1

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticut

18 May 2017

www.pbis.org www.neswpbs.org www.swis.orgGeorge.sugai@uconn.edu

Classroom & School Climate

Multi-tiered Systems Support

Reported, observed, experienced

directly/indirectly by students & members

of staff, family & community

Continuum of outcomes, data, practices, & systems.

Climate affectsteaching & learning

affects climate

AcademicSuccess

BehaviorSuccess

Stakeholder Support

Workforce Capacity

Policy & Systems

AlignmentFunding

LEADERSHIP TEAMING

Training CoachingEvaluation & Performance

Feedback

Behavioral Expertise

Local Implementation Demonstrations

Executive Functions

Implementation Functions

PBIS Implementation Blueprintwww.pbis.org

2

Page42

GeneralStepsforGettingStarted PBS – Respect & Responsibility

2 Worries & Ineffective Responses to Problem

Behavior

• Get Tough (practices)• Train-&-Hope (systems)

Highratesofreactivemanagement

Concernaboutbullyingbehavior

3

Poorimplementationfidelity&negativeschoolclimate

Student

Teacher

AdministratorFamily

Community

Potential for cultural exchange & conflict

School Climate & Discipline

School Violence &Mental Health

Disproportionality & School-Prison Pipeline

Every StudentSucceeds Act

SPLC, 12 Jan 2017 https://www.splcenter.org/20161128/trump-effect-impact-2016-presidential-election-our-nations-schools

12 May 2017

Getting Tough

Teaching to Corner

Applied Challenge:Academic & behavior success (failure) are

linked!

4

Implement w/ Fidelity Develop Continuum

of Evidence-based Practices & Systems

Develop Local Expertise &

Implementation Fluency

Use Team to Coordinate Implementation

Monitor Progress Continuously

Screen Universally

Decide with Data

PBIS & MTSS Share Functions

PBIS aka MTSS, SWPBS, MTSS-B, MTBF, RtI-B…

for enhancing adoption & implementation of

of evidence-based interventions to achieve

& behaviorally important outcomes for

students

Framework

Continuum

Academically

All

✓

PRACTICES

OUTCOMES

Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011;

Sugai, O’Keeffe, & Fallon, 2012ab

Supporting Important Culturally Equitable Academic & Social

Behavior Competence

Supporting Culturally Relevant Evidence-based Interventions

Supporting Culturally

Knowledgeable Staff Behavior

Supporting Culturally Valid Decision Making

Doing Business

✓

PBIS is about…

Improving classroom &

school climate

5

Biology is important

Behavior is learned

Behavior & environmentare functional

related Behavior is lawful, therefore

understandable & influence-able

Adjust environmentto influence &

teach behavior

Alberto & Troutman; Cooper, Heward, &Heron; Horner; Skinner; Vargas;

Wolery, Baily, & Sugai

Prevention Logic for AllRedesign of teaching environments…not students

Decreasedevelopment

of new problem

behaviors

Preventworsening &

reduce intensity of

existing problem

behaviors

Eliminate triggers &

maintainers of problem behaviors

Addtriggers &

maintainers of prosocial

behavior

Teach (practice, monitor,

acknowledge) prosocial behavior

Biglan, 1995; Mayer, 1995; Walker et al., 1996

Prevention Objectives Prevention Actions

ANTECEDENT &CONSEQUENCE BEHAVIOR

✓

• SWPBS practices, data, systems

• Policy, funding, leadership, priority, agreement

District Behavior Team

• 2 yr. action plan• Data plan• Leadership• Team meeting

schedule

School Behavior Team • SWPBS

• CWPBS• Small group• Individual student

School Staff

• Academic• Expectations &

routines• Social skills• Self-management

Student Benefit

Internal Coaching Support

External Coaching Support

Basic SWPBS Implementation Framework

Team Support

Regional/StateLeadership Agreements

Team

Data-based Action Plan

“Plan”

Implementation“Do”

Evaluation“Check”

General Implementation

Process

State/Country

District

School

Students

Staff

Principal, Superintendent

All Staff, Students,Administrators

= Coaching

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

Universal

Targeted

Intensive

All

Some

FewContinuum of Support for

ALL

Dec 7, 2007

6

Universal

Targeted

IntensiveContinuum of

Support“Theora”

Dec 7, 2007

Science

Soc Studies

Comprehension

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Decoding

Writing

TechnologyUniversal

Targeted

IntensiveContinuum of Support for

ALL:“Molcom”

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Supportsforallstudentsw/disabilitiesaremulti-tiered

Self-assess

Homework

Technology

Universal

Targeted

IntensiveContinuumofSupportforALL:“________”

Dec7,2007

__________

_________

________

__________

_______

_________

_________

________

___________

_________

__________

Continuum Logic & Key PBIS Working Elements

Outcomes Data Practices Systems

INCREASED EFFORT

IntensityFrequencyDuration

SpecializationDifferentiation

Teaming

Responsive-to-Treatment

✓

84.0

39.7

11.3

39.3

4.7

39.7

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% Students % Effort

% of Students V. % of Contributions(Horner, 2011)

16% of students

engage in 79% of

challenging behavior

2979 ES 889 MS 390 HS

Integrated Continuum

Mar 10 2010

Academic Continuum

Behavior Continuum

ACADEMIC-BEHAVIOR ASSOCIATIONAlgozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between

academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16.

Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained

problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25.

McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of

reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154.

McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special

Education, 42, 131-147.Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction,

cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and

Behavioral Disorders, 4, 53-62.Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and

behavior in early elementary school. Journal of Educational Research, 104, 100-109.

7

Schools Using PBISAugust 2016

> Tier 1 23,363 schools

RCT & Group Design PBIS StudiesBradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70, 322-332.

Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115

Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.

Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, 177-193.

Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.

Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), 1136-1145.

Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology.

Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.

Sorlie, M., & Ogden, T. (2015). School-wide positive behavior support Norway: Impacts on problem behavior and classroom climate.International Journal of School and Educational Psychology, DOI: 10.1080/21683603.2015.1060912.

Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive Behavioral Interventions and Supports(SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 116(2), 149-156

Oct 2015

SpainWales

UK

IcelandNetherlands

NorwayDenmark

CanadaUSVirgin Is

CaymanJamaicaBermuda

Puerto Rico AustraliaNew Zealand

LesothoSouth Africa

JapanTaiwan

S. KoreaHong Kong

Turkey

Guam

Saudi ArabiaQatar

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

8

School-Wide PBS (Tier 1)

Leadership teamBehavior purpose

statement

Set of positive expectations &

behaviors

Procedures for teaching SW & classroom-wide

expected behavior

Continuum of procedures for encouraging expected

behavior

Continuum of procedures for

discouraging rule violations

Procedures for on-going data-

based monitoring & evaluation Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS

School-Wide PBS (Tier 1)

Leadership teamBehavior purpose

statement

Set of positive expectations &

behaviors

Procedures for teaching SW & classroom-wide

expected behavior

Continuum of procedures for encouraging expected

behavior

Continuum of procedures for

discouraging rule violations

Procedures for on-going data-

based monitoring & evaluation

Sample Behavior Statements

Ex. 1

G. Ikuma School is a community of learners

& teachers. We are here to learn, grow, & become good citizens.

Ex. 2

At Abrigato School, we treat each other with

respect, take responsibility for our learning, & strive for

safe and positive school for all!

School-Wide PBS (Tier 1)

Leadership teamBehavior purpose

statement

Set of positive expectations &

behaviors

Procedures for teaching SW & classroom-wide

expected behavior

Continuum of procedures for encouraging expected

behavior

Continuum of procedures for

discouraging rule violations

Procedures for on-going data-

based monitoring & evaluation

Redesign Learning & Teaching Environment

For whom is message intended, & who is most

likely to respond?

9

Emphasizing & Teaching Positive

Expectations

Saying & doing it “Positively!”

Keepoffthegrass!

Carmen Arace Intermediate, Bloomfield

10

Bridgeport CT2009

School-Wide PBS (Tier 1)

Leadership teamBehavior purpose

statement

Set of positive expectations &

behaviors

Procedures for teaching SW & classroom-wide

expected behavior

Continuum of procedures for encouraging expected

behavior

Continuum of procedures for

discouraging rule violations

Procedures for on-going data-

based monitoring & evaluation

Expectations & behavioral skills are taught & recognized in natural context LC: Expectations & behavioral skills are

taught & recognized in natural context

Teaching how to determine hypotenuse of triangle

DEFINESimply

MODEL

PRACTICEIn Setting

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

“C2 = A2 + B2

where C is side opposite right

angle….”

“Watch me,…If A = 3 & B = 4, then C2

= 25, & C = 5….”

“I noticed that everyone got #1 & #3 correct. #2 was tricky

because no right angle….”“Work w/ your partner

& calculate hypotenuse of

triangle for these 3 examples……”

“Work w/ another partner & do these

4 examples….”

“Teaching by Getting Tough”“I hate this f___ingschool & you’re a

dumbf_____!”

“That’s disrespectful

language, girl. I’m sending you to the

office so you’ll learn never to say

those words again….starting

now!”

11

Punishment teaches• Punishment signals error.

• Punishment does not teach SS.

Teach “1 hour every Monday”

• SS are needed all day.

• SS are prompted & practiced all day.

Not my responsibility• SS are needed to learn.

• SS are needed to teach.

Bad behavior is trait• SS (good/bad) learned & taught.

• Teaching SS should be formal.

Social Skills Misrules Teaching Matrix

SETTING

All Settings Hallways Playgrounds Cafeteria

Library/Compute

r LabAssembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.

Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit

appropriately.

Expe

ctat

ions

✓

Expe

ctat

ions

Expectations & behavioral skills are taught & recognized in natural context

1ASSESS

current skill

2TEACH for acquisition (model) &

fluency (practice)

3PRECORRECT

for use in required settings

4Actively MODEL,

SUPERVISE, shape &

REINFORCE

5Train w/ new examples for

GENERLIZATION

Basic Behavior Teaching Processes✓

Teaching Matrix ActivityClassroom Lunchroom Bus Hallway Assembly

Respect Others

• Use inside voice• ________

• Eat your own food•__________

• Stay in your seat•_________

• Stay to right• _________

• Arrive on time to speaker•__________

Respect Environment & Property

• Recycle paper•_________

• Return trays•__________

• Keep feet on floor•__________

• Put trash in cans•_________

• Take litter with you•__________

Respect Yourself

• Do your best•__________

• Wash your hands•__________

• Be at stop on time•__________

• Use your words•__________

• Listen to speaker•__________

Respect Learning

• Have materials ready•__________

• Eat balanced diet•__________

• Go directly from bus to class•__________

• Go directly to class•__________

• Discuss topic in class w/ others•__________

E’ Ola Pono- to live the proper way

School Behavioral Standards

All Settings Walkways PlaygroundRecessP.E.

Cafeteria Restrooms Arrival/ Dismissal

Assembly Field Trips

Kuleana

BeResponsible

•Be on time•Be prepared w/ necessary supplies•Be accountable for choices•Respond to/complete tasks•Keep area clean & litter free

•Plan ahead•Walk directly to destination

•Take care of equipment/facilities•Plan appropriate times for drinks/ restroom visits

•Have lunch card ready •Be orderly in all lines

•Flush•Turn off water•Use restroom at designated times•Use facilities for intended purposes

•Have money/pass ready•Be on time

•Listen attentively•Keep hands and feet to yourself

•Turn in paperwork/$ on time•Wear appropriate footwear/clothing•Bring home lunch

Ho’ihi

BeRespectful

•Use appropriate voice•Listen to/follow directions of staff•Respect self, others property•Be polite/use manners•Express appreciation•Accept/respect differences in people

•Use quiet voices when classes are in session

•Be a good sport•Include others in your play

•Use proper table manners•Eat your own food

•Observe privacy of others•Use polite words and actions

•Listen to JPO’s supervisors and bus driver•Use quiet voice and polite words on bus

•Focus on program•Sit quietly•Clap at appropriate times

•Care for the field trip site•Listen to speakers

Laulima

BeCooperative

•Be helpful •Participate with a positive attitude•Be patient; share/ wait your turn•Acknowledge others•Play in designated areas only

•Keep movement flowing•Share equipment and play space

•Follow rules/ procedures

•Wait patiently/ quietly

•Wait patiently/ quietly

•Enter/exit vehicles in an orderly fashion•Share bus seats

•Sit properly in designated area•Enter/exit in an orderly fashion•Remain seated unless asked to do otherwise

•Stay with your chaperone/group

Malama

Be Safe

•Immediately report dangerous situations•Remain in designated areas•Practice healthy behaviors/universal precautions•Use appropriate footwear•Follow safety rules in all areas

•Walk at all times •Avoid rough, dangerous play•Use equipment properly

•Walk at all times•Wash hands •Chew food well; don’t rush

•Use designated restroom•Walk

•Wait in designated area•Remain seated when riding the bus•Watch out for traffic•Use crosswalk only

•Be careful when approaching or leaving the stage area

•Use the buddy system•Follow school/bus rules

King Kaumualii on Kauai

12

Morrice Elem Sch, MISource: 2009 MiBLSi

AssessmentWaratah Special Day School, BC

Nopera

Noah

Waratah Special Day School, BC

Eddie

Waratah Special Day School, BC

American School of Valencia, Spain 2017

Cayman Islands 2016

Jamaica 2016

13

Maxfield Park Primary School, JamaicaMarch 2017

Rules within Routines Matrix

Routines

Rules

Entering Classroom Seat Work Small Group

ActivityLeaving

Classroom

Be Safe

Be Respectful

Be Responsible

Expectations

Classroom Routines

Group work Desk work Quizzes and tests Arrival Dismissal

RespectOffer ideas

Complete all tasks

Sit with feet on the ground

Get up and stretch if

necessary

Study for all assessments

Read through and double-

check all work

Get all supplies for

the day

Lock belongings in

locker

Check on homework

Pack necessary materials

Responsibility

Compliment others’ ideas

Listen and make eye

contact

Work silently

Read quietly if finished ahead of

others

Keep eyes on your own

paper

Study with others

Keep phone off and in bag

Move out of the way

quickly in the hall

Let others sit with you on

the bus

Hold doors for those with

bags

Ready to Learn

Keep materials organized

Move desks quietly

Keep desk area clean

Keep aisles clear

Keep desk area clean

Use scrap paper

Close locker doors quietly

Move chairs quietly

Push chairs under desks

Walk in the hallways

Dmyers, Oct 2016

Entering & Exiting

Classroom

Teacher Lecture Homework Requesting

AssistanceIndependent

Study

ComePrepared

• Have materials

• Note-taking app

•

• Completedbefore class

•

• Have questionready

•

• Have work ready

•

•

•

•

•

ActResponsibly

• Hands to self

•

• Eyes on speaker

•

• Scheduletime

•

• Raisehand

•

• Converselater

•

•

•

•

•

RespectOthers

• Inside voice

•

• Appropriate questioning

•

• Own work

•

• Try again later

•

• Use own supplies

•

•

•

•

•

Engage in Learning

• Go directly to desk & get ready

•

• Take notes

•

• Specify task

•

• Try 1 more time

•

• Specify outcome

•

•

•

•

•

High School Example

EXPECTATIONS

TYPICAL HOME ROUTINES

Morning Homework Playtime Mealtime Bedtime

Respect Say “good morning”

Try your best

Use your words

Say “thank you”

Say “good night”

ResponsibilityPut

clothes in washer

Put backpack

& homework

by backdoor

Put toysaway

Washhands Brush

teeth

SafetyReturnfood to refrig-erator

Put home-work in

backpack

Put toysin room when done

Keep chair legs on floor

Put toys on shelf

Link

ing

Posi

tive

Beha

vior

at S

choo

l & H

ome Be

SafeBe

RespectfulBe

Ready to Learn

Morning••

••

••

After School

••

••

••

Mealtime••

••

••

Bedtime••

••

••

Home Example

Tooborac Public School, BC

Home Example

14

Link

ing

Posi

tive

Beha

vior

at S

choo

l & H

ome Safety Respect Responsibility

School

••

• Honor diversity •

• Finish homework before e-games

•

Driving

• Fill gas tank•

• Tell when expected home

••

Mealtime

• Turn stove off•

• Eat dinner with family

•

••

With Friends

• Designate driver•

• Be supportive bystander

•

••

High School Home Example

Family Engagement Practices &

Systems

✓

School-Wide PBS (Tier 1)

Leadership teamBehavior purpose

statement

Set of positive expectations &

behaviors

Procedures for teaching SW & classroom-wide

expected behavior

Continuum of procedures for encouraging expected

behavior

Continuum of procedures for

discouraging rule violations

Procedures for on-going data-

based monitoring & evaluation

Acknowledge & Recognize

“GOLDEN PLUNGER”• Involve custodian• Procedure

– Custodian selects one classroom/ hallway each week that is clean & orderly

– Sticks gold-painted plunger with banner on wall

“1 FREE PERIOD”• Contributing to a safe,

caring, effective school environment

• Procedures– Given by Principal– Principal takes over class for one hour– Used at any time

“G.O.O.S.E.”• “Get Out Of School Early”

– Or “arrive late”• Procedures

– Kids/staff nominate – Kids/staff reward, then pick

“DINGER”• Reminding staff to have

positive interaction• Procedures

– Ring timer on regular, intermittent schedule

– Engage in quick positive interaction

15

School-Wide PBS (Tier 1)

Leadership teamBehavior purpose

statement

Set of positive expectations &

behaviors

Procedures for teaching SW & classroom-wide

expected behavior

Continuum of procedures for encouraging expected

behavior

Continuum of procedures for

discouraging rule violations

Procedures for on-going data-

based monitoring & evaluation

OCDE NewsletterSpring 2008

9849 less ODRsX 30 min/ODR= 295,470 min

= 821 daysINSERT SWIS GRAPH OF LOCATION

36.9% (226/611) Classroom

63.1% (385/611) NON-Classroom

Assumptions

Evidence-based classroom & management PRACTICES exists

DATA needed to judge implementation fidelity & student responsiveness

CONTINUUM needed to select, organize, & implement PRACTICES

School-wide SYSTEMS needed to support classroom implementation

✓

Effective Classroom Behavior

Management1. Positive Reinforcement

2. Active Supervision

3. Precorrect

4. Maximize Academic Success

5. Actively Supervise

✓

16

Classroom Behavior Management Practices & Systems ✓

Schools Using PBISAugust 2016

> Tier 1 23,363 schools“Don’t Throw

Stones!”IMPLEMENTATION

Effective Not EffectivePR

ACTI

CE Effective

Not Effective

Maximum Student Benefits

Fixsen & Blase, 2009

Classroom & School Climate

Multi-tiered Systems Support

Reported, observed, experienced

directly/indirectly by students & members

of staff, family & community

Continuum of outcomes, data, practices, & systems.

Climate affectsteaching & learning

affects climate

AcademicSuccess

BehaviorSuccess

✓

Schools = excellent PREVENTION opportunity (6 hrs/day, 180 days/yr) that can be safe, predictable, positive for ALL students

BEHAVIORAL SCIENCES serve as useful theory of action/change

Positive, doable, effective PRACTICES exist to maximize academic/behavioral success

Implementation SYSTEMS needed for students to experience & benefit from effective practices

BIG IDEAS ✓

17

Stakeholder Support

Workforce Capacity

Policy & Systems

AlignmentFunding

LEADERSHIP TEAMING

Training CoachingEvaluation & Performance

Feedback

Behavioral Expertise

Local Implementation Demonstrations

Executive Functions

Implementation Functions

PBIS Implementation Blueprintwww.pbis.org

Upcoming Events

PBIS Forum

Sep 27-29

Chicago, IL

New England PBIS

Nov 14-15

Norwood, MA

Association of PBS

Mar 28-30

San Diego, CA

✓

Universal*

Targeted*

Intensive* Continuum of Support for ALL:

“Molcom”

Dec 7, 2007

Problem solving

Cooperative play

Adult relationships

Anger management

Attendance

Peer interactions

Independent play

Label*behavior…..not*kids*

Self-regulation

Homework

Technology

Common%

Vision/Values%

Common%

Language%

Common%

Experience%

Quality

Leadership

Effec%ve'Organiza

%ons'

Classr

oom

School

District

Stat

e