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TECBD Conference November, 2006 Howard S. Muscott, Ed.D. Co-Director, NH CEBIS; 206-6891 (For handouts) PowerPoint PPT Presentation

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Implementing Positive Behavioral Interventions and Supports with Fidelity in PBIS-NH Schools. TECBD Conference November, 2006 Howard S. Muscott, Ed.D. Co-Director, NH CEBIS; 206-6891 (For handouts) . To Our PARTNERS, We Thank You!.

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Implementing Positive Behavioral Interventions and Supports with

Fidelity in PBIS-NH Schools

TECBD Conference

November, 2006

Howard S. Muscott, Ed.D.

Co-Director, NH CEBIS; 206-6891 (For handouts)

To Our PARTNERS, We Thank You!

NH Department of Education Virginia Irwin, Robert Wells, Deb Grabill

NH Department of Health and Human Joe Perry

Services, Bureau of Behavioral Health

APEX InitiativeJoAnne Malloy

Alliance for Community SupportsGail Cormier

Granite State Federation of FamiliesKathleen Abate, Linda Thomas

NAMI-NHMichael Cohen

Developmental Disabilities CouncilAlice Porembski

SERESC, Inc.Antonio Paradis & Becky Berk

Rivier CollegeCharles Mitsakos

University of New Hampshire,

Keene State College, Plymouth State University

Granite State College Mary Ford

PBIS Center, University of OregonGeorge Sugai, Rob Horner

Illinois EBD NetworkLucille Eber

New Hampshire ConnectionsDawn Marquis

Maryland PBISSusan Barrett



  • Stages of Implementation

  • PBIS Features

  • Training and Technical Assistance

  • NH Outcomes

What is PBIS?

PBIS is a sustainable, proactive process that improves social, behavioral, and academic outcomes through positive, preventive evidence-based strategies, collegial and collaborative teaming, and data-based decision-making.

Muscott & Mann, 2003

PBIS Support Systems





Staff Behavior





Student Behavior

School-wide Positive

Behavior Support



Setting Systems


Setting Systems

Individual Student




Mission of the NH Center for Effective Behavioral Interventions and Supports

The Center’s mission is to foster the development of safe, caring, respectful schools where learning is a primary focus, and all members of the community, including students with emotional or behavioral disorders, are valued and experience success and joy each day.

PBIS-NH Training and Technical Assistance

  • Training for all three tiers, coaches, SWIS, and district level support teams

  • Begins with Universal System, then Targeted and Intensive -- Spiraled

  • 3 Years of Support

  • Facilitation at training

  • On-site facilitation ½ day per month

  • Resources provided free of charge

Taking it to Scale in New Hampshire

NH Div. Behav-ioral Health

NH Dept. of Educa-tion


Political Support





NH Connec-tions



NH CEBIS Leadership Team

Active Coordination


on Site



PBIS-NH in ECE and schools with District, SAU Support

Universal, Targeted, Intensive Teams, Internal Coaches





Note: 2 schools have dropped out in 4 years

C 1-3: 2002-2005

ECE 39

Elementary 35

Middle 10

High School 6

Multi-Level 11

Alternative 4


124 Sites Participating in PBIS-NH

Cohort 4: 2005-2006

  • ECE 0

  • Elementary14

  • Middle 1

  • High School 1

  • Multi-Level 0

  • Alternative 4

  • Total20


  • ECE 39

  • Elementary 49

  • Middle 11

  • High School 7

  • Multi-Level 11

  • Alternative 8

  • Total124

Positive Behavioral Interventions and Supports-New Hampshire

124 Participating Sites – Pre- and K-12 Schools, 2005-06 School Year

Lakes Region (20)

Andover ES/MS (K-8) – Andover (3)

Belmont ES (P-4) – Belmont (1)

Franklin MS (5-8) – Franklin (1)

Franklin HS (9-12) – Franklin (1)

Henry Wilson School (4-6) – Farmington (3)

Henry Wilson Memorial (7-8) – Farmington (4)

Jennie D. Blake ES (K-6) – Hill (4)

Kenneth Brett School (K-8) – Tamworth (2)

Kingswood Regional HS (9-12) - Wolfeboro (2)

Madison Elementary (K-6) – Madison (4)

Milton Elementary (K-6) – Milton (4)

Paul Elementary (1-8) – Sanbornville (4)

Pittsfield ES (K-6) – Pittsfield (3)

Sanbornton Central (K-5) – Sanbornton (3)

Southwick ES (3-5) – Winnisquam (2)

Spaulding Youth Ctr. (1-12) – Tilton (3)

The Tobey School (6-12) – Concord (4)

Union Sanborn (P-2) – Winnisquam (2)

Valley View ES (K-3) –Farmington (2)

Winnisquam MS (6-8) – Tilton (1)

North Country Region (14)

Daisy Bronson JH (7-8) – Littleton (2)

Easter Seals School (1-12) – Lancaster (4)

Jefferson Elementary (P-5) – Jefferson (4)

Lancaster Elementary (P-8) – Lancaster (4)

Linwood School (K-5) —Lincoln (1)

Lin-Wood School (6-12) – Lincoln (2)

Lisbon Regional (6-12) – Lisbon (2)

Lisbon Regional Elementary (K-5) - Lisbon (4)

Littleton HS (9-12) – Littleton (2)

Milan Village School (K-6) – Milan (2)

Mildred Lakeway ES (K-6) — Littleton (1)

Pine Tree ES (K-6) - Center Conway (2)

Profile (7-12) — Bethlehem (1)

Whitefield ES MS (1-8) — Whitefield (1)

Central Region (41)

Academy of Learning & Tech (6-9) - Nashua (4)

Amherst Street School (K-5) – Nashua (4)

Armand Dupont (5-8) – Allenstown (2)

Bartlett ES (P-4) - Goffstown (2)

Belknap-Merrimack Head Start – Manchester (5 sites) (2)

Chester Academy (1-8) – Chester (3)

Creative Years Child Dev & Learning Ctr. – Nashua (3)

Derry Early Education Program (Pre) – Derry (3)

Florence Rideout (K-6) – Wilton (2)

Fred C. Underhill ES (K-2) — Hooksett (1)

Henry Moore School (1-8) – Candia (2)

Hillsboro-Deering ES (P-5) – Hillsborough (3)

Hooksett Memorial School (3-5) – Hooksett (2)

James Mastricola ES (R-4) — Merrimack (1)

Jolicoeur School (1-12) – Manchester (2)

Litchfield MS (5-8) – Litchfield (2)

Mastricola Upper Elementary (5-6) – Merrimack (3)

Matthew Thornton Elementary (1-5) – Londonderry (4)

Mt. Pleasant (K-6) – Nashua (3)

New Boston Elementary (P-6) – New Boston (4)

Rivier Early Childhood – Nashua (3)

RSEC Academy (6-12) – Amherst (2)

Sandown North ES (1-3) – Sandown (3)

South Londonderry ES (1-5) – Londonderry (2)

Southern NH Svcs. Head Start – Manchester (5 sites) (1)

Southern NH Svcs. Head Start –Nashua (4 sites) (3)

Southside Middle School (6-8) – Manchester (3)

Summit School (9-12) – Amherst (2)

Thorntons Ferry ES (R-5) – Merrimack (1)

VNA Childcare – Manchester (2)

Southwest Region (21)

Bluff ES (P-5) — Claremont (1)

Canaan ES (K-4) – Canaan (3)

Claremont MS (6-8) – Claremont (1)

ConVal High School (9-12) – Peterborough (4)

Cutler School (4-6) — Swanzey (1)

Disnard ES (K-5) – Claremont (1)

Dublin Consolidated (K-5) – Dublin (3)

Maple Avenue ES (K-5) – Claremont (1)

Newport MS (6-8) – Newport (2)

Peterborough Elementary (K-4) – Peterborough (4)

Pierce Elementary (K-4) – Bennington (4)

South Meadow MS (5-8) — Peterborough (1)

Southwestern Comm. Svcs. Head Start – Keene (7 sites) (3)

Unity (1-8) – Unity (1)

Southeast Region (29)

Chamberlain St. School (K-5)– Rochester (3)

Dover MS (5-8) – Dover (1)

Dover HS (9-12) — Dover (1)

Ellis School (1-8) – Fremont (2)

Garrison ES (K-4) – Dover (1)

Hilltop ES (1-4) - Somersworth (1)

Horne Street ES (K-4) – Dover (1)

Maplewood ES (P-4) – Somersworth (2)

McClelland School (K-5) – Rochester (4)

Newmarket Jr/Sr High (6-12) – Newmarket (3)

Odyssey House (6-12) – Hampton (4)

RCA Head Start - Portsmouth (9 sites) (2)

Seabrook Middle School (5-8) – Seabrook (4)

Somersworth MS (5-8) — Somersworth (1)

Strafford County Head Start – (6 sites) (3)

Woodman Park ES (P-4) – Dover (1)

( ) indicates cohort







Stages of Implementation

Muscott, Mann, & Berk 2005






Readiness Requirements for PBIS-NH Systems Change

  • Interest meeting with stakeholder group including principal or program director

  • Letter of interest and intent from principal or program director

  • Full faculty meeting to discuss PBIS implementation

  • Information shared with families

  • Family representation on Universal Leadership Team

  • 80% or better faculty buy-in obtained through vote or consensus

  • Superintendent or Executive Director sign off

  • 3-year commitment to teams, training, technical assistance, and data-based decision-making

  • Application made to NH CEBIS

“NH CEBIS is an outstanding best practice of a teaching and learning model, and is an excellent example of collaboration of several institutions of higher learning working together to serve the state.”

Denise Maslakowski, Ed.D.

Associate Vice President

Plymouth State University

“The commissioner is consistent in how he states the four pillars of this initiative. The first is social. The second is emotional. The third is physical and the fourth is academic. We believe that if you address the first three, then you have children ready to learn and be successful academically. What we're saying is every child, every day. And isn’t this what you are doing as you incorporate PBIS into your schools and organizations?”

Virginia Irwin, Director of the Division of Instruction

NH Department of Education

at the 2006 PBIS-NH Summit

“I was very skeptical about this program at first. I thought, here we go again – another initiative. But I can honestly say that teaching is much easier with PBIS in place – I am now sold on this approach.”

Barbara Condon, Elementary School Teacher, Merrimack school district

“In all of my 9 years at this school, this year had the smoothest beginning and it’s because of three words: cooperation, respect, and responsibility.”

Newmarket School Principal at PBIS Rollout Open House

Steps for Implementing Universal Systems in PBIS-NH

1. Build a universal leadership team, meet regularly, use effective team processes, and create a mission statement

Representative, Credible and Influential

2. Identify internal coach(es)

Capacity for Behavior Support

Steps for Implementing Universal Systems in PBIS-NH

3. Self evaluate building strengths and needs and use data for action planning and decision-making

Collaborative Team Checklist,

Universal Team Implementation Checklist,

Family Engagement Checklist,

Effective Behavioral Support Survey

Steps for Implementing Universal Systems in PBIS-NH

4. Establish a clear set of positively stated behavioral expectations

Schoolwide Expectations

5. Clearly define expected behaviors for classroom, non-classroom and home* settings (bus, bathroom, hallway/transition, playground, morning routine, TV, sleep)

Behavioral Matrix

Home Matrix * Optional

Mastricola Elementary School – Behavior Matrix

Playground ExpectationsAmherst Street Elementary School

Steps for Implementing Universal Systems in PBIS-NH

6. Establish procedures for teaching expected behavior in context and practice

Yearly Teaching Schedule

Teaching Matrix

Teaching Tools

Teaching Tools in Context

Yearly Teaching Schedule





1st SW Teaching Plan and


2nd SW Teaching Plan and





3rd SW Teaching Plan and


4th SW Teaching Plan and




Develop Teaching Plans to Teach Behaviors

  • Teaching plans are teaching scripts designed to help students learn the behavioral expectations

  • Each one is taught using effective instructional practices

  • A plan for teaching all the students is devised

  • Booster lessons are provided as needed

Schoolwide Outcomes

Schoolwide Recognizing

Schoolwide Teaching


Data-Based Decision Making

Assessing Effectiveness

Steps for Implementing Universal Systems in PBIS-NH

7. Establish a continuum to recognize/ celebrate expected behaviors

Recognition Plan

Recognition SystemsMuscott & Mann (2006)

  • Step 1: Specific verbal praise paired with visible acknowledgement given at high rates.

  • Step 2: Specific verbal praise paired with visible acknowledgement given intermittently.

  • Step 3: On-going random verbal praise connected to broad expectations and designed to enhance climate and

    Highly visible periodic “attention grabbing: celebrations of success

SW Recognition Planning MatrixMuscott & Mann (2006)

  • In which strategic location will the behaviors be recognized?

  • What specific behaviors will be recognized in that location?

  • What is the visible acknowledgement?

  • How often should it be given?

  • Who will be recognizing the students?

  • When should the recognition start?

  • When should the next step begin?

  • What, if anything, happens to the visible recognition after it is earned?

  • How will we ensure that staff practice giving out recognition prior to implementation?

  • How will we know staff is implementing according to the plan?

  • Are there any special circumstances?

Evaluating SW Recognition PlansMuscott& Mann (2006)

  • This checklist contains 16 key activities that occur prior to, during and after implementing the schoolwide recognition plan.

Provide Positive ContactsSmith & Sprague (2004)

  • Be friendly and helpful in general

  • Constantly smile and wave at students as you move and scan

  • Be proactive

  • Provide at high rate

  • Short in duration (5-10 seconds)

  • Non-conditional for specific behaviors

  • Delivered mostly to groups not individuals

Positively Recognizing Expected Behaviors

  • Provide specific, verbal acknowledgement using words from the teaching matrix

  • Provide recognition at a 4:1 ratio or better of positive to corrective contacts

  • Provide recognition as quickly after the expected behavior as possible

  • Focus positive attention on problem routines

  • Recognize at many students as possible

Steps for Implementing Universal Systems in PBIS-NH

8. Establish procedures for discouraging problem behavior

Definitions of Problem Behaviors (Majors vs. Minors)

Office Discipline Referral Form or

Form for Recording Problem Behaviors

Process for Responding to Problem Behaviors

Consequences for Problem Behaviors

9. Align classroom management and management of nonclassroom setting to schoolwide system

Classroom Management

Non Classroom Management


Organizing Discipline Data

  • Definitions of Problem Behavior

  • Process for Responding

  • Office Referral Form

  • Data Management System

    • Schoolwide Information System (SWIS)

  • Ongoing Analysis

Behavior Definition Examples

  • Disruption: Behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, or screaming; noise with materials; horseplay or roughhousing; and/or sustained out-of-seat behavior.

SWIS – PBIS’s Data System

  • Maintained by University of Oregon

  • Web Site Based –

  • Allows easy Student Data Input

  • Creates Data Charts/Analysis

  • Assists Team in Discussing Data with Staff

  • Small yearly investment ($200.00)

Responding to Problem Behavior: Consequences or Corrections for Minor Rule Violations

  • Follow schoolwide procedures

  • Handle minor rule violations quickly, quietly, neutrally, and with positive follow-up

    • Respectful, non-critical, non-argumentative

    • Resolve privately if possible

    • Focus on behavior, not student

    • Use 2-minute rule – If the issue cannot be resolved in 2-minutes, refer to support staff or follow school procedure

Responding to Problem Behavior: Consequences or Corrections for Major Rule Violations

  • Follow school procedures for major rule violations

    • Be businesslike, neutral, disengage

    • Resolve privately if possible

    • Focus on behavior, not student

    • Follow 2-minute rule, refer or get help

    • If successfully resolved, acknowledge student

    • Precorrect for next time

  • Follow group and individual plans when they exist

Steps for Implementing Universal Systems in PBIS-NH

10.Develop a plan to formally introduce program to faculty, families, administration, and students.

Rollout Plan

Consider Culture of School, District or Program

and Community Members

Include Activities

Address Communication through Multiple Mediums

Embed Information in Existing Activities,

Structures, and Documents

Steps for Implementing Universal Systems in PBIS-NH

11. Establish procedures for on-going monitoring and evaluation.

Meeting Schedule and Effective Team Processes

Review Assessment Information and Data Regularly

On-going Use of Data for Decision-Making

12. Establish procedures for on-going communication with faculty, administration and families.

Consider Culture of School, District or Program

and Community Members

Address Communication through Multiple Mediums

Embed Information in Existing Activities,

Structures, and Documents

PBIS-NH Outcomes

  • Build capacity of NH schools to support student behavior

  • Improve school-wide discipline systems and school climate

  • Improve the behavior of all students

    • Those without chronic problems

    • Those who are showing early signs of problems

    • Those with chronic and intense needs

  • Maximize instructional time to increase learning and academic achievement

    5. Improve communication and collaboration among key system stakeholders

    • Between schools and families

    • Among school faculty, staff, and administration

    • Among schools, families, mental health, and other community service (family support) providers

“Our participation in PBIS has resulted in less classroom time lost to discipline referrals. The data shows us that in 2004-2005 our students gained 900 minutes of classroom time due to a decrease in behavioral incidences.”

Janet Steinert

Assistant Principal

The Whitefield School, Whitefield

Outcomes for 22 Cohort 1 Schools 2004-05

  • 81% of students in the “Green Zone”

  • 6,010 less Office Discipline Referrals (28%)

  • 568 fewer In-School Suspensions

  • 352 fewer Out-of-School Suspensions

  • 15, 647 Hours Regained (2,608 Days)

    • 10,496 for Students Learning

    • 2, 958 for Teachers Teaching

    • 2,193 for Administrative Leadership

PBIS-NH OutcomesResearch Question 2

Can PBIS-NH schools supported with training and technical assistance by the NH CEBIS implement and sustain a cost effective universal schoolwide system of discipline with fidelity?

Schoolwide Evaluation ToolSugai, Lewis-Palmer, Todd, & Horner, 2001

  • On-site evaluation

    • Review of school documents

    • Examination of physical space

    • Interview the administrator, at least ten staff and at least fifteen students

  • 28 items clustered in seven features

  • Each item is scored 0 (‘not in place”), 1 (“partially in place”), or 2 (“in place”) points

Schoolwide Evaluation ToolSugai, Lewis-Palmer, Todd, & Horner, 2001

  • The features are

    • Expectations defined

    • Behavioral expectations taught

    • On-going system of rewarding

    • System for responding to violations

    • Monitoring and decision-making

    • Management

    • District-level support

Schoolwide Evaluation ToolSugai, Lewis-Palmer, Todd, & Horner, 2001

  • The SET yields an Average of Features summary score of overall implementation and scores for each of the seven features.

  • All scores are expressed as percent implemented and could range from 0% to 100% implemented.

  • Schools scoring 80% or better on the Average of Features and 80% or better on the Expectations TaughtFeature are considered to be implementing an effective discipline system.

School-wide Evaluation Tool (SET) Scores for 27 PBIS-NH Cohort 2 Early Childhood Programs and K-12 SchoolsSpring 2005


All 20/27 (74%)

PS 3/3 (100%)

ES 10/11 (91%)

MS 2/4 (50%)

HS 1/2 (50%)

ML 1/4 (25%)

AS 3/3 (100%)

“I can’t begin to describe the incredible difference PBIS has made at Horne Street School. I have been teaching and working with students for 25 years. The PBIS system has helped me to integrate my training and experience to design and implement effective behavioral supports on a school-wide, classroom, small group and individual basis. Every year the program gets better and better.”

Cori White

Behavior Specialist

Horne Street School

A systems approach to meeting the needs of students at risk requires

Effective and efficient targeted processes for:

  • Identifying students at-risk

  • Performing functional assessments

  • Creating and monitoring behavior support plans

  • Developing and monitoring targeted group interventions

  • Data-based decision-making

  • Involving school faculty, families, and community

Steps for Implementing Targeted Systems in PBIS-NH

12. Create a behavior support team (Targeted and Intensive are often combined in ECE and alternative schools) and a mission statement

Administrator, Behavior Support, General Educator

13. Develop a process and criteria for referring students to team

Parental Notification and Input


Prereferral Criteria

14. Develop process for completing functional assessments

3-Types (Quick, Intermediate, Intensive)

15. Develop process for designing, implementing, and evaluating behavior support plans


16. Develop targeted group interventions



Steps for Implementing Targeted Systems in PBIS-NH

Steps in Function-based Support Process

  • Define the challenge

  • Build a testable hypothesis (interview, observe)

  • Confirm the hypothesis (observe, manipulate)

  • Use “competing behavior analysis” to build possible elements of behavior support plan

  • Use “contextual fit” guidelines to select final elements of behavior support plan

  • Implement behavior support plan

  • Monitor and modify as needed






Muscott & Mann (2006)







Family &



Elements of Intensive Support

  • School-wide PBIS System

  • Targeted PBIS System

  • Individual Student PBIS System

  • Daily Individualized PBS Practices

  • PBIS Competencies

  • Person-Centered Planning

  • Wraparound Planning

A systems approach to meeting the needs of students with intense needs requires

School-based intensive supports

An effective intensive coordinator and

Effective and efficient processes for:

  • Identifying students with intense needs

  • Performing functional assessments

  • Data-based decision-making

  • Creating and monitoring behavior support plans

  • Creating and monitoring wraparound plans

  • Involving school faculty, families, and community

Steps for Implementing Intensive Systems in PBIS-NH

16. Develop process for obtaining intensive supports

Identify Intensive Coordinator

Procedures for referral, identification, and coordination of services

Interagency Wraparound Planning

17. Develop procedures for family engagement

Person-centered planning

Steps for Implementing Intensive Systems in PBIS-NH

18. Develop intensive student centered academic and behavior support plans

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