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PURPOSE

Review fundamentals for

getting started with SWPBS

implementation

OUTCOME OBJECTIVES Rationale for adopting SWPBS

Features of SWPBS

Examples of SWPBS implementation

Description of training & coaching supports

Samples of outcome Data

Data for decision making

Action plan for your school

Common Vision/Values

Common Language & Behaviors

Common Experience

Quality Leadership

Effective Organizations

End Goal

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%REACT to Problem Behavior

Select & ADD

Practice

Hire EXPERT to Train Practice

WAIT for New

Problem

Expect, But HOPE for

Implementation

2/14/14

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Funding Visibility PolicyPoliticalSupport

Training Coaching Behavioral ExpertiseEvaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

Shiralee & team

Implementation Support

Getting Started

Mentor School

Coaching

Set of responsibilities,

actions, activities

!..not person

Bridge between training &

implementation !!not

administrative accountability

Positive & supportive resource & facilitation

!.not nagging

•! SWPBS practices, data, systems

•! Policy, funding, leadership

Training

•! 1 & 3 yr. action plan

•! Data plan •! Admin. partic.

SWPBS Team •! SWPBS

•! CWPBS •! Small group •! Individual student

School Staff

Internal Coaching Support

External Coaching Support

Mentor School

Mentee School

Basic Training Framework

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HOW?

Establish positive school

climate

HOW?

positive school climate

Maximizing academic success

Teaching important social

skills important social

Recognizing good behavior Recognizing

good behavior

Modeling good behavior

HOW?

positive school climate

Communicating positively

PBIS (aka SWPBS) is for enhancing adoption & implementation of

of evidence-based interventions to achieve

& behaviorally important outcomes for

students

Framework

Continuum

Academically

All

2/14/14

3

SYST

EMS

PRACTICES

DATA

Supporting Staff Behavior

Supporting Student Behavior

OUTCOMES

Supporting Social Competence & Academic Achievement

Supporting Decision Making How you

act. How you

react.

How others

react to you.

How you interact

w/ others.

Your learning history & culture shapes SY

STEM

S

PRACTICES

DATA

OUTCOMES

Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab

Culturally Equitable Academic & Social Behavior Expectations

Culturally Relevant & Effective Instruction

Culturally Knowledgeable Staff

Culturally Valid Information for

Decisions

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 Individualized Systems for Students with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

ALL

~15% SOME

~5% ~5% ~5% ~5% FEW

All: Baker, 2005 JPBI; Eber, 2012

Universal

Targeted

Intensive

All

Some

Few Continuum of Support for

ALL

Dec 7, 2007

Universal

Targeted

Intensive Continuum of

Support “Theora”

Dec 7, 2007

Science

Soc Studies

Comprehension

Math

Soc skills

Basketball

Spanish

Label behavior!not people

Decoding

Writing

Technology

2/14/14

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Universal

Targeted

Intensive Continuum of Support for

ALL: “Molcom”

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

P-G).%G)5-0+'&Q,'3%1)'1.)%

Self-assess

Homework

Technology

Universal

Targeted

Intensive Continuum of Support for

ALL: “________”

Dec 7, 2007

__________

_________

________

__________

_______

_________

_________

________

___________

_________

__________

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION •! Check in/out •! Targeted social skills instruction •! Peer-based supports •! Social skills club •!

TERTIARY PREVENTION •! Function-based support •! Wraparound •! Person-centered planning •! •!

PRIMARY PREVENTION •! Teach SW expectations •! Proactive SW discipline •! Positive reinforcement •! Effective instruction •! Parent engagement •!

SECONDARY PREVENTION •! •! •! •! •!

TERTIARY PREVENTION •! •! •! •! •!

PRIMARY PREVENTION •! •! •! •! •! •!

Homework

ODR Admin. Benefit Springfield MS, MD

2001-2002 2277 2002-2003 1322

= 955 42% improvement

= 14,325 min. @15 min.

= 238.75 hrs

= 40 days Admin. time

ODR Instruc. Benefit Springfield MS, MD

2001-2002 2277 2002-2003 1322

= 955 42% improvement

= 42,975 min. @ 45 min.

= 716.25 hrs

= 119 days Instruc. time

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

Responsiveness to Intervention

Academic Systems Behavioral Systems

Circa 1996

2/14/14

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Prevention Logic for All Redesign of teaching environments!not students

Decrease development

of new problem

behaviors

Prevent worsening &

reduce intensity of

existing problem

behaviors

Eliminate triggers &

maintainers of problem behaviors

Add triggers &

maintainers of prosocial

behavior

Teach, monitor, &

acknowledge prosocial behavior

Biglan, 1995; Mayer, 1995; Walker et al., 1996 INCIDENCE

PREVALENCE

Prevention Objectives Prevention Actions

Antecedents & Consequences Behavior

YEAR 1+ GOAL SWPBS (Tier 1)

Leadership team

Behavior purpose statement

Set of positive expectations &

behaviors

Procedures for teaching SW & classroom-wide

expected behavior

Continuum of procedures for encouraging expected

behavior

Continuum of procedures for

discouraging rule violations

Procedures for on-going data-

based monitoring & evaluation

•! SWPBS practices, data, systems

•! Policy, funding, leadership

Training

•! 1 & 3 yr. action plan

•! Data plan •! Admin. partic.

SWPBS Team •! SWPBS

•! CWPBS •! Small group •! Individual student

School Staff

Coaching Support

Coaching Support

Mentor School

Mentee School

Basic Training Framework

School-Wide PBS (Tier 1)

Leadership team



behaviors


expected behavior


behavior




based monitoring & evaluation Agreements

Team

Data-based Action Plan

“Plan”

Implementation “Do”

Evaluation “Check”

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

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Teaming Functions

DATA-BBASED DECISION MAKING

DATA BASED ACTION PLANNING

IMPLEMENATION COORDINATION

TRAINING FACILITATION

PROGRESS MONITORING &

IMPLEMENTATION FIDELITY

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance Committee Character Education

Safety Committee School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

Are outcomes

measurable?

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

Don

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

Are outcomes

measurable? School-Wide PBS (Tier 1)

Leadership team



behaviors


expected behavior


behavior





Teaching how to determine hypotenuse of triangle

DEFINE Simply

MODEL

PRACTICE In Setting

ADJUST for Efficiency

MONITOR & ACKNOWLEDGE

Continuously

“C2 = A2 + B2 where C is side opposite

right angle!.”

“Watch me,!If A = 3 & B = 4, then C2 =

25, & C = 5!.”

“I noticed that everyone got #1 & #3 correct. #2 was tricky

because no right angle!.”

“Work w/ your partner & calculate hypotenuse of

triangle for these 3 examples!!”

“Work w/ another partner & do these 4

examples!.”

Teaching Academics & Behaviors

DEFINE Simply

MODEL

PRACTICE In Setting



Continuously

1. Explanation & demonstration. 2. Imitation & correction. 3. Repetition. (J. Wooden)

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“Teaching by Getting Tough” “I hate this f___ing school & you’re a

dumbf_____!”

“That’s disrespectful

language, girl. I’m sending you to the

office so you’ll learn never to say

those words again!.starting

now!”

Teaching social behaviors like academic skills

DEFINE Simply

MODEL

PRACTICE In Setting



Continuously

“If someone won’t stop teasing your friend, you should look cool & walk away w/ your friend!”

“Watch. This is how I would do it at a

concert.”

“That was great. What would that look like if you were stuck on the

bus? In the classroom?”

“You got it. Tomorrow let’s figure out how to handle

cyber-teasing.”

“Tell me how you would do it if you were in hallway.” “At school

dance.”

Teaching Matrix

SETTING

All Settings Hallways Playgrounds Cafeteria

Library/ Compute

r Lab Assembly Bus

Respect Ourselves

Be on task. Give your best effort.

Be prepared.

Walk. Have a plan. Eat all your

food. Select healthy foods.

Study, read,

compute. Sit in one

spot. Watch for your stop.

Respect Others

Be kind. Hands/feet

to self. Help/share

with others.

Use normal voice

volume. Walk to right.

Play safe. Include others.

Share equipment.

Practice good table manners

Whisper. Return books.

Listen/watch. Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle. Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays & utensils. Clean up

eating area.

Push in chairs. Treat books

carefully.

Pick up. Treat chairs

appropriately.

Wipe your feet. Sit

appropriately.

Exp

ecta

tions

1. SOCIAL SKILL

2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Teaching Matrix Activity

!

Classroom Lunchroom Bus Hallway Assembly

Respect Others

•! Use inside voice •! ________

•! Eat your own food •!__________

•! Stay in your seat •!_________

•! Stay to right •! _________

•! Arrive on time to speaker •!__________

Respect Environment & Property

•! Recycle paper •!_________

•! Return trays •!__________

•! Keep feet on floor •!__________

•! Put trash in cans •!_________

•! Take litter with you •!__________

Respect Yourself

•! Do your best •!__________

•! Wash your hands •!__________

•! Be at stop on time •!__________

•! Use your words •!__________

•! Listen to speaker •!__________

Respect Learning

•! Have materials ready •!__________

•! Eat balanced diet •!__________

•! Go directly from bus to class •!__________

•! Go directly to class •!__________

•! Discuss topic in class w/ others •!__________

P Perseverance Holding to a course of action despite obstacles • Stay positive • Set goals • Learn from mistakes

R Respect To show consideration, appreciation, and acceptance • Respect yourself • Respect others • Demonstrate appropriate language and behavior

I Integrity Adherence to an agreed upon code of behavior • Be responsible • Do your own work • Be trustworthy and trust others

D Discipline Managing ones self to achieve goals and meet expectations • Strive for consistency • Attend class daily; be on time • Meet deadlines; do your homework

E Excellence Being of finest or highest quality • Do your personal best • Exceed minimum expectations • Inspire excellence in others

NEHS website, Oct. 26, 2004

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RAH – at Adams City High School (Respect – Achievement – Honor)

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

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Respect

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Responsibility

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Cooperation

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Shishmaref School AK, Lyon Johnson, Aug 9, 2011

!

!

Inupiaq Value Behavior Hallway Recess/Gym Lunchroom Restroom Office Library

Piqpaigura!lui (spelling)

pic-bay-gu-rug-loiue

(pronunciation)

We are respectful

Walk quietly

Keep your place in line

Keep your body to

yourself

Listen to the supervisors

Follow the rules

Keep hands and feet to yourself

Keep hands and feet to yourself

Use your manners

Speak in a

positive manner

Wash your hands

Flush the toilet

Respect the privacy of others

Ask permission

Speak to office staff in

a positive manner

Care for the books and equipment

Use your inside

voice

Ask to use the phone.

Tuniqsimaluta (spelling)

to-nick-see-muh loot-da (pronunciation)

We are responsible

Go directly to where you should

be

Ask permission to be in hallways

Be good winners and losers

Take turns

Share equipment

Stay in Place in line and at table

Ask for help or give others help when needed.

Pickup trash

Go as quickly as you can

Keep bathroom

clean

Use bathroom appropriately

Wait your turn

Accept

consequences

Wait patiently

Follow Directions from Office Staff.

Naguatun (spelling)

nug-whoat-dun

(pronunciation)

We will be positive

Be positive with peers

Follow directions

Ask others to play

Use encouraging words

Use your manners saying please and

thank you

Help others when they need

you to

Use quiet voice

Stay calm

Work toward a solution

Help others

Use positive words

Ilisaatuaksraut (spelling)

e-lee-saw-twok-shoat

(pronunciation)

We will Learn Pick up after others when

needed

Teach others how to play new games

Be willing to try new things.

Use water conservatively

Listen to what others have to say

Stay focused on work

Sawi"iuqtuut (spelling)

soy-thlee-yook-toot

(pronunciation)

We will work Help others follow the rules

Keep the gym clean

Put equipment

away

Dump tray and wait until your time to play.

Pick up trash after yourself

and others

Solve problems in a

positive manner

Help others find books and use

materials appropriately

Shishmaref SchoolShishmaref School Behavior ExpectationsBehavior Expectations !

As Shishmaref Northern Lights, together we will help each other and ourselves work hard and be ready to learn, be respectful, and fulfill our roles at school and in the community. Together we will be positive and responsible to create a welcome environment for all students and staff. !


MacNeill Secondary School, Richmond, British Columbia 4 Nov 2013

Acknowledge & Recognize

2/14/14

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•!Positive expectations & routines taught & encouraged

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

•!Precorrections & reminders •!Positive reinforcement

Non-classroom

Name______________________________ Date_____________

Setting " Hallway " Entrance " Cafeteria

" Playground " Other_______________ Time Start_________

Time End _________

Tally each Positive Student Contacts Total #

Ratio of Positives to Negatives: _____: 1 Tally each Negative Student Contacts Total #

Non-Classroom Management: Self-Assessment

1.! Did I have at least 4 positive for 1 negative student contacts? Yes No

2. Did I move throughout the area I was supervising? Yes No

3. Did I frequently scan the area I was supervising? Yes No

4. Did I positively interact with most of the students in the area? Yes No

5. Did I handle most minor rule violations quickly and quietly? Yes No

6. Did I follow school procedures for handling major rule violations? Yes No

7. Do I know our school-wide expectations (positively stated rules)? Yes No

8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations?

Yes No

Overall active supervision score:

7-8 “yes” = “Super Supervision”

5-6 “yes” = “So-So Supervision”

<5 “yes” = “Improvement Needed”

# Yes______

Essential Behavior & Classroom Management

Practices

See Classroom Management Self-Checklist (7r)

Teacher__________________________ Rater_______________________

Date___________

Instructional Activity Time Start_______

Time End________

Tally each Positive Student Contacts

Total # Tally each Negative Student Contacts

Total #

Ratio of Positives to Negatives: _____ to 1

Classroom Management: Self-Assessment

Classroom Management Practice Rating

1. I have arranged my classroom to minimize crowding and distraction Yes No

2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).

Yes No

3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).

Yes No

4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).

Yes No

5. I provided each student with multiple opportunities to respond and participate during instruction.

Yes No

6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No

7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No

8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.

Yes No

9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).

Yes No

10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.

Yes No

Overall classroom management score:

10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed” # Yes___

2/14/14

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Typical Contexts/ Routines

Classroom-Wide Rules/Expectations Respect Others Respect Property Respect Self

All Use inside voice.

Raise hand to answer/talk.

Recycle paper. Put writing tools inside

desk.

Do your best. Ask.

Morning Meeting Eyes on speaker. Give brief answers.

Put announcements in desk.

Keep feet on floor.

Put check by my announcements.

Homework Do own work. Turn in before lesson.

Put homework neatly in box.

Touch your work only.

Turn in lesson on time. Do homework night/

day before.

Transition Use inside voice. Keep hands to self.

Put/get materials first. Keep hands to self.

Have plan. Go directly.

“I Need Assistance”

Raise hand or show “Assistance Card”.

Wait 2 minutes & try again.

Have materials ready. Have plan. Ask if unclear.

Teacher Directed Eyes on speaker. Keep hands to self.

Use materials as intended.

Have plan. Ask.

Independent Work Use inside voice. Keep hands to self.

Use materials as intended.

Return with done.

Use time as planned. Ask.

Problem to Solve Stop, Step Back, Think, Act

Stop, Step Back, Think, Act

Stop, Step Back, Think, Act

1. SOCIAL SKILL 2. N

ATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

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Responsibility

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Cooperation

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•! External •! Tier I implementation

School-wide Evaluation Tool (SET)

•! Self-assessment •! Tier I implementation

Team Implementation Checklist (TIC)

•! Team/coach self-assessment •! Tier I implementation

Benchmarks of Quality (BoQ)

•! Coach/team assessment •! Tiers II/III

Benchmarks of Advanced Tiers (BAT)

•! Tier II/III implementation •! External assessment

Individual Student Support Evaluation

Tool (ISSET)

Action Planning Tools

Getting Started: “Team Implementation Checklist” (TIC)

2/14/14

11

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Leadership team



behaviors


expected behavior


behavior





4 Main Data Concerns

Student outcomes

Practice selection

Practice implementation

Systems integration

2/14/14

12

•! Educationally relevant •! Mutually exclusive •! Comprehensive •! Linked to questions

Defined in observable terms

•! Routine •! <1% of time

Data easy to input

•! Graphic format

Data easy to summarize & present

Data linked to decisions & actions

Good Data Systems www.pbisapps.org

Average Referrals/Day/Month w/ national data lines

Avg Ref/Day/Month

# Ref by Problem # Ref by Location

2/14/14

13

# Ref by Time of Day

# Ref by Students

How long would it take to answer big 5 SW discipline questions in your school? 1.! How many? 2.! What? 3.! Where? 4.! When? 5.! Who?

(7 min.)

Data-based Decision Making

Data used to!..

1. Specify/define need

2. Select right evidence-based solution

3. Monitor implementation fidelity

4. Monitor progress

5. Improve implementation

Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115

Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.

Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, 177-193.

Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.

Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), 1136-1145.

Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology.

Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.

Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 116(2), 149-156

RCT & Group Design PBIS Studies 6 Nov 2013

•! Reduced major disciplinary infractions •! Improvement in aggressive behavior,

concentration, prosocial behavior, & emotional

regulation •! Improvements in academic achievement

•! Enhanced perception of organizational health &

safety •! Reductions in teacher reported bullying behavior

& peer rejection •! Improved school climate

IMPLEMENTATION

Effective Not Effective

PR

AC

TIC

E Effective

Not Effective

Maximum Student Benefits

Fixsen & Blase, 2009

SYST

EMS

PRACTICES

DATA

Training +

Coaching +

Evaluation

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Implementation Fidelity

Maximum Student

Outcomes

BASIC PBIS LOGIC

2/14/14

14

YEAR 1+ GOAL SWPBS (Tier 1)

Leadership team



behaviors


expected behavior


behavior





Today’s Action Steps (Natalie)

Define & describe SWPBS

Identify your external coach

Identify internal coach

Examine leadership team membership

Identify school data sources

Review Team Implementation Checklist (TIC)

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PBIS Leadership Forum Chicago Oct 29-30, 2014

Northeast PBIS Mystic, CT May 22-23 May, 2014

Association of PBS Chicago, IL 6-7 Mar 2014

Pacific Northwest PBIS Portland, OR 26-28 Feb 2014

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This two!day forum for school, state, district and regional Leadership Teams has been designed to help increase the effec veness of School!wide PBIS implementa on. Sessions are designed to support ini al through advanced implementa on at Elementary, Middle, and High Schools as well as Juvenile Jus ce facili es and are organized into 9 strands that include: ""

x� PBIS Founda ons"x� Enhanced Implementa on"x� Classroom"x� Tier 2/Tier 3 "x� Integrated Systems / MTSS"x� Juvenile Jus ce"x� School Mental Health"x� Culturally Responsive Systems "x� Urban Implementa on and other special topics "

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Documents

pbis overview brief HAND 14Feb 2014 · 2/14/14 4 Universal Targeted Intensive Continuum of Support for ALL: “Molcom” Dec 7, 2007 Prob Sol. Coop play Adult rel. Anger man. Attend