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OUTCOMES. SYSTEMS. DA T A. PRACTICES. PBIS Team Leader and Coach Training Baltimore County Public Schools. Positive Behavioral Interventions and Supports. November 8, 2010 Conference Center at Sheppard Pratt. “Children are eager and capable learners…”. What We Know….

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Pbis team leader and coach training baltimore county public schools





PBIS Team Leader and Coach TrainingBaltimore County Public Schools

Positive Behavioral Interventions and Supports

November 8, 2010

Conference Center at Sheppard Pratt

What we know

“Children are eager and capable learners…”

What We Know…

Research on early learners from Alexa Posny, 2009

Research hart risley 1995
Research(Hart & Risley, 1995)

Research hart risley 19951
Research(Hart & Risley, 1995)

Research hart risley 19952
Research(Hart & Risley, 1995)

Pbis team leader and coach training baltimore county public schools

  • “Early intervening services…are services for children in kindergarten through grade12 (with a particular emphasis on children in kindergarten through grade 3)

  • who have not been identified as needing special education and related services,

  • butwho need additional academic and behavioral support to succeed in a general education environment.”

What we know1
What We Know…

“There is a greater tragedy than being labeled as a slow learner

--and that is being treated as one.”

Pbis team leader and coach training baltimore county public schools


“Early learning begets later learning and early success breeds later success…The later in life we attempt to repair early deficits, the costlier remediation becomes…”

James Heckman, Nobel Prize-Winner, Economics, 2000

What we know2

“A longitudinal study of 407 students found that 74% of the children whose difficulty in reading was first identified at nine years of age or older continued to read in the lowest quintile throughout their middle and high school years.”

What We Know…

What we know3

The earlier school staff can identify students’ difficulties, the quicker and less expensive the task is to help them catch up

The longer a student goes without assistance, the longer the remediation time and the more intense the services must be

What We Know…

  • Academically and behaviorally

Pbis team leader and coach training baltimore county public schools

Response to Intervention difficulties, the quicker and less expensive the task is to help them catch up (RTI) is a way of screening children, early in their schooling, that can help schools and educators identify those who may not be responding to instruction – and thus may be at risk for school failure. The technique allows schools, on a schoolwide basis, to provide any student more intensivesupport–and monitor theirprogress—than typically available in every classroom.


Systematic academic behavior planning supports classroom instruction
Systematic Academic & Behavior Planning Supports Classroom Instruction

  • Tier 3:

  • Selected Interventions

  • Small groups/individual students

  • Reduce complexity and severity

  • of academic and behavior problems

  • Tier 2:

  • Targeted Interventions

  • Groups of students/at risk

  • Reduce academic and behavior problems

Frequency, Intensity, Duration

  • Tier 1:

  • Universal Interventions

  • All settings, all students

  • Prevent academic and behavior problems

Academic Behavior

Organization of materials

Time management

Work Completion

Academic Skills

Behavioral/ Social/Emotional Skills

Instructional Practices and Interventions

Food for thought
Food for Thought Instruction

“There are really only three types of people:

Those who make things happen;

Those who watch things happen; and

Those who ask, ‘What happened?’”

--Ann Landers

What type of person are you?

What we know4

Students must know what is expected of them Instruction

Behavior is learned

Schools must provide safe, learning conducive and predictable environments

We must teach students what positive behaviors look like

What We Know…

Pbis team leader and coach training baltimore county public schools
How… Instruction

  • By intentionally designing and redesigning resources to match student needs

  • Ensuring that every leader is responsible for planning, implementing and evaluating

  • Using academic and behavioral data to inform instructional/behavioral decisions

  • Including educators, families and community members as part of effective problem-solving and instructional decision making

  • Creating an empowering culture that maintains collective responsibility for every child’s success

Objectives for today
Objectives for Today Instruction

  • STARS and data reporting

  • BOQ and classroom systems

  • Role of the team leader and coach

  • Sharing strategies for improved outcomes

Take away message
Take Away Message Instruction

  • Consider how you are going to use the materials and ideas discussed today

  • Plan to take these ideas back to your team

  • Evaluate your school’s data in a meaningful way—

    • What are your current outcomes?

    • What are your school’s goals?

    • How do you plan to get there?

  • With your team—strategize how you will implement some of these ideas

Desired student outcomes

OUTCOMES Instruction




Desired Student Outcomes

Supports Decision Making …

  • Academic achievement

  • Positive social skill development

  • Self-control and self-management

Supports Staff Behavior

Supports Student Behavior

Data needs to be your friend
Data Needs to be Your Friend Instruction

Without data, you are just another person with an opinion…..

The big 5 generator
The Big 5 Generator Instruction

  • Excel spreadsheet

  • Record STARS data by Month

  • Label each document by Month

  • Cut and paste graphs into document

    • Average Referrals per Day by Month

    • Problem Behavior

    • Location

    • Time

    • Students

Resources Instruction

Additional resources www pbismaryland org
Additional Resources Instructionwww.pbismaryland.org

  • Home Page toolbar on left

    • Forms (IPI and BOQ)

    • School examples

  • Resources—Coaches and Schools

    • Select “coaches” and then select button “coaches resources”

  • For all summer presentations (July 2010), click “Archives” and look under “2010-2011 Stories”

  • Archives button on the toolbar for all previous postings prior to this school year

Pbis team leader and coach training baltimore county public schools

When a hammer is the only tool you have, Instruction

everything looks like a nail.

Boq benchmarks of quality revised 2010
BOQ—Benchmarks of Quality InstructionRevised 2010

  • Benchmarks of Quality

  • Assesses ten areas of implementation

  • See www.pbismaryland.org “forms”

  • Scoring form and rubric

  • Critical area added—Classroom Systems

Boq rubric
BOQ Rubric Instruction

  • Standards for scoring

  • Review to assess your school’s progress

  • BOQ completed in the spring of each year

Pbis team leader and coach training baltimore county public schools

Classroom-wide Positive Behavior Support Systems Instruction



for All Students

Strong Classroom

Management Techniques

Lessons Designed for Student




Slides for Classroom Systems created by Joan Ledvina Parr, Patti Hershfeldt, and Susan Barrett

Pbis team leader and coach training baltimore county public schools

Outcome-based Instruction

Evidence-based curriculum

Well designed lessons

Well presented lessons

On-going progress monitoring

Good behavior management

Expected behavior & routines taught and practiced

High rates of acknowledgements for rule following behavior

High rates of positive & active supervision

Good instructional teaching

Student Achievement

Instructional Management

Behavior Management

Pbis team leader and coach training baltimore county public schools

10% 5% 0% Instruction

30% 20% 0%

60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002

Moving from research to practice
Moving from Research to Practice Instruction

  • Teachers typically receive little training in classroom management

  • Training by itself does not result in positive implementation or intervention outcomes

  • Multi-component training packages result in desired behavior change (didactic training + coaching + performance feedback)

  • Teachers demonstrated behavior change only once they received performance feedback

  • Self-monitoring may result in increased skill use

Self assessment
Self-Assessment Instruction

  • STARS data by location

  • Results from EBS Survey (classroom)

  • Classroom Self-Assessment

  • Results from Observations and/or Walk Throughs

Pbis team leader and coach training baltimore county public schools

Classroom Supports Instruction

  • Data Collection and Progress

  • Monitoring at T3

  • Working with Families

  • Role on the Individual Support Team

  • Building Behavior Pathways and

  • Hypothesis Statements


  • SW Expectations linked to class rules and routines

  • Behavior Basics

  • Evidence Based Practices

    • Feedback Ratio

    • Wait time

    • Opportunities to Respond

    • Self Management

    • Academic Match

  • Working with Families

  • Transitions

    • Using Pre-corrections

  • Active Supervision

  • Data Collection and Using Data to

  • Guide Decisions

    • ODR, MIR

    • Self Assessment

  • Peer Coaching

  • Good Behavior Game


  • Working with Families

  • Deciding to increase Support

  • Progress Monitoring

    • Using the Daily Progress Report

  • Working with Students using CICO

  • Working with Students using “CICO

  • Plus” Academic or Social Instructional Groups

  • Using Data to Guide Decisions

  • Working with T2 Teams


Five areas of evidenced based practices for the classroom
Five Areas of Evidenced Based Practices for the Classroom Instruction

  • Define classroom expectations and rules

  • Develop procedures and routines

  • Identify strategies to acknowledge appropriate behavior

  • Identify strategies to respond to problem behavior

  • Maximize student engagement

Evidence based practice 1 expectations and rules
Evidence Based Practice # 1 InstructionExpectations and Rules

  • Expectations are the outcomes

  • Rules are the specific criteria for meeting the expectation outcomes

  • Rules identify and define the concepts of acceptable behavior

Guidelines for writing classroom rules
Guidelines for Writing Classroom Rules Instruction

  • Classroom rules need to be consistent with the schoolwide expectations and

    • Observable

    • Measureable

    • Positively stated

    • Understandable

    • Always applicable—something the teacher will consistently enforce

Three step approach to teaching classroom rules
Three Step Approach to Teaching Classroom Rules Instruction

  • Explain

    • State, explain, model, and demonstrate the procedure.

  • Rehearse

    • Rehearse and practice the procedure under your supervision.

  • Reinforce

    • Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine

Follow up ideas re 1 classroom rules
Follow Up Ideas: InstructionRe: # 1 Classroom Rules

Align the classroom rules with the schoolwide expectations

Post in all classrooms

Develop a schedule for teaching and booster sessions

Gather data (buddy system, walk throughs, etc.

Five areas of evidenced based practices for the classroom1
Five Areas of Evidenced Based Practices for the Classroom Instruction

  • Define classroom expectations and rules

  • Develop procedures and routines

  • Identify strategies to acknowledge appropriate behavior

  • Identify strategies to respond to problem behavior

  • Maximize student engagement

Evidence based practice 2 procedures and routines
Evidence Based Practice # 2 InstructionProcedures and Routines

  • Effective teaching includes teaching functional procedures to students at the beginning of the year and using these routines to efficiently move throughout the day

  • Procedures explain the accepted process for carrying out a specific activity

  • Procedures form the routines that help students meet expectations stated in the rules

  • Establish a signal to obtain class attention

  • Teach effective transitions

Procedures are a part of life classroom procedures

Entering the classroom Instruction

Asking a question

Listening to and responding to questions

Sharpening a pencil

Indicating whether you understand

Responding to a request for attention

Turning in papers

Working cooperatively

Changing groups

Maintaining student notebooks

Leaving the classroom

When students are tardy

When students need a pencil or paper

When students are absent

When someone knocks on the door

When a student needs help or a conference

Requesting a bathroom break

If the phone should ring

An emergency alert

End of class dismissal

Procedures are a part of life: Classroom Procedures

Have a set of procedures and routines that structure the classroom
Have a Set of Procedures and InstructionRoutines that Structure the Classroom

  • Procedures = what the teacher wants done

  • Routines = what the students do automatically

  • Directly teach those routines

    • Explain—state, explain, model, and demonstrate

    • Rehearse—rehearse and practice the procedure under your supervision

    • Reinforce—reteach, rehearse, practice, and reinforce

  • Use precorrections

Elementary example
Elementary Example Instruction

  • Lining Up

    • Sit quietly when you hear the signal

    • Neatly place books and materials in your desk

    • Quietly stand when your name (or row) is called

    • Push your chair under your desk

    • Quietly walk to the line

    • Stand with your hands at your sides, facing forward, no talking

Elementary example1
Elementary Example Instruction

  • Learning Position

    • Sit with your bottom on your chair

    • Sit with your legs under your desk

    • Keep both feet on the floor

    • Look at the teacher when he or she talks to the class

    • Keep your materials on top of your desk

Elementary example2
Elementary Example Instruction

  • During Lessons

    • Sit in a learning position

    • Raise your hand for a turn to talk, if you have a question or if you need help

    • Wait for the teacher to come to you

    • Finish all of your work

    • Read your book if you finish your work early

    • Take restroom or water breaks during independent time

Secondary example
Secondary Example Instruction

  • Class Discussion

    • Prepare for discussion by reading the required assignment in advance

    • Wait until the other person is finished speaking before you talk

    • Stay on topic

    • Respect other’s opinions and contributions

    • Use appropriate expressions of disagreement

Secondary example1
Secondary Example Instruction

  • Entering the Classroom

    • Enter the classroom before the bell rings

    • Take your seat and get out the materials you need for class

    • Talk quietly until the bell rings

    • Stop talking and be ready to listen when the bell rings

Secondary example2
Secondary Example Instruction

  • Turning in Assignments

    • The last person in each row pass their paper to the person in front of them

    • The next person does the same until the papers reach the first person in each row

    • The first person in each row passes papers to the right

    • The first person in the last row places all papers in the basket on the teacher’s desk

Every time a procedure needs to be corrected
Every Time a Procedure Needs to be Corrected— Instruction

  • REMIND the class of the procedure

  • Have the class EXPERIENCE the procedure

  • Remind yourself to use more PRECORRECTIONS

Teach students to self monitor
Teach Students to Self-Monitor Instruction

  • Once students know the routines, teacher can fade prompts

  • Encourage the students to recognize the routines, schedules, and pacing and their roles and responsibilities

  • Teach the students to self-monitor

  • Reinforce, reinforce, reinforce

Follow up ideas re 2 procedures and routines
Follow Up Ideas: InstructionRe: # 2 Procedures and Routines

Identify procedures and teach directly to the students

Review, practice, reteach

Consider surprise quizzes for extra credit, teams awarded points, etc.

Buddy system, walk throughs, assess data, etc.

Five areas of evidenced based practices for the classroom2
Five Areas of Evidenced Based Practices for the Classroom Instruction

  • Define classroom expectations and rules

  • Develop procedures and routines

  • Identify strategies to acknowledge appropriate behavior

  • Identify strategies to respond to problem behavior

  • Maximize student engagement

Evidence based practice 3 strategies to acknowledge appropriate behavior
Evidence Based Practice # 3 InstructionStrategies to Acknowledge Appropriate Behavior

Effective acknowledgment …

  • Can increase

    • on-task behavior

    • correct responses, work productivity and accuracy

    • attention and compliance

    • appropriate social behavior

  • Foster intrinsic motivation to learn which comes from mastering tasks

Discipline works when

Correction Instruction


Discipline Works When ….

  • It is advisable to have a minimum ratio of 5:1 positive specific feedback responses vs. corrective comments

5 : 1

Acknowledging appropriate behavior
Acknowledging Appropriate Behavior Instruction

Effective strategies are ….

  • Clear and specific

  • Contingent on desired behavior

  • Applied immediately

  • Teacher initiated

  • Focus on improvement and effort

    …..Avoid threats and response costs

Establish an on going system of rewards
Establish an on-going system of rewards Instruction

  • Acknowledge expected behavior

  • Use tangible rewards and acknowledgements

    • Verbal praise, thumbs up, gotchas, notes home or positive note to the office, student of the day/week, special privileges, group contingencies, etc.

  • Use social recognition (developmental considerations)

    • Know your students

  • Use guidelines

    • Fade tangibles

    • Schedule strategically

  • Maintain 5:1 positive to correction ratio

Effective reinforcers
Effective Reinforcers Instruction

Pair tangibles with praise

Reinforcers can be tangible or intangible

Consider frequency of reinforcers

Maintain 5 positives : 1 corrective statement

Immediate reinforcement for new skills

Delayed or intermittent reinforcement for established skills

Vary the type, frequency, and intensity of reinforcement

Fade and encourage learner self-management

Acknowledging appropriate behavior1
Acknowledging Appropriate Behavior Instruction

Classroom Continuum of Strategies:

  • Level 1 = Free and Frequent

    • Use everyday in the classroom

  • Level 2 = Intermittent

    • Awarded occasionally

  • Level 3 = Strong and Long Term

    • Quarterly or year long types of recognition

Strategies include

Team A III Instruction

Team B II

Strategies Include

  • Specific and Contingent Praise

  • Set the Tone with a Celebration Statement

  • Group Contingencies

    • e.g., Good Behavior Game (evidence based)

  • Behavior Contracts

  • Token Economy System (menu of reinforcers)

  • Reinforcements for

    • Individuals

    • Groups

    • Entire class

Importance of feedback
Importance of Feedback Instruction

  • Consider a buddy to observe and tally the number of positive vs. corrective comments

  • Structure your own expectations

    • Tally marks on a post it note

    • Moving marbles, paper clips, or other items

    • Clicker

Follow up ideas re 3 encouraging appropriate behavior
Follow Up Ideas: InstructionRe: # 3 Encouraging Appropriate Behavior

Share or develop a list of reinforcers teachers can use for individual and group incentives

Develop free and frequent, intermittent, and strong and long term incentives

Brainstorm about reinforcement systems

Develop buddy systems or other ways to complete observations for feedback

Five areas of evidenced based practices for the classroom3
Five Areas of Evidenced Based Practices for the Classroom Instruction

  • Define classroom expectations and rules

  • Develop procedures and routines

  • Identify strategies to acknowledge appropriate behavior

  • Identify strategies to respond to problem behavior

  • Maximize student engagement

Evidence based practice 4 strategies to respond to inappropriate behavior
Evidence Based Practice # 4 InstructionStrategies to Respond to Inappropriate Behavior

  • Use corrective feedback

    • Tell student what is wrong and what to do instead

    • Use only if it changes behavior

    • Present feedback calmly and consistently

    • Match the severity of the consequences with the severity of the behavior / infractions

    • Problem: overuse may increase problem behavior

  • Develop consequences for rule violations

    • Consider a hierarchy of consequences

    • Establish predictable consequences

Unacceptable classroom behaviors level 1 teacher managed
Unacceptable Classroom Behaviors InstructionLevel 1—Teacher Managed


Not prepared

Out of seat

Not following directions

Sleeping in class


Inappropriate noises

Inappropriate talking/language


Homework not completed


Redirection/nonverbal cues

Ignore inappropriate behavior

Reinforce desired behaviors in student or in others

Verbal warning (in private if possible)

Give choices

Proximity change (student or teacher)

Student conference

Unacceptable classroom behaviors level 2 teacher managed
Unacceptable Classroom Behaviors InstructionLevel 2—Teacher Managed


Constant talking

Significantly interfering with others’ learning

Consistently not following directions

Disrespect to adults

Throwing things



Inappropriate language

Tardy/dress code


Level 1 strategies

Classroom based intervention

Loss of privilege

Parent contact

Consult with grade level team

Behavior contract

Referral to counselor

Minor Incident Report (MIR)

Office referral after 4th MIR

Handle student errors effectively
Handle Student Errors Effectively Instruction

Signal when an error has occurred (refer to rules, “We respect others in this room and that means not using put downs.”)

Ask for an alternative appropriate response (“How can you show respect and still get your point across?”)

Provide an opportunity to practice the skill and provide verbal feedback (“That’s much better, thank you for showing respect toward others.”)

Response strategies and error correction
Response Strategies and InstructionError Correction

Classroom Continuum of Response Strategies

Prompt → visual or verbal cue

Redirect → restate matrix behavior

Re-teach → tell, show, practice, acknowledge

Provide Choice → range of alternates

Conference with Student

Use a positive, private, and quiet voice

Describe the problem

Describe the alternative (what the student should do instead)

Tell why alternative is better

Practice (student should tell and/or show)

Provide feedback

Classroom continuum of response 1 calm 2 consistent 3 brief 4 immediate 5 respectful
Classroom Continuum of Response Instruction1. Calm 2. Consistent 3. Brief 4. Immediate 5. Respectful

Response strategies and error correction1
Response Strategies and InstructionError Correction

  • Consider: “The single most commonly used butleast effectivemethod for addressing undesirable behavior is to verbally scold and berate a student” (Albetro & Troutman, 2006).

  • Error correction should be….

    • Calm

    • Consistent

    • Brief

    • Immediate

    • Respectful

Strategies for responding to problem behavior
Strategies for Responding to InstructionProblem Behavior

Align the consequences with the classroom expectations

Link the consequence with the context

Teach the replacement behaviors or desired behaviors

Always consider the importance of immediate feedback

Strategies for interventions

Indirect Refocusing Instruction

Planned ignoring

Proximity control


Support through humor

Change routines

Allow student face saving opportunity to be removed from the situation

Direct Refocusing

Nonverbal reminder

Appeal to values

Provide assistance

Seating change

Friendly reminder

Chill Card

Direct Warning

Voluntary Time-out

Differential Reinforcement

Error Correction

Strategies for Interventions

Follow up ideas re 4 discouraging inappropriate behavior
Follow Up Ideas: InstructionRe: # 4 Discouraging Inappropriate Behavior

Develop an agreement about classroom managed and office managed behaviors

Develop a continuum of consequences for classroom behaviors (individual teacher, chart system, buddy room, etc.) Share the chart with teachers.

Develop opportunities for error correction and re-teaching

Five areas of evidenced based practices for the classroom4
Five Areas of Evidenced Based Practices for the Classroom Instruction

  • Define classroom expectations and rules

  • Develop procedures and routines

  • Identify strategies to acknowledge appropriate behavior

  • Identify strategies to respond to problem behavior

  • Maximize student engagement

Evidence based practice 5 maximize student engagement
Evidence Based Practice # 5 InstructionMaximize Student Engagement

  • Provide high rates of opportunities to respond

  • Actively engage students in observable ways

  • Provide adequate supervision and interaction

Evidence based practices that promote active engagement
Evidence Based Practices that Promote Active Engagement Instruction

  • Direct Instruction

  • Computer Assisted Instruction

  • Class-wide Peer Tutoring

  • Guided Notes

  • Response Cards

Multiple opportunities to respond
Multiple Opportunities Instructionto Respond

  • Remember to vary the response type

  • Individual vs. Group

    • Hand raising

    • Choral response

    • Thumbs up, thumbs down

    • White board, show responses, at the board

    • Response cards

  • Track students called on

    • Seating chart

    • Random names on paper

Rate of opportunities to respond
Rate of Opportunities to Respond Instruction

  • New Material:

    • 4 – 6 student responses per minute with

    • 80 % accuracy

  • Practice Work:

    • 9 – 12 student responses per minute with

    • 90% accuracy

      (CEC, 1987; Gunter, Hummel & Venn, 1998)

Teacher given prompts
Teacher Given Prompts Instruction

  • Prompt = when the teacher has given the class or a specific student a directive or strategic question regarding academic or general behavior

  • Teacher instructional talk should be balanced with frequent opportunities to check for student understanding

  • Teachers should prompt for participatory learning and behavior

  • Goal should be 3.63 prompts per minute

Observing opportunities to respond
Observing Opportunities Instructionto Respond

  • Classroom:Frequency

    • Observer tallies the number of instructional questions, statements or gestures made by the teacher seeking an academic response.

  • Students:Rate of Academic Engagement

    • Observer Records “+” symbol for on-task/engaged behavior and “-” indicates off-task behavior.

Observing opportunities to respond1
Observing Opportunities Instructionto Respond

Students:Rate of Academic Engagement


Teacher wait time
Teacher Wait Time Instruction

  • Wait Time = amount of time a teacher waits for a student response after providing a prompt

  • The average teacher waits only 1 second for a student to respond before calling on another. This is insufficient for most students.

  • Research has demonstrated that when teachers increase their wait time to > 3 seconds higher cognitive achievement occurred at all grade levels.

  • Goal is to have wait time remain above 3 seconds of wait time, optimally around 5 seconds.

Employ effective teacher commands
Employ Effective Teacher Commands Instruction

Use Alpha Commands

brief, clear, and easy to understand, in a neutral tone of voice-- hard to misinterpret

Commands are directives, not questions

Be clear and avoid long explanations or justifications

State a command, then give the student reasonable amount of time to comply

Avoid Beta Commands

wordy, vague, may give long explanations, and may be misinterpreted

often convey a feeling of frustration

Climate killers
Climate Killers Instruction

Sharp or excessive criticism

Sarcasm or humor at students’ expense

Reinforcers that are not meaningful to students

Lecturing students about behavior

Being inconsistent in rule enforcement and reinforcement

Having no social interaction with students

Showing little interest in students’ lives

Teaching lessons with no attention to student affect or stress levels during instruction

Warning an angry student to “calm down” without providing supports to achieve that goal.

Climate enhancers
Climate Enhancers Instruction

Always model respectful and polite behavior

Praise genuinely and frequently

Set high, but reasonable and attainable expectations

Know your students

Spend time interacting with students

Use effective listening skills

Design classroom to be appealing to students

Celebrate student success and achievement

Use humor

Follow up ideas re 5 maximize student engagement
Follow Up Ideas: InstructionRe: # 5 Maximize Student Engagement

  • Set up buddy system or other observer to record:

  • Opportunities for students to respond

  • Student engagement percentage

  • Teacher prompts, wait time, etc.

  • Positive to corrective response ratio

Building systems to support best practices in the classroom
Building Systems to Support Best Practices in the Classroom Instruction

  • How will staff get the skills?

    • Mini-lessons, weekly, monthly, etc.

  • How will staff get feedback?

    • Build an ongoing system, buddy system, master teachers, etc.

  • Develop a Training Calendar of Professional Development—

    • orientation week, staff development days, faculty meetings

  • Develop a means for teachers to access support (request for assistance)

  • Consider BCPS Support (PBIS Coaches and Facilitator)

Role of the team leader
Role of the Team Leader Instruction

  • Meet monthly—set a schedule

  • Share data with PBIS committee as well as school staff (e.g., faculty meeting)

  • Develop an agenda

  • Designate a recorder to take minutes (see samples)

  • Discuss data and interventions

  • Evaluate your progress relative to your Action Plan

  • Follow up with administrator

Triangle of choices
Triangle of Choices Instruction

Take deep breaths

Count to 10


Use muscle relaxation techniques

Imagine a happy place

Squeeze a ball

Use a chill card

Talk to an adult

Take a self time out

Teacher directed time out

Loss of privileges

Referral to Support Room

Class meetings
Class Meetings Instruction

  • Beginning of the day

  • Structured lesson or class discussion

  • Focus is on positives

Greeting students at the beginning of the day
Greeting Students at the Beginning of the Day Instruction

  • Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

  • Greetings improved amount of time on task

  • Student greeters

Hallway structure
Hallway Structure Instruction

  • Providing clear visuals for hallway patterns

Principal s wall of fame
Principal’s Wall of Fame Instruction

  • Students are given a Positive Office Referral

  • Students autograph the Principal’s Wall of Fame

Positive office referral
Positive Office Referral Instruction

  • Student and administrator may call home and leave a special message for the parent

  • School sends a postcard home to acknowledge the positive behavior

Specialty homerooms
Specialty Homerooms Instruction

  • Students identified at risk for academic or behavioral reasons are assigned to specific homerooms

  • These homerooms have fewer students

  • The homeroom teacher focuses on the identified issues (academic and/or behavioral) to provide extra support for these students

Bullying Instruction

  • Olweus Bullying Prevention Program

    • Olweus Bullying Prevention Program Schoolwide Guide

    • Olweus Bullying Prevention Program Teacher Guide

    • Olweus Bullying Questionnaire

  • Bully Prevention with School Wide PBS—curriculum

  • http://www.pbis.org/common/pbisresources/publications/bullyprevention_ES.pdf

Final considerations
Final Considerations Instruction

We can’t “make” students learn or behave

We can create environments to increase the likelihood students learn and behave

It is all about providing and supporting the systems so that adults can change their behavior to implement the practices that will bring about change in student behavior





Some final thoughts on the road to success

Some Final Thoughts Instruction

on the Road to Success

Remember building a pbis continuum is a marathon not a sprint
Remember, InstructionBuilding a PBIS Continuum is a Marathon not a Sprint

Thank you for all that you do day in and day out to support your schools students and families
Thank you for all that you do, day in and day out, to support your schools, students, and families

For additional resources
For additional resources: to support your schools, students, and families

Maryland PBIS website


National PBIS website


Florida PBS Project website


Illinois PBIS Network


San Bernardino City Unified School District


Dr. Jim Wright


Dr. Laura Riffel


Dr. Tom McIntyre


For additional information
For Additional Information to support your schools, students, and families

  • Joan Ledvina Parr

    • PBIS Facilitator / School Psychologist

    • jparr@bcps.org 410-887-1103

  • Debely Fenstermaker

    • PBIS Coach / School Psychologist

    • dfenstermaker@bcps.org 410-887-7566

  • Margaret Grady Kidder

    • PBIS Coordinator / Coordinator of Psychological Services

    • mkidder@bcps.org 410-887-0303