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2014 Coaching Conference
How to Jump Start SW-PBIS in Your Building
Participant Workbook*
Name: __________________________________________________________
*This workbook is intended for use by schools participating with MiBLSi during core
training.
http://miblsi.cenmi.org/
The material for this session was developed with the efforts of:
Terri Metcalf, MiBLSi Content Specialist
Tamara Morrow, MiBLSi Technical Assistance Partner
Mission Statement:
To develop support systems and sustained implementation
of a data-driven, problem-solving model in schools
to help students become better readers with
social skills necessary for success.
1
How
to J
ump
Star
t PB
IS
In Y
our B
uild
ing
Tam
ara
Mor
row
Terr
i Met
calf
2
MiB
LSiF
acili
tato
rs:
Tam
i Mor
row
Tech
nica
l Ass
ista
nce
Par
tner
tmor
row
@m
ibls
imts
s.or
g
Terri
Met
calf
Con
tent
Spe
cial
ist
tmet
calf@
mib
lsim
tss.
org
Wel
com
e an
d In
trodu
ctio
ns
3
The
mat
eria
l for
this
trai
ning
was
bas
ed o
ff th
e re
sour
ces
and
wor
k of
…G
eorg
e S
ugai
Rob
Hor
ner
Han
k B
ohan
enS
usan
Bar
rett
Geo
ff C
olvi
n
The
mat
eria
l for
this
trai
ning
day
was
de
velo
ped
with
the
effo
rts o
f the
follo
win
g M
iBLS
i sta
ff…S
teph
anie
Dye
rTa
mar
a M
orro
wM
elis
sa N
anta
isTe
rri M
etca
lf
Ack
now
ledg
emen
tsD
on’t
try th
is a
t hom
e!
In th
e ne
xt 7
0 m
inut
es, w
e w
ill:
•Le
ad y
ou th
roug
h th
e m
ajor
pie
ces
of P
BIS
•H
ighl
ight
coa
chin
g id
eas
•P
rovi
de a
dditi
onal
reso
urce
s
MiB
LSit
rain
ing
cont
ent c
over
s th
is a
nd m
ore
in 3
days
•M
ore
reso
urce
s m
ay b
e ne
eded
–it’
s a
proc
ess!
5
1.0
Pos
itive
Beh
avio
ral
In
terv
entio
ns a
nd S
uppo
rt (P
BIS
)•
Wha
t is
the
end
goal
?
•W
hat p
iece
s do
you
nee
d in
pla
ce?
2.0
Com
mun
icat
ion
•H
ow, w
hat,
and
whe
n to
com
mun
icat
e yo
ur
PB
IS w
ork
3.0
Con
clus
ion
and
Nex
t Ste
ps
Ses
sion
Age
nda
6
Onl
ine
mod
ules
cre
ated
by
MiB
LSit
o su
ppor
t pi
eces
of P
BIS
Res
ourc
e: M
ichi
gan
Lear
nPor
tht
tp://
mi.l
earn
port.
org
Sear
ch
“mib
lsi”
7
Res
ourc
e:w
ww
.pbi
s.or
gP
ositi
ve B
ehav
iora
l Int
erve
ntio
ns &
Sup
port
Nat
iona
l Tec
hnic
al A
ssis
tanc
e C
ente
r
8
Res
ourc
e:
Arti
cles
on
MiB
LSiw
ebsi
teht
tp://
mib
lsi.c
enm
i.org
/Con
fere
nces
9
1.0
Pos
itive
Beh
avio
ral
Inte
rven
tions
and
Sup
port
(PB
IS)
10
In s
choo
ls th
at a
re im
plem
entin
g P
BIS
:•
>80%
of s
tude
nts
can
tell
you
the
scho
ol e
xpec
tatio
ns b
ecau
se
they
hav
e be
en ta
ught
, pra
ctic
ed, &
ack
now
ledg
ed•
So
can
the
staf
f!•
Pos
itive
adu
lt-to
-stu
dent
inte
ract
ions
exc
eed
nega
tive
inte
ract
ions
•P
robl
em b
ehav
ior i
s ad
dres
sed
usin
g fu
nctio
n ba
sed
beha
vior
su
ppor
t•
Dec
isio
ns a
re m
ade
with
dat
a an
d us
e te
am-b
ased
act
ion
plan
ning
•
Adm
inis
trato
rs a
re a
ctiv
e pa
rtici
pant
s•
All
staf
f (te
ache
rs, p
arap
rofe
ssio
nals
, caf
eter
ia,
play
grou
nd, b
us d
river
s, e
tc.)
are
enga
ged
and
shar
e ow
ners
hip
•A
full
cont
inuu
m o
f beh
avio
r sup
port
is a
vaila
ble
to a
ll st
uden
ts
Wha
t is
the
end
goal
?
Ada
pted
from
Wha
t pie
ces
do y
ou n
eed
in
plac
e?
12
Pie
ces
or B
ig Id
eas
of P
BIS
1.Id
entif
yan
d de
fine
beha
vior
exp
ecta
tions
fo
r the
sch
ool
2.Te
ach
beha
vior
exp
ecta
tions
to s
tude
nts
3.M
onito
rexp
ecte
d be
havi
or
4.A
ckno
wle
dge/
enco
urag
e ex
pect
ed
beha
vior
5.C
reat
e a
cons
iste
nt c
ontin
uum
of
cons
eque
nces
to c
orre
ct b
ehav
iora
l err
ors
6.U
se d
ata
for d
ecis
ion
mak
ing
for t
he
syst
em a
s w
ell a
s in
divi
dual
stu
dent
s
13
Sug
gest
ed ti
mel
ine
Year
1 –
Plan
ning
for P
BIS
•E
stab
lish
a P
BIS
Lea
ders
hip
team
for t
he b
uild
ing
•In
trodu
ce P
BIS
to s
taff,
dev
elop
buy
-in•
Cre
ate
expe
ctat
ions
, the
me,
mat
rix, t
each
ing
sche
dule
and
less
ons,
co
ntin
uum
of c
onse
quen
ces,
ack
now
ledg
emen
t sys
tem
•
Obt
ain
train
ing
and
set-u
p da
ta s
yste
m s
uch
as S
WIS
Year
2 –
Kic
k of
f and
beg
in•
Beg
inni
ng o
f yea
r ass
embl
y•
Teac
h ex
pect
atio
ns to
stu
dent
s•
Beg
in th
e ac
know
ledg
emen
t sys
tem
and
mon
itor b
ehav
ior
•C
olle
ct a
nd a
ct u
pon
beha
vior
dat
a, s
hare
with
sta
ff•
Use
dat
a to
teac
h be
havi
or in
set
tings
Year
3 a
nd b
eyon
d –
Mak
e it
bette
r•
Ref
ine
asse
mbl
ies,
teac
hing
sch
edul
e, c
eleb
ratio
ns•
Dis
tribu
te o
wne
rshi
p th
roug
hout
the
staf
f for
fres
h id
eas
•E
xam
ine
mul
ti-ye
ar d
ata,
dril
l dow
n re
ports
, use
of d
ata
syst
em•
Wor
k to
incl
ude
stud
ent i
nput
and
feed
back
14
PB
IS is
not
an
indi
vidu
al s
port!
•
You
need
a T
EA
M
•TE
AM
= G
roup
of p
eopl
e w
ho a
re
mut
ually
acc
ount
able
for r
each
ing
a co
mm
on g
oal
Whe
re d
o yo
u st
art?
15
•P
BIS
lead
ersh
ip te
am a
re th
e “d
oers
” in
laun
chin
g P
BIS
•Te
am o
f 3-8
sug
gest
ed•
Nee
d en
ough
peo
ple
to e
xcha
nge
idea
s an
d ta
sks,
but
not
so
man
y th
at it
ov
erlo
ads
the
proc
ess
•In
clud
e te
ache
r rep
rese
ntat
ives
, iti
nera
nts,
a “d
ata”
per
son,
coa
ch,
adm
inis
trato
r
Ste
p 1:
Est
ablis
h a
PB
IS L
eade
rshi
p Te
am
16
•M
eetin
g at
leas
t mon
thly
•In
itial
ly, th
ere
may
be
a ne
ed to
mee
t m
ore
ofte
n to
get
the
wor
k do
ne•
Tip:
It is
eas
ier t
o sc
hedu
le m
ore
mee
tings
than
you
nee
d an
d ca
ncel
th
em th
an it
is to
add
add
ition
al
mee
tings
to y
our c
alen
dar a
s th
e ye
ar
goes
on.
PB
IS L
eade
rshi
p Te
am –
Whe
n?
17
“At t
he s
choo
l lev
el, a
dmin
istra
tor
invo
lvem
ent i
s a
“non
-neg
otia
ble”
to
insu
re th
e su
cces
s of
the
SW
-PB
S
effo
rts”
Lew
is, T
. (20
06).
Wha
t eve
ry a
dmin
istra
tor n
eeds
to k
now
abo
ut s
choo
l-wid
e po
sitiv
e be
havi
or
supp
orts
. M
idw
est S
ympo
sium
for L
eade
rshi
p in
Beh
avio
r Dis
orde
rs, A
dmin
istra
tor C
onfe
renc
e,
retri
eved
11/
14/1
4 fro
m h
ttp://
ww
w.m
slbd
.org
/adm
in_c
onfe
renc
e_br
ief_
repo
rts.h
tm.
Wor
king
with
you
r adm
inis
trato
rW
hat i
s P
BIS
lead
ersh
ip?
Exam
ple
•M
odel
s th
e be
havi
ors
•P
ublic
ly s
uppo
rts P
BIS
•
Sup
ports
PB
IS te
am b
y at
tend
ing
mee
tings
and
pr
ovid
ing
reso
urce
s•
Rec
ogni
zes
facu
lty e
ffort
•C
omm
unity
spo
kesp
erso
n fo
r PB
IS•
Pro
vide
s fe
edba
ck fo
r sta
ff on
impl
emen
tatio
n of
PB
IS
Non
-Exa
mpl
e•
Mai
ntai
ns a
dis
tanc
e fro
m P
BIS
effo
rts•
Doe
s no
t atte
nd P
BIS
m
eetin
gs o
r pro
vide
re
sour
ces
•Fa
ils to
incl
ude
PB
IS
activ
ities
in s
taff
upda
tes
•D
oes
not f
ollo
w th
roug
h w
ith th
read
ing
PB
IS in
to
scho
ol p
olic
ies
Ada
pted
from
Col
vin,
G.,
& S
pric
k, R
. (19
99).
Pro
vidi
ng a
dmin
istra
tive
lead
ersh
ip fo
r ef
fect
ive
beha
vior
sup
port:
Ten
stra
tegi
es fo
r prin
cipa
ls. E
ffect
ive
Sch
ool P
ract
ices
, 17
, 65-
71.
19
•B
e or
gani
zed
•U
se a
sta
ndar
d ag
enda
•C
reat
e an
d st
ick
to te
am n
orm
s (e
.g. s
tart
and
end
on ti
me)
•U
se fa
cilit
ator
ski
lls to
mov
e th
ings
alo
ng•
Dis
tribu
te ta
sks
amon
g te
am m
embe
rs•
Follo
w-u
p us
ing
a w
orki
ng a
ctio
n pl
an•
Be
a le
arne
r•
Ass
ist t
he te
am b
y pr
ovid
ing
reso
urce
s an
d ex
ampl
es•
Be
a ch
eerle
ader
for t
he p
roce
ss•
Com
mun
icat
e of
ten
and
cons
iste
ntly
Coa
chin
g id
eas
for t
he P
BIS
Le
ader
ship
Tea
m
20
•3-
5 sp
ecifi
c, p
ositi
vely
sta
ted
beha
vior
s th
at a
re d
esire
d of
all
facu
lty a
nd s
tude
nts
•S
houl
d re
flect
sta
ff/co
mm
unity
val
ues
•Th
ese
expe
ctat
ions
sho
uld
be in
line
with
th
e sc
hool’s
mis
sion
sta
tem
ent a
nd s
houl
d be
taug
ht to
all
facu
lty, s
tude
nts,
and
fa
mili
es Ste
p 2:
Iden
tify
and
defin
e sc
hool
-wid
e ex
pect
atio
ns
21
Orc
hard
Vie
w E
arly
C
hild
hood
Cen
ter
Gre
en M
eado
w
Be
Saf
eB
e R
espe
ctfu
lB
e R
espo
nsib
le
23
•S
tart
with
refle
ctin
g on
wha
t is
valu
ed
by th
e st
aff i
n th
e bu
ildin
g •
Sile
nce
in c
afet
eria
or t
alki
ng a
t a le
vel
1-2?
Hal
lway
s?•
Obs
erve
you
r com
mon
are
as
•W
hat d
o yo
u se
e? W
hat y
ou w
ant t
o se
e?•
Nee
d id
eas?
Sea
rch
Goo
gle
imag
es
“beh
avio
r exp
ecta
tions
for P
BIS
”
Coa
chin
g id
eas
for
iden
tifyi
ng e
xpec
tatio
ns
24
•O
nlin
e m
odul
e is
ava
ilabl
e de
velo
ped
by M
iBLS
i–
Mic
higa
n’s
Lear
nPor
t(w
ww
.lear
npor
t.org
) –
Est
ablis
h fre
e ac
coun
t–
Sea
rch
MiB
LSi
•“Id
entif
ying
3-5
Beh
avio
ral
Exp
ecta
tions
”Res
ourc
e
25
•B
uild
a m
atrix
for y
our s
choo
l-wid
e be
havi
or e
xpec
tatio
ns•
Mat
rix w
ill be
use
d to
teac
h be
havi
or
expe
ctat
ions
to s
tude
nts
Ste
p 3:
Pla
n fo
r tea
chin
g ex
pect
atio
ns to
stu
dent
s
26
•D
eter
min
e w
hat e
ach
of th
e sc
hool
-w
ide
expe
ctat
ions
look
s lik
e in
eac
h sp
ecifi
c se
tting
.
•D
escr
ibe
the
beha
vior
s in
a c
onci
se
and
posi
tive
man
ner.
•Av
oid
the
use
of “
no…
”an
d “do
n’t…
”as
you
def
ine
the
expe
ctat
ions
. Te
lling
stud
ents
wha
t not
to d
o is
not
as
help
ful
as te
lling
them
wha
t to
do.
Wha
t Goe
s in
the
Mat
rix?
2728
29
•E
xam
ine
your
SW
IS d
ata
to lo
ok fo
r com
mon
th
emes
or p
atte
rns
•D
urin
g st
aff m
eetin
g, h
ave
smal
l gro
ups
take
one
co
mm
on a
rea
and
deve
lop
mat
rix it
ems
•O
r, de
velo
p th
e w
ordi
ng o
f the
mat
rix w
ith s
mal
l gro
up
(e.g
. PB
IS te
am)
•O
btai
n st
aff i
nput
and
feed
back
on
the
mat
rix•
Cha
rt pa
per w
ith s
ticky
not
es d
urin
g st
aff
mee
ting
•E
nlar
ge m
atrix
and
pos
t in
staf
f lou
nge,
by
the
copi
er, e
tc.
•A
sk fo
r fee
dbac
k an
d id
eas
Coa
chin
g id
eas
for d
evel
opin
g a
mat
rixB
arrie
r ale
rt!
31
If a
child
doe
sn’t k
now
how
to
read
…w
e te
ach
If a
child
doe
sn’t k
now
how
to
mul
tiply
…w
e te
ach
If a
child
doe
sn’t k
now
how
to
sw
im…
we
teac
h
If a
child
doe
sn’t k
now
how
to
beh
ave…
we
puni
sh?
32
“If y
ou w
ant g
ood
beha
vior
, you
hav
e to
te
ach
it.”
Bot
tom
Lin
e…
Col
vin,
200
8
33
•D
efin
e th
e be
havi
or e
xpec
tatio
n•
Teac
h in
the
loca
tion
(e.g
. bat
hroo
m)
•P
rovi
de a
ratio
nale
•
Pro
vide
s ex
ampl
esof
the
beha
vior
“fit”
the
gene
ral c
ase
•P
rovi
de n
on-e
xam
ples
:
typi
cal o
f wha
t stu
dent
s do
(not
ex
trem
e)•
Pro
vide
an
oppo
rtuni
ty to
pra
ctic
e •
Ack
now
ledg
e ex
pect
ed b
ehav
ior(
s)
Less
on P
lan
Tem
plat
e
Crit
ical
Fea
ture
s C
heck
lista
vaila
ble
onlin
e at
:ht
tp://
mib
lsi.c
enm
i.org
/MiB
LSiM
odel
/Pro
fess
iona
lDev
elop
men
t/Dis
trict
Trai
ning
Sco
peS
eque
nce/
Sch
oolw
ideP
BS
Day
2for
Dis
trict
Coh
ortB
uild
ings
.asp
x
34
•H
elps
stu
dent
s be
tter u
nder
stan
d th
e pa
ram
eter
s of
wha
t is
and
wha
t is
not
the
expe
cted
beh
avio
r•
Cho
ose
exam
ples
that
bes
t fit
the
gene
ral
case
of t
he b
ehav
ior e
xpec
tatio
n•
Cho
ose
non-
exam
ples
that
are
:
Clo
se to
bei
ng e
xam
ples
rath
er th
an
outra
geou
s no
n-ex
ampl
es
Typi
cal o
f wha
t stu
dent
s do
whe
n th
ey
are
not e
ngag
ed in
the
expe
cted
be
havi
or
Why
Exa
mpl
es a
nd N
on-e
xam
ples
?
35
•H
avin
g st
uden
ts p
hysi
cally
pra
ctic
e th
e be
havi
or in
the
setti
ng p
rovi
des
real
co
ntex
t•
Sim
ply
talk
ing
abou
t the
rule
s or
de
scrib
ing
them
is n
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38 z Principal Leadership z september 2010
S PWSchoolwide
n K. Brigid Flannery, Elise M. Guest, and Robert H. Horner
Schools are complex commu-nities that play a major role in the social fabric of our culture. Effective schools
provide access to both good instruc-tion and a social culture that supports engagement, community, and success. Over the past 10 years, more than 11,000 elementary, middle level, and high schools have adopted schoolwide positive behavior support (SWPBS) as a framework for improving their social and academic outcomes (Flannery & Sugai, 2009; Morrissey, Bohanon, & Fenning, 2010).
Key Components SWPBS is a multitiered approach for building a schoolwide social culture that enables students to succeed academically and to build skills for the rest of their lives. High schools implementing this approach have improved attendance, reduced disci-
pline referrals, and improved academic engagement (Flannery & Sugai, 2009; Horner, Sugai, & Anderson, in press). Key features of SWPBS are an invest-ment in preventing negative behavior, academic and behavioral interventions at multiple levels of intensity, use of data for decision making, and organi-zational systems. There are multiple paths for achieving those features, but the basic approach always emphasizes developing a learning environment that is socially predictable, consistent, positive, and safe.
Prevention. Investing in preven-tion means shifting from responding to problem behavior with negative consequences (e.g., suspension or expulsion) to proactively teaching desired behavior. In most schools, negative consequences are used to prevent problem behavior from escalating or interrupting instruction, but real behavior change is achieved
through instruction and support, rather than punishment. In a school that uses SWPBS, all students learn about social norms and come to expect appropriate behavior from one another. Staff members and students agree to common behavioral expec-tations (e.g., respect for others and commitment to excellence) that serve as the organizing framework for the school. Appropriate behavior is taught and acknowledged in a manner that fits the developmental level of the students and the academic focus of the setting.
Interventions. A central tenet of SWPBS is using multitiered inter-ventions for academic and behavior support. The investment in prevention is necessary for all students, but some students need additional behavior and academic support. Current research in-dicates that high school students at risk for academic or behavior failure can
Schoolwide positive behavior support (SWPBS) acknowledges that schools are social as well as learning environments.
Schools that use SWPBS teach students positive behaviors and evaluate the effectiveness of instruction through data analysis.
september 2010 z Principal Leadership z 39
PBW SPositive
BehaviorSupports
respond well to more intensive and in-dividualized support (Swain-Bradway, 2009; Swain-Bradway & Malloy, 2009). Establishing the personnel, team struc-tures, and resources for delivering those additional supports is a core focus of SWPBS implementation.
Data-based decision making. Using data to make decisions means that administrators and staff members must have regular access to academic and behavioral information and have a structure for processing, examin-ing, and making changes to improve outcomes. A major theme within SWPBS is the improved quality of decision making by school personnel when they have the right information in the right format at the right time (Newton, Horner, Algozzine, Todd, & Algozzine, 2009).
Organizational systems. Investing in organizational systems (e.g., teams, policies, and data sources) is a com-
paratively unique feature of SWPBS. Sugai and Horner (2006) emphasize that investing in the implementa-tion of a new practice should always include documentation that the practice is needed, that the practice is effective, and that systems can be applied to sustain the practice over time. Doolittle (2006) demonstrated that for schools that adopt SWPBS, a major variable associated with sustained implementation over time was investment in administrative and organizational supports.
The Principal’s RoleTo date, SWPBS has been imple-mented most often in elementary and middle schools, but more than 1,000 high schools are also using SWPBS. Those high schools are located in urban, suburban, and rural settings and include very large and very small schools, schools with diverse popula-
tions, and schools with high propor-tions of students who qualify for free or reduced-price lunch. Although the demands of the schools’ differ-ent contexts and cultures have led to innovative strategies for achieving the core features of SWPBS, a central component of successful implementa-tion has been the active engagement of the principal.
The principal has the role of estab-lishing the learning climate, hiring and supporting personnel, and modeling instructional leadership. The principal can use the SWPBS framework to establish a positive school climate and support students and staff members. Most high school principals have an administrative team to whom they delegate management, instructional, and decision-making responsibilities. But to reduce fragmentation, princi-pals must work with their administra-tive teams to ensure philosophical
By using SWPBS, schools ensure that systems and resources are in place to make changes.
40 z Principal Leadership z september 2010
S PWalignment, consistency, and integration of SWPBS into their responsibilities (Newcomer & Barrett, 2009).
CommuniCate the Vision Principals typically begin implement-ing SWPBS by helping staff members understand why change is needed and why a schoolwide approach is im-portant. Effective principals focus on conveying to the school community the value of SWPBS for enhancing academic outcomes by improving the school’s social climate.
Building a shared vision starts with exploring the data that describe a school’s current status. Using aca-demic, attendance, and behavioral data builds agreement, common language, and common vision. Presentations, round table discussions, and gallery walks (mixed groups of administra-tors and staff members rotate through stations that show a variety of the school’s data) can help administrators and staff members identify outcome and performance goals (Kennedy et al., 2009).
ProVide ongoing suPPort Principals who implement SWPBS use a team to provide overall leader-ship and coordination. This team is responsible for aligning, implement-ing, managing, and evaluating SWPBS. The members of the team represent the diverse school staff. Students often serve on these teams or an advisory subgroup.
The success of the team depends on how well the principal supports and empowers it. For example, high school teachers have multiple duties before and after school, so principals can arrange for team members to have common planning periods or designate specific early release or late start days for SWPBS work; offer extra duty pay, extra common planning periods, or released time for the team leaders; and assign a support person to manage data and other tasks.
In successful high schools, the team has used a distributed leader-ship model with subteams focused on specific areas of need, such as commu-nication, data, or acknowledgements.
Dividing responsibilities includes more staff members in the develop-ment and implementation of the systems and practices and reduces the burden on any one group or staff member. Last, but not least, the principal must ensure the creation of schoolwide discipline policies that are public, consistently applied, and effective.
inVolVe students and staff members
Implementation of new ideas happens in stages that begin with collective exploration and end with establish-ment of sustainable systems (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005). Staff members must have enough time to understand and ex-plore the logic, value, and approach of new initiatives, such as SWPBS.
The exploration period may take up to a year, and principals can create opportunities for staff members to engage in conversations about change. Those conversations often occur in a structured fashion within smaller school communities (e.g. departments or small schools) where staff members feel safe and listened to. This can also be done informally with index cards after professional development train-ings and through online surveys.
Schools implementing SWPBS also have found it important to bring students into the process to increase their motivation and ownership. Adolescents expect to participate and be included in decisions that affect them. If students do not buy into the system, it will not be successful. High schools have involved students in decision making by including them on leadership teams, creating a student advisory group, or accessing existing student groups (e.g., Latino club or student government). Students can
David Douglas High School band students display their pride on their shirts and in their smiles.
september 2010 z Principal Leadership z 41
PBW Salso give feedback in focus groups, on surveys, or by using feedback boxes that are placed throughout the school. Students have been involved in the teaching of different components of SWPBS, such as expectations, through existing student groups or through videos or posters developed as part of a class.
alloCate resourCes Most high schools have multiple com-peting initiatives and an inadequate number of minutes to work on them. A core tenant of SPWBS implementa-tion is never to add something new without also defining what to stop doing so that the school community has the needed time and resources. Principals must lead their staff mem-bers to work smarter by making the smallest change that will produce the biggest impact—not by changing what is already working—and by integrating initiatives that have common goals. The emphasis is on using existing systems and teams better, rather than on developing new ones.
aCknowledge aCComPlishments
Implementing innovation is hard work, and students and staff members will only sustain their enthusiasm for SWPBS if their efforts are acknowl-edged regularly during the two to four years needed for complete implemen-tation. Successful principals not only build consensus, define clear goals, delegate authority, and provide time and resources, but they also establish formal mechanisms for recognizing the accomplishments of their staff members. Acknowledgement can be as simple as a thank-you note or as public as an announcement at a staff meeting. Some high schools have formalized staff acknowledgements by asking staff members to submit the
We Have P R I D E !What does “Scots’ PRIDE” mean to David Douglas High School? It is a positive behavior support system that uses research-based practices to establish a positive school climate, encourage social connections, and promote academic achievement. Each letter of “PRIDE” represents one of the David Douglas community’s values: participation, respect, integrity, diversity, and excellence. At David Douglas, we continue to improve our practices to personalize our large high school setting and uphold our students’ successful outcomes.
The initiative was founded on the idea of making the biggest impact using the least amount of change. We first learned that our efforts must be embedded in the school culture. During a 2006 mission-vision workshop, staff members identified PRIDE as a key initiative. After analyzing student data, staff members committed to a common agreement and vision for applying the principles of positive behavior support. Action steps included aligning the PRIDE initiative with our literacy initiative and collaborating to build the values into schoolwide academic, attendance, and behavior systems.
The second lesson was that support from the school leaders is key to providing training, time, materials, and funding. In 2007–08, a team of administrators and teacher leaders was assembled to lead the charge to educate staff members and establish a communication process for collecting feedback. Systems to acknowledge students’ expected behaviors, correct problem behaviors, and collect student data were created. Team action steps were strategically designed to entertain and engage staff members.
During the 2009–10 year, the school community focused on sustaining the behaviors and attitudes. Schoolwide events integrated PRIDE into public, consistent, daily practices. Staff members continued to acknowledge students for academic and social behavior, to refine consequence systems, and to monitor data. We have made David Douglas into a school where students connect and experience successful outcomes and exhibit their Scots’ PRIDE.
—Elise M. Guest
For more information about David Douglas’s PRIDE initiative, visit https://sites.google.com/a/ddouglas.k12.or.us/scotspride.
september 2010 z Principal Leadership z 41
42 z Principal Leadership z september 2010
S PBW Snames of their colleagues who are go-ing above and beyond the call of duty for monthly drawings. Another idea is to pass a stuffed school mascot to a member of the staff who has demon-strated a schoolwide expectation (e.g., responsibility).
Schools often acknowledge stu-dents for academic performance (e.g., honor roll) or for athletics (e.g., athlete of the month). In schools that have implemented SWPBS, students are ac-knowledged for social behaviors as well. Acknowledgements should be given throughout the year, sometimes embed-ded into the existing procedures and also applied in a more focused manner. For example, in spring when weather turns warmer, one high school acknowledges how well students follow the dress code; another acknowledges student persever-ance during state testing.
use and share data
One of the most effective tools when implementing any initiative is to regu-larly provide teachers and administra-tors with data that indicate whether they are working on the program or the practice that they said they would and whether is it benefiting students. It is essential that schools build data systems that adhere to the core values of the staff and the students and their families. For example, a school might examine on a semester basis the num-ber of earned credits toward gradua-tion, or it might use a student survey with questions related to engagement (reasons tardy, suggestions for change in policy) or bullying on a yearly basis. The systems must also include mea-sures of how successful the staff are at implementing practices that are ex-
pected to produce effective outcomes. A number of instruments commonly used by SWPBS schools are available in the Evaluation Blueprint at www .pbis.org.
aCquire distriCt suPPort
A school that is attempting to estab-lish successful, durable, and adapt-able SWPBS typically needs systemic support from the district. District-level coordination can improve the use of resources, efficiency of implementation efforts, and organizational manage-ment. A principal can work with district-level staff members to ensure stable funding; ongoing training for staff members and other administra-tors; coaching support; evaluation and use of data in decision making; organi-zational structures that enable effec-tive and efficient use of materials, time, and personnel; and strategies to keep the initiative visible and keep stake-
holders informed about the implemen-tation efforts and accomplishments. The PBIS Implementation Blueprint (www.pbis.org) provides a framework for organizing district-level support.
ConclusionHigh schools will be successful learn-ing environments when they are also effective social environments. Investing in the social culture of a high school through implementation of SWPBS is one proven approach for building the predictable, consistent, positive, and safe setting that will increase student academic engagement and lead to improved performance and graduation rates. PL
RefeRenCesn Doolittle, J. H. (2006). Sustainability of positive behavior supports in schools (Unpub-lished doctoral dissertation). University of Oregon, Eugene.
Many free tools for implementing positive behavioral support are
available at the Positive Behavior Interventions and Supports Web site
at www.pbis.org.
Whole-school events acknowledge what’s right about students and the school.
september 2010 z Principal Leadership z 43
S n Fixsen, D. L., Naoom, S. F., Blasé, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature (FMHI Publication #231). Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network.n Flannery, K. B., & Sugai, G. (2009). Intro-duction to the monograph on high school SWPBS implementation. In K. B. Flannery & G. Sugai (Eds.), SWPBS implementation in high schools: Current practice and future directions (pp. 7–22). Eugene, OR: Univer-sity of Oregon.n Horner, R. H., Sugai, G., & Anderson, C. M. (in press). Examining the evidence base for schoolwide positive behavior support. Focus on Exceptional Children.n Kennedy, M. J., Horner, R. H., McNelly, D., Mimmack, J., Sobel, D., & Tillman, D. R. (2009). Data-based decision making in high schools: Informed implementation of schoolwide positive behavior support. In B. Flannery & G. Sugai (Eds.), SWPBS imple-
mentation in high schools: Current practice and future directions (pp. 81–114). Eugene, OR: University of Oregon.n Morrissey, K, Bohanon, H., & Fenning, P. (2010). Teaching expectation at the high school level, Teaching Exceptional Children, 42, 27–35.n Newcomer, L., & Barrett, S. (2009). Administration roles and functions in PBIS high schools. In K. B. Flannery & G. Sugai (Eds.), SWPBS implementation in high schools: Current practice and future direc-tions (pp. 23–42). Eugene, OR: University of Oregon.n Newton, J. S., Horner, R. H., Algoz-zine, R. F., Todd, A. W., & Algozzine, K. M. (2009). Using a problem-solving model to enhance data-based decision making in schools. In W. Sailor, G. Dunlap, G., Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp. 551–580). New York: Springer.n Swain-Bradway, J. (2009). An analysis of a secondary level intervention for high school students at risk of school failure: The high
school behavior education program (Unpub-lished doctoral dissertation). University of Oregon, Eugene. n Swain-Bradway, J., & Malloy, J. (2009). Secondary and tertiary tier supports in PBIS high schools. In K. B. Flannery & G. Sugai (Eds.), SWPBS implementation in high schools: Current practice and future directions (pp. 115–144). Eugene, OR: University of Oregon.n Sugai, G., & Horner, R. H. (2006). A promising approach for expanding and sustaining the schoolwide positive behavior support. School Psychology Review, 35(2), 245–259.
K. Brigid flannery ([email protected]) is an associate professor in Educational and Community Supports at the University of Oregon–Eugene.
elise M. Guest is the vice principal of David Douglas High School in Portland, OR.
Robert H. Horner is a professor in the Department of Special Education at the University of Oregon–Eugene.
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Positive Behavioral Interventions and Supports NewsletterTechnical Assistance Center on Positive Behavioral Interventions and Supports
Volume 4, Issue 1
How to Get PBS in Your School
Heather Peshak George, Ph.D. & Stephanie A. Martinez, M.Ed.
University of South Florida
Most states have adopted some form of School-wide Positive Behavior Support (SWPBS) as a model for systemslevel school improvement. SWPBS, defined as “a broad range of systemic and individualized strategies for achievingimportant social and learning outcomes while preventing problem behavior with all students” (Sugai, Horner, Sailor,Dunlap, Eber et al., 2005) has proven to be an effective and efficient way to improve behavior, climate andacademics on campus. States have responded to these results by creating statewide projects and/or providingfunding to support individual districts in implementing PBS (refer to PBIS Network, www.pbis.org for contactinformation in your state). These expansion efforts typically fall within a district action plan and are based upon thevision of a leadership team and resources available (see George & Kincaid, in press for more details). However,depending upon the results of a district’s action plan, a school may not be able to receive training at the rate in whichthey prefer (e.g., a district may only be able to support 3 schools for training in one school year and cannot take onadditional schools until the following school year). As states become more proficient in their positive behaviorsupports (PBS) efforts and districts grow in their commitment resulting in application processes for interestedschools, some schools may need to wait prior to receiving training. Alternatively, a school may fall within a districtthat has no established action plan for PBS yet desires training but has little to no resources available to receivePBS training. The School-wide Positive Behavior Support: Implementers’ Blueprint and Self-Assessment (Sugai et al., 2005)provides a user-friendly guide to enhance the efficiency and success of positive behavior support at a particularschool or even at large-scale expansion such as state- and district-wide implementation. This tool provides anoutline for getting SWPBS started, sustaining efforts, and planning for expansion. The implementation featuresdiscussed in the Blueprint include: (1) Leadership Team, (2) Coordination, (3) Funding, (4) Visibility, (5) Politicalsupport, (6) Training capacity, (7) Coaching capacity, (8) Demonstrations, and (9) Evaluation.The purpose of this article is to enhance the Blueprint by expanding the “what” and “why” of each implementationfeature and describe “how to” initiate and achieve each feature with fidelity within your school setting to promotesuccessful PBS training readiness. This article will focus on pre-planning and prepare you up to the point of trainingreadiness by describing “how to get PBS in your school” and offering specific activities and user-friendly tools thathave been used consistently and successfully across Florida and other participating states. The suggestionsprovided will not replace but will enhance training by assisting your school in thorough foundation building to helpsustain established PBS efforts. Each of the nine features described in the Blueprint will be outlined, discussed andorganized based upon your title (i.e., Administrator, Teacher, Parent). Therefore, if you are a teacher trying to getPBS in your school, then you may benefit most by focusing on the sections entitled, “Teacher."
Critical Features
The most important activity required for successful implementation and sustainability is the pre-planning effortsundertaken at your school. Without careful attention paid to these planning stages, it is difficult to acquire and sustainlong-term change across consecutive school years. These pre-planning efforts include the time and energy takenprior to receiving training in PBS. By being well prepared and implementing these foundational strategies prior toreceiving training materials and/or program implementation, these activities will lay the groundwork for successfuladoption of behavior change practices and assist in promoting long-term systems change efforts on your schoolcampus. For purposes of this article, the terms SWPBS and PBS are used interchangeably as research indicates thatPBS Training is most effective on environments when initiated at the universal level (i.e., SWPBS).
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Feature #1: Leadership TeamEstablishing the School Leadership Team, also known as the PBS Team is the first and most important activity tocomplete prior to initiating PBS activities. The School Leadership Team will provide the vision, leadership, andresources necessary for “going to scale” in your school. This is similar to what a District Leadership Team would beresponsible for at the district level (see George & Kincaid, in press). This team should remain small (3-8 members)with representation across administration, general education, special education, guidance, specials/electives,parents, etc. When soliciting members, teams may want to consider a Core Team versus a Peripheral Team. ACore Team consists of the individuals who will be involved in the critical day-to-day operations that will make thePBS Plan run efficiently and effectively on campus (i.e., reviewing the discipline referral process). This team oftenmeets regularly to review data, activities, and make modifications. The Peripheral Team consists of individuals whoare vital participants in developing activities that are essential but do not occur on a regular basis, such as, assistingin developing parent trainings and getting community support. They tend to only meet with the Core Team on amonthly or quarterly basis and provide their support on an “as needed” basis. Schools that are very large and/orhave several community partnerships often consist of Core and Peripheral Team Members.
Team Member Roles and Responsibilities
Team Leader - starts the meeting, reviews the purpose of the meeting, facilitates themeeting by keeping the team focused on each step, serves as the team’s main contactRecorder - takes notes, transcribes the team’s responses on flip chart paper,transparency, etc.Timekeeper- monitors the amount of time available, keeps the team aware of time limitsby giving “warnings” (i.e., “10 minutes left”)Data Specialist- is trained in entering and accessing data from SWIS (School-WideInformation System; May Ard, Todd, Horner, Glasgow, Sugai, and Sprague, 2002) datasystemBehavior Specialist- competent with behavioral principles and assists in analyzing dataAdministrator- actively encourages team efforts, provides planning time, feedback, andsupport initiativesCommunications – acts as the point person for communication between the team andstaff regarding PBS and behavior issuesPBS Coach- district-level (external) or school-based (internal) individual that facilitatesthe team through the process, becomes the school’s main contact
The major responsibilities for this School Leadership Team include: (1) developing the school-wide PBS action plan,(2) monitoring behavior data, (3) holding regular team meetings (at least monthly), (4) maintaining communicationwith staff, faculty, additional administrators, Coach, and School Advisory Team (i.e., School Improvement Team), (5)evaluating progress (Lewis & Sugai, 1999), and (6) reporting outcomes to the Coach/Facilitator & DistrictCoordinator.
Team should meet at least once a month to: (Lewis & Sugai, 1999)
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
Schools often undergo a transformation of the School Leadership Team across school years by moving from an InitialTeam to an established School Leadership Team. The Initial Team may consist of a few people who are enthusiasticand committed to establishing PBS within their school (e.g., a set of teachers). These individuals have the formidabletask of building awareness and soliciting additional school stakeholders. If a school is committed to “going to scale”,it is recommended that the Initial Leadership Team be expanded to include additional members, most importantly, allschool administrator(s). Additional members of the School Leadership Team must have a commitment to the PBSprocess, a vision for expansion and sustainability across campus, the capacity to make decisions, and the ability tocommit resources to SWPBS expansion efforts (e.g., money to support school-wide initiatives, release time for
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meeting and/or planning, etc.).
AdministratorsAs the administrator, your first goal is to obtain support from all faculty members at your school in order to solicitinterest in PBS. The best way to obtain this initial buy-in from your staff is to provide an overview of the SWPBSprocess, provide data to show its effectiveness (e.g. your school’s number of office discipline referrals, number ofdays of OSS and ISS, Cost-Benefit worksheet http://www.pbismaryland.org/costbenefit.xls) and to have a referencelist of literature supporting PBS available (SW-PBS Overview, Brief Faculty Intro, Frequently Asked Questions,http://abi.ed.asu.edu/basics/Files/Summary_Recent_PBIS_Research_11_23_05.pdf andhttp://www.pbis.org/researchLiterature.htm). In conjunction with an overview presentation, you will want conduct abrief survey of your staff to determine the overall percent of staff buy-in (Sample Survey) and solicit volunteers tobecome part of the PBS Team. In the meantime, you also need to present the same information to your SchoolImprovement Team (SIT) to obtain their support as PBS efforts should be embedded within and across the SIT torestructure the environment to work smarter/better.Once you have support from both the faculty and the SIT, you will need to develop your SWPBS Leadership Teamby selecting 6-8 volunteers. Once team members have been secured, you will need to begin monthly LeadershipTeam meetings. At these initial monthly meetings, it is the team’s job to begin the planning required for upcomingtraining (e.g., conduct staff and student surveys, summarize discipline data and climate survey results, observeproblem areas across campus, collect recent School Improvement Plan and School Mission Statement, and gatherrelevant materials (e.g., School Code of Conduct, office discipline referral form, lists of classroom rules, facultyhandbook, etc.). Florida’s PBS Project requires that school-based teams complete an Initial Benchmarks of Quality(Kincaid, Childs & George, 2005; see http://flpbs.fmhi.usf.edu) used simply as a baseline measure prior to SWPBSTraining. In terms of SWPBS, the results derived may identify areas of achieved success and areas forimprovement. Information gathered from this measure assists the team in determining an appropriate action plan forimplementing SWPBS. Results are reviewed throughout the training to assist a team in determining the areas ofneed for appropriate and relevant action planning specific to your school.Another resource that your school team may utilize is the PBS Implementation and Planning Self-Assessment(CPBIS, 2002; see www.pbis.org). This tool is designed to provide guidance for appraising the status of PBS at yourschool and developing and evaluating PBS action plans. The team reaches consensus on each item and places acheck in the appropriate box. Items indicated with a “partial” or “no” in place are items for the team to highlight andfocus improving upon.
TeachersAs a teacher your first step will be to gather information on SWPBS to present to your administration (e.g., Overviewof SWPBS, Frequently Asked Questions, PBS research literaturehttp://abi.ed.asu.edu/basics/Files/Summary_Recent_PBIS_Research_11_23_05.pdf,http://www.pbis.org/researchLiterature.htm), and this article as a tool to help them understand how to access PBS.Once material is gathered, you will need to schedule time to meet with your school’s administration to discuss andgenerate interest in the PBS process. Data are typically a good way to convince administrators that there is a needfor SWPBS, so you may want to suggest completing the Cost-Benefit Worksheet(http://www.pbismaryland.org/costbenefit.xls) to display the amount of time lost due to office discipline referrals. If theadministration decides to move forward with PBS, be prepared to assist in obtaining faculty buy-in, becoming part ofthe leadership team and helping complete the planning required for training.
ParentsAs a parent, your first step will be to gather information on SWPBS to present to your school’s Parent-TeacherOrganization (PTO) and/or School Improvement Plan Team (e.g., Overview of SWPBS, Frequently AskedQuestions, PBS research literaturehttp://abi.ed.asu.edu/basics/Files/Summary_Recent_PBIS_Research_11_23_05.pdf andhttp://www.pbis.org/researchLiterature.htm). Once you have gathered this material you will need to “get on theagenda” of the next PTO and/or SIT meeting to discuss PBS and generate interest and support. Upon gainingsupport, you will need to schedule a meeting with the principal and repeat the process. Administration typicallyshows interest when they can see and understand data. Therefore, provide them with the link to Maryland’s Cost-Benefit Worksheet (http://www.pbismaryland.org/costbenefit.xls) that shows how much administration, teacher andstudent’s time is lost due to office discipline referrals. At this meeting, it may be a good time to provide theadministrator with a copy of this article to assist in moving forward with PBS. If you desire, you can volunteer tobecome part of the peripheral leadership team.
Feature #2: Coordination One of the first tasks of the School Leadership Team is to establish a Team Leader to oversee and coordinate the
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PBS activities on campus. This person can be a dean, behavior specialist, guidance counselor, or teacher, however,it is critical that they want to be the team leader. The characteristics and responsibilities of the Team Leader include:(1) attend all team meetings, (2) schedule monthly meetings and send reminders to team, (3) prepare meetingagenda, email to team members (Team Meeting Agenda), (4) facilitate PBS Team meeting, (5) support team to stayon track and remain positive, (6) be well respected and (7) be organized with good communication skills (FL PBSProject, 2007).It is vital that the Team Leader be established prior to the first training on SWPBS or at least identified andparticipation confirmed on the first day of training. Often, this person is the first point of contact for the PBS Coachand anyone else who may inquire about PBS, in that they solicit involvement from the faculty, staff, and parents. The FLPBS Project provides Team Leader Training to assist this person in fully understanding the role andresponsibilities required to sustain the school-based PBS efforts. As the Team Leader becomes more proficient intheir role, often times the Coach may fade support to the team over time.
AdministratorsLook at the list of individuals selected and identify a potential Team Leader. Meet individually with the identifiedindividual prior to your first team meeting to explain the responsibilities of a Team Leader (see above) in order todetermine interest in fulfilling the role. Once the Team Leader has been identified by an administrator, it will be yourjob to assist the Team Leader in several ways (e.g., providing extra planning time, release from some duties, addingPBS to your faculty meeting agendas, providing time to train the staff and students in PBS, and assist in obtainingany resources or funding that the team may need to support PBS initiatives on campus).
TeachersWhen you talk to the administration about SWPBS you will want to emphasize the team approach and especially theroles and responsibilities of the Team Leader. If you are interested in the position, determine if you can fulfill theresponsibilities and if you possess the characteristics of a leader. If the answer is yes, then contact youradministrator. However, if you believe that you cannot perform the required duties, then it is critical that you decline ifextended the position. You may want to encourage a fellow colleague on campus to fulfill this role. Take time to talkto this person separately to solicit interest in the position.
ParentsTalk to the administration about PBS and make certain to emphasize the team approach, especially the roles andresponsibilities of the Team Leader. Emphasize the importance of this role being voluntary. Inquire on what the PTOcan do to assist in coordination efforts.
Feature #3: FundingThe School Leadership Team needs to address the issue of funding their PBS initiative for both sustaining andexpanding efforts across campus. Funding is needed for a variety of reasons and may include support for: (1) “start-up” monies to kick-off school-wide activities (2) stipends for substitute teachers while team members are meeting orattending training, (3) printing materials (e.g. posters, minor forms), (4) purchasing school-wide incentives, includingsupplying a school store, and (5) paying for a data entry person, etc. Some districts are able to provide funds to schools as an additional incentive and assist a school in “boosting” theirefforts (George & Kincaid, in press). However, it is important to prevent complete reliance on external funds in orderto develop the infrastructure. External funds can sometimes create a barrier and prevent a school from building aninfrastructure to support PBS efforts. Internal funding that can be restructured to support PBS initiatives include butare not limited to: (1) school improvement plan monies, (2) building community partnerships, (3) parent/teacherassociations, and (4) ongoing school-wide fundraisers, etc.
AdministratorsIt will be your responsibility to assist the team in obtaining funds to sustain the PBS efforts on campus. Looking formoney at the school level and at the community level are two ways to support this initiative. First, examine yourbudget to see where you can allocate some funds. Getting SWPBS written into your School Improvement Plan (SIP)and gaining support of the PTO are two additional resources to access on campus. If the team decides to do somefundraising, make sure to follow any district policies and guidelines. Additionally, there are several grant proposalsavailable. Contact your district grants department for further assistance.The second way to generate funding is to look at community resources available. Most likely your school hasalready established business partners. Determine how these donations can be used to support SWPBS and ifnecessary, you may need to solicit additional partners. Florida’s PBS Project has developed a list of suggestedfunding ideas that is provided to participating schools as a method to locate outside support.
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TeachersLooking for money at the school level and at the community level are two ways to support this initiative. At theschool level, get on an agenda for a PTO meeting to discuss how they can help fund SWPBS activities. Also, assistthe Leadership Team with fundraising. At the community level, compile a list of local businesses that may be willingto donate (e.g., location of free teacher stores) and share results with the Leadership Team. Investigate resourcesavailable in your district and the requirements to use their services (if any).
ParentsAs a parent, there are two ways to assist in obtaining funding for SWPBS. First, at the school, work with the PTOand their fundraising. Second, at the community level, compile a list of local businesses that may be willing todonate. Once complete, solicit participation from the PTO in recruiting community business support and share theresults with the Leadership Team. This activity will assist in building team cohesiveness.
Feature #4: VisibilityThe purpose of building visibility is to increase awareness of PBS activities, maintain communication across keystakeholders within the school and community, and solicit increased interest in expanding PBS efforts throughout theschool and community. Dissemination strategies include: (1) newsletters, (2) presentations at School Boardmeetings, (3) features on school and district websites, (4) articles in the local newspaper, (5) segments on the localnews, (6) presentations at administrators meetings, (7) acknowledgement of recognized staff and students oncampus (e.g., Student of the Month), (8) presentations and poster displays of PBS efforts at your school’s OpenHouse, (9) informational flyers to be sent home, and (10) explanations at parent/teacher conferences. Any or all ofthese strategies can be utilized within a school. Team Leaders are encouraged to notify key stakeholders in theschool (non-participating administrators, all staff at monthly meetings, etc.) and district (Coach, District Coordinator,supervisors of departments, Superintendent, etc.) of progress and upcoming activities. It is not only necessary toestablish the need for PBS at your school but also builds buy-in to enhance sustainability across school years. Thiscan be done using graphs analyzing current discipline data and sharing results of the staff and climate surveysconducted. In addition to the data presented, include the goals the leadership team has developed in result ofanalyzing these data. This will help to confirm that there is a purpose to completing the assessments requested andthat the information collected is meaningful and used in decision-making on campus.
AdministratorsAt this time it would be helpful in identifying if there is a lead person in the district (i.e., District Coordinator) whooversees and coordinates the implementation of PBS initiatives. If no designee exists at the district level, then lookto identify a statewide initiative or project http://www.pbis.org/map.htm in your state for further support. However, ifyour state does not have a project to oversee PBS initiatives, then dissemination activities are necessary to buildstakeholder involvement in hopes of moving towards the formation of a District Leadership Team. In result, this mayassist in supporting your school towards receiving PBS Training. When utilizing visibility strategies at the districtlevel (i.e. principal meetings, School Board meetings, committees for safety and discipline), it is important to highlightthe outcomes of specific PBS activities as well as the cost/benefits of those outcomes at a school and district level(Sugai et al., 2005). Furthermore, use of these strategies not only builds interest in assisting in school and districtlevel expansion efforts, but may also assist in building an internal support network. At the school level, you will needto advertise SWPBS to faculty and parents. Use of a newsletter or brochure can highlight the activities andoutcomes your school hopes to accomplish as well as the actual results achieved once PBS Training is completed. When newsletters are disseminated to community partners and parents, this information can help to build interest forfuture PBS participation, can assist in networking, and can generate increased buy-in and communication acrossyour school and community stakeholders to promote long-term sustainability. Additionally, embed SWPBS intoexisting events on your campus as a method to increase awareness (e.g., web site, faculty meetings, open house,parent nights, etc.)
TeachersAt this time it would be helpful in identifying if there is a lead person in the district (i.e., District Coordinator) whooversees and coordinates the implementation of PBS initiatives. Contact this person to express interest, identifyrequirements for training participation, request an on-site presentation to solicit school interest, and share theinformation with your administrator. If no designee exists at the district level, then look to identify a statewideinitiative or project http://www.pbis.org/map.htm for further support. Additionally, you will want to gather informationfrom other sites implementing SWPBS for your administrator and colleagues. Examples include: www.pbis.org ,http://www.nau.edu/ihd/positive/ovrvw.shtml , http://www.cde.state.co.us/pbs/ , http://flpbs.fmhi.usf.edu ,http://www.pbisillinois.org/ , http://www.pbismaryland.org/ , and http://www.cise.missouri.edu/links/pbs-schools/index.html . It can be beneficial to introduce this process to your colleagues in small groups such as team or
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grade level meetings.
ParentsAt this time it would be helpful in identifying if there is a lead person in the district (i.e., District Coordinator) whooversees and coordinates the implementation of PBS initiatives. Contact this person to express interest, identifyrequirements for training participation, request an on-site presentation to solicit school interest, and share theinformation with your administrator and PTO. If no representative exists, look to identify a statewide initiative orproject http://www.pbis.org/map.htm for further support. Additionally, you will want to gather information from othersites implementing SWPBS for your administrator, faculty and PTO. Refer to the links above for further information. Provide awareness presentations at PTO meetings and Open Houses to solicit support.
Feature #5: Political SupportPolitical support refers to the written or verbal commitment to PBS that is communicated to school administrators,personnel, parents and students. This may occur via public board meetings, written policies, and redistribution ofresources.For instance, political support may include the school administrators identifying the improvement of socialbehavior (i.e., discipline, school improvement, climate, safety, etc.) as one of the key school goals. If theimprovement of social behavior is not a high priority, supports for the School Leadership Team, coordination, funding,visibility, political support, training, coaching, demonstrations, and evaluation will be greatly affected and may notsustain long-term (Sugai et al., 2005). Political support may also include building awareness and communicationthat PBS initiatives contribute significantly toward achieving the goals of other high priority initiatives in a school ordistrict such as No Child Left Behind (NCLB), Reading First, Character Education, and Safe and Healthy Schools. Remember, the more political support that is developed at the district level equates to more support that you willreceive for PBS at your school.Achieving a high level of political support will increase the visibility of PBS activities (George & Kincaid, in press). For example, if you are requesting time at a faculty meeting to increase awareness across campus, the administratorshould be able to get PBS on the agenda and show his/her support of the school’s PBS efforts. Likewise, the schoolmay be more apt to gain political support through increased school awareness. For example, districts and schoolsmay be reluctant to commit to PBS due to so many initiatives already being in place. High priority initiatives such asReading First and NCLB may take precedence. If your School Leadership Team is utilizing visibility strategies todispel the myth that PBS is a separate initiative and increases school and district awareness that PBS is a processthat can enhance other mandated initiatives (thus being a related initiative), the district may be more liable to provideadditional supports to your school.
AdministratorsYou will need to establish political support both at the school and district level. The main goal at your school is tohave PBS become part of your School Improvement Plan by demonstrating that SWPBS aligns with your school’smission statement (i.e. addresses safety, discipline, and climate) and other initiatives on campus (i.e. bullyprevention, social skills, response to intervention, etc). Providing a visual report of the school’s data indicating howPBS can assist in addressing areas of concern on campus can assist in generating support of the SIT, faculty anddistrict. Using a report as described above along with a description of how PBS is aligned and related to otherdistrict initiatives will build support at the district level by presenting this information to top district administrators (i.e.area superintendents, student services, ESE, Safe and Drug Free Schools) and district committees regardingdiscipline. Ultimately, the aim at the district level is for PBS to become a district goal to address SWPBS andcontinue to support your school in training and ongoing technical assistance for long-term sustainability.
TeachersFirst, in order to gain political support, you will need to obtain faculty and staff buy-in. Faculty membersunderstandably reserve enthusiasm of a new initiative due to both the potential for increased responsibilities and ahistory of failed initiatives across the years on campus. To gain political support from teachers is to dispel any fearsby showing how PBS aligns with already existing school initiatives. Once achieved, the goal is to have PBS becomepart of your SIT by demonstrating that PBS aligns with the school’s Mission Statement (i.e. addresses safety,discipline, and climate) and other related initiatives on campus (i.e. bully prevention, social skills, response tointervention, etc).
ParentsThe main goal in gaining political support for a parent is to embed PBS within your school’s SIT. The best way to getthe support of the SIT is to gather as much information as possible from national and local websites (refer to Feature#4: Visibility) and disseminate to team members and your local PTO. Parents can also make phone calls to localreporters (television and newspaper) to highlight some of the positive efforts that are occurring on campus to assist
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in building momentum, possibly “jump start” district support for a school’s desire to proceed with PBS, and buildawareness to community partners. A positive effort can be as simple as pulling data together (discipline, climate,satisfaction, etc.), showing the desire to make change, and describing how the school plans to improve campusfollowing PBS Training. Reporters can return to follow-up on the school’s activities upon completion of training.
Feature #6: Training CapacityIt is vital that a school identify the team members to attend training, but it is not expected that these membersbecome trainers at a later date. Some of these members may become on-site trainers to new faculty or teammembers. It is most important that a school identify if there is a funded project in your state or district thatcoordinates PBS activities and supports PBS trainings. Refer to www.pbis.org for further information. Once a schoolteam has completed PBS Training, additional trainings may become available as your school’s needs change acrosstime. Examples include: (1) “booster” training for teams not implementing with high fidelity after one year ofimplementation, (2) training on the School-wide Information System (SWIS; May et al., 2002) or other data-basedsystems, (3) re-training for a team that may have lost their administrator or majority of their leadership team, (4)secondary level training (i.e., classroom) to address the targeted group and at-risk students, (5) tertiary or individualstudent level training to address the students in the top 5% of discipline referrals, and (6) overviews foradministrators, faculty, and new teams (Refer to http://flpbs.fmhi.usf.edu for further resources available for trainingand training readiness checklists). To better prepare schools for participation in the initial SWPBS Training, Florida’s PBS Project requires eachinterested school to complete an Individual School Training Readiness Checklist. This checklist assesses theschool’s commitment to training and implementation thus initiating the evaluation process of a school’s willingnessand capacity to support school-wide PBS efforts. With comprehensive PBS Training that focuses on a systemschange approach and requires up to 4 full days of training (at the universal level), it is essential that teams are awareof their commitment prior to investing their time and energy (see Feature #1: Leadership Team). Some DistrictLeadership Teams across states have used this form as an application package for training with deadlines forcompletion. If a school is interested in receiving training on SWIS, a web-based data entry and retrieval system, thesecond page of the checklist can be completed upon the final day of training depending upon the requirements asset forth by your district or state project.
AdministratorsIf a state or district project exists, it is important to make contact in order to express interest in receiving training andidentify any necessary readiness requirements that your Leadership Team will need to complete (School ReadinessChecklist and Commitment and Getting Started with PBIS). You will also need to identify the dates, times, location ofthe training as well as coordinate your team member’s attendance. If the training takes place during the school year,you will need to guarantee substitutes are provided as needed. In addition, the leadership team will need tocomplete and submit all requirements specified for training participation as well as gather any pertinent informationthat will be useful during the training (e.g., Student Code of Conduct, current disciplinary report, faculty handbook,SIT, school’s mission statement, list of classroom rules and current initiatives on campus, etc.). Once training isscheduled, confirm one week prior to the date to reconfirm the details for the training. Once training is completed,you will want to initiate a discussion with your state or district contact in how to receive support (i.e., technicalassistance) throughout the school year and the availability for additional trainings offered. If no project in your state or district exists to provide training to your school or a project exists but is ill-equipped dueto lack of personnel or experience to conduct the PBS trainings, outside trainers, experts, or consultants should beutilized. Refer to www.pbis.org to identify the PBIS Partner for your state. Lead trainers should be well-versed in thetraining curriculum, adept at training adult learners, and experienced in the application of PBS across a variety ofsettings. When you initially contact a consultant, your main goal is to identify the cost and requirements for theirservices. Depending on the cost of the consultant, investigate whether there are any district dollars to utilize orwhether additional schools are interested in participating in training for cost-sharing. At this point, you will want toappoint a liaison to: (1) coordinate the training arrangements with the consultant (i.e. dates, location, times,technology, travel arrangements, materials, etc.) and (2) coordinate communication across additional participatingschools. This liaison should be responsible to ensure schools’ readiness for training as well as notify key districtstakeholders of upcoming training to build visibility and political support. Leadership teams can initiate data analysisand work to build faculty buy-in prior to receiving training. As stated before, to maximize the training experience,leadership teams may want to consult available readiness checklists to better prepare them for upcoming training(Individual School Readiness Checklist and Getting Started with PBIS). It is important to note that once SWPBS Training is completed, training will continue to be ongoing. It is theadministrator’s responsibility to provide the Leadership Team the necessary time and resources in order to effectivelyand efficiently train staff and students on the process developed initially and in booster trainings. Additionally, theadministrator needs to continue to work with the leadership team in determining how new staff and students will betaught the SWPBS process on campus.
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TeachersYour primary responsibility in preparing for training is to assist with any pre-training readiness requirements. Thiscould be as simple as reminding fellow Leadership Team members of the upcoming training dates and gathering anypertinent materials needed at the training (e.g., Student Code of Conduct, office discipline referral form, lists ofclassroom rules, faculty handbook, SIT, current school initiatives, school’s mission statement, etc.). If your schoolcontracts with an outside consultant for training, volunteer to coordinate the training logistics (i.e. dates, location,technology, etc.) with the consultant and be the liaison between the consultant and other schools’ participating in thetraining.
ParentsIf the school contracts with an outside consultant for training, solicit support from the PTO to assist with the cost ofthe training. Support to the leadership team can also be provided by securing community businesses in providingfood during the training. Parents will also want to encourage the PTO in assigning a member to participate on theLeadership Team during and following completion of the training.
Feature #7: Coaching CapacityCoaches are often school personnel who are released of some of their prior responsibilities to facilitate theparticipating school-based PBS Team through implementation and to attend any district-level (monthly Coaches’Meetings) and/or state-level (annual Coaches’ Training) events. A Coach may be a district-level person (external) ora site-based person (internal; e.g., education specialist, school psychologist, social worker, behavior specialist,guidance counselor, etc.). Since Coaches may be required to attend local and state activities that are not occurringat their particular school, it is essential that Coaches are not classroom teachers or administrators. Coaches shouldbe selected based upon their function (what they can do and what is required of them to do), not by their titles(George & Kincaid, in press). The PBS Coaches’ primary function is to maintain fidelity of implementation followingtraining and provide continued support to the team. When identifying a person from your school to serve as a Coach, consider the following characteristics andresponsibilities required of a Coach: (1) having the freedom to move across schools, (2) understanding the school-wide PBS process and having some general knowledge of behavioral principles, (3) having the skills necessary toeffectively facilitate teams throughout the process (across the school year during team meetings andduring activities in trainings), (4) attending any trainings with their respective school-based teams, (5) being afacilitator and member of the school-based team, (6) reporting to the District Coordinator (if available), (7) being themain contact person and liaison for the school-based team, and (8) collecting any team, district or state evaluationdata (Florida PBS Project, 2007).
AdministratorsIf no District Coordinator or state project exists, the administrator needs to identify the process for selecting a Coachfor your leadership team. Your role in this process will vary depending on whether your school will have an externalor internal Coach. If the district provides the school with an external Coach, determine the person selected andcontact this individual to receive support in facilitating the pre-planning meetings on campus. If your school districtutilizes internal Coaches, identify someone on your staff for this role (review the characteristics and responsibilities ofa Coach in the previous paragraph). The role of an internal Coach should be voluntary and time must be provided toattend any related trainings or meetings to further enhance skill development (as required by the district or stateproject) as well as complete any necessary evaluation instruments. This internal Coach should be encouraged towork with any outside consultants providing the PBS Training and provided time to meet with Coaches from otherparticipating schools on a monthly basis to network and receive support.
TeachersDetermine whether you school will have an internal or external PBS Coach. Depending on the size of the school,some schools may require more than one Coach (e.g., high schools with small learning communities). Volunteer totake the position of internal Coach if you are interested and fit the characteristics as described above. Otherwise,encourage and nominate others to volunteer for the position that fit the requirements.
ParentsParents need to be creative in determining how the PTO can support the efficiency of the Coach on the schoolcampus (i.e. volunteer to help during school-wide activities, assist in supervision across campus during teammeetings, assist with fundraising to support school-wide initiatives, etc.). Additionally, schedule a time to meet withthe Coach to receive updates on the PBS progress on campus and share this information with the PTO. You maywant to invite the Coach to present on current activities and findings at the next PTO meeting. Communication with
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the Coach can assist the PTO on how they can best support the PBS initiatives on campus.
Feature #8: DemonstrationsA demonstration site is typically an exemplar school implementing PBS with fidelity. Fidelity is defined according tothe assessment instrument used and varies across states (e.g., SET 80/80 (Sugai, Lewis-Palmer, Todd & Horner,2001), BoQ 70 (Kincaid, Childs & George, 2005)). Demonstrations serve as a training resource or model for futureand/or struggling teams and reinforce the rationale for continued district expansion and ongoing support (Sugai et al.,2005). Exemplar schools can assist in increasing visibility and political support at a district level while simultaneouslyproviding a visual for what PBS looks like when implemented thus enhancing buy-in at the school level. Interested orstruggling schools seek demonstration sites for guidance and new ideas. If your district and/or state do not haveidentified demonstrations, some states (e.g., Florida, http://flpbs.fmhi.usf.edu and Maryland,http://www.pbismaryland.org/) have identified their model or exemplar schools which can be contacted directly forfurther information.
AdministratorsDetermine if demonstration sites exist within your district and/or state and if so, contact them to schedule a site visitwith some of your Leadership Team. Schools must typically meet criteria as established by the state or districtproject to meet exemplar eligibility. These criteria may assist your leadership team in preparing for what is requiredto make overall change on your campus as experienced on your site visit. During the site visit, make sure tointerview the school’s Leadership Team and request to review their products developed. If no demonstration sitesare identified within your district and/or state, consult the websites stated above for further information. Additionalsites with sample products include but are not limited to: Missouri, http://www.cise.missouri.edu/links/pbs-schools/index.html and Georgia, http://ebis.valdosta.edu/celebration.htm.
TeachersDetermine if demonstration sites exist within your district and/or state and if so, contact them to schedule a site visitwith some of your Leadership Team. Make sure to notify your administrator of the site visit and encourage them toattend with your team. During the site visit, make sure to interview the school’s Leadership Team and request toreview their products developed. If no demonstration sites are identified within your district and/or state, consult thewebsites stated above for further information.
ParentsDetermine if demonstration sites exist within your district and/or state and if so, collect the contact information andprovide them to your school’s administration to schedule a site visit. Volunteer to visit the demonstration site with the leadership team. Make sure to talk with the school staff onactivities, review products developed, interview the leadership team on time involved, and ask to speak with theirparent representative on the team. Upon return, share the information gathered at your next PTO and SIT meeting. If no demonstration sites are identified within your district and/or state, consult the websites stated above for furtherinformation.
Feature #9: EvaluationEvaluation is essential in determining SWPBS effectiveness. Several instruments are available that measure trainingeffectiveness and satisfaction, technical assistance efforts, team processes, implementation activities, and studentoutcomes. (refer to George & Kincaid, in press; or visit http://flpbs.fmhi.usf.edu and www.pbis.org) The evaluationprocess assesses the fidelity of PBS (or evaluates how well we are doing in implementing PBS on campus),provides data on students and other outcomes (e.g., academic, ODRs, in-school and out-of-school suspensions,etc.), determines model/exemplar/demonstration schools/sites, and assists in developing an action plan for problemareas, as well as acknowledging successful areas. Since data provide information on effectiveness (i.e., what isworking and not working), it is important that data are collected throughout the school year and disseminatedfrequently to provide ongoing feedback on the progress of activities thus promoting continued buy-in across campus. This constant feedback (i.e., evaluation) allows for teams to adjust their efforts during the year based upon theinformation collected. In summary, evaluation data assist in: (1) gaining an understanding of how the plan is functioning (“Are we reallydoing what we think we are doing?”), (2) documenting the plan’s effectiveness (“Is what we’re doing working?”), and(3) identifying and examining strengths and weaknesses of the PBS Plan. Combined results derived from variousinstruments assist in identifying ways to improve the PBS process. These data allow school teams to refocus andestablish new action plans for each school year (George & Kincaid, in press).
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AdministratorsThe evaluation process is critical in determining success by assessing whether goals are being met and identifyingresults to date. Schools are already collecting a tremendous amount of data with or without PBS implementation. The question is whether these data are meaningful to your school and are used to make ongoing decisions oncampus. One of the key types of data already collected are your office discipline referrals (ODR). Your first step inevaluation is determining if your current database system is useful for data-based decision-making. Refer towww.swis.org for guidance in what database systems should have or look like. Additionally, the attendance data,climate surveys, state assessments; DIBELS; in-school and out-of-school suspensions (ISS and OSS) and referralsto special education will provide good baselines prior to completing training in PBS. These baseline rates will allowthe Leadership Team to compare across implementation years. By collecting these data in an organized format, thisinformation will also assist in soliciting potential Leadership Team members as well as building faculty buy-in acrosscampus. Determine what evaluation tools are required by your district or state project (if any) along with the timelines forcompletion. Once identified, you will need to determine who is responsible to complete the tool (Coach or TeamLeader), the process of submission (e.g. on-line, fax, email, mail) and to whom (District Coordinator or state project). In addition, you will want to identify how your school will receive the results of these evaluations from the district orstate thus ensuring that the leadership team uses the results to modify your school’s PBS Plan. If no district or stateproject exists, refer to the contracted consultants for evaluation materials or visit www.pbis.org andhttp://flpbs.fmhi.usf.edu for further information. By collecting data and evaluating outcomes, you will be able toimprove activities on campus, continue to make overall systems change thus increasing visibility and political supportacross your campus, district and state.
TeachersThe teacher’s role in the evaluation process is to assist with data collection and completion of all evaluation tools. Ifno evaluation tools are required by your district or state, assist your Leadership Team in identifying tools used byother states as mentioned earlier. Additionally, you will want to ensure that the Leadership Team uses all the existingdata available on campus in order to guide the direction of your PBS Plan and plan for what needs to change oncampus.
ParentsThe parent’s role in the evaluation process is to solicit fellow PTO members in assisting in the completion andcollection of data on campus (e.g., climate surveys for parents and students). Once collected, assist in thedissemination of results to the PTO to build awareness, solicit interest in participation, and to maintaincommunication on the PBS process occurring throughout campus. Provide ideas in how the school can disseminatethe results to the students so that they can be aware of what is happening and get involved in making changes oncampus (building continued buy-in across all stakeholders). If no district or state team exists, consult the websitesmentioned above and assist in gathering material to assist in the evaluation process at your school. It is important tonote that schools may be hesitant to share data with parents, particularly if it is unfavorable or does not reflectpositively on the administration (data can always be kept confidential when talking about overall ODRs; teams canmaintain confidentiality by withholding individual student names). Therefore, it is important to encourageadministrators that the PTO is there to support and wants to simultaneously improve the school together. Sinceadministrators are not accustomed to having parents interested in overall school-wide data including assisting inimproving the outcomes, provide examples in how the PTO can be of assistance and benefit from this information.
Conclusion
To get Positive Behavior Support in your school, refer to the nine blueprint items as assistance in getting your schoolready for training. Schools will need to commit time and energy in planning, training, and implementation activities inorder to see real change occur on campus. In order to preserve the investment made by the Leadership Team, it isimperative that schools prepare well for PBS Training so that the time spent in training is used efficiently in order toproduce effective results (i.e., develop a cohesive action plan with school products). The suggestions provided in thisarticle aim to assist administrators, teachers, and parents in how to get PBS in their school. The examples providedare derived from experience of actual schools and persons whom we have worked with in Florida and across thenation.The school administrator is the most important person in getting PBS and sustaining the changes made in the schoolas well as the most influential person in the district in getting other schools and administrators interested in PBS. Therefore, as a parent or teacher who has devoted a tremendous amount of time in getting PBS in your school, donot give up! As a teacher, we encourage you to begin to pilot some PBS strategies in your classroom to serve as amodel and solicit interest across campus. Invite fellow teachers and administrators to local conferences, yourclassroom, and to view materials gathered to increase buy-in. As a parent, continue to work with the PTO in building
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a relationship with administration and gaining their support for PBS. Although it may seem like getting PBS in yourschool is hard work and it is, the payoff is significant and your school, students, faculty, and parents will benefit in theend. Remember, PBS is not a quick-fix, but a process that requires a team approach. Although time will be neededin the planning and implementation phases of your PBS Plan, sometimes additional time needs to be added ingetting the stakeholders to the table and interested and committed to PBS Training. If your school/district hascompleted pre-planning and is ready for PBS Training, please refer to PBIS Network, http://www.pbis.org/map.htmand locate the contact for your state.
A Quick List of Links from the Article
ReferencesFlorida’s Positive Behavior Support Project. (February 20, 2007). flpbs.fmhi.usf.edu.
Kincaid, D., Childs, K., & George, H. (2005). School-wide Benchmarks of Quality. Child and Family Studies, Divisionof Applied Research and Educational Supports, University of South Florida, Tampa, Florida.
Lewis, T. J., & Sugai, G. (1999). Effective behavior support: A systems approach to proactive school-widemanagement. Focus on Exceptional Children, 31(6), 1-24.
May, S., Ard, W. III., Todd, A.W., Horner, R.H., Glasgow, A., Sugai, G., & Sprague, J.R. (2002). School-wideInformation System. Educational and Community Supports, University of Oregon, Eugene, Oregon.
Sugai, G., Horner, R., Sailor, W., Dunlap, G., Eber, L., Lewis, T., Kincaid, D., Scott, T., Barrett, S., Algozzine, B.,Putnam, B., Massanari, C., & Nelson, M. (2005). School-wide Positive Behavior Support: Implementers’ Blueprintand Self-Assessment. Technical Assistance Center on Positive Behavioral Interventions and Supports.
Sugai, G., Lewis-Palmer, T., Todd, A.W., & Horner, R.H. (2001). School-wide Evaluation Tool. Educational andCommunity Supports, University of Oregon, Eugene, Oregon.
MiBLSi is a Mandated Activities Project (MAP) funded through the Michigan Department of Education
and the United States Department of Education, Office of Special Education Programs
COUNTDOWN TO…
10 Structures in Place
School Leadership Team (SLT) is established & has regular meetings scheduled
Communication plan and feedback loops are developed between SLT & staff
9 Staff Buy-In Staff commitment to SWPBIS is
established (at least 80% of staff agree to this work)
8 Staff Introduction to PBIS
SLT creates plan to present Introduction to PBIS to staff
Introduction to PBIS is presented to staff
7 Identify & Define
School-wide Behavioral Expectations
SLT creates plan to deepen staff learning around having 3-5 school-wide behavioral expectations
SLT & staff create 3-5 school-wide behavioral expectations
SLT creates plan to deepen staff learning around defining school-wide expectations in all settings
SLT creates plan for observations in all common areas
SLT & staff complete a behavior matrix
6
Prepare to Teach & Monitor Behavioral
Expectations
SLT creates plan to deepen staff learning around teaching expectations
SLT & staff create lesson plans for teaching expectations in each setting
SLT & staff create a plan for teaching the lessons
SLT creates plan to deepen staff learning around monitoring behavior
SLT & staff create plan for monitoring behavioral expectations school-wide
MiBLSi is a Mandated Activities Project (MAP) funded through the Michigan Department of Education
and the United States Department of Education, Office of Special Education Programs
5
Positive & Corrective Feedback
SLT creates plan to deepen staff learning around acknowledgements
SLT & staff develop a school-wide acknowledgement system
SLT creates plan to deepen staff learning around correcting behavior
SLT & staff develop a consistent response system for behavioral correction
4 Data Systems
SLT will complete the Benchmarks of Quality (BoQ)
SLT & staff develop Office Discipline Referral form (ODR)
SLT will work with their SWIS Facilitator to complete SWIS readiness requirements and obtain license
3 Finalize Development of All Components
3-5 Behavioral Expectations Behavior matrix Lesson plans for all settings
Plan for teaching the lessons
Plan for monitoring behavior
Acknowledgement system
Consistent behavioral response plan
2 Plan PBIS Kick-Off Assembly
Date chosen Who will do what
1 Order, create, gather all PBIS materials
Create posters, visual displays, etc.
Acknowledgement system items Include SWPBIS information in staff &
student handbooks, parent newsletters
