PBISPositive Behavioral Supports

Marty Smith, Director

Behavior Institute of Georgia

Sponsored by

Burke County Schools

What’s it Called???• PBS – Positive Behavioral Support• PBIS – Positive Behavior Interventions &

Supports• SW-PBS – School-wide Positive Behavioral

Support• EBIS – Effective Behavioral & Instruction

Supports (Everyone Behaves in School)• PBSIS – Positive Behavior Supports in

Schools

What is PBS?

• A program to teach all students desired behavior in the school setting

• A prevention program to reduce undesirable behavior

• A framework that each school individualizes to meet their specific student and staff populations, problems, and celebrate successes

• Schools use office discipline referral (ODR) data and surveys to identify problems, to plan, implement, and evaluate solutions

What to Expect:

• For the commitment & implementation of PBS:- A decrease of 40-60% in ODRs in the next 3-5 years- Improved relationships with parents and community partners- A cohesive staff with a vision for improvement in student academic achievement

- An environment where teachers can teach and students can learn

““It’s definitely a change of tactics, but the It’s definitely a change of tactics, but the over-all strategy remains the same.”over-all strategy remains the same.”

PBS

A structured approach to creating an effective school-wide discipline program to move away from

QUIT – STOP – DON’T

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Using Positive Behavior Supports to…

Develop a Continuum of Interventions for Behavior and Discipline.

Why A Continuum to AddressDiscipline & Behavior?

• Over-reliance on the “local expert”• Build a knowledge base of interventions

that interfaces with the Student Code of Conduct

• Create school based behavioral team competence, Ex. Grade level teams

• Early intervention – move away from the Wait to Fail model

Adapted from Crone & Horner, Building PBSS in Schools, Guilford

Students with mild or no behavior problems (80-85%)

Students at risk for problem behaviors (5-15%)

Students with chronic/serious problem

behavior (3-7%)

Students with Dangerous problem behavior (1-2%)

All Students in School

Students with mild or no behavior problems (80-85%)

Students at risk for problem behaviors (5-15%)

Students with chronic/serious problem

behavior (3-7%)

Students with Dangerous problem behavior (1-2%)

All Students in School

Students with mild or no behavior problems (80-85%)

Students at risk for problem behaviors (5-15%)

Students with chronic/serious problem

behavior (3-7%)

Students with Dangerous problem behavior (1-2%)

All Students in School

Analysis of School Datato Establish Interventions

• In school suspensions

• Out of school suspensions, expulsions

• Students referred to SST for behavior

• Attendance

• School Health Survey (MS, HS)

• Variables include: # of students, by month, by teacher, by location, by grade

0%

20%

40%

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100%

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Percentage of Students with ODRs (No minors)2003-04 N = 511 Elementary Schools 233,016 students

% 6+

% 2-5

% 0-1

87%

9%

4%

National Technical Center on Positive Behavior Interventions & Supports, 2004

Triangle Data Report

  # All % All # Major % Major # Minor % Minor

Students with 0 Referrals 283 78.61 % 284 78.89 % 354 98.33 %

Students with 1 Referrals 34 9.44 % 36 10.00 % 6 1.67 %

Students with 0 or 1 Referrals 317 88.06 % 320 88.89 % 360 100.00 %

Students with 2-5 Referrals 37 10.28 % 35 9.72 % 0 0.00 %

Students with 6+ Referrals 6 1.67 % 5 1.39 % 0 0.00 %

Students with 9+ Referrals 0 0.00 % 0 0.00 % 0 0.00 %

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100%

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Percentage of Students with ODRs (No minors)2003-04 N = 155 Middle Schools 100,234 students

% 6+

% 2-5

% 0-1

75%

16%

9%

National Technical Center on Positive Behavior Interventions & Supports, 2004

Triangle Data Report

  # All % All # Major % Major # Minor % Minor

Students with 0 Referrals 499 53.77 % 499 53.77 % 928 100.00 %

Students with 1 Referrals 160 17.24 % 160 17.24 %   0.00 %

Students with 0 or 1 Referrals 659 71.01 % 659 71.01 % 928 100.00 %

Students with 2-5 Referrals 196 21.12 % 196 21.12 %   0.00 %

Students with 6+ Referrals 73 7.87 % 73 7.87 %   0.00 %

Students with 9+ Referrals 22 2.37 % 22 2.37 %   0.00 %

PBIS Schoolwide Discipline

School Climate/School Health Survey

Bullying Prevention Programs

Safe & Drug Free Schools & Communities Programs

Family & Community Involvement

Mental Health Services

Behavior Education Program

Simple FBA - BIP

Targeted Social Skills Instruction

Student Assistance Programs

Mental Health Counseling – In School Programs

SST: FBA – BIP

Behavior Specialists

SpEd

Sample Continuum of Interventions for Behavior & Discipline

Web Resources

Research based

Special Education Behavior Specialists

(FBA to BIP Individual Student Referral Process)

SST Training: FBA to BIP

Behavior Specialists

Targeted Social Skills Instruction Anger Management Groups

Mental Health Services / Counseling Student Assistance Programs

FBA to BIP

PBIS Schoolwide Discipline School Climate

School-Wide Bullying Prevention Programs Safe and Drug Free Schools and Communities Programs

Family and Community Involvement Peer Mediation

Mental Health Services

Sample Continuum of Interventions for Behavior & Discipline

Activity #1

• Examine the example pyramids• Determine what interventions are in

place at each tier• What data are available to design

additional interventions?• What procedures are in place for

students to access interventions?• Discussion and summarize for brief

presentation to group

Students with mild or no behavior problems (80-85%)

Students at risk for problem behaviors (5-15%)

Students with chronic/serious problem

behavior (3-7%)

Students with Dangerous problem behavior (1-2%)

All Students in School

PBS Implementation Includes:• Proactive systems approach (NOT a

curriculum) • A framework designed to be responsive

to current social and educational challenges

• Focus on prevention• Focus on instruction• Incorporates empirically validated

practices

Components of a PBS Schoolwide Discipline Plan

• Common & consistent approach• Set of expected positive behaviors across

environments• Procedures for teaching expectations• Continuum of procedures to encourage expected

behaviors & discourage inappropriate behaviors• On-going monitoring of the plans effectiveness

Common & Consistent Approach

• Discipline procedures are implemented consistently by staff and administration

• Practices move away from the over reliance on punishers

Set of Expected Positive Behaviors Across Environments

• Expectations for student behavior are defined by a building based team with input from all staff

• Staff incorporate expectations into culture of the school

Appropriate student behavior is taught

• Procedures for teaching expectations

• Behavioral support strategies are designed to meet the needs of ALL students

Continuum of procedures to encourage expected behaviors &

discourage inappropriate behaviors

• Positive behaviors are publicly acknowledged

• Problem behaviors have clear consequences

On-going monitoring of the plans effectiveness

• Student behavior is monitored and staff receive regular feedback

• Leadership teams meet regularly/school & district events

Take Home Message

• A variety of resources must be tapped to develop a responsive pyramid for behavior

• Early intervention is the key

• Effective and efficient resolution for problems is critical

• Empower staff to seek assistance

Activity #2• Please complete your Team Member

Rating Form – Benchmarks of Quality– School name for “person completing survey”– Complete independently– Complete honestly

• Team review all BOQs

• Discussion and summarize for brief presentation to group

5 Steps to PBS Success

• Step 1 Establish a Leadership Team

• Step 2 Secure Staff Buy-in

• Step 3 Establish a Data-Based Action Plan

• Step 4 Arrange for High Fidelity Implementation

• Step 5 Conduct Formative Data Based Monitoring of PBS

SYSTEMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PBIS Social Competence &

Academic AchievementOUTCOMES

Practices, Systems, & Data

• Practices– Define, Teach, Monitor, Model, & Reinforce expected

behavior

– Correct behavioral errors

• Systems– Administration leaders/supporters

– Implementation is Team-based

– Budgeted support

– Defined commitment

• Data– Purposeful information used to make data-based decisions

Does PBIS Work?

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School Months

Office Referrals per Day per MonthLast Year and This Year

When used as part of school-wide systems have observed a 50-60% REDUCTION in ODRs (Horner, Sugai, & Todd, 2001)

Does PBIS Work?

Year 1 No PBIS

Year 2 PBIS

See increases in time spent in academic instruction as opposed to time spent in detention

Does PBIS Work? Cost Effectiveness• Elementary School

(N=808, K-6)• 2002-2003=1457 (baseline pre-PBIS)

• 2003-2004=113522% reduction

• 2004-2005=74649% reduction from baseline

• 2005-2006=294– 80% reduction from baseline

YES!!

Based on an average of 15 minutes per

referral, administration saved 17,445 minutes or

290 HOURS or 36 DAYS of time!

YEAH!!!! Our hard work is paying off!

Does PBIS Work? Cost Effectiveness

• Middle School (N=1,257; 6-8)• 2002-2003=3258 (baseline pre-PBIS)

• 2003-2004=272017% reduction

• 2004-2005=139857% reduction from baseline

• 2005-2006=694– 79% reduction from baseline

YES!!!

Based on an average of 15 minutes per

referral, administration saved 38,460 minutes or

641 HOURS or 80 DAYS of time!

YEAH!!!! Our hard work is paying off!

Elementary School Example

• K-5

• 593 students

• Urban area

• Title One

• Did not make AYP

EAST CLAYTON ELEMENTARY SCHOOL Baseline to Year 2 (through March 2006)

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EBIS Baseline 2003/2004

EBIS Year 1 2004/2005

EBIS Year 2 2005/2006

Elementary School Example

• Percent ODR Change

• Baseline to Year 1• 55% DECREASE• Baseline to Year 2• 71% DECREASE

• Time Saved• Baseline to Year 2• 67.75 hours SAVED• 8.47 School days

SAVED

Elementary SchoolAverage ODR per Month

Elementary SchoolBy Problem Behavior

Elementary School – By Problem Behavior

Elementary Schoolby Location

Elementary School – By Location

Elementary School – By Time

Elementary Schoolby Student

Elementary School – By Student

Elementary Schoolby Grade

Middle School Example

• 6-8

• 995 students

• Urban area

• Title One

• Did not make AYP

RUTLAND MIDDLE SCHOOL Baseline to Year 1

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EBIS Year 1 2005/2006

Middle School Example

• Percent ODR Change

• Baseline to Year 1• 60% DECREASE

• Time Saved• Baseline to Year 2• 1150.5 hours SAVED• 143.81 School days

SAVED

Middle SchoolAvg ODR by Month

Middle SchoolAvg ODR by Month

Middle Schoolby Problem Behavior

Middle School – By Problem Behavior

Middle Schoolby Location

Middle School – By Location

Middle Schoolby Student

Middle School – By Student

Middle Schoolby Grade

Middle School – By Time

Take Home Message

• PBS school wide discipline targets 80% of the school population

• PBS has a focus on teaching.

• PBS is a prevention based model.

• When fully implemented, PBS saves time for everyone!

• Imbed PBS in all activities!

“Working Smarter” means…

• Do less, but better

• Do it once, but for a long time

• Invest in clear outcomes

• Invest in a sure thing

Activity #3: Working Smarter Committee

Name Current

Implementation Activities

Current Outcome Data

Fidelity or Accuracy of

Implementation

Progress

Priority

Assigned Team

Member Attendance Committee

Parent Awareness via

Brochure

10% Improvement

for FY08

H M L

H M L

H M L

Check plans for FY09 Smith

Safety Committee

School Walks 1 x Month

Not Recorded H M L

H M L

H M L

Ask About Documentation

Parker School Spirit Committee

Assembly 2 X Year

None H M L

H M L

H M L

Tie into PBIS Program

Discipline Committee

Student Code of Conduct in Fall,

New Students

# ODR’s H M L

H M L

H M L

Partner with PBIS

PBIS Leadership

Team

Beginning FY 09 Full

Implementation

TBD Monthly H M L

H M L

H M L

Team Leader Jansen

H M L

H M L

H M L

H M L

H M L

H M L

H M L

H M L

H M L

Activity #3: Working Smarter Committee

Name Current

Implementation Activities

Current Outcome Data

Fidelity or Accuracy of

Implementation

Progress

Priority

Assigned Team

Member

H M L

H M L

H M L

H M L

H M L

H M L

H M L

H M L

H M L

H M L

H M L

H M L

H M L

H M L

H M L

H M L

H M L

H M L

H M L

H M L

H M L

H M L

H M L

H M L

Activity #3: Working Smarter

As a Group, - List school committees on the table

- Determine each committee’s activities, outcome data,

implementation afforts, Progress, and rate Priority as H (high), M (medium), or L (low)

- If more information is needed then assign a team member to gather information and report back

Activity #4: PBS School-wide and Nonclassroom Surveys

• Independently complete your Surveys – “Current Status” section only– Complete honestly

• As a group (on blank survey form), – total the # of team responses in each box in

“Current status”– Put a “” in the box in “Priority for Improvement”

where Team agrees

• Team discusses group consensus

GaDOE Guidelines & Information for Pandemic Planning

• Go to: www.gadoe.org

• On Left select Organizational Structure

• Scroll to Safe & Drug Free..Click on link

• Above manual is on the right – in about the 3rd box

Activity #5: Staff Buy-In

• As a group, brainstorm ways in which the TEAM will … – Share general PBIS information with staff

• Email list

• Hand-out/brochure

– Present PBIS “draft” ideas• Portion of pre-planning

• PowerPoint presentation

– Solicit active and on-going staff input• Feedback box

– Secure buy-in• Show of hands

• Survey (Assessing Behavioral Support in Your School)

Take Home Message

• Communication is Critical!

• Find out what staff think and feed that information back to them – powerful!

• Model PBIS behavior – it is contagious.

• Instill the school’s expectations as part of all verbal interactions with everyone

School-wide Behavioral Expectations

• The Basics– 3-5

– Few words

– Verbs (action words)

– Positively stated

– Name them, ex. The 4 B’s

What does a SW-PBS School Look Like?

• 3-5 Behavioral Expectations are clearly defined in observable terms.

• Within five minutes of entering the building anyone should know what the 3-5 expectations are.

The 3 B’s

•Be Responsible

•Be Respectful

•Be Prepared

Miller MS Cafeteria Tabletop Prompt

Miller Middle School

EAGLE Rule

•E = enter quietly

•A = accept responsibility

•G = grow academically

•L = lead by example

•E = exit quietly

The Wolf Creed

•W = work hard

•O = own your behavior

•L = listen and learn

•F = focus on respect

Non-example: Why?

•Pride

•Respect

•Responsibility

•Excellence

Non-example: Why?• E = exhibit respect for yourself and others

• A = accept responsibility

• G = give your best effort

• L = look, listen, and learn to

• E = exceed expectations and

• S = soar to success

Activity #6: Behavioral Expectations

• As a group, – Develop 3-5 school-wide behavioral

expectations for your school

– Write the expectations on the large post-it

– Provide small post-it feedback to other teams

Expectations Feedback

• Too high for age group?

• Too low for age group?

• Give concrete – constructive comments

• Give alternate suggestions

• If you like something – write down why!

School-wide Behavioral Expectations Matrix

• The 3-5 behavioral expectations– Listed on left-hand side

• The non-classroom settings– Listed across the top (order not important)– Typical examples:

• Lunchroom Assemblies• Bathroom Community outings• Hallway Cafeteria• Stairwell Bus zone• Grass areas

Behavioral Matrix 

 

Settings ->

Expectations

Sample Behavioral Expectation Matrix

Bus Bathroom Playground Entrance Classroom

Be respectful

•Hand/feet to self•Wait your turn•Allow others to pass/be seated•Use indoor voice

•Wait your turn•Keep your eyes in your own stall•Aim for your target

•Allow others a turn•Say nice things or nothing at all•Listen to adults

•Walk to the right•Use kind words•Use indoor voice

Be responsible

•Watch for your stop•Be ready to exit•Listen to adults

•Wash hands•Put paper in trash•Flush

•Use equipment wisely and •Return equipment after use•Follow game rules

•Follow dress code•Be on time•Be prepared

Be resourceful

•Be safe•Report problems to adults

•Report problems to adults•Keep bathroom clean

•Be safe•Report problems to adults

•Be safe•Report problems to adults•Get a pass when you need one

Willis Road ES

McEvoy MS

Howard Middle School Husky PAWS—School-wide Behavior Expectation Matrix

Bus/Bus Ramp Classroom Restroom Lunchroom Hall

Be Prompt and Prepared

Listen carefully for bus being called

Travel on assigned bus Go directly to assigned bus

Report to class on time Have all necessary supplies Have planner Use time at lockers wisely

Have planner Listen attentively Wait turn Uses restroom time wisely

Make menu selection before entering line

Get utensils and condiments while being served

Quickly give lunch code to cashier

Have planners at all times Use locker time wisely Keep track of books and

belongings Go directly to class

Accepts Responsibility

Listen attentively to driver or adult in charge

Remain seated in assigned seat Keep bus clean Get off at proper stop

Listen attentively to teacher or adult in charge

Follow teacher’s procedures Keeps area clean

Respect others space Keep area clean Flush Turn water off Wash hands Place paper in trash Report all problems to an

adult

Keep account balance current

Remain quiet and orderly in line

Keep table area clean Place all trash in proper

place

Keep hands and feet to self Remain quiet Report all problems

Works Hard Discuss and share something

new that you have learned today

Encourage good behavior

Participate in class Listen attentively Ask questions Complete assignments

Listen attentively Follows rules Exercise good hygiene

Wait turn to put trash away Go directly to assigned

tables Remain seated

Stay in a single file line Walk on the right side Keep locker area clean

Shows Respect Obey driver Hands and feet to self Use low voice

Follow teacher’s directions Be considerate of others Hands and feet to self

Keep restroom clean Be considerate of others Respect others privacy

Show respect to lunchroom staff

Use low voice Respect others space

Listen carefully to teacher or adult in charge

Be considerate of others’ space

Miller MS Cafeteria Tabletop Prompt

Activity #7: Behavioral Matrix

• As a group complete matrix,

– Write the 3-5 rules down left side

– Write the non-classroom environments across the top

• In positive terms, state what the behavioral expectation is to look like for that non-classroom environment

– At least 3 examples per box

– Ok to have few “repeat” examples

• Using the “stickies”, provide feedback to each group

• Team discussion of feedback

Teaching Behavioral Expectations: Lesson Plans

Telling is not teaching...

...and being told is not the same as being

taught.

Lesson Plan Components• Teach

*Provide Rationales*Examples and Non-Examples

• Model*Practice & identify when to display school-wide expectations w/feedback and pre-correction

• Reinforce* Tweak & Celebrate

• Evaluate* What’s working – not working? Data, data, data.

Lesson Plan Components

• Teach– Select your

rule– Provide a

rationale– Examples/non-

examples

• Respect Others

• “If you want others to show respect to you, you must be respectful of others” or “You’ve got to give it to get it”

Let’s Talk About Rationales

• Even way back in 1974, Eitzen found after a survey of adolescents and found that did not not understand that their behavior determines what happens to them.

• These students fell they are “victims of fate” or blame others for the problem.

Specialized Classroom Management/Boys Town

Three Rationale Categories• Benefit to the student

• Negative outcomes

• Concern or effect on others

Rats that focus on benefits of concern are most meaningful to students, so they shold be used more frequently.

Types of Rationales

1. Benefit to the Student: “What’s in it for me?” or “How can it help me?”When you ask for help by following the rules, you will likely get help faster. OR When you don’t tease others they will probably want to include you.

Benefit does not include the possibility of earning a tangible reward.If you do what I say then you can earn a Maverick Buck.

Types of Rationales

2. Negative outcomes state the potential associated with the behavior “How can I be hurt?” or “what price might I have to pay?”When you don’t in in homework, you get further behind and your grades drop. When you argue when corrected you may not get the help you need and may repeat the same mistake.

Negative consequences seem the most logical to use, but may be interpreted as verbal warnings or threats. This tpe of rat should be used selectively.

Types of Rationales

3. Concern for others states the effect a student’s behavior could have on others and incorporates the notion of consideration for the rights and property of others. If you call out for assistance, you could disturb others that are working. When you tease others they could take you seriously and their feelings could be hurt.

Many students, at first, are unable to consider the rights, feelings, or needs of others. For students making behavioral progress, this could be an effective approach.

Rat Summary

• Keep rationales brief, personal and developmentally appropriate will enhance effectiveness.

• Rats must be incorporated into teaching expectations and with consequences/recognition for greatest impact.

• Who are the best people in the school setting to ask for examples of rats?

Lesson Plan Components

• Model– Activities– Role plays– Feedback

• Respect Others• Students act out

examples• Teacher acts out non-

examples• “Chalk and talk”

where students come up with own examples/non-examples

• Teacher provides precorrection and error correction

Lesson Plan Components

• Reinforce– Verbal

– Tangibles

• Respect Others

• Students given verbal praise or earn a “GOTCHA” for displaying respect for others

Lesson Plan Components

• Evaluate– Graph

– Chart

• Respect Others

• Teacher monitors number of times students display respect (# of praise statements, “GOTCHAS” given)

Incorporate Lessons into Daily Activities

• Writing or Math Assignments

• Morning Announcements

• Recognition Programs

• Practice in School Locations

• School Newsletter Articles

• Staff Buy-In

• Team Presentations/Communications with Staff

Baldwin

Lesson Plan FormatBehavior Expectation

Rationale/Explanation for Displaying the Behavior

Positive Examples Non-Examples

Instructional Procedures/Activities(Including opportunity to Model Positive Behaviors)

Feedback in Natural Context

Prompts Acknowledgements Corrections

Activity #8: Lesson Plans

• In 3 groups per Team (tape on large post-it), – Select lower or upper age of students– Select 1 of 3-5 behavioral expectations– Write a lesson plan for the rule

• Post & Share with Teams for feedback

• Using the “stickies”, provide feedback to each group

Recognizing School-wide Behavioral Expectations

• Encouraging/establishing use of new behaviors– Consistent and equal opportunities to access– Over time, reinforcement should move from

• Tangible to social• External to internal• Frequent to infrequent

• Student Focus & Staff Focus– Changes in behavior to be recognized

• Students who display expected behaviors• Staff who implement the PBIS program

• Concerns– “Kids know how to act and don’t need reinforcement”– “Not fair”– “Kids shouldn’t work for things”

• Remember: Response cost is NOT an aspect of PBIS

Rutland MS

Willis Road ES

Willis Road ES

GOOSE Passes - Staff

• We give a GOOSE to a teacher every Friday who is implementing the PBIS program. This allows them to leave early one day that month.

Villa Rica ES

Willis Road ES

Take Home Message• Plan for ways to monitor (collect data) on your

systems!• Avoid Response Cost Systems – Refrain from

taking away student’s earned incentives – talk to them about a “missed Opportunity”

• Avoid staff telling students “I will give you – if you –”

• KISS – Keep It SMOOTH & SIMPLE• Change incentives to heighten interest level• Plan incentives based on DATA

Activity #9: Reinforcement System

• As a group (write/tape on large post-it), – Select reinforcers to provide students who display

the school-wide rules• What will it look like?

– Write how, when, and by whom will reinforcers be given

– What will students earn?– Write how data will be recorded/analyzed

• Repeat above for staff reinforcers– What would motivate you to follow through?

Collecting: Office versus Classroom Managed Behaviors

Office-Managed

Behaviors• Weapon• Drugs• Fighting• Sexual Harassment• Repeated violation of

minor behaviors

Classroom-ManagedBehaviors

• Tardy• Homework• Lacking Supplies• Inappropriate Comments• Failure to follow

directions

Analyzing/Evaluating the BIG 5

Questions to Ask – Visual Analysis of Graphed “BIG 5” PBIS Data

Initial impression of average referrals per day per month for

How does the intervention data compare to last month or baseline?

Positively

(data going in desired direction)

YES NO

Negatively (data going in opposite of

desired direction)

YES NO

Neutral – no effect (data are no different)

YES NO

Anything we can predict (patterns, trends)? If yes, what can we anticipate?

Reactions from the Team (confounding factors, contextual information)

Possible actions the Team will take to promote change in the data:

Action(s) Whose Responsible When Data will be Reviewed

Analysis of School Datato Establish Interventions

• In school suspensions

• Out of school suspensions, expulsions

• Students referred to SST for behavior

• Attendance

• School Health Survey (MS, HS)

• Variables include: # of students, by month, by teacher, by location, by grade

Activity #10:BEPBehavior Education Program

Check In – Check Out• As a group,

• After reviewing the DVD brainstorm ways the BEP could be implemented in your school

• What needs to be in place?BEP CoordinatorReferral/selection processOn-going monitoringStaff training

Activity #11: Action Planning• As a group write your Action Plan:

• PBIS Team meeting schedule

• Staff trained to complete ODR/office vs. classroom managed behaviors

• Introduction of PBS to faculty and parents

• Introduction and lesson plans for students

• Staff buy-in activities

• Plan for sharing data with staff

• Schoolwide expectations printed and posted

• Behavioral matrix printed and posted

• Staff & student reinforcers and menus

• Special events planned on school calendar

• Website evidence of your school PBS program

Action Plans• School Name: Date:• Team Members:

Activity Who What When

Data Collected & Date

Team will meet this summer to plan staff PBIS presentation

Ms. Smiley, Mr. Serene, Ms. Joy, Mr. Peace

Contact Team members with date, time, location; all bring presentation ideas

All day July 8 and August 1

PBIS ppt

On staff meeting agenda

Team meeting schedule distributed to all staff

PBIS Teams “Always Work Smarter”• We …

– meet as a group bi-monthly

– review our current Action Plan

– discuss the “Big 5” data graphs

– problem-solve issues we may have or come across and brainstorm solutions

– plan on ways to keep all staff informed

– update our Action Plan

– update our PBIS notebook

On Line Resources• Center for Evidence-Based Practice: Young Children with

Challenging Behaviorhttp://challengingbehavior.fmhi.usf.edu/resources.html

• Center on the Social and Emotional Foundations for Early Learninghttp://csefel.uiuc.edu

• Association for Positive Behavior Supporthttp://apbs.org

• Positive Behavioral Interventions & Supports• www.pbis.org• U S Department of Education

http://www.ncela.gwu.edu/pathways/safeschools/

• www.PBISgeorgia.org(school examples)

• www.pbis.org• www.apbs.org• On Line Facilitator’s Guide (PBS) USF

http://www.fmhi.usf.edu/cfs/dares/flpbs• School Safety

www.keepschoolssafe.orgwww.nssci.orgwww.safetyzone.org

• Student Assistance Programswww.sapaofga.org

Final Thoughts