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PBIS UNIVERSAL SYSTEMS, PRACTICES, AND
DATA-BASED DECISION MAKING, PART 1
WHAT ARE SOME MAJOR CONCERNS
AT YOUR SCHOOL?
WHAT DATA DO YOU COLLECT
AND HOW ARE THEY USED?
HOW MUCH DO TEACHERS/STAFF/ADMINISTRATORS
SUPPORT IMPLEMENTING PBIS?
• Who can you count on to help?
WHAT ABOUT PARENTS?
• Do you have a strong parent group that will support you in your
PBIS efforts?
ACTIVITY
What’s going on at your school?
Let’s make a list of
• Initiatives
• Projects
• Committees
• Anything else?
WORK SMARTER, NOT HARDER!
• Working Smarter Matrix (on flash drive)
Are
Outcomes
measurable?
WHAT IS THE BIG IDEA BEHIND PBIS?
Creating a
sustainable positive
school climate
WHAT WOULD A POSITIVE SCHOOL CLIMATE
LOOK LIKE TO YOU?
BENEFITS OF POSITIVE SCHOOL CLIMATE
Trust & Respect
Order & Discipline
Collaborative Decision Making
Student Interpersonal Relations
Student-Teacher Relations
WHY IS POSITIVE CLIMATE IMPORTANT?
• Increase students’ social and academic
outcomes
WHAT WILL IT TAKE?
What is needed to get school staff to buy into a positive
approach to discipline, as opposed to a reactive/punitive
approach?
HOW DOES PBIS WORK?
• Organizes the environment
• Puts systems and practices into place to support staff and
students
• Uses data to make decisions
ELEMENTS OF PBIS
Note: PBIS has been evolving for many years. It was, and still is
in many areas of the country, referred to as PBS.
FOCUS ON PREVENTION
• PBIS takes a proactive approach
• PBIS is for ALL students and ALL staff, in ALL areas of the school
WHY HAVE UNIVERSAL SUPPORTS?
Improving
Classroom and
School Climate
for ALL
Improving
Support for
Students
with EBD
Decreasing
Reactive
Management
Increasing
Active
Prevention
Maximizing
Academic
Achievement
Tier 1
WHAT ABOUT STUDENTS WHO NEED MORE
(SUPPORT, RESOURCES, TIME, ETC.)?
• What have you experienced?
• How was your class time impacted?
• How much instructional time was lost?
PBIS SUPPORTS ALL STUDENTS
• 3-tiered model
• Preventive supports for ALL students
• Targeted supports for SOME students
• Individualized supports for a FEW students
3-TIERED MODEL
FOCUS ON UNIVERSAL TIER
• Establishing a Leadership Team (that’s you!)
• Defining Expectations
• Teaching Expectations
• Reinforcing Expected Behaviors
• Discouraging Inappropriate Behaviors
• Using data for decision-making and action planning
LOTS OF ACTIVITIES!
• Planning
• Creating
• Practicing
TIME FOR QUESTIONS
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IMPORTANCE OF TEAM-DRIVEN
• People come and go
• long-term sustainability
• Problem-solving process
•need diverse expertise and input
• Avoid 1 person effort
WHO’S ON YOUR TEAM?
YOUR TEAM REPRESENTS YOUR SCHOOL
PBIS Dream Team
• Administrator
• Representative group of teachers
• Person with behavioral expertise
• Support staff
• Family member
HOW DOES YOUR TEAM STACK UP?
Who is missing from your team?
Are there people outside the team that can help?
THE PBIS TEAM LEADS THE WAY
Defining school-wide expectations
Teaching expectations to students
Acknowledging students for appropriate behavior
Using consistent consequences
Using data to make decisions
Progress monitoring
SHARE THE RESPONSIBILITIES!
Tips for avoiding burnout:
• Divide the team into sub-groups or committees
• Work in an area where you feel comfortable or have expertise
• Rotate roles periodically
Acknowledgements Students and Adults
Teaching Making sure
lesson plans are
taught
Data Pull data, look at
data, be able to
talk about data
Communication With other staff,
community, and
families
Administrator +
Coach
EXAMPLE OF SUB-GROUPS
ROLES AT THE TEAM MEETING
• Facilitator (creates agenda, leads meeting)
• Data Manager (brings data to team meetings)
• Time-keeper (keeps team on task)
• Recorder (takes and distributes minutes; archives material; updates profile)
• Communicator (shares information with staff, families, and communities)
Switch it up!! Avoid burn-out
And have a back-up!
SOME MEETING TIPS
• Create meeting norms (rules, expectations for meeting)
• Record minutes electronically, and on overheard, if possible
• Approve minutes and send out immediately after meeting
• Have data report ready before meeting
ACTIVITY
• Think about your team and what roles each person will play
• Assign meeting tasks
• Decide on sub-groups or committees
• What rules or expectations do you want for your meetings?
HAVE A ROUTINE AND
Example Agenda:
Attendance, roles for meeting, set next meeting date
Status of items from previous meeting
Look at data and problem solve
• Precise problem statement (data manager)
• Action plan
• Assign tasks
Upcoming Events
Distribute minutes
Communicate news to school, district, families
SAMPLE AGENDA FOR
NOTE TAKING AND PLANNING
STAY ON TOP OF THINGS!
Check the status of your action plan!
What has been done since the last meeting?
IT’S ALL IN THE DATA
Conduct Current Data-Driven Business
• Review school-wide data
• Identify & plan needed interventions
• Determine behavioral lesson plans
PLANNING THE YEAR
Conduct Calendar-Driven Business
Plan for upcoming events, such as • Fall kick-off
• PBIS assessment tools
• Implementation of reinforcement plan
• Celebrations
• Re-teaching/reinforcement boosters
• Continuously update action plan
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
School
Profile
Completed
Safety
Survey
Completed
Celebrations/
Intermittent
Acknowledge
AUGUST
SEPTEMBER
OCTOBER
NOVEMBER
DECEMBER
JANUARY
FEBRUARY
MARCH
APRIL
MAY
JUNE
JULY
NEED SOME HELP?
How can parents help?
How can students help?
• Planning events
• Making tickets
• Gathering items for store or celebrations
• What else???
SHOUT IT OUT!!
Plan communication with staff, school board, families, other intervention teams
ACTIVITY
• Begin planning your activities for next school year (we will revisit
this later, too)
• How will you roll out your PBIS plan to staff and students?
• How and when will you communicate progress and activities to staff/parents,
etc.?
• How and when will you evaluate your progress?
• How will you celebrate successes?
TIME FOR QUESTIONS!
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BEHAVIORAL EXPECTATIONS
Choose 3-5 broadly stated expectations
Use data to see what 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.
DEVELOPING EXPECTATIONS
Guidelines for developing rules based on school-wide expectations:
• State positively
• Use common and few words
• Show what the behavior “looks like”
-Peters
Canyon
Elementary
School
Tustin, CA
PCE students are S.T.A.R.S.!
Scholars:
Treat Others with Kindness
Act Responsibly
Respect Themselves and Others
Stay Safe
EXAMPLE OF SCHOOL-WIDE EXPECTATIONS
CONTINUED
CONTINUED
BEHAVIORAL MATRIX
Once school-wide behavioral expectations
are defined in each area of the school, make
a master chart, or Behavioral Matrix.
Display throughout the school.
-Chippewa Falls Unified School District
Chippewa Falls, Wisconsin
-Hutchison Farm Elementary School
South Riding, Virginia
ACTIVITY
• What do you want your school-wide expectations to be?
• What do the expected behaviors ‘look like’?
• Create your school-wide matrix and your non-classroom matrices
• How will you display these?
TIME FOR QUESTIONS!
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http://www.facebook.com/asucce
Follow us on Twitter at:
https://twitter.com/ASUCCE
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