Universal Systems Overview

CMA PBS Team TrainingDay 1

October 22, 2006

Brandi SimonsenMartha WallyGeorge Sugai

www.pbis.org

Advance Organizer

• Overview of School Wide Positive Behavior Support (SWPBS)

• Systems Change Logic

• Components of SWPBS

• Action Planning

• Review

MAIN TRAINING OBJECTIVES

• Establish leadership team• Establish staff agreements• Build working knowledge of SW-PBS practices &

systems• Develop individualized action plan for SW-PBS

– Data: Discipline Data, EBS Self-Assessment Survey, Team Implementation Checklist

– Presentation for school

• Organize for upcoming school year

Challenge #1

Challenge #2

Competing, Inter-related National Goals

• Improve literacy, math, geography, science, etc.• Make schools safe, caring, & focused on

teaching & learning• Improve student character & citizenship• Eliminate bullying• Prevent drug use• Prepare for postsecondary education• Provide a free & appropriate education for all• Prepare viable workforce• Affect rates of high risk, antisocial behavior • Leave no child behind• Etc….

Challenge #3

Challenge #4

SW-PBS Logic!

Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable(Zins & Ponti, 1990)

Context Matters!

ExamplesIndividual Student

vs.School-wide

“Reiko”

Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher.

What would you do?

“Kiyoshi”Kiyoshi is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student.

What would you do?

“Mitch”

Mitch displays a number of stereotypic (e.g., light filtering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly.

What would you do?

“Rachel”Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it.

What would you do?

Fortunately, we have a science that guides us to…

• Assess these situations• Develop behavior intervention

plans based on our assessment• Monitor student progress & make

enhancementsAll in ways that can be culturally & contextually appropriate

Crone & Horner, 2003

However, context matters….

What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?

“159 Days!”

Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

Reiko is in this

school!

5,100 referrals =

76,500 min @15 min =

1,275 hrs =

159 days @ 8 hrs

“Da place ta be”

During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell.Kiyoshi is in this

school!

“Cliques”

During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups.Mitch is in this

classroom!

“Four corners”

Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners. Rachel is in this

school!

“FTD”

On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the cardYou are in this

School!

2 Worries & Ineffective Responses to Problem Behavior

• Get Tough (practices)

• Train-&-Hope (systems)

Worry #1“Teaching” by Getting Tough

Runyon: “I hate this f____ing school, & you’re a dumbf_____.”

Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

Immediate & seductive solution…. “Get Tough!”

• Clamp down & increase monitoring• Re-re-re-review rules• Extend continuum & consistency of

consequences• Establish “bottom line”

...Predictable individual response

Reactive responses are predictable….

When we experience aversive situation, we want select interventions that produce immediate relief– Remove student– Remove ourselves – Modify physical environment– Assign responsibility for change to student

&/or others

When behavior doesn’t improve, we “Get Tougher!”

• Zero tolerance policies

• Increased surveillance

• Increased suspension & expulsion

• In-service training by expert

• Alternative programming

…Predictable systems response!

Erroneous assumption that student…

• ….is inherently “bad”

• …will learn more appropriate behavior through increased use of “aversives”

• …will be better tomorrow…

But….false sense of safety/security!

• Fosters environments of control• Triggers & reinforces antisocial

behavior • Shifts accountability away from school• Devalues child-adult relationship• Weakens relationship between

academic & social behavior programming

Science of behavior has taught us that students….

• …are NOT born with “bad behaviors”• …do NOT learn when presented contingent

aversive consequences

...DO LEARN better ways of behaving by being taught directly & receiving positive feedback….consider function

Non-examples of Function-Based approach

“Function” = outcome, result, purpose, consequence

• “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.”

• “Phloem, I’m taking your book away because you obviously aren’t ready to learn.”

• “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

• Overuse of reactive management

• Adoption of non-evidence based practices

• Mis-/non-use information to guide decision making

• Lack of investment in local implementers

• Inefficient use of our potential, time & expertise

• Adoption of inefficient & irrelevant systems

• Use of “train-n-hope” approach to teaching & learning

Challenges

Revisiting SWPBS Logic

Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable(Zins & Ponti, 1990)

4 PBS Elements

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Continuum of School-Wide Instructional & Positive Behavior Support

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

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

Universal Interventions•All students•Preventive, proactive

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

Designing School-Wide Systems for Student Success

Main Messages

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

Implementation Levels

Student

Classroom

School

District

Evaluation Implementation

Data-based Action Plan

Agreements

GENERAL IMPLEMENTATION

PROCESS

Agreements

ImplementationEvaluation

PROCESS

Priority &Status

Data-basedDecisionMaking

Communications

Administrator

Representation

Team Composition

• Administrator• Grade/Department Representation• Specialized Support

– Special Educator, Counselor, School Psychologist, Social Worker, etc.

• Support Staff– Office, Supervisory, Custodial, Bus,

Security, etc.• Parent• Community

– Mental Health, Business• Student

Start withTeam that “Works.”

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

“Working Smarter” means…

• Do less, but better

• Do it once, but for a long time

• Invest in clear outcomes

• Invest in sure thing

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All students Eric, Ellen, Marlee

Goal #2

Character Education

Improve character Improve character All students Marlee, J.S., Ellen

Goal #3

Safety Committee Improve safety Predictable response to threat/crisis

Dangerous students

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

DARE Committee Prevent drug use High/at-risk drug users

EBS Work Group Implement 3-tier model

Decrease office referrals, increase attendance, enhance academic engagement, improve grades

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2

Goal #3

Sample Teaming Matrix

Agreements

PROCESS

3-4 YearCommitment

Top 3 School-Wide

Initiatives

Coaching &Facilitation

DedicatedResources

& Time

AdministrativeParticipation

3-Tiered Prevention

LogicAgreements

Agreements

PROCESS Self-Assessment

EfficientSystems of Data

Management

Team-basedDecisionMaking Evidence-

BasedPractices

MultipleSystems

ExistingDiscipline

DataData-based Action Plan

Agreements

PROCESS

Team Managed

StaffAcknowledgements

ContinuousMonitoring

Staff Training& Support

AdministratorParticipation

EffectivePractices

Implementation

Agreements

PROCESS

Relevant &MeasurableIndicators

Team-basedDecision Making &

Planning

ContinuousMonitoring

RegularReview

EffectiveVisual Displays

EfficientInput, Storage, &

Retrieval

Evaluation

Activity: Getting Started

• 9 minutes

• Complete pp. 1-5 of Getting Started– Team Profile– Actions Needed for

Establishing Team Membership and Getting Started

1 minute reports from each team

(new spokesperson)

AttentionPlease

1 MinuteNew Spokesperson

Primary Prevention

~80% of StudentsOSEP Center on Positive Behavior Interventions and Supports;

http://www.pbis.org

Non-class

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

1. Common purpose & approach to discipline

2. Clear set of positive expectations & behaviors

3. Procedures for teaching expected behavior

4. Continuum of procedures for encouraging expected behavior

5. Continuum of procedures for discouraging inappropriate behavior

6. Procedures for on-going monitoring & evaluation

Primary PreventionWhat are the critical features?

Non-class

Setting S

ystems

Individual Student

Systems

School-wideSystems

Maximize structure in your classroom. Post, teach, review, monitor, and reinforce a

small number of positively stated expectations.

Actively engage students in observable ways.

Establish a continuum of strategies to acknowledge appropriate behavior.

Establish a continuum of strategies to respond to inappropriate behavior.

Classroom Setting SystemsWhat are the critical features?

Non-class

Setting S

ystems

Individual Student

Systems

School-wideSystems

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Pre-corrections & reminders• Positive reinforcement

Nonclassroom Setting SystemsWhat are the critical features?

Non-class

Setting S

ystems

Individual Student

Systems

School-wideSystems

• Behavioral competence at school & district levels• Team- & data-based decision making• Targeted social skills & self-management

instruction• Individualized instructional & curricular

accommodations • Function-based behavior support planning • Comprehensive person-centered planning &

wraparound processes

Individual Student SystemsIndividual Student SystemsWhat are the critical features?What are the critical features?

Behavioral Considerations in Primary Prevention

• Establish behavioral expectations/rules.

• Teach rules in the context of routines.

• Prompt or remind students of the rule prior to entering natural context.

• Monitor students’ behavior in natural context and provide specific feedback.

• Establish a continuum of procedures to encourage rule following behavior.

• Establish a continuum of procedures to respond to rule violating behavior.

• Evaluate the effect of instruction—review data, make decisions, and follow up.

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

Establish Behavioral Expectations/Rules

• 3-5 positively stated rules.

Tell students what we want them to do, rather than telling them what we do not want them to do.

• Publicly post the rules.

• 10 minutes

• Start working on pp. 6-7 of Getting Started

• Identify 3-5 positive school wide expectations– 3-5 positively stated– Mutually exclusive– Comprehensive– Contextually appropriate

• Choose a different spokesperson to present 2-3 big ideas (1 min report)

(new spokesperson)

AttentionPlease

• Operationally define what the rules look like across all the routines and settings in your classroom.

PPerseverance

Holding to a course of action despite

obstacles

• Stay positive• Set goals

• Learn from mistakes

RRespectTo show

consideration, appreciation, and

acceptance

• Respect yourself• Respect others• Demonstrate

appropriate language and behavior

IIntegrity

Adherence to an agreed upon code

of behavior

• Be responsible• Do your own work

• Be trustworthy and trust others

DDiscipline

Managing ones self to achieve goals and meet

expectations

• Strive for consistency

• Attend class daily; be on time• Meet deadlines; do your homework

EExcellence

Being of finest or highest

quality

• Do your personal best

• Exceed minimum

expectations• Inspire

excellence in others

NEHS website, Oct. 26, 2004

One way to do operationally define behavioral expectations is in a matrix format.

RAH – at Adams City High School

RAH Classroom

Hallway/Commons

Cafeteria Bathrooms

Respect Be on time; attend regularly; follow class rules

Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass

Put trash in cans, push in your chair, be courteous to all staff and students

Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet

Achievement

Do your best on all assignments and assessments, take notes, ask questions

Keep track of your belongings, monitor time to get to class

Check space before you leave, keep track of personal belongings

Be a good example to other students, leave the room better than you found it

Honor Do your own work; tell the truth

Be considerate of yours and others’ personal space

Keep your own place in line, maintain personal boundaries

Report any graffiti or vandalism

E’ Ola Pono- to live the proper way

School Behavioral Standards

All Settings Walkways PlaygroundRecessP.E.

Cafeteria Restrooms Arrival/ Dismissal

Assembly Field Trips

Kuleana

BeResponsible

Be on timeBe prepared w/ necessary suppliesBe accountable for choicesRespond to/complete tasksKeep area clean & litter free

Plan aheadWalk directly to destination

Take care of equipment/facilitiesPlan appropriate times for drinks/ restroom visits

Have lunch card ready Be orderly in all lines

FlushTurn off waterUse restroom at designated timesUse facilities for intended purposes

Have money/pass readyBe on time

Listen attentivelyKeep hands and feet to yourself

Turn in paperwork/$ on timeWear appropriate footwear/clothingBring home lunch

Ho’ihi

BeRespectful

Use appropriate voiceListen to/follow directions of staffRespect self, others propertyBe polite/use mannersExpress appreciationAccept/respect differences in people

Use quiet voices when classes are in session

Be a good sportInclude others in your play

Use proper table mannersEat your own food

Observe privacy of othersUse polite words and actions

Listen to JPO’s supervisors and bus driverUse quiet voice and polite words on bus

Focus on programSit quietlyClap at appropriate times

Care for the field trip siteListen to speakers

Laulima

BeCooperative

Be helpful Participate with a positive attitudeBe patient; share/ wait your turnAcknowledge othersPlay in designated areas only

Keep movement flowingShare equipment and play space

Follow rules/ procedures

Wait patiently/ quietly

Wait patiently/ quietly Enter/exit vehicles in an orderly fashionShare bus seats

Sit properly in designated areaEnter/exit in an orderly fashionRemain seated unless asked to do otherwise

Stay with your chaperone/group

Malama

Be Safe

Immediately report dangerous situationsRemain in designated areasPractice healthy behaviors/universal precautionsUse appropriate footwearFollow safety rules in all areas

Walk at all times Avoid rough, dangerous playUse equipment properly

Walk at all timesWash hands Chew food well; don’t rush

Use designated restroomWalk

Wait in designated areaRemain seated when riding the busWatch out for trafficUse crosswalk only

Be careful when approaching or leaving the stage area

Use the buddy systemFollow school/bus rules

King Kaumualii on Kauai

Teach Rules in the Context of Routines

• Teach expectations directly.

–Define rule in operational terms—tell students what the rule looks like within routine.

–Provide students with examples and non-examples of rule-following within routine.

Skill Name

Getting Help(How to ask for assistance for difficulty tasks)

Teaching Examples

1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you.2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment.3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to read and explain the word.

Kid Activity

1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction.2. Ask students to indicate or show how they could get help.3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.

After the Lesson(During the Day)

1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection).2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder).3. Whenever a student gets help the correct way, provide specific praise to the student.

“Cool Tool”

• Actively involve students in lesson—game, role-play, etc. to check for their understanding.

Reviewing Strive for Five

• Be respectful.• Be safe.• Work peacefully.• Strive for excellence.• Follow directions.

McCormick Elem. MD 2003

• Provide opportunities to practice rule following behavior in the natural setting.

Expectations & behavioral skills are taught & recognized in natural context

Prompt or Remind Students of the Rule

• Provide students with visual prompts (e.g., posters, illustrations, etc).

• Use pre-corrections, which include “verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings were problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997).

Walkways

Kuleana: Be Responsible Plan aheadWalk directly to destination

Ho’ihi: Be Respectful Walk quietly when classes are in session

Laulima: Be CooperativeKeep movement flowingShare equipment and play space

Malama: Be SafeWalk at all times

Kuleana: Be Responsible Take care of equipment/facilitiesPlan appropriate times for drinks/restroom visits

Ho’ihi: Be Respectful Be a good sport

Laulima: Be CooperativeFollow rules/ procedures

Malama: Be SafeAvoid rough, dangerous play Use equipment properly

Playground / Recess / P.E.

Kuleana: Be ResponsibleHave lunch card ready Be orderly in all lines

Ho’ihi: Be Respectful Use proper table manners Eat your own food

Laulima: Be CooperativeWait patiently/ quietly

Malama: Be SafeWalk at all timesWash hands Chew food well; don’t rush

Cafeteria

Expected behaviors are visible

Sirrine Elementary June 8, 2004 SC

In a South Carolina Elementary School

And people say high schools are different…

• 9 ½ minutes

• Develop procedures for teaching school wide expectations

(new spokesperson)

AttentionPlease

Monitor Students’ Behavior in Natural Context

• Active Supervision (Colvin, Sugai, Good, Lee, 1997): –Move around

–Look around

–Interact with students

Monitor Students’ Behavior in Natural Context

• Provide reinforcement and specific praise to students who are following rules.

• Catch errors early and provide specific, corrective feedback to students who are not following rules. (Think about how you would correct an academic error.)

Monitoring DismissalMcCormick Elementary School, MD

Establish a continuum of procedures to encourage rule following behavior.

Are “Rewards” Dangerous?

“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”– Cameron, 2002

• Cameron & Pierce, 1994, 2002• Cameron, Banko & Pierce, 2001

• 7 ½ minutes

• Review/develop procedures for positively acknowledging students for appropriate behaviors

(new spokesperson)

AttentionPlease

Establish a continuum of procedures to respond to rule violating behavior.

• Office Discipline Referrals– Minor vs. Major– Classroom Managed vs. Office Managed

• Other School-Based Consequences

2000-2001 Gotchas, Level 1, & ODR per Day per Month

Sep Oct Nov Dec Jan Feb Mar Apr May Jun

Months

ay Gotchas

Level 1

~10 positive : 1 correction

Evaluate the effect of instruction

• Collect data– Are rules being followed?– If there are errors,

• who is making them?• where are the errors occurring?• what kind of errors are being made?

• Summarize data (look for patterns)

• Use data to make decisions

Office Discipline Referrals• Definition

– Kid-Teacher-Administrator interaction– Underestimation of actual behavior

• Improving usefulness & value– Clear, mutually exclusive, exhaustive definitions– Distinction between office v. classroom managed– Continuum of behavior support – Positive school-wide foundations– Within school comparisons

line R

95-96 96-97 97-98 98-99School Years

Kennedy Middle School

tudents

94-9595-9696-9797-9898-9999-0000-0101-0202-03

Academic Years

FRMS ODR per 100 Students per Year

Review: Behavioral Considerations in Primary Prevention

• Establish behavioral expectations/rules.

• Teach rules in the context of routines.

• Prompt or remind students of the rule prior to entering natural context.

• Monitor students’ behavior in natural context and provide specific feedback.

• Establish a continuum of procedures to encourage rule following behavior.

• Establish a continuum of procedures to respond to rule violating behavior.

• Evaluate the effect of instruction—review data, make decisions, and follow up.

Action Planning: Guidelines

• Agree upon decision making procedures• Align with school/district goals.• Focus on measurable outcomes.• Base & adjust decisions on data & local contexts.• Give priority to evidence-based programs.• Invest in building sustainable implementation

supports (>80%)• Consider effectiveness, & efficiency, relevance, in

decision making

• 1 hour

• Return to your Getting Started tool and review the Team Implementation Checklist

• Refine, revise, and further develop your action plan based on data (TIC, EBS Survey, ODR data, etc.)

• Be prepared to share 2-3 big ideas (1 min reports)

(new spokesperson)

AttentionPlease

Prompt or Remind Students of Expected behavior

Monitor Student's Behavior in the Natural Context

Establish Procedures for Encouraging Rule Following

Establish Procedures for Responding to Rule Violations

Evaluate the effect of instruction

line R

95-96 96-97 97-98 98-99School Years

Kennedy Middle School

What does SWPBS look like?

• >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged.

• Positive adult-to-student interactions exceed negative• Function based behavior support is foundation for

addressing problem behavior.• Data- & team-based action planning & implementation

are operating.• Administrators are active participants.• Full continuum of behavior support is available to all

students

Irving ES200102

Irving ES200203

Irving ES200304

Irving ES200405

Pct6up 12% 3% 3% 0%

Pct2to5 24% 17% 8% 3%

Pct0to1 65% 80% 89% 97%

Irving ES 200102 Irving ES 200203 Irving ES 200304 Irving ES 200405

ODR/100 1.13 .51 .39 .08

TIC Total 76% 82% 82% 88%

(Horner, Boyer, Rozumalski, Childs, & Bloom, 2005)

“Mom, Dad, Auntie, & Jason”

In a school where over 45% of 400 elem. students receive free-reduced lunch, >750 family members attended Family Fun Night.

I like workin’ at school

After implementing SW-PBS, Principal at Jesse Bobo Elementary reports that teacher absences dropped from 414 (2002-2003) to 263 (2003-2004).

“I like it here.”

Over past 3 years, 0 teacher requests for transfers

“She can read!”

With minutes reclaimed from improvements in proactive SW discipline, elementary school invests in improving school-wide literacy.

Result: >85% of students in 3rd grade are reading at/above grade level.

ODR Administrative BenefitSpringfield MS, MD

2001-2002 2277

2002-2003 1322

= 955 42% improvement

= 14,325 min. @15 min.

= 238.75 hrs

= 40 days Admin. time

ODR Instructional BenefitSpringfield MS, MD

2001-2002 2277

2002-2003 1322

= 955 42% improvement

= 42,975 min. @ 45 min.

= 716.25 hrs

= 119 days Instruc. time

Big IdeasSY

PRACTICES

SupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS Elements

School Systems

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

Non-class

Setting S

ystems

Individual Student

Systems

School-wideSystems

Universal Systems Overview

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