PBIS: Universal Systems, Practices, andcce.astate.edu/pbis/wp-content/uploads/2013/09/... ·...

POSITIVE BEHAVIORAL INTERVENTIONS AND

SUPPORTS – UNIVERSAL SYSTEMS, PRACTICES,

AND DATA-BASED DECISION MAKING

CENTER FOR COMMUNITY ENGAGEMENT

Be Responsible

• Be on time!

• Sign in – morning and afternoon

• Participate in activities

• If you have questions, please ask!

Be Respectful

• Be a good listener

• Stay on task

• Keep cell phones silent

Be a Team Player

• Join in the discussion!

We love to hear your

thoughts and ideas!

• When working in small

groups, give and take

input

• Take information back

to your school and

share

PBIS WORKSHOP EXPECTATIONS

INTRODUCTIONS

Let’s get to know each other!

• Name, school

• Position, grade levels you represent

• New to PBIS?

• Something unique, interesting, entertaining, etc… about

yourself!!

WHERE DOES PBIS FIT TODAY?

Does PBIS matter?

Should we care?

Is it worth the work?

PBIS: WHAT ARE THE BENEFITS?

• More instructional time

• More time spent on positive interactions with

students

• Predictability:

• Common, consistent practices and routines

• Common language

• Work together toward a common goal

WHAT DOES PBIS DO FOR A SCHOOL?

Trust & Respect

Order & Discipline

Collaborative Decision Making

Student Interpersonal Relations

Student-Teacher Relations

Students feel safe

Students are safe

BENEFITS OF PBIS

Number of Schools Implementing School-Wide PBIS since 2000

19,054

-Horner, 2013

Proportion of Schools Implementing SWPBIS by State February, 2013

12 states over 40% of

all schools

implementing SWPBIS

WHY IS PBIS IMPORTANT?

Change the climate of the school

• Change the approach to discipline

• Change behavior of students

• Increase students’ social and academic

outcomes

SCHOOL CLIMATE

Think about schools.

What makes for positive school climate?

CREATING THE CULTURE – PBIS VIDEO

You can find the full length video at

www.pbis.org

KEY FEATURES OF PBIS (FROM NASP PRESENTATION BY DELAWARE DEPT. OF EDUCATION & UNIVERSITY OF DELAWARE)

Positive & safe school climate enhances positive

behavior AND academic, social, and emotional

development

Preventing behavior problems requires clear

expectations and recognition of positive behaviors

Self-discipline for children is a long-term goal

Decisions need to be based on data

KEY COMPONENTS OF PBIS

Representative, school-wide team

Clear, well-defined expectations and rules

Consistent enforcement of rules

Consistent reinforcement of appropriate behavior

Regular examination of data

Regular evaluation of progress and school

THE BASICS

What is PBIS?

-A decision-making framework that helps guide you in

selecting and integrating a continuum of academic

and behavioral practices that will improve student

behavior and education outcomes.

In other words….

PBIS ORGANIZES YOUR ENVIRONMENT

Elements of PBIS – The Big Picture:

• OUTCOMES: Academic Achievement & Social

Competence

• SYSTEMS: To support staff behavior

• PRACTICES: To support student behavior

• DATA: For all decision making

4 PBIS

Elements

3-TIERED MODEL

1. Universal Tier - Prevention: For ALL students, ALL

staff, in ALL settings

2. Secondary Tier: For SOME students – small group

interventions

3. Tertiary Tier: For FEW students – individualized

interventions

EXAMPLES OF BEHAVIORS THAT NEED TIER 2

AND TIER 3 INTERVENTIONS

T I E R 2

• Repeated incomplete assignments

• Excessive disruption in class

• Inappropriate social behavior

• Excessive lying

T I E R 3

• Threatening

• Destruction of

property

• Physical aggression

• Bullying

Tier 1/Universal

School-Wide Assessment

School-Wide Prevention Systems

SWIS and ISIS-

SWIS Tools

Check-in/

Check-out (CICO)

Group Intervention with

Individualized Feature

(e.g., Check and Connect -CnC

and Mentoring)

Brief Functional Behavior Assessment/

Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Wraparound

ODRs,

Attendance,

Tardies, Grades,

DIBELS, etc.

Daily Progress

Report (DPR)

(Behavior and

Academic Goals)

Competing Behavior

Pathway, Functional

Assessment Interview,

Scatter Plots, etc.

Social/Academic

Instructional Groups (SAIG)

- Illinois PBIS Network, Revised

October 2009

Adapted from T. Scott, 2004

Tier 2/

Secondary

Tier 3/

Tertiary

PBIS = RTI

With PBIS, you will create a Universal Tier

• Proactive, preventive tier

PBIS UNIVERSAL PRACTICES Define

• 3-5 school-wide expectations

Teach/Pre-correct

• direct instruction – behavior lesson plans

• in-the-moment reminders

Model/Practice

• adults model what they teach

• students practice what we teach

Acknowledge

• daily recognition – ‘gotchas’, reward tickets, etc.

• whole school celebrations

Re-teach

• re-teach the expectation using different strategies

• have the student practice the skill

HOW DOES A SCHOOL BEGIN ITS PBIS

IMPLEMENTATION?

Create a vision – what kind of environment would you

like to see?

What type of behavior would you like to see from your

students? From staff?

What behaviors would you like to never see again?

BEHAVIORAL EXPECTATIONS

Start with 3-5 broadly stated expectations

You can use data to see what your major challenges

are and align expectations to those.

For example, if there are a lot of office referrals for

harassment, Be Respectful may be a good choice.

DEFINING EXPECTATIONS

Guidelines for developing rules based on school-wide

expectations:

• State positively

• Use common and few words

• Show what the behavior “looks like”

STEWARDSON-STRASBURG CUSD #5A ILLINOIS

San Jose Unified School District

Horace Mann Elementary

School

Milwaukee

Public

Schools

Pell Elementary

Newport, RI

Little Bennett

Elementary School

Clarksburg, MD

Prieto

Elementary

Chicago, IL

BEHAVIORAL MATRIX

Make a master chart of expectations, or a Behavioral

Matrix and display it throughout the school.

Martinez Elementary School

Greeley, CO

Assembly Cafeteria Hallway Restroom Playground Arrival/

Dismissal

Respect

Yourself

Follow instructions Use good table

manners

Use time wisely

Pay attention

Eyes forward

Wash hands Dress

appropriately for

weather

Follow safety

procedures

Be a “good sport”

Be on time

Find your place

quickly

Keep backpack zipped

at all times

Respect

Others

Sit quietly

Keep hands & feet

to self

Eat your own food

Chew with your

mouth closed

Listen and respond

to adult directions

Remain in

traveling position

Walk to right side,

single file

Greet those you

know

appropriately

Privacy please

Remember to

flush

Wait your turn

Play fair & share

Invite others to

play

Show kindness

Listen closely to all

adults

Sit quietly

Respect

Environment

Take belongings

with you

Treat school

property with care

Keep your area

clean

Put things where

they belong

Keep hands off

walls

If you see trash,

please pick it up

Follow

“Restroom

Routine”

“What’s on the

ground stays on

the ground”

Use equipment

properly

Keep belongings with

you

Respect

Learning

Listen to speaker

Be ready to

participate

Be willing to try

new things

Make new friends

Silence please Use restroom at

appropriate

times

Be quick &

quiet

Try new games

Play with new

friends

Follow

expectations

Be prepared when

name is called

Be sure schoolwork

goes home/returns to

school

White County Central Elementary, Arkansas

-Alan Shawn Feinstein Middle School

Coventry, Rhode Island

TEACH BEHAVIOR LIKE ACADEMICS

DEFINE

Simply

MODEL

PRACTICE

In Setting

ADJUST for

Efficiency

MONITOR &

ACKNOWLEDGE

Continuously

BEHAVIOR LESSONS

• Align to school-wide expectation

• Adults demonstrate skill

• Can demonstrate both inappropriate and

appropriate behavior

• Students role play or practice skill

• Adults provide feedback

• Acknowledge appropriate behavior

PURPOSE OF THE LESSON/WHY IS IT IMPORTANT

1. To teach responsible behavior in the bathroom.

2. To practice and maintain good manners and cleanliness in the bathroom.

TEACHING EXAMPLES

1. You are washing your hands and your teacher reminds you to hurry – you remember to quickly get two pumps of soap, wash hands and pull down once on the towel to dry your hands.

2. You are waiting in line for your turn and your friend stops to talk to you – you remember the line is long, quickly take your turn without talking and return to line.

.

COOL TOOL

UNIVERSAL EXPECTATION: Being Safe/Responsible/Respectful

NAME OF SKILL/SETTING: Bathroom

STUDENT ACTIVITIES/ROLE PLAYS

1. Discuss the importance of keeping the bathroom clean.

2. Model proper hand washing and correct soap/towel/ water/sink usage.

3. Role play soap/towel and water/sink usage.

FOLLOW UP/REINFORCEMENT ACTIVITIES

1. Pre-correct and give reminders of rules before going to the bathroom.

2. Verbal praise for doing what is expected.

3. Compliment and reward classes and individuals for proper bathroom behavior.

Congress K-8

Milwaukee, WI

MIDDLE SCHOOL LESSON PLANS AND ACTIVITIES

Examples - Handouts

• Teaching Conflict Resolution (Middle School) with activity

• Teaching Expectations, with Activities following lesson

• Achievement

• Organization

• Respect

• Responsibility

EXAMPLES OF VIDEO COOL TOOLS

Valley View Elementary and Jr. High Schools

PLANNING

• How will expectations be taught?

• When will expectations be taught (day,

time)?

• Who will teach expectations?

• Who will look at data and determine what

needs to be taught or re-taught?

• Who will write behavioral lesson plans?

ELEMENTARY SCHOOL EXAMPLE

White County Central Elementary

• Monday morning meetings

• Kick off the targeted behavior for the week

• Celebrate at end of week

• Teachers or students share about students who have excelled

in targeted behavior during the week

• Celebrate birthdays and other accomplishments

• Dancing!!!

EXAMPLE OF YEARLY PLAN

• First week or school: Kick-off with all students in all

areas of school

• Daily: Reinforce the expectations through

announcement time or at assembly

• Weekly: Behavior lesson plan targeting specific behavior,

expectation, or area of school

• Based on Data: Target a behavior that is showing up

most often in the data, or is a long-term problem

• Booster kick-off: After a long break, students may need a

booster training to remind them of the expectations

TEAM PLANNING TIME

Questions??

REINFORCE THE GOOD!

Why acknowledge desired behavior?

Turn the behavior into a habit!!

WHY ACKNOWLEDGE STUDENTS FOR APPROPRIATE

BEHAVIOR?

• Reinforce/encourage behavior

• Students who are showing expected behaviors may encourage others

• Strengthen positive behaviors that compete with problem behavior

• Prompt for adults to recognize expected behavior

ACKNOWLEDGEMENTS

What are some ways we get acknowledged

or rewarded?

• Frequent buyers (and flyers )

• Bonuses/raises for productivity

• Awards/certificates

What are some ways you get

acknowledged or rewarded?

SOME GUIDELINES FOR USE OF

ACKNOWLEDGEMENTS

• For every student in the building

• Tied to school-wide expectations

• Always tell the student WHY he/she is getting the

acknowledgement – restate the expectation

• No take backs!!!

• Move from highly frequent to less frequent

• Individualize for students needing greater support

systems

HOW TO GIVE AN ACKNOWLEDGEMENT

Step 1: Acknowledge specific behavior

Step 2: Tie back to school-wide expectations

Example: “Nice job sitting in your seat when the

bell rang! Way to be ready.”

EXAMPLES OF ACKNOWLEDGEMENTS

White County Central Elementary

5th and 6th Grade

No office referral rewards:

December - “mixer” after Winterfest

May - sleepover at school

Student Ideas:

Eat lunch with friends at picnic table

Help out in another classroom

Pajama day

Technology day (bring i-pods)

Homework pass

Sleep-in late pass

Movie with hot chocolate

Popcorn and drinks

Kickball tournament

Dodgeball tournament

Special lunch

Super hero day

Pokemon tournament

REWARD IDEAS – WHITE COUNTY CENTRAL

ELEMENTARY SCHOOL

REWARD IDEAS

•Classroom challenges (e.g., principal can give a class a ticket for all students being quiet in the hallway, with a prize when the class receives 10)

•School-wide challenges for entire school (e.g., if students have 25% less office referrals this month than last month, teachers/staff will put on a show or a basketball game, etc., with popcorn and a drink)

•Look at the following examples for some low and no-cost ideas for students

REWARD CHOICES

REWARD CHOICES

PERIODIC CELEBRATIONS

White county Central Elementary

• 1st year, they did a celebration every month – this was too much!

• 4 a year works well for us

• Activities:

• Auctions

• Lunch with someone special

• Holiday themed games (Monster Mash, Polar Express Pajama Day, etc.)

• Blazing Blue Cart – goes around on Fridays and students can purchase small

items (e.g., Oriental Trading Company items)

• Older kids prefer activities, or being allowed to do things they normally aren’t

allowed to do (technology day, wear pajamas, lunch with certain friends, extra

recess, etc.)

SCHOOL-WIDE CELEBRATIONS

• ALL students get what the collective group earns

Example

• If more than 80% of students have perfect attendance,

whole school gets special assembly.

• Some kids get extra for exceptional performance

• For example, students with 100% can get some

additional acknowledgement beyond what whole group

gets.

CELEBRATION PICTURES

Hat Day

CELEBRATION VIDEOS

http://www.youtube.com/watch?v=SzHMt0xa2O4

http://mrlund.edublogs.org/2010/03/12/pbis-celebration/

LUNCH TIME!

Enjoy your lunch!

Please be back in this room at 12:30!!

WHAT NEXT?

Establish Expectations

Teach Expectations

Acknowledge Expectations

Celebrate

What do you do when a student doesn’t behave

appropriately?

HANDLING PROBLEM BEHAVIORS

As with any curriculum, there will be a small

percentage (5 – 15%) that don’t respond well to

the Universal level of instruction.

CONSEQUENCES

How do you deal with problem behaviors?

Classroom Managed vs. Office Managed??

Have a plan!

T-CHART

TEACHER MANAGED

BEHAVIORS

OFFICE MANAGED

BEHAVIORS

Minor Major

Staff Managed are Minors Office Managed are Majors

Minors

• Inappropriate Language

• Physical Contact

• Defiance/Insubordination/Non-

Compliance

• Disrespect

• Disruption

• Dress Code

• Technology Violation

• Property Misuse

• Tardy

Consequences are determined by

staff

Majors

• Abusive/Inappropriate Language

• Fighting

• Physical Aggression

• Defiance/Insubordination

• Harassment/Intimidation

• Inappropriate Display of

Affection

• Vandalism/Property Destruction

• Lying/Cheating

• Skipping

• Technology Violation

• Dress Code

• Theft

• Arson

• Weapons

• Tobacco

• Alcohol/Drugs

T-CHART EXAMPLE

Examples of student behavioral

management procedure

Example

- Example from Missouri

Chaffee Elementary

School

Chaffee, MO Home of the Red Devils

FIRST STEP – PLANNING YEAR

• Data gathering

• Decided on process for tracking minors in classroom:

• Clip Chart (3 in a day = office referral)

• Back of Office Referral shows 1st and 2nd minor offenses

Teacher

name_____________

Date_______

Safety

1.

2.

3.

Respect

1.

2.

3.

Responsibility

1.

2.

3.

Student Name

Student Name

…

MATRIX OF EXPECTATIONS

• Given out in many different communications

• Included in student handbook

• Displays all over school

• Matrices in each area, classroom

• Giant matrix in entry way

TEACHING EXPECTATIONS

• 1st 2 days of school, lessons at each ‘station’ around

school

• Mock bus is used for teaching bus expectations

• 3rd day of school, assembly, skits, game show, etc.,

followed by a picnic in the afternoon (parents invited –

block party style)

TEACHING TEACHERS/STAFF

• ‘PB(I)S for Dummies’ –

• Overview for teachers and subs

• Quick reference guide

ACKNOWLEDGEMENTS

• Loom loops used as wristbands (they recycle them)

• Classroom rewards on doors called Fired Up Awards

• Long-term awards each quarter

• Teachers are given a

bag of 50 wristbands;

when they refill it,

Principal gives them

‘Michele Dollars’

• Michele Dollars also

given for attendance,

re-teaching

expectations, grades

in on time, and

birthdays

• Examples of ‘prizes’: • For $10

• Jeans day

• Free lunch

• Papers copied for 1 week

• Pencils for their class

• Leave at 3:00

• For $20

• Principal takes class for 30 min

• Soda from Rhodes

• Arrive at 7:45

• 1 hr., 10 min. lunch

• Free recess duty

• Jeans for 1 week

TEACHER RECOGNITION

NON-CERTIFIED RECOGNITION

• Perfect attendance

• When they give out 50 wristbands

• Doing an extra assignment

Their favorite reward is a soda from the local Rhodes

PRE-K AND KINDERGARTEN STUDENT

RECOGNITION

10 bucks 20 bucks 30 bucks 40 bucks

Draw on white

board

Computer for 15

minutes

Visit principal Pushed down

hall in principal

chair to classes

Chew gum 15 minutes with

counselor

Wear hat Bring toy from

home to show

class

Choose music for

15 minutes

Sit in center of

circle

Sit in teacher’s

chair

Special juice and

snack at snack

time

RECOGNITION FOR OLDER STUDENTS

• More items are added to pre-K/K list

• Every 2 weeks, they count bracelets and get to spend

or bank them

• Older students help pre-K and K students count their

bracelets

FIRED UP AWARDS

• Class awards

• Announced at beginning of the day

• Flames are posted on the classroom door frames

• When class earns 20 flames (Pre-K and K only need 10), they get

to do 1 of several activities:

• Game day

• Computer time

• Movie and a snack

• Extra art or music or PE

• Class dance party, etc.

QUARTERLY ACTIVITIES

Anyone with no Major Office Referrals gets to attend

quarterly party:

1. Movie and popcorn (they have their own popcorn

machine)

2. Skating rink for ½ day

3. Drive in for ice-cream

4. Special outside lunch

YEARLY AWARD PARTY

Students with 0-1 office referrals:

• YMCA day to swim

• Divided into K-2 for ½ day and 3-6 for ½ day

• PTA helps to fund this

1ST SEMESTER ACCOMPLISHMENTS

• More then 25,000 wristbands are handed out

• 232 students earned quarterly awards

• Every class got at least 2 Fired Up Awards

• They received a donation of a t.v., had a raffle, and

raised over $3500

PARENT COMMUNICATION

• Brochure

• Bulletin board

• Monthly calendar with all school events, and Good

News on back

• Monthly data shared

(School Board receives this information, as well)

STRUGGLES

• Motivation to ‘speak the same language’

• Keeping the 4:1 positive to negative interaction ratio

• Keeping paperwork to a minimum

• This isn’t a ‘fix all’

• Consistency gets better each year, which made data

spike at first, since paperwork was being done

correctly

They continue to do surveys each year to improve.

SUCCESSES

• Work together to solve problems

• Consistency has improved

• Climate has changed for the better

• Students and community responded well and

they like the changes

Doniphan Middle

School

Doniphan, MO

DMS has DRIVE Demonstrate Responsibility

Respectfully Behave

Inspire Others

Value Learning

Encourage Safety

EXPECTATIONS

SCHOOL DEMOGRAPHICS

• Near AR border

• 2nd year of implementation of PBS

• 14 core teachers

• 3 Special Ed. Teachers

• 7 elective Teachers (shared with High School or Elementary)

• 328 students

• 72% Free/Reduced lunch

• Have had many administrative changes in a few years

PREPARATION

• Took a year to plan

• Got staff and student input (during advisory time)

• Started with basics: work effectively, have a united

team, have a common vision

STAFF KICK-OFF (PD DAY)

• Tailgate Party

• Tents in cafeteria, lawn chairs

• Teachers (by grade level) went to each tent to learn

and plan

• Skits, tricycle races, teacher chair races

• Had BBQ afterwards

STUDENT KICK-OFF

DRIVER’S ED

• 1st day, in all settings

• Teachers demonstrated

• At end, they went over bus procedures

COMMUNITY INVOLVEMENT

• City Council: the school did a presentation for them

and they loved it, and are going to make signs for

public areas

• Police Dept.: they want to give out Mile Markers

• Kiwanis, and Lion’s Club are helping with donations

ACKNOWLEDGEMENTS, REWARDS,

CELEBRATIONS

Student recognition called MILE MARKERS

Student contests:

• DMS Idol (winners played on local radio)

• poster contest for each expectation

• Weekly recognition: student gets to give staff member a

Mile Marker

• Quarterly – they have different activities

• Yearly – outside – Drive to the Beach

CHALLENGES

• Forgetting to give out Mile Markers

• Consistency in language

• Challenging kids getting more Mile Markers

• Hard to do PD, with other commitments

• Funding

• Wearing multiple hats

STRENGTHS AFTER IMPLEMENTING PB(I)S

• Same Principal now for 3 years – strong support

• Staff have common goal

• Staff are volunteering to help

• Hallways are cohesive – black and gold

• Hallways have road stripes and traffic signs

• They replaced lockers with hooks, making it much

quieter

• Discipline is managed

QUESTIONS?

DATA-BASED DECISION MAKING

Start by asking questions:

• What problem behavior(s) do we have?

• How often is it happening?

• Where is it happening?

• When is it happening?

• Who is involved?

• Why is the problem sustaining?

• What other info is needed?

SWIS EXAMPLES

Go to www.pbisapps.org

CREATE A PRECISE PROBLEM STATEMENT

Example:

Example:

There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

CREATE YOUR OWN

PRECISE PROBLEM STATEMENT

Share your results!!

DEVELOP A SOLUTION

• Prevention

• Recognition

• Extinction

• Consequences

• Data Collection

PROBLEM SOLVING ACTION PLAN

Who is responsible for each action?

When will action be completed?

What is the (measurable) goal?

When will we review and revise?

PROBLEM SOLVING ACTION PLAN TEMPLATE

EXAMPLE

Example - Problem Solving Action Plan

Precise Problem

Statement

Solution Actions Who? When? Goal, Timeline, Rule

& Updates

Many students from all

grade levels are engaging

in disruption,

inappropriate language

and harassment in

cafeteria and hallway

during lunch, and the

behavior is maintained by

peer attention

Prevention: Teach behavioral

expectations in cafeteria

Maintain current lunch schedule,

but shift classes to balance

numbers

Teachers will take class to

cafeteria; Cafeteria staff will

teach the expectations

Principal to adjust schedule and

send to staff

Rotating schedule on

November 15

Changes begin on

Monday

Goal: Reduce cafeteria ODR’s

by 50% per month (Currently

24 per month average)

Timeline: Review Data &

Update Monthly

A smaller number of

students engage in

skipping and

noncompliance/defiance

in classes, (mostly in

rooms 13, 14 and 18), and

these behaviors appear to

be maintained by escape.

Recognition: Establish “Friday

Five”: Extra 5 min of lunch on

Friday for five good days

Extinction: Encourage all

students to work for “Friday

Five”… make reward for problem

behavior less likely

School Counselor and Principal

will create chart & staff extra

recess

Principal to give

announcement on

intercom on Monday

Corrective Consequence-

Active supervision and continued

early consequence (minor/major

ODR’s)

Hall and Cafeteria Supervisors Ongoing

Data Collection – Maintain ODR

record & supervisor weekly report

SWIS data entry person &

Principal shares report with

supervisors

Weekly

CREATE YOUR ACTION PLAN

Share your results!

WATCHWORDS OF ASSESSMENT

Efficiency

Fidelity

Efficacy

Look for ways to ensure success and

improve!

PBIS EVALUATION TOOLS

• Team Implementation Checklist (TIC) • PBIS team members - quarterly

• Self-Assessment Survey (SAS) • All staff - yearly

• Benchmarks of Quality (BoQ) • If score on TIC is >70%, use this

• School Safety Survey (SSS) • Diverse sampling of school population

TEAM IMPLEMENTATION CHECKLIST

Let’s take a few minutes and see where you are in

the implementation process.

Go to: http://cce.astate.edu/pbis/evaluation-

tools/ and click on the TIC

(Handout)

TEAM TIME

• Checklist

• Action Planning

DISCUSSION

• On what area do you need to focus?

• What actions will you take?

• Share ideas!

STAFF AND STUDENT SURVEYS

• How is staff buy-in?

• Do staff understand PBIS and why it is important?

• What would motivate staff?

• Are students responding to the practices you have in

place?

• Are students motivated by the acknowledgements?

• How does everyone feel about the climate of the

school?

STAFF SURVEY

EXAMPLE

Survey on our website at:

cce.astate.edu/pbis/presentations

(under heading December 6, 2012

Staff Involvement)

STUDENT CLIMATE

SURVEY EXAMPLE

- source: PBIS Illinois Network

EXAMPLE: YEARLY PLANNING - source: PBIS Illinois Network

Team

Meeting

Dates

Kick-

Off

Report

Self-Assessment

Survey Results

Team

Checklist

Completed

Faculty

Updates

Activities/

Data

Boosters

Updated

Celebrations/

Intermittent

Acknowledge

AUGUST

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

JANUARY

FEBRUARY

MARCH

APRIL

MAY

JUNE

JULY

WHAT IS ON THE HORIZON FOR PBIS?

Multicomponent Interventions Wraparound

Macroanalytic Assessment Beyond Implementation Checklists and ODRs

Collaborative Training Parents

Future of PBIS in Arkansas Evaluation and Assessment State Forum or Conference Additional Trainers Across State

QUESTIONS?

FUTURE WORKSHOPS

Topic Suggestions for future workshops?

Are Fridays the best days for workshops?

Would you attend Universal or Tier 2 training next

summer?

June or July?

Comments??

Questions??

RESEARCH RESOURCES

For links to research studies, go to

www.pbis.org

Click on the Research tab, and then see the menu

at left for research by subject area

RESOURCES

http://cce.astate.edu/pbis/

www.pbis.org

www.pbisillinois.org

Email: cce@astate.edu

Website:

cce.astate.edu/pbis/