20
minutes per location)
•
First week of a new year
•
Throughout year as needed – when behaviour errors occur
•
First week back from holidays
•
When a new person joins the class (use mentors, teaching movies)
•
Annual teaching routines
•
“Top up”/Booster lessons as part of curriculum (PD/H/PE) – use i-Movies, PowerPoint
displays etc.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
58
SAMPLE LESSON TEMPLATE 1 Values
SCHOOL WIDE VALUES LESSON PLAN TEMPLATE
This lesson is ideally taught several times a year in classrooms, assemblies and or during stage or year meetings
School Name:
School Wide Values
Revise School Wide Values:
–
–
–
What do they mean?
Why are they important in this school?
Teach ALL SETTINGS EXPECTATIONS
Value 1 Name & Definition
Value 2 Name & Definition
Value 3 Name & Definition
(Value 4 Name & Definition)
(Value 5 Name & Definition)
Explain the Values Rationale:
Why do we need that value?
– How does the value help self, others and the school?
– What kind of school will we have if everyone meets the values?
Critical Discrimination
( only adults or senior student mentors (HS) to demonstrate )
- What is the opposite of these values
- Discuss each value separately
Demonstrate Expected Behaviours
Students discuss and demonstrate behaviours that are indicative of each value
Positively Reinforce
-
Acknowledge and reward student compliance and mastery of the skill
Points, stamp on location passport, stickers etc.
Reinforce Knowledge & Skills
-
Summarise skills by reiterating values and the behaviour expectation for each value
Thank students for their cooperation
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
59
SAMPLE LESSON TEMPLATE 2 Location
SCHOOL LOCATION LESSON PLAN TEMPLATE
This lesson is ideally taught in the specific school location to which it applies
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
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60
LOCATION:
Matrix Segment
Value 1
Value 2
Value 3
Value 4
Value 5
Expectations
Revise School Wide Values:
–
Have students name them
–
What do they mean?
Why are they important in this location?
Explain Behaviour Expectation Rationale: Why do we need that behaviour?
–
State each expectation for the value
–
Why is it important in that location?
–
Why is the expectation important in that location?
How does the expectation help self and others?
Critical Discrimination ( only adults or senior student mentors (HS) to demonstrate)
-
Act out non-examples or opposite behaviours
Ask students why the non-example is a problem
Identify possible safety issues
Demonstrate Expected Behaviours
-
Students practice expected behaviour ( what does it look like, feel like, sound like)
Use multiple examples to demonstrate
Give positive feedback
Positively Reinforce
-
Acknowledge and reward student compliance and mastery of the skill
Points, stamp on location passport, stickers etc.
Reinforce
-
Summarise skills by reiterating values and the behaviour expectation for each value
Thank students for their cooperation
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
61
ACTIONS NEEDED FOR DEVELOPING PLANS FOR TEACHING VALUES & SCHOOL-WIDE
Tick when
completed
PLANNING GUIDELINES
PBS matrix used as a teaching framework guide
Lesson written for each location
Time identified to brief teachers on lesson plans/teaching organisations
Time and resources identified to teach values and behaviour expectation
lessons to all students in each identified setting
EXPECTATIONS
Action
Person(s)
Date
1. Write values lessons
2. Write lessons for each location - linked to values
lessons
3. Develop a plan for teaching values, then teaching
expectations in each location
4. Set up the organisation for teaching the lessons
5. Teach lessons to all students in specific locations
6. Create a PBS lesson plan folder for teaching
behaviour expectations across the school. Give a
copy to all staff and keep another copy in a safe,
prominent place
Remember the process for annual teaching needs to be a
permanent and sustainable as organisation for new student
orientation, swimming and athletic carnivals
7. Design additional training systems for:
-
Follow-up
-
Students who make frequent errors
-
Students new to the school (embed in curriculum,
develop i-movies, PowerPoint displays, lesson
materials)
8. Collate all training materials in a central place for
follow-up teaching and teaching sustainability
9. Modify or maintain teaching according to school
data
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
62
CHAPTER 12: Design Reward Systems
Task 13: Design a Reward System to Frequently Recognise Positive Behaviours
If newly taught and acquired behaviours are to be strengthened, occur more often in the future
and be maintained over time, students must receive positive feedback or acknowledgements for
their displays of those behaviours. To design effective rewards, aim, over time, to move from:
-
Extrinsic rewards to intrinsic rewards
-
Frequent to infrequent
-
Predictable to unpredictable
-
Tangible to social

Individualise as much as possible to accommodate individual differences and diversity

Build on positive person-to-person relationships

Strive for a ratio of 4 (minimum) -12 (optimum) positive interactions for every 1 negative
interaction

Label the behaviour for which the positive reinforcement is intended – for example, “John, I
like the way kept to the left when walking along the walk way. Well done.”
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
63
When developing procedures for encouraging and strengthening student use of schoolwide expectations, consider the following guidelines:
Tick when
completed
PLANNING GUIDELINES
1. Develop easy and quick method of positive reinforcement (e.g. ticket,
sticker, certificate) for all staff members to use. Aim to increase positive
interactions 4-12 positives to 1 negative interaction.
2. Link multiple positive behaviour awards to current positive reinforcement
strategies/systems that already exist for academic success
3. Find a contextually appropriate name for positive reinforcements tickets
and stickers (e.g. good ones; gotchas; powerful, pride, high five, thumbs up
or acronym/abbreviation of school name )
4. There is a procedure for regular acknowledgment of continued social
success – assemblies, class awards, newsletter
5. Daily, weekly, monthly, quarterly feedback to students and staff as to
number of awards issued
6. Awards are regularly used by all staff (teachers, clerical, support staff,
volunteers)
7. Plan for staff consultation training and initial introduction of positive
reinforcement system
8. Plan for regular follow-up training about positive reinforcement system
9. Plan for providing reward system information to casual staff and volunteers
10. Plan for informing school community about the reward system
11. Reward system information included in school publications (e.g.,
handbooks, newsletters, website)
12. Positive reinforcement is used when teaching of positive behaviours
13. There is a way of keeping data on the number of positive reinforcements
given versus number of corrective actions for problem behaviours
14. A schedule and procedures have been developed to regularly review and
improve the positive reinforcement system
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
64
POSITIVE REINFORCEMENT SYSTEM PLANNING
Type of Positive Reinforcement
Consideration
Award 1
What?
Positive behaviour
tickets
Award 2
Specials awards
- raffle prizes,
- school pencil
- canteen discount
- stickers
- privileges
Award 3
Award 4
Positive Executive
Referrals
- morning tea, lunch
With executive
School achievement
certificate –
presentation on
assembly
When?
By whom?
How often?
How many?
Where?
Tied into School
Rewards System?
How?
How will award data be
communicated and
retained?
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
65
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
66
PBS – THREE (3) LEVEL REWARD SYSTEM PLANNER
An effective school reward systems should have 3 levels and should ultimately tie into the
rewards we use to recognise academic achievement and school participation. This ensures that
all students, regardless of skill or ability have the potential to be publicly acknowledged and
recognised for sustained effort in student behaviour and social skills.
REWARD LEVEL
Free & Frequent
REWARD FORM
What?
(Daily)
When?
With teacher and class
acknowledgement
How?
How many for – Now & Then award
Intermittent
What?
(Weekly, Fortnightly, Monthly)
With stage, year
acknowledgement
When?
How?
How many for – Strong & Long?
Strong & Long
What?
(Each Term, Annual)
With whole school
acknowledgement
When?
How?
NOTE: It is advisable that free and frequent rewards are not ‘linked’ to ‘Strong and Long’ via
lottery type results which may result in ‘undeserved’ rewards at a high level.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
67
EXAMPLE: PARENT EXPLANATION OF PBS REWARDS SYSTEM
__________________SCHOOL
When schools attend systematically to students’ social and emotional skills, the academic achievement of
children increases, the incidence of problem behaviours decreases, and the quality of the relationships
surrounding each child improves. Students become the productive, responsible, contributing members of
society that we want (Elias, 1997).
Based on this premise, _____________School’s vision is to provide a welcoming and nurturing learning community
led by genuine compassion for children which encourages academic excellence, ensures the well being of all its
members, and maintains strong partnerships with staff, parents, students, and the community.
During this school year, ______________School will be implementing a highly successful region-wide school
management process called Positive Behaviour for Success (PBS).
The purpose of the program is to teach social skills by recognising and rewarding appropriate behaviour in each child
and identifying behaviours that need to change for a child to be socially successful.
Our school-wide PBS values are:
Value 1
Value 2
Value 3
Value 4
Value 5
Our school PBS Team has developed a School Wide Behaviour Expectation Matrix for all the settings in our school
based on these core values.
Every person in our school community will receive a behaviour expectation matrix to identify appropriate behaviours
in all school settings. Your copy of our school wide Behaviour Expectation Matrix is attached to this letter.
Students will be receiving (name of rewards) to recognise their efforts when they demonstrate positive behaviours.
Students will be sent to the school executive for outstanding student actions above and beyond what is expected.
Parents may receive a call from the principal or assistant principal letting you know that your child did a great job!
We believe that positive community building is at the heart of our school.
This is pursued on four levels in our school:
• Strengthening adult relationships with each student
• Building student connections with each other
• Providing numerous school-wide activities where students work together for a common goal
• Building the concept of citizenship and belonging in our community through academic instruction
We believe that for students to achieve academically, they must also learn to work cooperatively, make responsible
decisions about social practices, resist negative peer influences and learn to contribute constructively in a diverse
classroom.
To achieve this goal, students need to develop skills in:
• Demonstrating respect for others: adults, peers, and property
• Staying focused and on task
• Following directions
• Anger management in order to develop both verbal and physical control
• Developing integrity
• Being responsible for assigned work
• Using school equipment properly
We will have student meetings at the beginning of school to cover expectations for students and staff. Please go over
materials in this newsletter with your child, so they will know that you are also aware of the expectations. The greatest
asset of this systematic plan is the consistency developed throughout the school and the ability for us to
communicate collaboratively with you about your child’s social progress. Positive Behaviour for Success will be
implemented throughout the region within the next couple of years. This practice has proven to increase academic
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
68
and behaviour successes within the school community. We look forward to working with you as we continue this
program for the 200_ - 200_ school year.
Actions for Designing Procedures for Encouraging Students to Display
School-wide Behaviour Expectations
Action
Person(s)
Date
1. Design a reward format using name appropriate to
the school context (good ones, gotchas, pride,
power, high five award, acronym or abbreviation of
school name)
2. Identify tangible items to attach to the award (raffle,
lucky number system) e.g. privileges, free time,
items, objects, activities. Create a menu of selected
tangibles to give students a choice of award
3. Link multiple positive behaviour awards to current
positive reinforcement strategies/systems that exist
for academic success
4. Establish systems for regular acknowledgment of
continued social success – assemblies, class
awards, newsletter
5. Provide daily, weekly, monthly, quarterly feedback
to students and staff as to number of awards issued
6. Consult with and train teachers, clerical, support
staff, volunteers about the awards system - easy to
use and readily available
7. Plans for regular follow-up training about positive
reinforcement system
8. Plans for informing school community about the
reward system - information included in school
publications (e.g., handbooks, newsletters, website)
9. Plans to use positive reinforcement system when
teaching of positive behaviours
10. Design system for collecting number of awards
issued to compare to number of behaviour
infringements at least 4:1
11. Use data system to regularly review and enhance
the positive reinforcement system.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
69
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
70
CHAPTER 13: Universal Teacher Skills
Task 14: Develop Teacher Skills in PBS Universals Systems
Once you have developed school-wide expectations, it is not enough to just post the words on
the walls of the classroom. Teaching must take place to encourage teacher to learn to interact
with the behaviour expectation signage.
The team needs to develop resources and work with all teaching staff to review teaching
practice and to participate in the behaviour expectation teaching process.
This should be done by:
•
presenting skills to staff at a staff meeting or staff development day. (A teaching
PowerPoint is available at your Network meeting or ISER Wikispace )
•
providing prompts to remind all staff of the skills
•
encouraging staff to evaluate their own supervision practice to determine if they are
displaying the skills
The key Universal teacher skills are:
•
Positive Interaction
•
Positive Correction
•
Pre-correction
•
Active Supervision
Universal System skills for teachers are about developing consistency across the whole school.
If we are all using the same dialogue and processes to teach and to correct behaviour we are
more likely to prevent problem behaviour. Teachers therefore need to be actively involved in
the school-wide process. Firstly, all staff need to participate in the teaching of the behaviour
expectations. Not only are teachers part of the school-wide process but it helps cement their
understanding of the values and expectations. In this way they are able to reinforce students for
appropriate behaviour, correct problem behaviour when they see it occur and provide the
appropriate consequence in a consistent and efficient manner.
Being involved in the process also encourages teachers to review their own teaching philosophy
and practice. In this way, they can modify or improve the way they do things.
Positive Interaction
Positive interaction is about developing positive relationships with your students.
It is important to:
- project a friendly, helpful, open demeanour…especially when in close proximity to students
who are displaying appropriate behaviour
- cultivate a ‘personal touch’ with students…say hello to them, ask about their weekend sport
or have a chat about the local football game. By showing an interest, you foster trust and
mutual respect
- be proactive – staff should actively pursue & engineer opportunities for positive contact.
Positive contact – should not just be when students follow the rules – smile, hello, ask how
their footy game went on the weekend or discuss the footy comp – as long as positive
contact is not given when inappropriate behaviours are displayed
Since positive interaction develops a positive rapport with students, the student is more likely to
display appropriate behaviours and is also more likely to accept having their behaviour
corrected
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
71
Positive Correction
Positively correction is about correcting a behaviour error in a systematic and positive way.
That is, without nagging, lecturing or reprimanding a student. This process involves
incorporating the values or behaviour expectations and focuses on what the student should be
doing. In a way, it reinforces a re-teaching approach. It is generally used to correct
infrequent & unpredictable behaviour errors. Teachers may also use the signage to help
remind students of what they should be doing in a specific location.
Strategies to positively correct
- Stay calm – focus on the message not the emotion
- Signal to the students/s that an error has occurred
- Say - “What is the expectation about how we move in the corridor?” “Was that a correct
response?”
- Remind student of the behaviour expectation - “You need to walk quietly in the corridor”
- Ask student to state or show the expected behaviour
- “ Now show me what that looks (and sounds) like, thanks”
- Give positive feedback – “Yes, that’s right. Well done”
Positive Correction Teacher Prompt Cards
The following, may be modified to use as a lanyard to help remind teachers of correct
procedure.
POSITIVE CORRECTION of Problem Behaviours

Observe the problem behaviour

Ask the student
–
What are you doing?
–
What should you be doing?
–
What is the expectation in this setting? What does the expectation sign say?
–
Can you show me what that looks/sounds like?
If compliant
–
Watch demonstration
–
Comment positively on compliance and performance
If non-compliant
–
Repeat request (no more than twice)
–
Give take-up time for compliance (no more than two minutes)
–
If compliant - comment positively on compliance and performance
–
If not compliant - outline the next step
–
Calmly discuss possible consequences
THEN if compliant - Comment positively on compliance and performance
OR move to stated consequence
REMEMBER – POSITIVE CORRECTION IS ABOUT TEACHING COMPLIANCE &
ACCURATE PERFORMANCE OF THE BEHAVIOUR SKILL!!
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
72
Pre-correction
Pre-correction is a way to address a problem behaviour, before it occurs, in a calm, logical and
respectful way. It is a positive reminder of the expected behaviour prior to the problem
behaviour occurring. Pre-correction is generally used with students who make chronic &
predictable behaviour errors and when there is a high likelihood an error will be made. Precorrection can be used in ALL school settings.
Teachers know which student/s in their class will have trouble behaving in the expected way
during a transition between activities. They will typically be students who have ADHD.
Aspergers or other social, emotional or behaviour disability.
Tasks to pre-correctal
- Get student/s attention
- Remind student/s of what is the expected behaviour for the next task or transition
- Give reminder of the expected behaviour or an opportunity to practice
- Watch student/s for demonstration of skill
- Acknowledge demonstration
- Provide positive feedback
Example
“Daniel, how do we use the play equipment? Yes, we wait our turn and keep our hands to our
self. Show me what that looks like….Well done. I would like to give you a ‘gotcha’ slip for safe
play, so I will be watching”.
If you are a teacher on playground duty – pre-correct / remind a student to:
• Use equipment correctly
• Play by the rules – tip not tackle
• Go to toilet on bell
• line up sensibly on bell etc
A pre-correction is a UNIVERSAL skill and can be used in all classroom AND NONCLASSROOM settings.
POSITIVE CORRECTION TEACHER PROMPT CARDS
The following, may be modified to use as a lanyard to help remind teachers of correct
procedure.
PRE-CORRECTION OF PROBLEM BEHAVIOURS
for students who make frequent predictable errors
•
Use this technique with classes and individuals when there is a high likelihood an error will be made
•
Remind students of the behaviour expectations for the tasks/transitions about to be undertaken
•
–
Go to problem setting/situation
–
Get attention of student(s)
–
Give reminder of the expected behaviour or an opportunity to practice
–
Watch student(s) for demonstration of skill
–
Acknowledge demonstration
Provide positive feedback
TEACH & PRACTISE, TEACH & PRACTISE UNTIL THE SKILL IS ACHIEVED
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
73
Active Supervision
Expectation signs and adult presence are not enough.
All teachers, whether on playground duty or transitions to class, need to know the behaviour
expectations for each location and teach them as part of supervision. In this way they can
provide frequent monitoring and give positive feedback to students who are meeting
expectations. They are also able to correct behaviour when students are behaving
inappropriately.
There are 6 features of active supervision
1) Movement
2) Scanning
3) Positive contact
4) Positive reinforcement
5) Positive correction
6) Consequences
These features will be discussed in more detail at Network meetings.
ACTIVE SUPERVISION of Non-Classroom Settings
SCAN
•
maintain constant visual movement
•
look at students behaviour
•
look at the ‘big picture’
•
observe ‘target’ behaviours (body language)
•
to ‘listen’ for behaviour
•
focus on as many different areas as possible
•
recognise potential trouble spots & scan often
•
recognise precursor behaviours
•
maximise both movement & scanning opportunities to reduce time spent dealing with problem
behaviours
MOVE
•
be constant
•
be random & unpredictable
•
target known problem areas
POSITIVELY INTERACT
•
Project a friendly, helpful, open demeanour
•
Cultivate a ‘personal touch’
•
Foster trust and mutual respect
•
Be proactive- not just for expected behaviours or rule following
•
Reinforce 4:1 positive to negative – descriptive praise “I like the way you….”
•
Pre-correct for problem, students, areas and behaviours
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
74
Teacher Active Supervision Self-Assessment
Name______________________________ Date_____________
Time Start_________ Time End _________
Setting : □ Corridor □ COLA
Tally each Positive Student
Contacts
□ Canteen □ Playground □ Other_________________
Total #
Ratio of Positives to Negatives: _____: 1
Tally each Negative Student
Contacts
Total #
To calculate ratio , divide # positives by # of
negatives
Active Supervision Q & A
1. Did I have at least 4 positive for 1 negative student contacts?
Yes
No
2. Did I move throughout the area I was supervising?
Yes
No
3. Did I frequently scan the area I was supervising?
Yes
No
4. Did I positively interact with most of the students in the area?
Yes
No
5. Did I handle most minor rule violations quickly and quietly?
Yes
No
6. Did I follow school procedures for handling major rule violations?
Yes
No
7. Do I know our school-wide expectations (positively stated rules)?
Yes
No
8. Did I positively acknowledge at least 5 different students for displaying our
school-wide expectations
Yes
No
Overall active supervision score:
Total #
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
Yes________
<5 “yes” = “Improvement Needed”
.
Action
Person(s)
Date
1. Staff Active Supervision Presentation developed
2. Time identified to present to staff
3. Prepare Teacher Universals prompt card resources
4. Presentation to staff completed
5. Prompt card resources, self- assessment distributed to
staff
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
75
6. Plans for annual reminders of Universals
CHAPTER 14: Create Effective Anti-Bullying Protocols
Task 15: Create Effective Anti-bullying Protocols
School Wide Systems for “Bully Proofing” the School
1. Develop a school wide system of positive behaviour support
According to extensive research the PBS process is the best way to begin to “bully proof” the
school.
PBS uses a proactive prevention focused model focused on supporting the positive
behaviour of all members of the school community. PBS schools increase their capacity to
develop, implement and sustain comprehensive behaviour support systems at the school-wide,
non-classroom, classroom and individual student levels. PBS incorporates research-validated
development and supports activities in several critical areas:
-
Defining and teaching of clear, school-wide values and relevant behaviour expectations
for each school setting
Teaching of appropriate social skills and pro-social attitudes
Systematic prompting for appropriate behaviour
Positively correction and re-teaching of students who make repeated behaviour errors
Consistent use of school-wide rewards for appropriate, expected behaviour
Consistent use of school-wide consequences for inappropriate, problem behaviour
Ongoing monitoring, record keeping and organisational decisions based on data about
student behaviour trends
Increased behaviour supports for at-risk and high-risk students
On-going support of the PBS team in implementing and sustaining comprehensive,
responsive school-wide systems of behaviour support
PBS programs have reported decreases in student problem behaviours (as measured by
executive referrals of an average of 42%) in the first year of implementation (Sugai &
Horner, 1994; Sprague et al., 2001; Taylor-Green et al., 1999).
2. Identify unsafe areas
Most schools have just a few locations which tend to be the site of many incidents of bullying.
Often, these are poorly supervised locations. The school should:
‾
Survey students to identify 'safe' and 'unsafe' areas of the school, the times of day these
areas are most safe or least safe and the reasons that they are safe or unsafe
‾ Use school maps and local area maps which clearly show local parks, shopping centres,
fast food stores near the school - ask students to colour in red those places that are least
safe and in blue those places that are the safest
‾ Record student comments about likely behaviours in the unsafe areas
‾ Ask teachers to do the same survey and compare results
‾ Notify and work with your Home School Liaison Officer and Police Youth Liaison Officer
if the surveys identify any attendance or legal issues which require intervention
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin 76
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
77
3. Make problem locations less “bully friendly”
Increase the level of adult surveillance and supervision in hallways, stairwells and other
settings where bullying is frequently reported - especially during the times when the
research tells you it is most likely to happen.
‾ Enlist student leaders and trusted older students to monitor and report problems in
identified locations
‾ Teachers and student monitors should receive training about what bullying
behaviours to look for and how to intervene effectively with bullies
‾ Split older and younger students when they are in less-supervised settings (e.g.
playground) to prevent older children from victimizing younger ones
‾ Train all staff to actively supervise the playground – Scan, Move & Positvely
Interact with students
‾ Train staff to recognise and reward friendly safe behaviours
‾ Train staff to intervene promptly when they see bullying, or suspected bullying,
occurring in their supervision areas
‾ Set up a consequence system which will immediately remove the bully from the
area/playground immediately
‾ Increase the 'natural surveillance' of areas of the school (e.g. corridors) that are
unsupervised for long periods of time by making them part of the active supervision
process
‾ Lock doors, gates to areas where students or groups could “corner” a bully, ask
student monitors to notify of problems in the toilets
Bullies rely on anonymity to escape accountability and the appropriate consequences of
their actions. They may exploit times when casual staff or unfamiliar staff are supervising to
engage in bullying behaviour. Keeping individual student photos on file gives staff an
opportunity to identify bullies so that their behaviours cannot go unchecked.
4. Make classrooms less “bully friendly”
‾ Change classroom layouts or rearrange seating to eliminate any 'blind spots' where
bullies can victimize students outside of teachers’ view.
‾ Train teachers to circulate frequently throughout the classroom- scan; move &
positively interact so that you can monitor student conversations and behaviour.
Have classrooms 'adopt' areas in your school (e.g. corridors, store areas) by agreeing to
help keep that space clean, free of graffiti and to put up posters that provide positive antibully messages:
- welcoming visitors and new school community members
- saying which class looks after this space
- reminding students of appropriate behaviours
- giving pointers on how to respond assertively to a bully
When a classroom asserts ownership over a public space, this action conveys the
impression that the space is cared for and watched over, serving as a kind of extension of
the classroom itself. As the public space ceases to be anonymous and impersonal, bullies
no longer have the assurance that they can operate in that location unseen and unnoticed.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
78
BULLY PROOFING TIPS FOR THE CLASSROOM TEACHER
 Have 3-5 Classroom Rules and teach them regularly (at least once a term)
 Proactive is easier than reactive – teach how you expect all your students to behave (safe,
respectful, responsible)
 Make your classroom fun and secure
 Teach social skills for student success
 Develop a positive classroom culture and establish a rapport with students
 Tell students in your classroom there are no wrong answers – just learning experiences
 Look for strengths in all your students
 Allow all students’ to exhibit their strengths
 Teach students not curriculum
 Encourage respect - do not allow teasing, name calling or any humour at a student’s
expense even if it is very low level
 Be aware of the dynamics within student groups
 Identify the student “Power Brokers” and ensure they are using that power responsibly and
respectfully
 Pay attention to the environmental design features in the classroom and playground –
pinpoint the danger areas
 Pay attention to seating arrangements so opportunities to bully are eliminated
 Be aware of student movements - stand outside classrooms during transitions
 Patrol isolated and hidden areas of the playground whenever you are on duty
 Discipline in a calm, consistent and fair manner
 Avoid power struggles – never bully students or allow them to bully you
 Model appropriate behaviours – always calm, always respectful
 Hold a classroom meeting if students’ behaviour is a concern
 Know when to refer a bullying matter to the school executive & School Counsellor
Adapted from San Diego County Office of Education Anti-bullying program
For ISER by R. Christofides
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
79
Develop and Teach School Wide Bully Proofing Protocols
In order to “bully proof” the school the PBS team can lead the school’s efforts to:

Incorporate a statement of the school's stand against bullying as part of the school wide
values system (respectful, responsible, safe)

There should be a declaration of the rights of individuals in the school community students, teachers, staff and parents - to work and learn in a school free of bullying
behaviour.

A statement of the responsibilities of those who see bullying going on to seek to stop it.

When teaching the non-examples of the school values it is important to clarify the
different kinds of bullying, both direct and indirect which are unacceptable in the school
context. Off site behaviours such as cyber bullying must be included.

Teach, review and reinforce anti-bullying protocols for staff, victims, bullies and
bystanders

Create a culture of immediate notification of bullying behaviours and support and
intervention for victims and bystanders who inform about bullying behaviours

Provide group and individualised teaching supports for those students with multiple
referrals for bullying behaviours

Provide group and individualised teaching supports for those students who are frequently
the target of bullying behaviours

Provide opportunities for students who are bystanders to gain skills dealing with bullies

Create a simple protocol – STOP, WALK, TALK – which all parties can use to
immediately stop and defuse bullying situations. The language of the protocol must be
age appropriate

Establish positive interactions with parents in addressing the problem of bullying,
especially in the resolution of cases in which action is to be taken by both the school and
parents.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
80
TEACH ANTI-BULLYING ROUTINES
SAMPLE “STOP, WALK, TALK” BULLY PROOFING ROUTINE
VICTIMS
STOP
When a problem
behaviour is directed at
you
BULLIES
BYSTANDERS
When you direct a
problem behaviour to
another student - stop the
behaviour immediately
you are given the STOP
signal
When you see a problem
behaviour directed at
another person
-
STOP!
-
I don’t like it
-
-
Go away, leave
me alone
WALK Go to the nearest
teacher or adult
Tell the bully to stop
-
STOP!
STOP!
-
That’s bullying
-
I don’t like it
-
-
Go away, leave
me alone
Go away, leave
them alone
Go to a teacher or adult
Remove the student
being bullied from the
situation if you can
Go to a teacher or adult
TALK
Tell the teacher or adult
about the problem
-
Ask for advice
-
Go to the nearest
safe place as
directed by the
teacher or adult
Tell the teacher or adult
about the incident
-
Ask what to do
next
-
Follow instructions
-
Accept the
consequences
Tell the teacher or adult
about the problem
-
Ask for advice
Go to the nearest safe
place as directed by the
teacher or adult
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
81
PREVENTING CYBER BULLYING
"Cyber bullying" is a relatively new and very effective means of anti-social behaviour. It allows
bullies to torment, threaten, harass, humiliate and embarrass a victim by using the Internet,
interactive and digital technologies as well as mobile phones. Cyber bullies can use text
messages, phone calls, email, instant messaging, social networking sites and web pages to
embarrass, threaten and humiliate others.
“Cyber bullying” behaviours include spreading false rumours, sending offensive messages,
telling embarrassing stories or posting images that would make others uncomfortable. The more
serious forms of cyber bullying can also include stalking, threats of violence or sexual threats.
CYBER BULLYING FACTS
-
Cyber bullying includes text or images posted on personal websites or transmitted via
email or cell phones.
-
Most often, cyber bullying is just another tool for the person who would otherwise bully
face-to-face.
-
It is becoming more common for those who are being bullied in the playground to
retaliate online or by SMS.
-
Cyber bullying methods used are limited only by the child's imagination and access to
technology and as the majority of children now have access to the internet and mobile
phones the potential to do harm is growing.
-
In cyber bullying, the students often change roles - the cyber bully may quickly become
the victim and roles go from victim to bully and back again.
-
Cyber bullying is usually not a one off communication – the exchange could go on for
months becoming progressively more damaging.
-
In the USA students have killed each other and committed suicide after having been
involved in cyber bullying incidents.
WHAT CAN SCHOOLS DO ABOUT CYBERBULLYING?
The school’s Student Welfare policy and bullying prevention lessons should mention “cyber
bullying” as a reportable, anti-social behaviour. Students should have no doubt that it is an antisocial, unfriendly and unacceptable way to interact with others and is not permitted by the
school. This information should be taught as a non-example of ways to interact with others by
SMS or on-line. Bullies may have the impression that bullying actions, carried out outside of the
school can be conducted with impunity. The school should make it clear that the DET policies
state otherwise and if their actions involve another student from the school they can expect the
negative consequences they would earn from bullying at school.
Also it should be made clear that the school must report to Police if there any threats or actions
contained in the communication which constitute a crime.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
82
ADVISING STUDENTS ON PROTECTION FROM CYBER BULLYING
One of the best ways to deal with cyber bullying is to teach students to develop a range of
protective behaviours which will support appropriate student responses when faced with any
form of cyber bullying or other predatory on-line behaviour.
STAYING SAFE IN CYBERSPACE – PROTECTIVE BEHAVIOURS for STUDENTS

Keep personal details secure - never give out passwords or PINs even to your best friend.
It’s really easy for someone to log on to your sites like Facebook or MySpace if they know
the right password so they can post lies and rumours about you.

Keep very personal thoughts and experiences private –you may be tempted to share
deepest thoughts and experiences on-line but remember they could be forwarded to
anyone, anywhere, anytime. This will only hurt and embarrass you.

Keep a cool head - never send messages or comments to others when you are angry
about anything. Things written in anger can be regretted later and these comments could
end up forwarded to anyone anywhere.

Live in the real world - don't live online all the time. There is a difference between virtual
reality and actual reality. The real world is where your life is.

If you can, ignore a cyber bully, they will never know if you got their message or not. There
is no need to give them the satisfaction of thinking their bullying was effective. This is your
best chance of making the problem go away. By ignoring taunts and gossip written about
you, you take the power away from the harasser and refuse to play their game and this
puts you in charge.

If this doesn’t work, tell the cyber bully to leave you alone in very clear, simple terms. Tell
them not to contact you again. Log off immediately and stay offline for at least 24 hours.

Cut cyber bullying off at its source; don’t be afraid to shut down the bully’s access- change
your phone number and email address and the bully’s messages will quickly go away.

If a “friend” forwards negative messages about you, thinking they are being helpful, send
back an “I really don’t care what they think” message , it is much more effective than
pouring out your distress as this may be forwarded to the bully and will encourage further
harassment.

Trust a teacher or parent - if you've been bullied, don't suffer in silence; inform someone
who can give you good advice. Cyber bullying is school business if it affects your safety
and well-being at school.

Keep all harassing emails or malicious messages from the cyber bully (as well as any
replies you’ve made) as clear evidence of the harassment. If the bullying message is not
printed or is deleted, there is no way to track it and your bully is unlikely to face the
consequences.

Stay safe - don't arrange to meet people you've met online – they may not be who they say
they are and you could find yourself in a scary or dangerous situation.

Stay out of chat rooms where you don’t feel comfortable or where people ask you
inappropriate questions or want personal information.

If you feel you are in physical danger or if the bully has made inappropriate suggestions or
physical threats against you, tell your parents or teachers immediately and they can advise
you if it’s appropriate to contact the Police.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
83
SCHOOL CYBER- BULLYING ROUTINES
It is also possible to build a protocol for notification of cyber bullying protocols into the “STOP,
WALK, TALK” routine at the school. The cyber bullying protocol for instance could be “STOP,
GO, TALK”.
VICTIMS
STOP
When a problem
communication is
directed to you
Keep the communication
as evidence
BULLIES
BYSTANDERS
When you direct a problem
communication towards
another student
When someone shows you a
problem communication directed
at or about another student.
-
Send a polite, assertive
message back
-
STOP contacting
me, I don’t want
to hear from you
-
Stop the behaviour
Keep evidence of the
immediately you are communication
given the STOP
Tell the bully to stop
signal
- STOP doing that – it’s
STOP contacting
not fair or right.
me, I don’t want to
hear from you
GO for
HELP
Tell a parent or teacher
Tell your parent or adult
what you have done
Tell a teacher or adult
TALK
Tell the teacher or adult
about the problem
Tell the teacher or adult
about the incident
Tell the teacher or adult about
the problem
-
Ask for advice
-
Ask what to do next
-
Ask for advice
-
Police may be
contacted if the
communication
threatens
violence or
criminal damage
-
Follow the rules
-
-
Accept the
consequences
Police may be contacted
if the communication
threatens violence or
criminal damage
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
84
Actions Needed to Create Effective Anti-Bullying Protocols
Action
Person(s)
Date
Survey students, staff to identify unsafe areas
Review student access to, and active supervision of,
unsafe playground areas
Review school data and management systems to gain
further information about bullying behaviours and to solve
develop anti-bullying strategies
Develop and teach consistent, easy, reliable reporting
system for victims, bullies, bystanders
Teach student preventative behaviours to combat cyberbullying
Work with teachers to create bully free classrooms and
actively supervised non-classroom settings
Review consequence system for bullies to incorporate
preventative measures e.g. Aggression Replacement
Training program
Set up social skills training for victims if required
Set up protocols for informing parents of students with
repeated bullying behaviours
DET Resources
Taking Action Keeping Safe – a Resource for Student Leaders to Counter Bully
http://www.schools.nsw.edu.au/media/downloada/schoolweb/studentsupport/studentwellbeing/antibullying/takingaction.pdf
Parent Information on Cyberbullying
http://www.schools.nsw.edu.au/media/downloads/schoolweb/studentsupport/studentwellbeing/antibullying/cyberbullying.pdf
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
85
CHAPTER 15: Data
Task 16: Establish a Data based Decision Making System
Computerised
Data System
Data is an important feature of the PBS process. We rely on data
to make decisions and it is therefore important to ensure that the
proper data mechanisms are in place. There are 4 features of
data-based decision making : 1) electronic data system 2) referral
form or format 3) data definitions and 4) referral process.
Referral
Form/Format
Data-based
Decision-making
Review System
(monthly)
Data
Definitions
Referral Process
15.1 Establish Electronic Data Management System
Data System Readiness Planner
TASK
In
Place

Tasks to
Complete
Who
When
Date
Completed
1. School-wide behaviour support is one of the
top goals for the school.
2. A PBS school team meets regularly
(fortnightly, monthly) and needs to review
school data.
3. The team has a member who has the job of
retrieving and disseminating the data to staff
(staffroom or common room displays)
4. Principal supports the implementation of a
PBS data collection system
5. The schools discipline referral form is
compatible with the proposed data entry
system
6. The school has clear process and
procedures for defining which behaviours are
handled by teachers and which are handled
by executive
7. There is time allocated for a teacher or SAS
member to enter the data
8. At least two other staff are able to enter the
data
9. The school has sufficient computer
equipment to enable easy entry of data
10. The School coach or Regional Coordinator is
regularly supporting the school
11. The Coach or Regional Coordinator can
assist the team with data related queries
TOTAL IN PLACE =
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
86
15.2 Review Behaviour Referral Form/Format
When designing or modifying your referral form or computerised data collection system, it is
essential that the following data categories are included:

Date of Incident

Student

Problem
behaviour

Location

Motivation

Date referred

Grade

Time of day

Others
involved

Consequences
SAMPLE BEHAVIOUR REFERRAL FORMS
SAMPLE PRIMARY SCHOOL BEHAVIOUR REFERRAL FORM
Student:____________________________
LOCATION: (Circle)
Date:_________________
Classroom
Corridor
Time:_________________
Playground
Canteen
Referring Teacher/Staff________________
Bus Duty
Bus
Grade: K 1 2 3 4 5 6
Other___________________
Toilets
COLA
Playing fields
Class Teacher :___________________________
PROBLEM BEHAVIOUR (number denotes # warnings allowed for each minor misbehaviour)


















MINOR PROBLEM BEHAVIOUR
Disruption (5)
Lying (2)
Inappropriate Language (5)
Physical Contact (3)
Incomplete work (3)
Out of Uniform (3)
Unprepared for class (3)
Banned items (2)
Behaviour contract not signed by parent/ teacher (3)
Other_______________________
POSSIBLE MOTIVATION
Obtain Peer Attention
Obtain Adult Attention
Obtain Items/Activities/Privileges
Avoid Work
Avoid Peers
Avoid Adults
Unclear/Unknown Motivation
Other_____________________________________
_________________________
Peers
Staff









MAJOR PROBLEM BEHAVIOUR
Swearing
Lying/ Cheating
Disrespect
Bullying/ Harassment
Property Damage/Vandalism
Possession of dangerous items
Theft
Fighting/Physical Aggression
Other____________________________










EXECUTIVE CONSEQUENCE DECISION
Time In Office
Loss of Privileges/Extra-Curricular Activities
Parent Contact
Executive Conference
Principal Conference
Restitution
In-School Suspension
Warning/Bus suspension_______________
Out-of-School suspension______________
Other______________________________
OTHERS INVOLVED IN INCIDENT (please circle)
Teacher
Other staff
Other adult
Bus Driver
Comments
Parent:
Principal:
Date:
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
87
SAMPLE HS BEHAVIOUR REFERRAL FORM
Teacher referrals are most often dealt with by the referring teacher and this document is kept as a record by the classroom teacher
as a record of the event. Executive referrals are completed and sent to the executive for support
Student Name: _________________________________________ Grade: _____
Date: __________________
Referring Teacher: _______________________________________Subject: ______________________________
Time of incident: ______________
Others Involved (Circle One):
None
Peers (names)______________________________________ Staff
Problem Behaviour
MINOR
Teacher Referral:






Inappropriate verbal language
Physical Contact
Defiance/Disrespect/Non-compliance
Disruption
Lateness
Other
MAJOR
Executive Referral:
 More than 3 teacher referrals for the
same offence
 Abusive language/inappropriate
language/swearing /
 Bullying/ harassment
 Fire lighting
 Defiance/disrespect/insubordination/
non-compliance
 Disruption & sent to the office
 Out of Uniform
 Fighting/Physical
Aggression/Threats/Assaults
 Forgery/Theft
 Harassment/tease/taunt
 Lying/Cheating
 Other
 Possession/consumption of
alcohol/drugs
 Skipping class/truancy
 Tobacco
 Vandalism, Property Damage
 Weapons/Dangerous Objects
Teacher
Possible Motivation











Avoid adult conflict
Avoid peer conflict
Incite peer conflict
Avoid task/activity
Obtain adult attention
Obtain peer attention
Obtain tangible item
Have “fun”
Power
Revenge
Other
_____________ __

Don’t know
Location









Classroom
Playground (circle)
Area 1
Area 2
Area 3
Area 4
Playing Fields
Canteen
Toilets
Corridors
Bus
Excursion
Sport
Other _______________
Consequences
















Loss of privileges
In school detention
Conference with student
Parent contact/interview
Individualised teaching
Referral for counselling
Teacher Detention
Date: _______________
Time: _______________
Loss of marks for work
Community service
Confiscation of property to be
returned by
________________________
Supervised travel time
Executive Detention
Date: _______________
Time:
Notification of appropriate
authorities (police, social services)
Restitution at a cost of
_______________________
In-school suspension
(___hours/___days)
Dates:________________
Out of school suspension
(___days)
Dates:________________

In school monitoring (____ days)
Dates: ______________
 Other _________________
__________________________
Teacher Comments: _____________________________________________________________________________________
______________________________________________________________________________________________________
Teacher Signature: ________________________________ Student Signature: ____________________________________
Executive Signature (if applicable): __________________________________________
Date: _____________________
Executive Comments:
__________________________________________________________________________________________________
Parent Signature: __________________________________________ Date: _____________________
Parent Comments: _____________________________________________________________________________________
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
88
“DATA DETECTIVE” (electronic data collection system) and the compatible
behaviour referral form
STUDENT DETAILS
LOCATION















Student:____________________________
Date of Incident :__________ Term ____Week ___
Time:_________________
Grade: K 1 2 3 4 5 6
Date Referred ___________________
Referring Teacher/Staff________________
Class Teacher :_________________
Bus
Canteen
Classroom
COLA
Computers
Hallway/breezeway/stairway
Library
Scripture
Toilets
Fixed equipment
Area 1
Area 2
Area 3
Area 4
Area 5
PROBLEM BEHAVIOUR (number denotes # warnings allowed for each minor misbehaviour)
MINOR BEHAVIOUR
Disruption (3)
Disobeying instructions (3)
Inappropriate Language (3)
Property misuse (3)
Unsafe play (3)
Off task (3)
Other_______________________















MAJOR BEHAVIOUR
Disrespect
Defiance
Abusive language
Dangerous behaviour
Physical contact
Harassment/Bullying/Threat
Fighting/Physical Aggression
Other____________________________
OTHERS INVOLVED IN INCIDENT (please circle)
Peers ( specify names)
Teacher
Other staff
Bus Driver
COMMENT
EXECUTIVE DECISION
Decision made by ______________________




Restitution apology
Teacher supervision
Time –out (buddy class)
Time-out (executive)






Loss of privileges
Detention – referral
Detention – off playground
Detention- classroom
Parent Contact
Parent Interview Request




Suspension warning
In-school suspension
Short suspension
Long suspension
Principal/Executive: ________________________ Date: _______________________
Parent Signature_____________________________________________
Copy sent to ():
 Referring teacher
 School Counsellor
 Parent
 Executive  Student Welfare Consultant
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
89
15.3 Create Behaviour Referral Definitions for Consistent Referral and
Data Collection
It is important for everyone in the school to have the same understanding of the problem
behaviour in order to be consistent in managing the behaviour as well as recording the data.
SAMPLE BEHAVIOUR DEFINITIONS
Teacher Managed
MINOR
DEFINITION
Inappropriate Verbal Language
Low intensity instance of inappropriate language or verbal messages that includes swearing or
use of words in an inappropriate way
Non-serious, but inappropriate physical contact
Brief or low-intensity failure to follow instructions - arguing, eating in class, rudeness
Physical Contact
Defiance/Disrespect/Noncompliance
Disruption
Lateness
Other
Low-intensity, but inappropriate disruption
Late to any class – Students should always check in at the office when they are late to school however, consequences are handled by the teacher
Any other minor problem behaviours as determined by the teacher, that do not fall within the
above categories.
Executive Managed
MAJOR
DEFINITION
Abusive language/inappropriate
language/swearing
Any time that a student uses language intended to cause student or teacher to feel humiliated,
intimidated or threatened
Bullying
Any time that a student commits an act intended to cause another student or teacher to feel
intimidated or to cause a violent reaction from another student
Fire lighting
Planning or and/or participating in malicious burning of property or setting a fire within school
grounds
Disrespect /non-compliance
Defiance - Refusal to follow directions, answering back and/or rude interactions
Defiance
Repeated failure to follow school rules
Disruption
Behaviour causing an interruption in a class or activity. Disruption includes sustained loud talk,
yelling, or screaming; noise with materials; or rough play; and/or sustained out-of-seat
behaviour
Out of Uniform
Student wears clothing that does not fit within the uniform code guidelines practiced by the
school
Fighting/Physical
Aggression/Threats/Assaults
Actions involving threatening acts or serious physical contact where injury may occur or (e.g.,
hitting, punching, burning, hitting with an object, kicking, hair pulling, scratching, etc.)
Theft
Student is in possession of, or been responsible for, removing someone else’s property or has
signed a person’s name without that person’s permission
Forgery
Falsifying parent notes, official documents, plagiarism of assignments and assessment tasks
Student delivers disrespectful messages (verbal or by gesture) to another person that includes
threats and intimidation, obscene gestures, pictures, or written notes. These include negative
comments sustained or intense verbal attacks based on:
–
race
–
religion and/or national origin
–
gender
–
age
–
physical appearance
–
ethnic origin
–
disabilities
other personal matters
Harassment/teasing/taunting
Lying/Cheating
Student delivers a message that is untrue. A student in any way uses someone else’s work as
their own or lets another student use their work or appropriates answers in an unacceptable
manner for any kind of assignment or assessment
Truancy/Partial Truancy
Student leaves class/school without permission or stays out of class/school without permission.
This includes leaving school to visit other sites without permission
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
90
Other
Problem behaviour causing this referral is not listed above. Staff using this area will specify the
problem behaviour observed
ILLEGAL BEHAVIOUR
(Parent and possible Police involvement)
Behaviour
Definition
Possession/consumption of
alcohol/drugs
Student is in possession of or is using illegal drugs/substances
or imitation substances.
Tobacco/ Smoking
Student is in possession of or is using any tobacco product
Vandalism/Property Damage
Student participates in an activity that results in destruction or
disfigurement of school or others’ property
Weapons/Dangerous Objects
Student is in possession of knives or guns (real or look alike)
or other objects readily capable of causing bodily harm.
CRISIS
(Emergency & Crisis Plan activated - possible Police & Community Agency involvement)
Behaviour
Definition
Self harm
Self injury where police and/or emergency services are called
Physical assault
Assault on student or teacher where police and/or emergency
services are called
Criminal behaviour
Any criminal act which seriously disrupts the routine of the
school and where police and/or emergency services are
informed or attend
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
91
BEHAVIOUR DEFINITIONS PLANNING SHEET
Minor Misbehaviour - Teacher managed
Definition
Major Misbehaviour - Executive managed
Definition
Illegal Behaviour Executive & other agencies?
Definition
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
7.
1.
2.
3.
4.
Crisis Behaviour Executive & other agencies?
Definition
1.
2.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
92
3.
Tick when
complete
Planning Guidelines
Clear distinctions between executive versus staff managed problem behaviours, illegal and
crisis behaviours
Flowchart developed for dealing with the major, minor and crisis referral management
Clear definitions for problem behaviours
Clear definitions of school locations
Form/ Format for reporting of problem behaviours has been updated to collect relevant data
4.
Define School Locations
Use a school map to consult with staff and determine the exact parameters of non-classroom
locations.
Areas can be defined by name, letter or number consistent with the locations identified in the
behaviour referral form, computerised format or Data Detective format.
Actions Needed for Developing Electronic Data System & Consistent Behaviour Definitions
Action
Person(s)
Date
1. Implement computerised data system with capacity to graph
behaviour referral data
2. Design Behaviour Definitions
–
Minor(teacher managed) vs. Major (executive managed)
–
Minimal overlap in definitions?
–
How many minor referrals of same type become major?
3. Define non-classroom locations (mapped?)
4. Review procedures for behaviour referral / management
–
Teacher managed (minor)
–
Executive managed (major)
–
Illegal & Crisis
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
93
5. All Staff or several designated trained in use of the data system
and enter data regularly
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
94
15.4 Establish Procedures for the Regular Review of Data (monthly)
Consider all PBS data sources:
- Staff perceptions
- Behaviour referrals
- Attendance
- Number of detentions, suspensions, expulsions
- Academic indicators
- Annual IPI checklist
- Annual SET data
DATA Evaluation Planning Questions
–
–
–
–
–
–
–
–
–
–
–
What do you want to know?
What information can be collected?
How and when should this information be gathered?
What is the answer for the question?
What does "it" look like now?
Are we satisfied with how "it" looks?
What will it take to modify or maintain the required systems/practices
What would we like "it" to look like?
What would we need to do to make "it" look like that?
How would we know if we've been successful?
What can we do to keep "it" like that
Data Review Questions
Answers
Data Type
-
Awards
EDR
Detentions
Suspensions
Teacher report
PBS surveys
When
used?
Data
reviewed
by?
Data
Storage &
Management
System
What is overall position of student behaviour in our school?
What problem behaviours are we seeing?
Number and type of problem
Where are problem behaviours being seen? ….Location?
When are problem behaviours being observed?
- Time of day?
- Day of Week?
- School Week?
- Term?
Which students are displaying frequent problem behaviours?
- Stage?
- Year?
- Individuals?
Which teachers are observing problem behaviours?
What consequences are being assigned for problem
behaviours?
How effective are the consequences?
Behaviours are increasing? Or decreasing?
What else can we do?
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
95
Action
Person(s)
Date
Decide who will manage & maintain behaviour referral data,
other data sources
Establish a routine for the regular collection & summary
(graphing ) of data on a monthly basis
Review decision making rules for team to accurately evaluate
data
PBS team develops systems and practices based on data
PBS teams establishes, presents, discusses and modifies
Action Plan at least once a term
Communicate the action plan to staff
Establish procedures for monitoring the accuracy and
consistency of the Action Plan implementation
Establish procedures for modifying action plan based on data
Plan to share behaviour data with the whole staff at least twice
per term
Develop system for interpreting, storing & maintaining data
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
96
TEAM MONTHLY DATA ANALYSIS PLANNING GUIDE
Date: _________
Average Referrals/Day/Month – Every meeting


Review of Average Referral/Day/Month data for current year
Review of comparison Average Referral/Day/Month data
What are the data trends from last month(s) to this month?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What are the data trend(s) from last year to this year?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What whole school or staff factors might be factors in these trends?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What team initiatives might be factors in these trends?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What will our staff and PBS team do to maintain positive trends?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Other notes.
____________________________________________________________________________
____________________________________________________________________________
_____________________________________________________________________________
Keep these points in mind!
Remember to repeat what works and plan for upcoming challenges
Don’t drown in the data.
It’s “OK” to be doing well.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
97
Be efficient. What is the smallest effort that will produce the biggest effect?
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
98
TEAM MONTHLY DATA ANALYSIS PLANNING GUIDE
Date: _________
Big 6– Choose focus area(s) for each meeting
Which of the Big 6 area(s) were covered in this team meeting?
□
□
□
□
□
□
WHO?
(student)
HOW OFTEN? (frequency)
WHAT?
(problem behaviour)
WHEN?
(time)
WHERE?
(location)
WHY?
(motivation)
Why did you choose this particular data category?
___________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What are the data trend(s) in this data category, from last month(s) to this month?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What are the data trend(s) in this data category, from last year to this year?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What staff responses could be a factor in these trends?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What PBS team responses could be a factor in these trends?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What will our staff and PBS team now do to change to or maintain positive trends?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Other notes:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Keep these points in mind!
Remember to repeat the good stuff and plan for upcoming issues.
Don’t drown in the data.
It’s “OK” to be doing well.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
99
Be efficient. What is the smallest effort that will produce the biggest effect?
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin 100
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
TEAM MONTHLY DATA ANALYSIS PLANNING GUIDE
Date: _________
Other Data Sources
□
□
□
□
□
Student Attendance
Reward frequency
SET Scores
Current School Climate/Staff Observations
Team implementation Checklist (how are we going towards achieving our goals)
What are the data trends from last month(s) to this month?
___________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What are the data trend(s) from last year to this year?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What staff responses could be a factor in these trends?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What PBS team responses could be a factor in these trends?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What will our staff and team now do to change to or maintain positive trends?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Other notes:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Keep these points in mind!
Remember to repeat the good stuff and plan for upcoming issues. Don’t drown in the data.
It’s “OK” to be doing well. Be efficient.
What is the smallest effort that will produce the biggest effect?
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin 101
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
EFFECTIVE DATA for EFFECTIVE DECISION MAKING
It’s OK to be doing well. Celebrate successes
OBSERVATIONAL DATA?
What are staff saying?
TEST the OBSERVATIONS
“BIG PICTURE”
How many referrals overall?
Reduction? Increase?
PROBLEM BEHAVIOURS?
Types of Problems
PRACTICES?
Need re-teaching?
VALUES?
EXPECTATIONS?
LOCATION?
Where are the problems occurring?
Systems are working?
Need systems changes?
Maintain? Modify? Terminate?
TIME OF DAY?
When are the problems happening?
Can we make it more efficient
Systems?
Practices?
WHO IS INVOLVED?
Stage? Grade?
Individuals? Staff? Students?
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin 102
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
EXAMINING DATA LAYERS
CONSEQUENCES?
Effective?
Ineffective?
Maintain? Modify? Terminate?
Does the data
support the
observations?
What is the problem
behaviour?
What is the motivation?
Setting events?
What needs to happen?
Modify environment?
Modify practice?
Positive correction?
More teaching?
Pre-correction?
Modify curriculum?
Risk & Crisis Management
Planning?
Is current plan efficient?
Modify?
Maintain?
Terminate
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin 103
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
General Data Decision Making Rules
If more than 40%
of students received
one or more
executive discipline
referrals
If there are more
than 2.5 executive
discipline referrals
per student
SCHOOLWIDE
SYSTEM
If more than 60 % of
executive discipline
referrals come from
the classroom.
If more than 50%
of referrals come
from less than 10%
of the classroom
CLASSROOM
SYSTEMS
If less than
10 students receive more
than 10 executive discipline
referrals
If more than 35%
of referrals come
from nonclassroom settings
If more than 10-15
students receive
more than 5
executive
discipline referrals
If there are more than
15% of students
receiving referrals
from nonclassroom settings
If less than 10
students continue
the same rate of
referrals after receiving
targeted group support
If a small number
of students destabilizes the
overall functioning
of the school
TARGETED
GROUP
INTERVENTIONS
NONCLASSROOM
SYSTEM
INDIVIDUAL
SYSTEM
WITH
BEHAVIOUR ACTION
TEAM SUPPORT
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin 104
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
CHAPTER 16: Review Consequence System
Task 17: Review Consequences for Problem Behaviours to Create Clarity &
Consistency
NEGATIVE CONSEQUENCE SYSTEM PLANNING SHEET
MINOR MISBEHAVIOURS (Teacher managed)
Behaviour
Definition Examples
Inappropriate Verbal
Language
Low intensity instance of
inappropriate language or
verbal messages that include
swearing or use of words in an
inappropriate way
Physical Contact
Non-serious, but inappropriate
physical contact
Defiance / Disrespect / Noncompliance
Brief or low-intensity failure to
failure to follow instructions,
arguing, eating in class,
rudeness, arguing
Disruption
Low-intensity, but inappropriate
disruption
Lateness
Late to any class – Students
should additionally always check
in at the office when they are
late to school; however,
consequences are handled by
the teacher.
Other
Any other minor problem
behaviours as determined by the
teacher that does not fall within
the above categories.
# for
Major
Referral
Possible
Consequence
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin 105
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
MAJOR MISBEHAVIOURS (Executive managed)
Behaviour
Definition
Abusive language/inappropriate
language/swearing
Any time that a student uses language intended to
cause student or teacher to feel intimidated or
humiliated
Bullying
Any time that a student commits an act intended to
cause another student or teacher to feel intimidated
or to cause a violent reaction from another student
Fire lighting
Planning or and/or participating in malicious burning
of property or setting a fire within school grounds
Disrespect
Answering back and/or rude interactions including
rude body language
Defiance /non-compliance
Repeated failure to follow school/class rules
Disruption
Behaviour causing an interruption in a class or
activity. Disruption includes sustained loud talk,
yelling, or screaming; noise with materials; or rough
play; and/or sustained out-of-seat behaviour
Out of Uniform
Student wears clothing that does not fit within the
uniform code guidelines practiced by the school
Fighting/Physical
Aggression/Threats/Assaults
Actions involving threatening acts or serious
physical contact where injury may occur or (e.g.,
hitting, punching, burning, hitting with an object,
kicking, hair pulling, scratching, etc)
Theft
Student is in possession of, or been responsible for
removing someone else’s property or has signed a
person’s name without that person’s permission.
Forgery/
Falsifying parent notes, official documents,
plagiarism of assessment tasks
Harassment/teasing/taunting
Student delivers disrespectful messages (verbal or
by gesture) to another person that includes threats
and intimidation, obscene gestures, pictures, or
written notes. These include sustained negative
comments or intense verbal attacks based on:
–
–
–
–
–
–
–
–
Possible Consequence
race
religion and/or national origin
gender
age
physical appearance
ethnic origin
disabilities
other personal matters
Lying/Cheating
Student delivers a message that is untrue. A
student in any way uses someone else’s work as
their own or lets another student use their work or
appropriates answers in an unacceptable manner for
any kind of assignment or assessment.
Truancy/Partial Truancy
Student leaves class/school without permission or
stays out of class/school without permission. This
includes leaving school to visit other sites without
permission.
Other
Problem behaviour causing this referral is not listed
above. Staff using this area will specify the problem
behaviour observed.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin 106
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
ILLEGAL BEHAVIOUR (Parent and Possible Police involvement)
Behaviour
Definition
Possession/consumption of
alcohol/drugs
Student is in possession of or is
using illegal drugs / substances or
imitation substances.
Tobacco/ Smoking
Student is in possession of or is
using any tobacco product
Vandalism/Property Damage
Student participates in an activity
that results in destruction or
disfigurement of school or others’
property
Weapons/Dangerous Objects
Student is in possession of knives
or guns (real or look alike) or other
objects readily capable of causing
bodily harm.
Possible Consequence
Establish procedures for preventing and responding to students with repeated behaviour errors:
-
Define data-decision rules for initiating individual behaviour support (e.g. 3
executive referrals for major behaviour errors)
-
Pre-correction intervention to prevent future occurrences of problem behaviour
-
Formal procedures for teaching, practicing, and reinforcing positively pro-social
behaviours to replace problem behaviour
-
Pre-referral intervention to PBS and/or Learning Support Team
-
Assign an adult mentor
Assign corrective consequences based on a hypothesis about the purpose/motivation (function)
of the problem behaviour
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin 107
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin 108
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
SAMPLE PARENT LETTER
EXPLANATION OF SCHOOL BEHAVIOUR REFERRAL SYSTEM
Dear Parents
As part of the “Positive Behaviour for Success” process in our school we are revising our systems and
practices for working with students who choose not to meet our school values and behaviour
expectations. Our aim is to provide clear and consistent consequences for students who make poor
choices as well as social skills behaviour training and follow-up training to help students understand their
obligations and responsibilities to the school community. We expect all students to contribute to making
our school a safe, calm, learning environment where every student feels valued and supported.
OUR SCHOOL CONSEQUENCES
MINOR MISBEHAVIOURS:
1st – Warning - Person giving the warning will make sure the student understands why the student
received a recorded warning and the behaviour expectation they have failed to meet. Students will be
given a chance to demonstrate and practice the appropriate behaviour.
2nd - Time out with or without filling out a behaviour referral form
3rd – Recess or lunch in time out or in in-house “buddy” classroom - student writes a note to parents to
describe their problem behaviour
4th - In-house suspension in another classroom- the student takes work to do for the remainder of the
day. The principal or teacher monitors the student and will phone you. Students with missed academic
responsibilities will stay in the classroom and only miss recess.
5th – Suspension - student is sent home for the day conference with parent, child, teacher, and principal
and a remedial behaviour plan is written
MAJOR MISBEHAVIOURS:
Blatant disrespect / Swearing/ Non-compliance - Students will be given an additional opportunity to
comply. If they don’t comply, they go to the next level on the consequence chart or the teacher can give
themselves time to consider the severity of the behaviour and what the consequences should be. If the
student does not comply, he/she will be sent to the principal to phone home.
Violence – immediately sent to the principal and suspended
Persistent Misbehaviours - If a student receive numerous recorded behaviour concerns, or lack of effort
in the classroom during a school term, he/she will miss some class activities, such as excursions,
assemblies, public presentations, etc.
There may be infrequent, individual situations that can be treated at the discretion of the adult in
charge.
QUESTIONS ABOUT INDIVIDUAL RECORDED BEHAVIOURS:
-
Students are given explanations for recorded behaviour concerns at the time the incident occurs.
To ensure understanding takes place, they are asked to explain what the expectation was, what
they did, and perhaps how they could do it differently next time.
-
During the first term, primary students or classes are given warnings about their behaviour
concerns before a recorded concern takes place.
-
You will be kept informed if there are continuing issues of concern with your child’s behaviour.
-
Concerns and questions about recorded behaviours should be directed to the adult who made the
recording.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin 109
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
-
Questions about the Positive Behaviour Support plan may be directed to the Principal or Deputy
/Assistant Principal.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin 110
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
CHAPTER 17: Review Crisis and Emergency Responses
Task 18: Review Crisis and Emergency Responses
Although relatively infrequent events, crisis/emergency situations can occur in school settings
and all school personnel should be prepared to respond efficiently and quickly.
All crisis/emergency situations involve or have the potential for, injury and/or property damage.
Examples of crisis/emergency situations include the following:
1. Intruder on school grounds
2. Bomb/weapon threat
3. Natural disaster
4. Fire/smoke
5. Escaped animal
6. Drug related incident
7. Mental Health crises
8. Medical emergency
9. Extreme violent behaviour by an individual
10. Extreme violent behaviour by a group
11. Weapon related incident
12. Malicious damage of school property
Crisis Management Pre-Requisites
To minimize the impact of crisis/emergency situations and to maximise the effectiveness and
efficiency of the response, schools should have the following pre-requisites in place:
1. A comprehensive, school-wide positive behaviour support system enables schools to
develop and sustain a predictable, preventive and positive environment in which
communications and interactions among staff and students are effective and efficient. As a
result schools are better prepared to respond when crisis/emergency situations occur.
2. A crisis response team has two functions:
a)
b)
Ensure that a structures and procedures for maintaining a safe school are in place
and practiced
Lead staff response in the event of a crisis/emergency.
3. Strong home-school-community linkages enhance the development and responsiveness
of school crisis/emergency procedures. When all significant stakeholders (school staff,
students, parents, police and emergency services, executive, mental health crisis team) are
informed, involved and prepared, crisis/emergency responses can be more efficient and
effective.
4. High rates of student academic and social success promote pro-social personal and
interpersonal behaviour and self-confidence.
As a result, the likelihood and impact of crisis/emergency situations can be reduced, and the
response is likely to be more efficient and effective.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin 111
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
5. Clear written policy and procedures increases understanding, communication and
accountability. In addition, responses to crisis/emergency situations can be more efficient
and effective.
6. Regular, supervised opportunities to practice crisis/emergency responses are absolutely
essential. With practice, staff and students are more likely to respond accurately, quickly and
without hesitation.
Crisis Management Planning Principles
When developing, implementing, and practicing responses to crisis/emergency situations, the
following guiding principles should be maintained:
1. Safety is the number one consideration
Crisis/emergency responses are not “teachable moments.” However, every effort should be
made to reduce the likelihood of future crisis/emergency situations, and if they occur, emphasis
should be focused on decreasing their impact.
2. Escalations are likely to run their course and are inversely related to the person’s
general level of self-control
When and as individuals escalate, they are less and less likely to respond to efforts (external or
internal) to stop or slow down their behaviour. The danger is further escalating an event, by
trying to intervene.
3. Planned responses and debriefing are required after crisis/emergency
School staff must provide follow-up supports to individuals who were involved directly and
indirectly in a crisis/emergency event. This support may be information dissemination, emotional
supports, administering consequences, etc. In all cases, the focus is on facilitating a smooth
and speedy return to regular routines and structures.
4. Pro-social responses must be relevant, effective, efficient, and taught
With individuals or situations in which crisis/emergency situations are likely, more pro-social or
acceptable alternative responses must be taught to and practiced by all individuals ahead of
time.
Persons involved in crisis/emergency situations must be taught alternatives to dangerous or
unacceptable behaviours. These alternatives can be used to reduce the impact, intensity, and
duration of the crisis/emergency situation.
Selecting the pro-social response should be based on a functional assessment of the context
(setting, antecedent triggers, maintaining consequences, early behavioural indicators, etc.) in
which crisis/ emergency situations are likely.
5. Practise
Responses to crisis/emergency situations are not easy or natural, especially, when individuals
or situations are out-of-control. The school should practice crisis/emergency responses on a
regular (e.g. at least annually) to ensure accurate and fluent implementation.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin 112
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
Generic Crisis Response Sequence
Although the appearance of each Task will vary for different crisis/emergency situations, the
following response sequence should serve as the basis for responses to all crisis/emergency
situations.
1. Assess the situation.
Collect information about who is involved, where the problem is, what is happening, etc.
2. Request help/assistance. Always work with another person or team of individuals
(preferably a trained crisis team)
3. Monitor/defuse/control crowd. Respond as a team and let individuals with
crisis/emergency training and practice take over.
4. Get help from experts (police, ambulance fire brigade). Allow help to take over. Give
them necessary information and assist as required.
5. Follow-up
Debrief as soon as practical after the event (should take place that day) however,
participation should be voluntary.
Focus on:
- reviewing and evaluating the event
- reducing impact of event
- facilitating transitions to other activities
- preparing plans to reduce possibility and/or impact of future events
The Crisis Response routine together with LOCKDOWN & EVACUATION ROUTINES should
be widely available in a variety of school locations.
Other Crisis Management Considerations
In addition to the above generic sequence, the following crisis provisions should be established:
-
“Safe” areas or locations where individual or groups should gather or evacuate to when
a crisis/emergency occurs.
-
Clear roles and responsibilities for a Crisis Team who respond to crisis/emergency
situations.
-
Clear, “fool-proof” communications systems so information can be given or obtained
quickly, accurately, and with high reliability.
-
Means of securing immediate external support from essential community sources (e.g.,
paramedics, fire brigade, police).
-
Procedures for securing or “locking down” a classroom or school to isolate students
and staff from dangerous situations or individuals.
-
Procedures for evacuating the school in case of fire, bomb threat or chemical spills
-
Instructions for unique situations which require specific responses beyond the generic
sequence (e.g., handling blood, poisoning or drug abuse, chemical spills).
-
Procedures for accounting for whereabouts of all students and staff.
-
Procedures for documenting dangerous and potentially dangerous situations
-
Risk management procedures for managing individual students who have a history of
violent behaviours
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin 113
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
Process for Crisis Follow-Up Assessment
When significant events occur, information gathering and action planning typically follow. These
investigations are important to ensure accurate documentation, consistent communications, and
informed decision-making.
Like the process for responding to crisis/emergency situations, investigations should be
conducted in a planned, systematic, and business-like manner. In addition, environments that
have clear written policies and operate with proactive (positive/preventative) procedures are
more likely to conduct effective and efficient investigations.
The following generic strategies should be considered when conducting investigations:
Strategies

Assess

Ensure accountability

Inform stakeholders of crisis investigation

Interview key stakeholders

Follow through

Follow up
Assess for injuries, property damage, and the potential for danger to self or others, or other
safety concerns.
Ensure accountability by (a) checking policies and procedures and (b) consulting with experts.
Inform stakeholders of crisis investigation: (a) parents, (b) schools, (c) outside agencies
Interview key stakeholders
(a) Informing them of their rights and obligations
(b) Requesting information
(c) Giving choices
(d) Establishing and following-through with bottom line.
Follow through with
(a) Consequences
(b) Actions.
Follow up by
(a) Documenting the event
(b) Debriefing with primary participants.
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin 114
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
Actions Needed to Review Emergency and Crisis Planning
Evaluation and Review:
Action
Person(s)
PRIORITY
School Crisis/Emergency Response Evaluation Plan
OVERALL EVALUATION OF CRISIS PLANNING
List three major 1.
strengths
2.
1.
3.
2.
Date
High
Medium
Low
4.
5.
List three major
areas in need of
improvement
Circle the area
most in need of
improvement
3.
1.
2.
3.
IMPROVEMENT ACTION PLAN
Who
When
Develop an Action
Plan for the circled
area
Next Crisis Plan Review Meeting
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin 115
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
Establish a crisis response team
Organise school’s crisis policy & procedures
Post a generic crisis response sequence in school locations
Design a clear fool-proof communication system
Define clear roles & responsibilities of key crisis management personnel
Design clear procedures for securing or locking down classrooms and/or the
school
Define designated safe areas
Establish process securing immediate external support (police, fire, paramedics)
Design procedures for accounting for whereabouts of all students & staff
Provide regular, supervised opportunities to practice crisis routines e.g.
lockdown and evacuation
Display crisis instructions for unique situations
Set up process for debriefing after crisis events ( that day)
Design a systematic process for conducting investigations
Procedures for documenting dangerous & potentially dangerous
Define a clear policy on physical restraint in line with DET policy
Actions:
DET Resources
“How to Be Safer School” (Resource)
http://www.schools.nsw.edu.au/media/downloads/schoolsweb/adminsupport/safetysecurity/htbass.pdf
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin 116
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99
- NOTES -
Illawarra & South East Region, “PBS – Universal Systems Team Planning Manual” (Revised NOVEMBER 2011 Vicki Aisbett, Murray Walpole, Edited Kevin 117
Junor)
Developed for NSW DET ISER PBS by R. Christofides & A. Stylis (revised by Alex Stylis & Kim Sheen 2010) with reference to
School-Wide Positive Behaviour Support School Leadership Team Training Reference Materials Sugai, Simonsen, & Palmer, 1/5/99