School-wide Positive Behavior Support
PBS Coaches’ Training
April 16th, 2004
Florida’s Positive Behavior Support Project
University of South Florida
1
New Coaches - AM


Overview of School-wide PBS
Role of a Coach
2
Truth or Myth?
1.
2.
3.
4.
5.
6.
7.
8.
T , M PBS incorporates a data-decision making process.
T, M PBS encourages positive reinforcement for appropriate behaviors,
and ignoring inappropriate behaviors.
T , M PBS is only for students who are ESE or are having severe
behavior difficulties.
T, M An outcome of school-wide PBS is a decrease in the amount of
time spent on discipline referrals, thus, increasing amount of instructional
time.
T, M PBS focuses on being proactive and educative.
T, M PBS is only for schools that have a high rate of out-of school
suspensions and/or absenteeism.
T, M PBS is a program that tells you want consequences to give for
inappropriate behaviors.
T, M PBS takes away the principal’s power to make decisions for their
school.
Positive Behavior Support…

Is a collaborative, assessment-based approach to
developing effective interventions for problem
behavior

Emphasizes the use of proactive, educative, and
reinforcement-based strategies to achieve
meaningful and durable behavior and lifestyle
outcomes

Aims to build effective environments in which
positive behavior is more effective than problem
behavior
4
Levels of PBS
Adapted from Levels and Descriptions of Behavior Support
(George, Harrower, & Knoster, 2003)

School-wide –intended for all students, staff, in specific
settings and across campus

Classroom –reflect school-wide expectations for student
behavior coupled with pre-planned strategies applied within
classrooms

Targeted Group – addressing students who are at-risk for
school failure, or display a chronic pattern of inappropriate
behavior that do not respond to school-wide interventions

Individual Student –reflect school-wide expectations for
student behavior coupled with team-based strategies to
address problematic behaviors of individual students
5
Designing Comprehensive Systems
CONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)
~5%
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
Primary Prevention:
School-wide and
Classroom-wide Systems
for All Students,
Staff, & Settings
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
~15%
~ 80% of Students
Adapted from the Center for Positive Behavior Interventions and Supports (2002)
Elem U.S.: Mean Proportion of Students by ODR
2001-2002 Academic Year
8.0
100%
10.5
80%
60%
40%
6+
81.9
'2-5
20%
0-1
0%
1
N= 176 schools, 72,000 students,
70,500 ODRs
Center for Positive Behavior Interventions and Supports (2002)
Middle Schools U.S.: Mean % of Students
100%
80%
11.7
17.2
60%
40%
6+
71.1
2-5
0-1
20%
0%
Academic Year 01-02, 51 Schools, 26,500
students, 50,190 ODRs
Center for Positive Behavior Interventions and Supports (2002)
High Schools U.S. : Ave Proportion of Students
N = 16, Academic Year 2001-02
3.8
13.7
100%
80%
60%
6+
82.5
'2-5
40%
0-1
20%
0%
1
Center for Positive Behavior Interventions and Supports (2002)
Educating an Increasing
Population of Heterogeneous
Students:





English as a second language
Limited family supports
Significant learning and/or behavioral problems
Families who face financial barriers
Families with a great need for mental health,
social welfare, medical, and vocational assistance
10
Educating Students with Problem Behavior

Challenges are increasing




these students represent only 1-5% of
school enrollment
they account for over 50% of behavioral
incidents
they consume significant amounts of time
these students require comprehensive
behavioral supports that involve family,
school, and community participation
11
Discipline by Definition
13th century
http://www.m-w.com/dictionary.htm

Main Entry: 1dis·ci·pline
Pronunciation: 'di-s&-pl&n
Date: 13th century
1 : PUNISHMENT

2 obsolete : INSTRUCTION

3 : a field of study

4 : training that corrects, molds, or perfects the
mental faculties or moral character

12
Do We Really Want to
Trust Our Luck?
In 1999, 1,763 youths under the age of 18 were arrested for homicide in
the United States (National Youth Violence Prevention Resource
Center, 2000)
17% of all arrest in 1999 involved a juvenile under the age of 18.
(Juvenile Justice Bulletin, 2000)
Students who are behaviorally and emotionally challenged have the
lowest promotion and highest drop out rates.
In 1998, among youth ages 10 to 19 in the U.S., there were 2,054
suicides. Suicide was the third leading cause of death for that age
group. (National Youth Violence Prevention Resource Center, 2000)
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we…….....
……….teach?
………punish?”
“Why can’t we finish the last sentence as
automatically as we do the others?”
(John Herner ,1998)
14
Traditional Discipline vs. PBS



Traditional
Discipline:
Focused on the
student’s problem
behavior
Goal was to stop
undesirable behavior,
through the use of
punishment.




Positive Behavior
Support:
Replaces undesired
behavior with a new
behavior or skill.
Alters environments,
Teaches appropriate
skills, and rewards
appropriate behavior.
15
Philosophical Shift…

Educators now recognize that some students DO
NOT have the skills and behavioral repertories
necessary to cope with the many academic and
social expectations in schools

Researchers have determined that careful
examination of curriculum may identify academic,
social, and behavioral expectations that are
associated with occurrences and nonoccurrence's
of problem behavior in students
Kern, Delaney, Clark, Dunlap, and Childs; 2001
16
Major Elements








Establish a team/faculty buy-in
Establish a data-based decision-making system
Modify discipline referral process/forms
Refine consequences
Establish expectations & rules
Develop lesson plans & teach
Create a reward/incentives program
Monitor, evaluate, and modify
17
Overview of School-wide PBS
18
Comprehensive PBS is…
Total staff commitment to managing behavior
 Clearly defined and communicated
expectations and rules
 Consequences and clearly stated procedures
for correcting rule-breaking behaviors
 An instructional component for teaching
students self-control, expected behaviors, and
social skills strategies

19
Features of School-wide PBS
(Sugai, 2001)







Create a continuum of behavior supports from a
systems perspective
Focus on behavior of adults in school as unit
Establish behavioral competence
Utilize effective, efficient & relevant data-based
decision-making systems
Give priority to academic success
Invest in research-validated practices
Arrange environment for “working smarter”
20
School-wide Systems are Warranted if:
•
•
Elementary
(600-900)
•
•
•
Discipline referrals per
day are >3
More than 35% of the
students have at least
one referral in an
academic year
Average office
discipline referrals per
student is >1.5
•
•
Middle/Jr. High
(800-1200)
•
•
•
Discipline referrals per
day are >10
More than 35% of
students have at least
one referral in an
academic year
Average office
discipline referrals per
student is >2.5
(Center for Positive Behavior Interventions and Supports (PBIS), University of Oregon, 2001)
E Elementary
33% overall reduction in ODRs when comparing
Year 1 implementation to baseline
M Elementary
61% overall reduction in ODRs when comparing
Year 1 implementation to baseline
T Elementary
69% overall reduction in ODRs when comparing
Year 1 implementation to baseline
T Elementary
C Middle School
Total Referrals
800
729
700
627
Num ber of Referrals
600
519
500
365
400
420
393
2001-2002
2002-2003
300
200
100
45
90
64
36
1
18
0
Level I
Dress Code Related
Level II
Level III
Level IV
Incidents
Level
29% reduction in Level III, 50% reduction in Level IV, and 79%
reduction in SESIR offenses when comparing Year 1 implementation to
baseline
C Middle School
Total Referrals
800
729
700
627
Num ber of Referrals
600
519
500
365
400
420
393
2001-2002
2002-2003
300
200
100
45
90
64
36
1
18
0
Level I
Dress Code Related
Level II
Level III
Level IV
Incidents
Level
29% reduction in Level III, 50% reduction in Level IV, and 79%
reduction in SESIR offenses when comparing Year 1 implementation to
baseline
C Middle School
Incidents-Fighting
300
283
250
200
2001-2002
150
2002-2003
100
54
50
0
2001-2002
2002-2003
73% overall reduction in fights when comparing Year 1
implementation to baseline
K-12 Alt/Center School
32% overall reduction in ODRs when
comparing Year 1 implementation to baseline
K-12 Alt/Center School
K-5 Center School
TCHS Monthly Discipline Referrals (Levels 1 & 2)
Comparison of 2001-2002, 2002-2003, and 2003-2004
Number of Referrals
300
250
200
150
100
50
0
Aug.
Sept .
Oct .
Nov.
Dec.
Jan.
Feb.
Mar. April
2001-2002
22
81
185
103
77
160
267
139
177
90
2002-2003
30
108
163
158
92
83
196
123
213
87
2003-2004
16
103
170
Months
2001-2002
2002-2003
2003-2004
May
TCHS Monthly Discipline Referrals (Levels 3 & 4)
Comparison of 2001-2002, 2002-2003, and 2003-2004
Number of Referrals
80
60
40
20
0
Aug. Sept . Oct .
Nov. Dec.
Jan.
Feb. Mar. April May
2001-2002
4
27
36
47
33
14
63
23
31
15
2002-2003
5
30
31
37
27
29
39
20
34
19
2003-2004
13
42
39
Months
2001-2002
2002-2003
2003-2004
TCHS Yearly Discipline Referrals Per 100 Students
Comparison of 2001-2002, 2002-2003, and 2003-2004
70
65
60
55
50
45
40
35
30
25
20
15
10
5
0
v
e
L
2001-2002
2002-2003
2003-2004
1
l
e
v
e
L
2
l
e
v
e
L
3
l
e
v
e
L
4
l
e
**2003-2004 yearly data estimated
based on number of refferals for
Aug. –Oct.
Level 1 & 2 Referrals Per Problem Behavior
2001-2002
2002-2003
2003-2004
400
350
300
250
200
150
100
50
0
1B-C lass
Disrup.
1DDisrespect
1H -Insub.
1L-Tardiness
1M -U nex .
Ab.
2BDisrespect
2C -Defiance
2F-Fighting
2001-2002
64
60
60
354
342
62
24
38
2002-2003
84
48
43
191
372
45
18
43
2003-2004
17
9
1
28
107
23
10
11
Level 3 & 4 Referrals Per Problem Behavior
2001-2002
2002-2003
2003-2004
80
70
60
50
40
30
20
10
0
3DDisrespect
3F-Fighting
3H -Gross
Insub./Open
Defiance
3L-Tobacco
Lev el 4-all
4A- Alcohol
4D-Battery
4F-Drugs
2001-2002
47
58
29
19
29
3
4
14
2002-2003
14
67
25
27
25
5
3
14
2003-2004
7
22
18
8
12
8
0
1
Summary of Discipline Data:
Behavior Change




Average # of ODRs per day from 6 schools
in Florida:
 2001-2002: 3.72 per a day
 2002-2003: 2.72 per a day
7 out of 8 Schools had a decrease in ODRs
These 7 schools averaged 29 % decrease in
ODRs during first year of implementation
(2001-2002)
ODR = office discipline referral
37
School Grades
For 25 Schools in the State of Florida:
 48% increased their letter grade by at least one level
 36% maintained their letter grade
 20% preserved their “A” letter grade
 Overall, 84% increased or maintained their letter
grade
 7 schools did not receive grades due to being a center
or new school
38
Achievement Data:
Learning Gains
Out of 25 Schools in the State of Florida:
 22 schools increased the % of their students meeting
high standards in reading; average increase 5.72%

21 schools increased the % of their students meeting
high standards in math; average increase 4%

15 schools increased the % of their students meeting
high standards in writing; average increase 6.96%
39
Achievement Data:
Learning Gains
Out of 25 Schools in the State of Florida:
 19 schools increased the % of their students making
learning gains in reading; average increase 7.52%

15 schools increased the % of their students making
learning gains in math; average increase 1.36%

18 schools increased the % of their lowest 25%
making learning gains in reading; average increase
5.12%
40
In Summary,
The Process For School-wide PBS Includes…






A clearly stated, positive purpose
Set of positively stated behavior expectations
Procedures for teaching school-wide expectations
Continuum of procedures for encouraging students
to display expected behaviors
A continuum of procedures for discouraging
violations of school-wide expectations
Method of monitoring implementation and
effectiveness
41
Results of School-wide PBS


When PBS strategies are implemented schoolwide, students with and without disabilities
benefit by having an environment that is
conducive to learning
All individuals (students, staff, teachers, parents)
learn more about their own behavior, learn to
work together, and support each other as a
community of learners
42
Teaming and Collaboration
43
Have you ever been part of this
team?









No agenda is prepared
Meeting starts late
No time schedule has been set for the meeting
No one is prepared
No facilitator is identified
No one agrees on anything
No action plan is developed
Everyone is off task
Negative tone throughout the meeting
44
Establishing a Foundation for
Collaboration and Operation


Necessary first step
Without this many schools cannot
sustain long-term change
45
Ingredients for Successful Teams







Mutual trust and respect
Shared goals and objectives
Open communication
Effective conflict resolution
Equity of task distribution
Consensus decision-making
Ongoing problem-solving
46
Critical Questions

Critical questions that need to be addressed





Who should be included?
What guidelines will the team follow?
What contributions will each person make?
Who will perform which roles?
How do we resolve conflict?
47
Teaming
Activity
Below is a very special grid, around each shaded number
are 8 white squares. However, each white square should
have a number of 1 to 7. Once filled in, these 8 numbers
will sum to the shaded number. In addition, once completed correctly, no row
nor column will contain a duplicate number within a white square. For
example, the top row may be 5 6 4 2 3 1 7, etc.
26
35
37
31
36
39
38
26
24
www.brainbashers.com/progs/
Teaming
Activity
Answer Key
2
1
3
5
6
4
7
6
26
5
35
3
37
1
1
2
6
3
4
7
5
4
31
2
36
7
39
6
3
6
7
2
5
1
4
5
38
4
26
1
24
2
7
5
1
4
2
6
3
www.brainbashers.com/progs/
Anything I can do, We can do better
Individual contributions
 Team contributions
 Different perspectives
 Looking at things objectively
 Productivity
 Accuracy
 Consensus

50
Teaming allows you to…




Look at old issues from a NEW perspective
Explore the validity of “first impressions”
Stimulate creativity
Think outside-the-box
51
Marketing Activity
Brainstorm a slogan, commercial, or a jingle to summarize
School-wide PBS. Come up with something that you would
use to explain to the principles to anyone at a school. Work
with 3 other people. You have 10 minutes and be prepared
to share with the group.
52
Roles and Responsibilities
53
THE PBS TEAM
54
Identify Team Member Roles







Team leader - starts the meeting, reviews the purpose of the meeting,
facilitates the meeting by keeping the team focused on each step
Recorder - taking notes, transcribing the team’s responses on flip
chart paper, transparency, etc
Timekeeper- monitors the amount of time available keeps the team
aware of time limits by giving “warnings” (i.e., “10 minutes left”)
Data Specialist- is trained in entering and accessing data from the
SWIS data system
Behavior Specialist- competent with behavioral principles and assists
in analyzing data
Administrator- actively encourages team efforts, provides planning
time, feedback, and support initiatives
Communications – acts as the point person for communication
between the team and staff regarding PBS and behavior issues
55
School PBS Team Roles
and Responsibilities
Develop the school-wide PBS action plan
 Monitor behavior data
 Hold regular team meetings (at least monthly)
 Maintain communication with staff and coach
 Evaluate progress
 Report outcomes to coach & district
coordinator

56
Sample Contact Flow Chart
PBS Project Contact
District Coordinator
Coach
School PBS TEAM
Coach
School PBS TEAM
School PBS TEAM
THE DISTRICT
COORDINATOR
58
District Coordinator Roles
and Responsibilities
District Coordinators have district level capacity and:
 May also be a coach in a small county
 Liaison between PBS Project, SDFS, related projects, and
coaches
 Manage district budgets that support school-wide initiatives
 Secure additional funding to support school-wide initiatives if
necessary
 Schedule trainings and district level meetings
 Oversee the evaluation activities/system
 Attend initial school-wide trainings for new teams
 Attend and possibly co-train with the PBS project for ongoing teams
THE COACHES
60
Coaches’ Roles & Responsibilities
Coaches are:
 Ideally Coaches are District-level personnel
 Have freedom to move across schools
 Familiarity with the school-wide process
 Facilitate teams throughout the process (i.e., meetings,
activities)
 Attend all trainings with their respective school-based teams
 Co-train with PBS Project in subsequent school years
 Active and involved team member
 Report to the district coordinator
 Main contact person for the school-based team
Coaches’ Monthly Requirements
(Sugai, 1999)






Attend and verify PBS Team meets at least monthly
Verify PBS Team has given status report to school
faculty at least monthly
Verify activities for PBS action plan implemented
Verify accuracy of implementation of PBS action
plan assessed – monitor
Verify effectiveness of PBS action plan
implementation assessed – evaluate and modify (if
needed)
Monitor PBS/SWIS data and analyze
62
Facilitating Team Meetings
63
Coaches as Facilitators

The coaches support their team by assisting
efforts, helping to ease and smooth the
implementation process.

The coaches are careful not to step into the
role of the team leader.
64
Facilitating vs. Leading
Facilitator
Ensures the team meets
regularly
Team Leader
Sets the dates for meetings
Offers tools to assist in record
Checks accuracy of records,
keeping, team evaluations, etc… directs team in evaluation
Ensures equal distribution of
roles and responsibilities
Assumes the role of leader
Ensures the team is using data
for decision making
Refers the team to the data
during team meetings
65
School-based PBS Team
Meets Frequently


During initial planning, teams may need to
meet more often
Team should meet at least once a month to:
Analyze existing data
 Make changes to the existing database
 Problem-solve solutions to critical issues
 Begin to outline actions for the development
of a plan

66
Enhancing Meeting Success



Administrator identifies how to free
staff time for participation on the PBS
Team
Clearly schedule meeting dates and
times
Administrators remind staff of the
significant impact and ultimate success
67
PBS Team Meeting Agenda/Minutes
Date: _____
Time: ______ to _______
Location: ______________________
Facilitator: ______________________
Timekeeper: ___________________
Recorder:
Snackmaster: ___________________
______________________
Participants: ____________________________________________________________
Next Meeting date, time and location: ________________________________________
Next Facilitator: _______________________
Next Snackmaster: ________________
Applaud & Assess
Things that have gone well:
Critical issues:
Items

Data Review/ Info to date

Review progress on Action Plan

Persons and Responsibilities for next Action
Plan Activities

Follow Up Items from previous meeting

Additional Items
Next Steps/ To Do List:
Action/ Results
PBS Team Meeting Evaluation
PBS Team Meeting Evaluation
Date: _____________________
Convener:__________________
Recorder:______________________
1. Was someone designated to chair/convene the meeting?
Yes
No
2. Was someone designated to record decisions?
Yes
No
3. Did you develop and review an agenda at the
Yes
No
4. Did you follow-up on tasks form the last meeting?
Yes
No
5. Is it clear about what will get done by whom
Yes
No
Yes
No
Yes
No
Yes
No
beginning of the meeting?
before the next meeting?
6. Is it clear how you current tasks fit with your larger
objective?
7. Did everyone have an opportunity to participate
in the discussion?
8. Overall, was the meeting a good use of time?
9. Make a list of any changes you would make in hw the meeting was conducted:




10. Make a list of what worked well during your meeting:




PBS School-wide Team Meeting
SWIS Helpful Hints
1.Print out your school graphs/ data prior to the meeting.
•Average per day per month
•Referrals per problem behavior
•Referrals by location
•Referrals by student
•Referrals by time
•Referrals by staff
1.Make sure to take a look at the graphs (even if it’s brief) so you can be prepared to
discuss them in the meeting.
2.Your graphs/ data should guide your entire PBS meeting every month. Your
discussions should focus around the data and the interventions that you develop. In
summary, these questions should be asked when analyzing each graph:
THE PBS PROJECT
71
PBS Project Roles and
Responsibilities








Training material and content free of charge
Summer Institutes stipends ($125.00 per day for 3 days of
training, based upon availability of funding)
Travel stipends based on training location
Technical assistance and support during training
On-site technical assistance with coaches and district
coordinators
Support for district coordinators during training planning
and implementation
SWIS III License agreement for the first year
Initial SWIS III Training and booster trainings
72
Returning Coaches - AM



Evaluation procedures
Beyond School-wide PBS
Becoming a PBS trainer
73
Evaluating School-wide Systems
74
SCHOOL PROFILE INFORMATION
Date of Report_________
First Day of School for Students
/ Date
School
Total # of School Days
Last&day
of School for Students / Date
Days
Attendance
Average Daily Attendance (% from previous school year)
Contact Information
Name of School:
Data Entry Clerk:
Faculty Characteristics (provide total # for each category)
Telephone:
Address:
Fax:
Principal:
Assistant Principal/ AP of Discipline:
E-Mail:
E-Mail:
Team Leader:
Telephone:
E-Mail:
75
Why is Program Evaluation
Important?

To gain an understanding of how the program is
functioning


To document program effectiveness


“Are we really doing what we think we are doing?”
“Is what we’re doing working?”
To identify and examine strengths and
weaknesses of the program


Celebrate success
Identify areas to improve
76
Areas of Evaluation
 PBS Team
 Functioning/Effectiveness
 PBS Elements
 The SW Plan
 Implementation
 Outcomes
 Discipline & Academic Data
 Staff, Student, and Parent Perceptions
77
Evaluation Tools






PBS Meeting Evaluation
Team Process Survey
School Climate Survey
Staff Satisfaction Survey
Outcome Data Summary*
Benchmarks of Quality*
*Must be received by FL PBS
78
School-wide Readiness and
Evaluation Tools Chart
79
Evaluating The Team

Team Meeting Evaluation



To determine team meeting effectiveness
Should be administered periodically throughout
the year
Team Process Survey


Developed by the PBS Project to assess how
well PBS team members feel about the team
functioning, support, effectiveness, etc.
Should be administered at the end of each year
80
Evaluating the SW Plan

School-wide Benchmarks of Quality



Lists over 50 benchmarks of quality school-wide
PBS programs that address 10 critical elements
Completed by school teams on a yearly basis to
assess how they score on a 100 point scale with
regard to developing and implementing schoolwide PBS
May be used by the PBS Project to determine
model schools for recognition by DOE
81
Evaluating Plan Implementation

Staff Satisfaction Surveys



May be developed by the district to assess
how well staff are implementing the system
and their satisfaction with various aspects of
the PBS process
Sample forms may be available form the PBS
Project for adaptation by schools
Should be administered at the end of each
year, at a minimum
82
Evaluating Implementation &
Outcomes

School Climate Survey


Schools generally use surveys of staff,
students, and parents to assess the overall
climate of the school
Existing surveys may be adapted to add a few
questions to determine the satisfaction or
awareness of the school-wide PBS process
83
Evaluating Outcomes

Outcome Data Summary Form
Office Discipline Referrals (SWIS data)
 Suspensions (in-school & out-of-school)
 Attendance
 Academic Achievement (FCAT)
 SESIR Items


Other outcomes desired by your school or
district
84
Other Evaluation Instruments

Training Evaluation


Staff and Student Trainings on School-wide
PBS
The results of those evaluations will be used
to adapt or revise the training materials and
approach to be most effective
85
Other Evaluation Instruments

Student Interactions in Specific Settings
(SISS)

Systems-wide Evaluation Tool (SET)

Oregon School Safety Survey
86
Using Evaluation Results

Improve and expand PBS





Implement PBS at other levels (targeted
group, classroom, individual)
Support the acquisition of additional
resources for further school improvement
Share with other schools/districts
Identify and celebrate successes
Identify areas that need improvement
87
A
In
d
al
an
ce
ce
s
In
fo
.
ta
n
ss
is
t
s
s
es
iv
e
tiv
iti
e
ac
io
r
ll
se
ra
U
ro
c
ss
is
A
A
%
ce
nt
av
S
eh
PB
id
u
iv
In
80
m
s/
P
la
ss
of
C
w
ar
e
B
Fo
r
e
iv
of
ie
nt
uf
fic
ec
e
e
as
R
E
S
O
ve
Staff Satisfaction Results
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
88
Using Staff Feedback
CONCERNS about
PBS:
CHANGES to PBS:
Not enough serious
consequences for
actions/felt discipline
was too lenient (5)
 Administration is aware of
concerns.
 May be the result of not always
knowing the consequences – establish
a system to improve communication
with teachers through email.
Infractions weren’t
taken seriously by
students (3)
 Refer to minors as “Classroom
referrals”
 AP will follow-up when parent
contact is unsuccessful
Market should be held
more frequently (12)
 Markets will be monthly, regularly
scheduled in advance and listed on
calendar (approx. every 4 wks)
89
Using Staff Feedback
CONCERNS about
PBS:
CHANGES to PBS:
Rewards too juvenile for
intermediate students (3)
 Reinforcer inventory will be given out to
3rd-5th grades and suggested items
purchased to include in the market.
 Add more seasonal activities (ex. movie
day, kickball game day, etc)
Need more faculty
involvement/never felt whole
school was part of the team
(2)
 Faculty/PBS team Communication
liaison established
 E-mail to send input on a daily basis...no
longer have to wait until surveyed.
 Channels of communication established
(ex. PBS reps at primary/intermediate
articulation meetings, instructional council,
etc)
90
Action Planning for Coming Year

Use combined results to identify ways
improve the PBS process




Benchmarks - program elements
Staff feedback - issues of relative importance
Team process – effectiveness/efficiency
Establish new Action Plan for coming year
91
Year 2 and Beyond
92
Levels of PBS
Adapted from Levels and Descriptions of Behavior Support
(George, Harrower, & Knoster, 2003)

School-wide –intended for all students, staff, in specific
settings and across campus

Classroom –reflect school-wide expectations for student
behavior coupled with pre-planned strategies applied within
classrooms

Targeted Group – addressing students who are at-risk for
school failure, or display a chronic pattern of inappropriate
behavior that do not respond to school-wide interventions

Individual Student –reflect school-wide expectations for
student behavior coupled with team-based strategies applied
with individual students based upon child-centered behavior
93
Beyond School-wide PBS
Use data to determine next steps:
 Classroom Systems
 Targeted Groups of Students
 Individual Students
94
Address Classroom Systems if…


More than 50% of referrals are from
classroom settings
More than 40% of referrals come from less
than 10% of the classrooms
95
Referrals By Location
Positive Behavior Support:
Classroom Systems
Classrooms
and PBS
Behavior
Systems
Environmental
Factors
Curriculum
and
Instruction
Developing a Class-wide
Behavioral System






Review Existing Data
Rules and Expectations
Basic Principles of Behavior
Level Systems
Reward Systems
Effective Consequences
98
Modifying the Environment,
Curriculum and Instruction
Assessing Environment, Curriculum &
Instruction
 Teaching a Behavioral Curriculum
 Curriculum and Instruction
 Instructional Adaptations
 Ecological Adaptations
 Approaches to Instruction
 Monitoring and Evaluation

99
100
Fact or Fiction…

“Approximately one-half of all
classroom time is taken up with
activities other than instruction, and
discipline problems are responsible for
a significant portion of this lost
instructional time (Cotton 1990).”
101
Positive Behavior Support and
Classroom Management



Decrease in problem behavior = increase in
academic time
Preventative approach to addressing
problem behavior
Should result in greater academic success
102
Address Targeted Groups if…
More than 10 students receive 10+
referrals
 ~15% of students
 Multiple referrals
 Multiple settings
 At-risk for developing more
severe/chronic patterns of problem
behaviors

103
N u m b e r o f R e fe rra ls p e r S tu d e n t
Targeted Group Planning
Referrals per Student
20
10
0
Students
Catch them before they fall:





Aggression as a progression
Severity, stability, and risk
Substance abuse
School dropout
Intervention before age 9 is more likely to
succeed
105
Characteristics of Support





Preventative, educative, functional
Data-based
Empirically-valid
Collaborative
Tied to established school-wide, classroom,
and individual support programs
106
Targeted Groups Interventions

BEP



Verbal De-Escalation Training



Check in/Check out system
Increased focus on behavioral/academic goals
Learn comments, gestures, behaviors, and practices that help
prevent individuals from escalating to aggressive or violent
behavior
Prevent disagreements from turning into crisis situations (or
office referrals)
Social Skills, Conflict Resolution, Anger Management


Teaches staff how to run interventions with small groups of
at-risk students (4-8 students per group)
Intensive training for at-risk students
107
Targeted Groups Overview Training

Discusses interventions in more detail

Guides school through data-based decision
making process to select most appropriate
intervention
108
Address Individual Student Systems if…



Less than 10 students receive more than 10 office
discipline referrals
Less than 10 students continue the same rate of
referrals after receiving targeted group support
A small number of students destabilize the overall
functioning of school




Intense, individualized support
Wrap Around
Personal Futures Planning
Functional Assessment
109
N u m b e r o f R e fe rra ls p e r S tu d e n t
Individual Student Planning
Referrals per Student
20
10
0
Students
Process of Positive Behavior Support
Facilitator’s Guide: Positive Behavioral Support
Step 1: Identifying goals of intervention
Step 2: Gathering information
Step 3: Developing hypotheses
Step 4: Designing behavioral support plans
Step 5: Implementing, monitoring, and
evaluating outcomes
111
Functional Assessment Process



Process that helps to determine the purpose
(function) of the behavior, and provides
information that can be used in developing
interventions (behavior support plan)
Sometimes this process can be simple and
leads us to a simple solution
Other times, the process is more involved and
it takes longer to find answers
112
Cycle of Positive Behavior
Support
PCP
Curriculum
Functional
Assessment
Medical/
Health
Hypotheses: Global and Specific
Multicomponent Interventions
Data Analysis and Evaluation
Ineffective
Effective
Generalization/
Maintenance
Becoming a PBS Trainer
114
Training Requirements for
School-wide PBS:





Observe the entire training
Participate in the implementation of PBS
with a school/attend monthly meetings
Successful experience in the delivery of
public workshops and presentations
Participate in a training with FL PBS
Project (co-train)
Use updated FL PBS Project training
materials
115
Co-Training Process




Coaches indicate interest in co-training to the
district PBS Coordinator.
District PBS Coordinator makes final
determination on who will co-train and gives
those coaches' names to the FL PBS Project
FL PBS Project contacts co-trainers to prepare
for training, coordinate activities & choose
sections of the training
Co-trainer reviews/studies sections & contacts FL
PBS Project with any questions regarding
content.
116
Sample 3-Day Training:
Breakdown of sections

Day 1





Overview of School-wide PBS
Establishing a Team/Collaboration
Building Faculty Involvement
(ownership/buy-in)
Basic Principles of Behavior
Establishing a Data-Based Decision-Making
System
117
Sample 3-Day Training:
Breakdown of sections

Day 2





Developing Appropriate Definitions of
Problem Behaviors
Developing an Office Discipline Referral
Form
Developing an Office Discipline Referral
Process
Crisis Plan Considerations
Effective Consequences
118
Sample 3-Day Training:
Breakdown of sections

Day 3





Identify Expectations
Identify Rules
Develop Lesson Plans & teach
Create a Reward System
Implementing the process
119
School-wide Training
Modifications





Lesson Plans section is broader
Examples are all Florida schools
Photos of school products
Easy Action Plan
Evaluation
120
ALL Coaches - PM




Prep for summer training
Action planning/Implementation
Effective team strategies
Common issues facing teams
121
Getting School Teams Ready
for Summer Training
122
Training Readiness Checklist
Coaches should help facilitate this process
with the teams
 District Coordinator should collect these
checklists and submit to the PBS Project for
review
 Must be completed and turned in to the PBS
Project by May 01, 2004

123
School-wide Positive Behavior Support:
Training Readiness Checklist for Individual Schools
Documents/Evidence
Complete?

YES
 NO
Items to Complete Prior to School-wide PBS Training
1. A school improvement plan exists that includes school-wide discipline (i.e., behavior, school safety, school
climate) as one of the top three school goals.
Attach a recent copy of your School Improvement Plan and School Mission Statement

YES
 NO
2. A Positive Behavior Support (PBS) Team is formed and has broad representation (including some School
Improvement Team members, a behavior specialist or team member with behavioral expertise, administrator(s),
guidance counselor, and regular and special education teachers).
List team members and roles:

YES
 NO
3. Administrators who are responsible for making discipline decisions are active participants/ leaders on PBS Team
List participating Administrator(s):

YES
 NO
4. PBS Team commits to meet at least once a month to analyze and problem-solve school-wide data.
Describe when you meet or plan to meet (days, location, and time) throughout the school year:

YES
 NO
5. PBS Team has reached consensus and completed the PBS-CAT.
Attach a recent copy of the completed PBS-CAT

YES
 NO
6. Majority of your faculty, staff, and administration are committed to decreasing problem behaviors across students.
Results of assessment/survey (i.e., percentage or range of faculty committed):

YES
 NO
7. School has allocated/secured funding from their district to support their school-wide initiatives.
Identify funding source:

YES
 NO
8. An individual at the district level has been identified as the lead district contact
Lead District Contact:

YES
 NO
9. PBS Coaches have been identified by the district level contact to receive additional training and actively participate
in the school-wide initiatives
List PBS Coaches and roles:
Item 1: Team Members are Familiar with
the Mission and School Improvement Plan






Disseminate the SIP to faculty
Quiz faculty on the content
Review the SIP yearly
Familiarize and educate new staff yearly
If plan is reviewed and discussed often, goals
will be accomplished
Let the SIP guide all activities that occur on
campus
125
Item 2: Broad Representation
on PBS Team
 PBS team should remain small (3-8
participants)
 School Advisory Council should have a role
with the PBS team
 Consider representatives that include: general
education teachers, special education teachers,
administration, guidance, specials teachers,
parents…
 Consider Core Team versus Peripheral Team
126
Item 2: Broad Representation on PBS
Team (Behavioral Expertise)


At least one individual on the PBS team who has
training or experience in behavior support
This may include a school psychologist, behavior
specialist/analyst, or counselor with skills including:
 Practical foundations in behavioral support
 Experience in data collection and data analysis
 Capacity to design and implement comprehensive
plans
127
Item 2: Broad Representation on PBS
Team (Administrators)




Administrator should play an active role in
the school-wide PBS change process
Administrators should actively
communicate their commitment to the
process
Efforts regarding “change” have potential to
fade without administrative support
An administrator is required to participate
with the team across all 3 days of training
128
Item 3: Broad Representation on PBS
Team (Administration)




ALL administrators are encouraged to
participate in the process
Facilitators should meet regularly with
administrator(s) to help guide communication
Administrator should be familiar with school’s
current data and reporting system
If a principal is not committed to the change
process, it is unwise to move forward in the
process
129
Item 4: PBS Team Meetings


During initial planning, teams may need to
meet more often
Team should meet at least once a month to:
Analyze existing data
 Make changes to the existing database
 Problem-solve solutions to critical issues
 Begin to outline actions for the development
of a plan

130
Item 5: Complete PBS-CAT

As a team, complete the PBS- CAT.




Complete as a group – reach consensus
Complete independently - compile to identify
most frequent response
Assist teams in action planning
Assist teams in determining which areas to
focus their energy during activities in training
131
Readiness Checklist Item 6
Majority of your faculty, staff, and
administration are committed to decreasing
problem behaviors across students.
Results of assessment/survey (i.e.,
percentage or range of faculty
committed):
132
Readiness Checklist Item 7
School has allocated/secured funding from
their district to support their school-wide
initiatives.
Identify funding source:
133
Readiness Checklist Items 8 and 9
An individual at the district level has been identified
as the lead district contact
Lead District Contact:
PBS Coaches have been identified by the district level
contact to receive additional training and actively
participate in the school-wide initiatives
List PBS Coaches and roles:
134
Items To Bring to the Training






Copy of the School Improvement Plan
Copy of the School Mission Statement
All team members (including administrator)
Completed PBS- CAT
Your current office discipline referral form
List of existing committees, their purpose, and
names of committee members
135
Items To Bring to Training (Cont.)






Discipline/referral process or flowchart
Discipline data for current and previous years
School’s discipline handbook
School’s crisis plan
List of any existing classroom rules and/or
other rules posted across campus
School Profile Information (Enrollment, ESE
Students, Ethnic Breakdown of Students, etc.)
136
Getting Schools Ready for SWIS
137
Readiness SWIS Checklist Items 10 & 11

The school uses an office discipline referral form and
problem behavior definitions that are compatible for SWIS.
Attach a final copy developed during the school-wide
training

The school has a coherent office discipline referral
process.
Attach a final copy developed during the school-wide
training
138
Readiness SWIS Checklist Items 12, 13, 14



Data entry time is allocated and scheduled to ensure that
office referral data will be current to within a week at all
times.
Describe this process on campus:
Three people within the school are identified to receive a 2+
hour training on the use of SWIS.
List individuals and their roles:
The school has computer access to Internet, and at least
Netscape 6 or Internet Explorer 5.
Confirm available Internet access:
Netscape ___ OR Internet Explorer ____
139
Readiness SWIS Checklist Items 15 & 16

The school agrees to on-going training for the team receiving
SWIS data on uses of SWIS information for decision making
Confirm:  Yes
OR
 No

The school district agrees to allow the PBS Coaches to work
with the school personnel on data collection and decision
making procedures.
List PBS Coach(es) who will work with your school team:
140
School-Wide Information System
(SWIS III)

Defined:
SWIS III is a web-based information system
for gathering, entering, summarizing, reporting
and using office discipline referral information

Purpose:
To improve the ability of school personnel to
develop safe and effective educational
environments
141
Why was SWIS III developed?




School-wide behavior support (PBS)
Focus on teams
Need for effective decision-making
Primary Developers:
Seth May, William Ard III, Anne Todd, George
Sugai, Aaron Glasgow, Jeff Sprague, Rob Horner
142
Full-Access vs. Read-Only



Data Entry
 School Information
 Days per Month Information
 Enrollment Information
 Staff Information
 Student Information
 Referrals
Reporting
 Average Referrals per Day
 Referrals by Problem Behavior
 Referrals by Location
 Referrals by Time
 Referrals by Student
 Other Reports and Lists
Site Administration and Data Download
143
Implementing SWIS



SWIS Facilitators
 PBS Project for the State of Florida
 Work across schools
Facilitators/Coaches assess readiness of schools
 Getting Organized (Readiness Checklist II)
 Agreements/ Cost ($200/school/year)
 Approve and provide continued support
Facilitators/Coaches assist team to use information for
decision making
 Decision-making
144
The eight-step SWIS process
Step 1: Conduct SWIS III Readiness Tasks
Step 2: Submit License Agreement and School
Information Form
Step 3: Setting Up for Swift at SWIS III Training
Step 4: Conduct Swift at SWIS III Training
Step 5: Follow Up
Step 6: Maintenance
Step 7: Annual SWIS III Facilitator Boosters
Step 8: SWIS III License Renewal Process
145
Action Planning &
Implementation
146
School-Wide PBS: Specific Action Plan
Include the development, implementation, and management activities of your plan.
All critical elements should be addressed within your action plan.
Critica
l
Elemen
t
Who is
responsible
?
Action/Activity
When
will it
be
started
?
When will
it be
completed
?
When will
we
evaluate
it?
# ___
# ___
# ___
# ___
Critical Elements
1. PBS Team established (membership, meeting times, leader,
roles, mission)
2. Faculty commitment is obtained and maintained throughout the
school year
3. Basic behavioral principles taught/reviewed with staff
4. Existing discipline data system is meaningful, data entered
weekly and analysis plan established
5. Discipline referral form compatible with SWIS
6. Behaviors defined & categorized (minor/major)
7. Discipline referral process established and flow chart developed
8. Develop a Crisis Plan integrated into overall safety and PBS
plans
9. Consequences hierarchy developed (for classroom & office)
10. Expectations developed (3-5 positively stated)
11. Rules developed for specific settings
12. Lesson plans developed for teaching expectations/rules
13. Reward/recognition program established (what, when, how)
14. Plans developed for training staff and students and involving
families and community
15. Implementation plan established (what’s going to happen,
when, how)
16. Evaluation of PBS activities (How are we doing? What
needs to be modified, maintained or terminated?)
147
Critical Elements (abbrev.)









Establish a team/collaboration
Faculty buy-in
Establish a data-based decision-making system
Modify discipline referral
process/forms/definitions
Establish expectations & rules
Develop lesson plans & teaching behavior
Create a reward system
Refine consequences
Monitor, evaluate, and modify
148
Using your Action Plan




Organizes/records your SW PBS process
Keep a record of what has been completed
Keep a record of what needs to be addressed
Critical Elements guide your process
149
Initial PBS Meetings

Implementation of PBS (Getting the Critical
Elements in place)



Discuss each element and put product book
together (10-12 hours average)
Faculty training (4 hours average *)
Student training (2 hours average *)
150
Book of Products









Description of SW PBS
Mission Statement, PBS Team Members
Referral Process (flow chart)
Referral forms (Major & Minor)
Definitions of Problem Behaviors
Expectations & Rules
Lesson Plans/Posters
Suggestions for Effective Consequences
Description of Reward System
151
Introducing PBS to Faculty/Staff





Overview of SW PBS & obtain buy-in (1 hour)
Basic Principles of Behavior (1 hour)
Referral process, definitions of behavior, referral
forms, using data to make decisions (2-3 hours)
Expectations, Rules, Lesson Plans (1-2 hours)
Reward System, Effective Consequences (1-2 hours)
152
Introducing SW PBS to Students


Intro to Expectations & Rules (1-6 hours)
Reward System (1 hour)
153
Regular PBS Meetings (1 hr month)



Pull data and determine areas needing
intervention
Decide on ways to decrease problem areas
Decide next steps
154
Effective Team Strategies
155
10 Essentials of Teamwork










Common Goal
Leadership
Interaction and involvement of all members
Maintenance of individual self esteem
Open communication
Power within group to make decisions
Attention to process and content
Mutual trust
Respect for differences
Constructive conflict resolution
(Snell, M., & Janney, R.; 2000)
156
Ground Rules (examples)





We will be on time and allow no interruptions to
make or take phone calls
We will listen to each other without interrupting
We will be concise when we speak – encouraging
others to participate
We treat each other with respect
We are non-judgmental and keep an open mind
on issues until it is time to decide
157
Slay the Meeting Monsters
Overly
Talkative
Argumentative
Rambler
Obstinate/Rigid
Griper/Whiner
Side
Conversation
Definitely Wrong
Off the Subject
Silent
158
A Problem Solving Process






Maintain Focus
Structured Procedures
Limited Time
Round-Robin
Clarification
Action Steps
159
Using the Problem Solving Process


Demonstration
Group Activity
160
Common Issues Facing Teams
161
Contact Information and Resources

Florida PBS Project: Heather George
(813) 974-6440 Fax # (813) 974-6115
http://flpbs.fmhi.usf.edu
 Flpbs@fmhi.usf.edu

Rehabilitation, Research and Training Center on
PBS- http://rrtcpbs.org
 OSEP Technical Assistance Center on Positive
Behavioral Interventions and Supports http://www.pbis.org

162