PBIS FOR SCHOOL ADMINISTRATORS ACTIVITIES

Activity 1: Supporting PBISDiscuss with a partner:

Have you ever been a part of a team that was particularly effective? What worked?

If you have ever served on an ineffective team, what could have been different?

Activity 2: Expectations in Non-Classroom Settings

Use the partially completed matrix to create expectations for the setting of your choice (i.e., bus, hallway, etc.).

Think about the problem behaviors that you might see in that setting, and state desired replacement behaviors.

Activity 2: Continued

Expectations Cafeteria

RulesHall

RulesRestroom

RulesBus Area

Rules

Be Safe Wait at ‘wait Wait at ‘wait

spots” until spots” until student ahead student ahead of you has of you has movedmoved

Sit in seat Sit in seat facing forwardfacing forward

Keep food on Keep food on traytray

Be Kind Wait your turnWait your turn Speak Speak

respectfullyrespectfully Use Use

appropriate appropriate voice levelvoice level

Use good Use good mannersmanners

Be Responsible

Pick up trash Use proper

portions Stack trays

Activity 3: School-Wide Reinforcement Systems Using the activity sheet,

brainstorm a list of things that will reinforce your behavior.

Compare with a colleague. Discuss similarities or

differences. How does this idea apply to

students? Complete the rest of the form

by brainstorming ideas that might reinforce students at each level.

What about staff?

Activity 3: ContinuedYou Elementar

y StudentsMiddle School Students

High School Students

Staff

Activity 4: Using DataRefer to the graphs on the following pages to answer the following:

What questions do you have?

What patterns do you note?

What might be some next steps?

Average Referrals Per Day

Types of Problem Behavior

Student Referrals

3 or more referrals

Location

Time of Referral

Activity 5: Identifying Problem 1 Using your school’s behavior

data from this school year, and the previous year, look for the difference between the average major ODRs per school day, per month and the average achieved during the corresponding months of the previous school year.

Is there a problem?

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Activity 5: Identifying Problem 2 Using your school’s behavior

data, look at the average major referrals per day, per month for the current school year.

Is there a noticeable trend? Is the trend desirable? Is there a problem?

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Activity 6: Identifying Precise Problem StatementWhich partial statement is more

precise? 15

Too many ODRs 15 instances of

disrespect24 ODRs between 1:00 and 1:30

Too many ODRs in the afternoon

Too many ODRs outside the classroom

25% of students have at least 2 ODRs

Too many ODRs on the playground

6 ODRs on the playground

Many students have ODRs

Total of 12 ODRs for aggression on the playground in the last month; this number is more than last year and shows an increasing trend for this year; these incidents are occurring during the first recess, and there are different students involved each time.

Which statement is a complete Precise Problem Statement?

Activity 7: Designing Solutions Transfer your hypothesis about your own

school’s problem to the top of the Meeting Minutes and Problem-Solving Action Plan Form.

Using the goal setting guidelines, develop a goal for improvement.

Begin designing solutions using the prevent/teach/respond format.

Using the second part of the Meeting Minutes and Problem-Solving Action Plan Form to assign responsibilities for implementing the plan and set dates for follow-up.

In follow-up sessions, review the action plan and assess progress towards goals.

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Activity 8: Ensuring Effective Consequences On the activity sheet,

list all consequences you have used in the past when dealing with problem behavior.

Indicate which ones have and which ones have not been effective in changing the student’s behavior.

Activity 8: ContinuedConsequence Effective Ineffective