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School-wide Positive Behavior Support. PBS Coaches’ Training April 16 th , 2004 Florida’s Positive Behavior Support Project University of South Florida. New Coaches - AM. Overview of School-wide PBS Role of a Coach. Truth or Myth ?.

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school wide positive behavior support

School-wide Positive Behavior Support

PBS Coaches’ Training

April 16th, 2004

Florida’s Positive Behavior Support Project

University of South Florida

new coaches am
New Coaches - AM
  • Overview of School-wide PBS
  • Role of a Coach

Truth or Myth?

  • T , MPBS incorporates a data-decision making process.
  • T, MPBS encourages positive reinforcement for appropriate behaviors, and ignoring inappropriate behaviors.
  • T , M PBS is only for students who are ESE or are having severe behavior difficulties.
  • T, M An outcome of school-wide PBS is a decrease in the amount of time spent on discipline referrals, thus, increasing amount of instructional time.
  • T, M PBS focuses on being proactive and educative.
  • T, M PBS is only for schools that have a high rate of out-of school suspensions and/or absenteeism.
  • T, M PBS is a program that tells you want consequences to give for inappropriate behaviors.
  • T,M PBS takes away the principal’s power to make decisions for their school.
positive behavior support
Positive Behavior Support…
  • Is a collaborative, assessment-based approach to developing effective interventions for problem behavior
  • Emphasizes the use of proactive, educative, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes
  • Aims to build effective environments in which positive behavior is more effective than problem behavior
levels of pbs adapted from levels and descriptions of behavior support george harrower knoster 2003
Levels of PBSAdapted from Levels and Descriptions of Behavior Support(George, Harrower, & Knoster, 2003)
  • School-wide –intended for all students, staff, in specific settings and across campus
  • Classroom –reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms
  • Targeted Group – addressing students who are at-risk for school failure, or display a chronic pattern of inappropriate behavior that do not respond to school-wide interventions
  • Individual Student –reflect school-wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students

Designing Comprehensive Systems


Adapted from the Center for Positive Behavior Interventions and Supports (2002)


2001-2002 Academic Year

Center for Positive Behavior Interventions and Supports (2002)


Educating an Increasing Population of Heterogeneous Students:

  • English as a second language
  • Limited family supports
  • Significant learning and/or behavioral problems
  • Families who face financial barriers
  • Families with a great need for mental health, social welfare, medical, and vocational assistance

Educating Students with Problem Behavior

  • Challenges are increasing
    • these students represent only 1-5% of school enrollment
    • they account for over 50% of behavioral incidents
    • they consume significant amounts of time
    • these students require comprehensive behavioral supports that involve family, school, and community participation
discipline by definition 13th century http www m w com dictionary htm
Discipline by Definition13th century
  • Main Entry: 1dis·ci·plinePronunciation: 'di-s&-pl&nDate: 13th century
  • 2obsolete: INSTRUCTION
  • 3: a field of study
  • 4: training that corrects, molds, or perfects the mental faculties or moral character

Do We Really Want to Trust Our Luck?

In 1999, 1,763 youths under the age of 18 were arrested for homicide in the United States (National Youth Violence Prevention Resource Center, 2000)

17% of all arrest in 1999 involved a juvenile under the age of 18. (Juvenile Justice Bulletin, 2000)

Students who are behaviorally and emotionally challenged have the lowest promotion and highest drop out rates.

In 1998, among youth ages 10 to 19 in the U.S., there were 2,054 suicides. Suicide was the third leading cause of death for that age group.(National Youth Violence Prevention Resource Center, 2000)


“If a child doesn’t know how to read, we teach.”

“If a child doesn’t know how to swim, we teach.”

“If a child doesn’t know how to multiply, we teach.”

“If a child doesn’t know how to drive, we teach.”

“If a child doesn’t know how to behave, we……..... ……….teach? ………punish?”

“Why can’t we finish the last sentence as automatically as we do the others?”

(John Herner ,1998)

traditional discipline vs pbs
Traditional Discipline:

Focused on the student’s problem behavior

Goal was to stop undesirable behavior, through the use of punishment.

Positive Behavior Support:

Replaces undesired behavior with a new behavior or skill.

Alters environments,

Teaches appropriate skills, and rewards appropriate behavior.

Traditional Discipline vs. PBS

Philosophical Shift…

  • Educators now recognize that some students DO NOT have the skills and behavioral repertories necessary to cope with the many academic and social expectations in schools
  • Researchers have determined that careful examination of curriculum may identify academic, social, and behavioral expectations that are associated with occurrences and nonoccurrence's of problem behavior in students

Kern, Delaney, Clark, Dunlap, and Childs; 2001

major elements
Major Elements
  • Establish a team/faculty buy-in
  • Establish a data-based decision-making system
  • Modify discipline referral process/forms
  • Refine consequences
  • Establish expectations & rules
  • Develop lesson plans & teach
  • Create a reward/incentives program
  • Monitor, evaluate, and modify
comprehensive pbs is
Comprehensive PBS is…
  • Total staff commitment to managing behavior
  • Clearly defined and communicated expectations and rules
  • Consequences and clearly stated procedures for correcting rule-breaking behaviors
  • An instructional component for teaching students self-control, expected behaviors, and social skills strategies
features of school wide pbs sugai 2001
Features of School-wide PBS(Sugai, 2001)
  • Create a continuum of behavior supports from a systems perspective
  • Focus on behavior of adults in school as unit
  • Establish behavioral competence
  • Utilize effective, efficient & relevant data-based decision-making systems
  • Give priority to academic success
  • Invest in research-validated practices
  • Arrange environment for “working smarter”
school wide systems are warranted if


Discipline referrals per day are >3

More than 35% of the students have at least one referral in an academic year

Average office discipline referrals per student is >1.5

Middle/Jr. High


Discipline referrals per day are >10

More than 35% of students have at least one referral in an academic year

Average office discipline referrals per student is >2.5

School-wide Systems are Warranted if:

(Center for Positive Behavior Interventions and Supports (PBIS), University of Oregon, 2001)

e elementary
E Elementary

33% overall reduction in ODRs when comparing Year 1 implementation to baseline

m elementary
M Elementary

61% overall reduction in ODRs when comparing Year 1 implementation to baseline

t elementary
T Elementary

69% overall reduction in ODRs when comparing Year 1 implementation to baseline

c middle school
C Middle School

29% reduction in Level III, 50% reduction in Level IV, and 79% reduction in SESIR offenses when comparing Year 1 implementation to baseline

c middle school1
C Middle School

29% reduction in Level III, 50% reduction in Level IV, and 79% reduction in SESIR offenses when comparing Year 1 implementation to baseline

c middle school2
C Middle School

73% overall reduction in fights when comparing Year 1 implementation to baseline

k 12 alt center school
K-12 Alt/Center School

32% overall reduction in ODRs when comparing Year 1 implementation to baseline

tchs monthly discipline referrals levels 1 2 comparison of 2001 2002 2002 2003 and 2003 2004
TCHS Monthly Discipline Referrals (Levels 1 & 2)Comparison of 2001-2002, 2002-2003, and 2003-2004
tchs monthly discipline referrals levels 3 4 comparison of 2001 2002 2002 2003 and 2003 2004
TCHS Monthly Discipline Referrals (Levels 3 & 4)Comparison of 2001-2002, 2002-2003, and 2003-2004
tchs yearly discipline referrals per 100 students comparison of 2001 2002 2002 2003 and 2003 2004
TCHS Yearly Discipline Referrals Per 100 StudentsComparison of 2001-2002, 2002-2003, and 2003-2004

**2003-2004 yearly data estimated based on number of refferals for

Aug. –Oct.

summary of discipline data behavior change
Summary of Discipline Data:Behavior Change
  • Average # of ODRs per day from 6 schools in Florida:
    • 2001-2002: 3.72 per a day
    • 2002-2003: 2.72 per a day
  • 7 out of 8 Schools had a decrease in ODRs
  • These 7 schools averaged 29 % decrease in ODRs during first year of implementation (2001-2002)
  • ODR = office discipline referral
school grades
School Grades

For 25 Schools in the State of Florida:

  • 48% increased their letter grade by at least one level
  • 36% maintained their letter grade
  • 20% preserved their “A” letter grade
  • Overall, 84% increased or maintained their letter grade
  • 7 schools did not receive grades due to being a center or new school
achievement data learning gains
Achievement Data:Learning Gains

Out of 25 Schools in the State of Florida:

  • 22 schools increased the % of their students meeting high standards in reading; average increase 5.72%
  • 21 schools increased the % of their students meeting high standards in math; average increase 4%
  • 15 schools increased the % of their students meeting high standards in writing; average increase 6.96%
achievement data learning gains1
Achievement Data:Learning Gains

Out of 25 Schools in the State of Florida:

  • 19 schools increased the % of their students making learning gains in reading; average increase 7.52%
  • 15 schools increased the % of their students making learning gains in math; average increase 1.36%
  • 18 schools increased the % of their lowest 25% making learning gains in reading; average increase 5.12%
in summary the process for school wide pbs includes
In Summary,The Process For School-wide PBS Includes…
  • A clearly stated, positive purpose
  • Set of positively stated behavior expectations
  • Procedures for teaching school-wide expectations
  • Continuum of procedures for encouraging students to display expected behaviors
  • A continuum of procedures for discouraging violations of school-wide expectations
  • Method of monitoring implementation and effectiveness
results of school wide pbs
Results of School-wide PBS
  • When PBS strategies are implemented school-wide, students with and without disabilities benefit by having an environment that is conducive to learning
  • All individuals (students, staff, teachers, parents) learn more about their own behavior, learn to work together, and support each other as a community of learners
have you ever been part of this team
Have you ever been part of this team?
  • No agenda is prepared
  • Meeting starts late
  • No time schedule has been set for the meeting
  • No one is prepared
  • No facilitator is identified
  • No one agrees on anything
  • No action plan is developed
  • Everyone is off task
  • Negative tone throughout the meeting
establishing a foundation for collaboration and operation
Establishing a Foundation for Collaboration and Operation
  • Necessary first step
  • Without this many schools cannot sustain long-term change
ingredients for successful teams
Ingredients for Successful Teams
  • Mutual trust and respect
  • Shared goals and objectives
  • Open communication
  • Effective conflict resolution
  • Equity of task distribution
  • Consensus decision-making
  • Ongoing problem-solving
critical questions
Critical Questions
  • Critical questions that need to be addressed
    • Who should be included?
    • What guidelines will the team follow?
    • What contributions will each person make?
    • Who will perform which roles?
    • How do we resolve conflict?










Teaming Activity

Below is a very special grid, around each shaded number

are 8 white squares. However, each white square should

have a number of 1 to 7. Once filled in, these 8 numbers

will sum to the shaded number. In addition, once completed correctly, no row

nor column will contain a duplicate number within a white square. For example, the top row may be 5 6 4 2 3 1 7, etc.



















































Teaming Activity

Answer Key

anything i can do we can do better
Anything I can do, We can do better
  • Individual contributions
  • Team contributions
  • Different perspectives
  • Looking at things objectively
  • Productivity
  • Accuracy
  • Consensus
teaming allows you to
Teaming allows you to…
  • Look at old issues from a NEW perspective
  • Explore the validity of “first impressions”
  • Stimulate creativity
  • Think outside-the-box

Marketing Activity

Brainstorm a slogan, commercial, or a jingle to summarize

School-wide PBS. Come up with something that you would

use to explain to the principles to anyone at a school. Work

with 3 other people. You have 10 minutes and be prepared

to share with the group.

identify team member roles
Identify Team Member Roles
  • Team leader - starts the meeting, reviews the purpose of the meeting, facilitates the meeting by keeping the team focused on each step
  • Recorder - taking notes, transcribing the team’s responses on flip chart paper, transparency, etc
  • Timekeeper- monitors the amount of time available keeps the team aware of time limits by giving “warnings” (i.e., “10 minutes left”)
  • Data Specialist- is trained in entering and accessing data from the SWIS data system
  • Behavior Specialist- competent with behavioral principles and assists in analyzing data
  • Administrator- actively encourages team efforts, provides planning time, feedback, and support initiatives
  • Communications – acts as the point person for communication between the team and staff regarding PBS and behavior issues
school pbs team roles and responsibilities
School PBS Team Rolesand Responsibilities
  • Develop the school-wide PBS action plan
  • Monitor behavior data
  • Hold regular team meetings (at least monthly)
  • Maintain communication with staff and coach
  • Evaluate progress
  • Report outcomes to coach & district coordinator
sample contact flow chart
Sample Contact Flow Chart

PBS Project Contact

District Coordinator






district coordinator roles and responsibilities
District Coordinator Rolesand Responsibilities

District Coordinators have district level capacity and:

  • May also be a coach in a small county
  • Liaison between PBS Project, SDFS, related projects, and coaches
  • Manage district budgets that support school-wide initiatives
  • Secure additional funding to support school-wide initiatives if necessary
  • Schedule trainings and district level meetings
  • Oversee the evaluation activities/system
  • Attend initial school-wide trainings for new teams
  • Attend and possibly co-train with the PBS project for on-going teams
coaches roles responsibilities
Coaches’ Roles & Responsibilities

Coaches are:

  • Ideally Coaches are District-level personnel
  • Have freedom to move across schools
  • Familiarity with the school-wide process
  • Facilitate teams throughout the process (i.e., meetings, activities)
  • Attend all trainings with their respective school-based teams
  • Co-train with PBS Project in subsequent school years
  • Active and involved team member
  • Report to the district coordinator
  • Main contact person for the school-based team
coaches monthly requirements
Coaches’ Monthly Requirements

(Sugai, 1999)

  • Attend and verify PBS Team meets at least monthly
  • Verify PBS Team has given status report to school faculty at least monthly
  • Verify activities for PBS action plan implemented
  • Verify accuracy of implementation of PBS action plan assessed – monitor
  • Verify effectiveness of PBS action plan implementation assessed – evaluate and modify (if needed)
  • Monitor PBS/SWIS data and analyze
coaches as facilitators
Coaches as Facilitators
  • The coaches support their team by assisting efforts, helping to ease and smooth the implementation process.
  • The coaches are careful not to step into the role of the team leader.
school based pbs team meets frequently
School-based PBS TeamMeets Frequently
  • During initial planning, teams may need to meet more often
  • Team should meet at least once a month to:
    • Analyze existing data
    • Make changes to the existing database
    • Problem-solve solutions to critical issues
    • Begin to outline actions for the development

of a plan

enhancing meeting success
Enhancing Meeting Success
  • Administrator identifies how to free staff time for participation on the PBS Team
  • Clearly schedule meeting dates and times
  • Administrators remind staff of the significant impact and ultimate success

PBS School-wide Team Meeting

  • SWIS Helpful Hints
  • Print out your school graphs/ data prior to the meeting.
  • Average per day per month
  • Referrals per problem behavior
  • Referrals by location
  • Referrals by student
  • Referrals by time
  • Referrals by staff
  • Make sure to take a look at the graphs (even if it’s brief) so you can be prepared to discuss them in the meeting.
  • Your graphs/ data should guide your entire PBS meeting every month. Your discussions should focus around the data and the interventions that you develop. In summary, these questions should be asked when analyzing each graph:
pbs project roles and responsibilities
PBS Project Roles and Responsibilities
  • Training material and content free of charge
  • Summer Institutes stipends ($125.00 per day for 3 days of training, based upon availability of funding)
  • Travel stipends based on training location
  • Technical assistance and support during training
  • On-site technical assistance with coaches and district coordinators
  • Support for district coordinators during training planning and implementation
  • SWIS III License agreement for the first year
  • Initial SWIS III Training and booster trainings
returning coaches am
Returning Coaches - AM
  • Evaluation procedures
  • Beyond School-wide PBS
  • Becoming a PBS trainer


Date of Report_________

First Day of School for Students / Date

Last day of School for Students / Date

School Days & Attendance

Total # of School Days

Average Daily Attendance (% from previous school year)

Contact Information

Name of School:


Data Entry Clerk:



Faculty Characteristics (provide total # for each category)



Assistant Principal/ AP of Discipline:


Team Leader:



why is program evaluation important
Why is Program Evaluation Important?
  • To gain an understanding of how the program is functioning
    • “Are we really doing what we think we are doing?”
  • To document program effectiveness
    • “Is what we’re doing working?”
  • To identify and examine strengths and weaknesses of the program
    • Celebrate success
    • Identify areas to improve
areas of evaluation
Areas of Evaluation
  • PBS Team
    • Functioning/Effectiveness
  • PBS Elements
    • The SW Plan
    • Implementation
  • Outcomes
    • Discipline & Academic Data
    • Staff, Student, and Parent Perceptions
evaluation tools
Evaluation Tools
  • PBS Meeting Evaluation
  • Team Process Survey
  • School Climate Survey
  • Staff Satisfaction Survey
  • Outcome Data Summary*
  • Benchmarks of Quality*

*Must be received by FL PBS

evaluating the team
Evaluating The Team
  • Team Meeting Evaluation
    • To determine team meeting effectiveness
    • Should be administered periodically throughout the year
  • Team Process Survey
    • Developed by the PBS Project to assess how well PBS team members feel about the team functioning, support, effectiveness, etc.
    • Should be administered at the end of each year
evaluating the sw plan
Evaluating the SW Plan
  • School-wide Benchmarks of Quality
    • Lists over 50 benchmarks of quality school-wide PBS programs that address 10 critical elements
    • Completed by school teams on a yearly basis to assess how they score on a 100 point scale with regard to developing and implementing school-wide PBS
    • May be used by the PBS Project to determine model schools for recognition by DOE
evaluating plan implementation
Evaluating Plan Implementation
  • Staff Satisfaction Surveys
    • May be developed by the district to assess how well staff are implementing the system and their satisfaction with various aspects of the PBS process
    • Sample forms may be available form the PBS Project for adaptation by schools
    • Should be administered at the end of each year, at a minimum
evaluating implementation outcomes
Evaluating Implementation & Outcomes
  • School Climate Survey
    • Schools generally use surveys of staff, students, and parents to assess the overall climate of the school
    • Existing surveys may be adapted to add a few questions to determine the satisfaction or awareness of the school-wide PBS process
evaluating outcomes
Evaluating Outcomes
  • Outcome Data Summary Form
    • Office Discipline Referrals (SWIS data)
    • Suspensions (in-school & out-of-school)
    • Attendance
    • Academic Achievement (FCAT)
    • SESIR Items
  • Other outcomes desired by your school or district
other evaluation instruments
Other Evaluation Instruments
  • Training Evaluation
    • Staff and Student Trainings on School-wide PBS
    • The results of those evaluations will be used to adapt or revise the training materials and approach to be most effective
other evaluation instruments1
Other Evaluation Instruments
  • Student Interactions in Specific Settings (SISS)
  • Systems-wide Evaluation Tool (SET)
  • Oregon School Safety Survey
using evaluation results
Using Evaluation Results
  • Improve and expand PBS
    • Implement PBS at other levels (targeted group, classroom, individual)
    • Support the acquisition of additional resources for further school improvement
    • Share with other schools/districts
    • Identify and celebrate successes
    • Identify areas that need improvement
using staff feedback



Not enough serious consequences for actions/felt discipline was too lenient (5)

·Administration is aware of concerns.

·May be the result of not always knowing the consequences – establish a system to improve communication with teachers through email.

Infractions weren’t taken seriously by students (3)

·Refer to minors as “Classroom referrals”

·AP will follow-up when parent contact is unsuccessful

Market should be held more frequently (12)

·Markets will be monthly, regularly scheduled in advance and listed on calendar (approx. every 4 wks)

Using Staff Feedback
using staff feedback1



Rewards too juvenile for intermediate students (3)

·Reinforcer inventory will be given out to 3rd-5th grades and suggested items purchased to include in the market.

·Add more seasonal activities (ex. movie day, kickball game day, etc)

Need more faculty involvement/never felt whole school was part of the team (2)

·Faculty/PBS team Communication liaison established

·E-mail to send input on a daily longer have to wait until surveyed.

·Channels of communication established (ex. PBS reps at primary/intermediate articulation meetings, instructional council, etc)

Using Staff Feedback
action planning for coming year
Action Planning for Coming Year
  • Use combined results to identify ways improve the PBSprocess
    • Benchmarks - program elements
    • Staff feedback - issues of relative importance
    • Team process – effectiveness/efficiency
  • Establish new Action Plan for coming year
levels of pbs adapted from levels and descriptions of behavior support george harrower knoster 20031
Levels of PBSAdapted from Levels and Descriptions of Behavior Support(George, Harrower, & Knoster, 2003)
  • School-wide –intended for all students, staff, in specific settings and across campus
  • Classroom –reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms
  • Targeted Group – addressing students who are at-risk for school failure, or display a chronic pattern of inappropriate behavior that do not respond to school-wide interventions
  • Individual Student –reflect school-wide expectations for student behavior coupled with team-based strategies applied with individual students based upon child-centered behavior
beyond school wide pbs
Beyond School-wide PBS

Use data to determine next steps:

  • Classroom Systems
  • Targeted Groups of Students
  • Individual Students
address classroom systems if
Address Classroom Systems if…
  • More than 50% of referrals are from classroom settings
  • More than 40% of referrals come from less than 10% of the classrooms
positive behavior support classroom systems
Positive Behavior Support: Classroom Systems

Classrooms and PBS

Curriculum and Instruction

Environmental Factors

Behavior Systems

developing a class wide behavioral system
Developing a Class-wide Behavioral System
  • Review Existing Data
  • Rules and Expectations
  • Basic Principles of Behavior
  • Level Systems
  • Reward Systems
  • Effective Consequences
modifying the environment curriculum and instruction
Modifying the Environment, Curriculum and Instruction
  • Assessing Environment, Curriculum & Instruction
  • Teaching a Behavioral Curriculum
  • Curriculum and Instruction
  • Instructional Adaptations
  • Ecological Adaptations
  • Approaches to Instruction
  • Monitoring and Evaluation
fact or fiction
Fact or Fiction…
  • “Approximately one-half of all classroom time is taken up with activities other than instruction, and discipline problems are responsible for a significant portion of this lost instructional time (Cotton 1990).”
positive behavior support and classroom management
Positive Behavior Support and Classroom Management
  • Decrease in problem behavior = increase in academic time
  • Preventative approach to addressing problem behavior
  • Should result in greater academic success
address targeted groups if
Address Targeted Groups if…
  • More than 10 students receive 10+ referrals
  • ~15% of students
  • Multiple referrals
  • Multiple settings
  • At-risk for developing more severe/chronic patterns of problem behaviors
catch them before they fall
Catch them before they fall:
  • Aggression as a progression
  • Severity, stability, and risk
  • Substance abuse
  • School dropout
  • Intervention before age 9 is more likely to succeed
characteristics of support
Characteristics of Support
  • Preventative, educative, functional
  • Data-based
  • Empirically-valid
  • Collaborative
  • Tied to established school-wide, classroom, and individual support programs
targeted groups interventions
Targeted Groups Interventions
  • BEP
    • Check in/Check out system
    • Increased focus on behavioral/academic goals
  • Verbal De-Escalation Training
    • Learn comments, gestures, behaviors, and practices that help prevent individuals from escalating to aggressive or violent behavior
    • Prevent disagreements from turning into crisis situations (or office referrals)
  • Social Skills, Conflict Resolution, Anger Management
    • Teaches staff how to run interventions with small groups of at-risk students (4-8 students per group)
    • Intensive training for at-risk students
targeted groups overview training
Targeted Groups Overview Training
  • Discusses interventions in more detail
  • Guides school through data-based decision making process to select most appropriate intervention
address individual student systems if
Address Individual Student Systems if…
  • Less than 10 students receive more than 10 office discipline referrals
  • Less than 10 students continue the same rate of referrals after receiving targeted group support
  • A small number of students destabilize the overall functioning of school
    • Intense, individualized support
    • Wrap Around
    • Personal Futures Planning
    • Functional Assessment
process of positive behavior support facilitator s guide positive behavioral support
Process of Positive Behavior SupportFacilitator’s Guide: Positive Behavioral Support

Step 1: Identifying goals of intervention

Step 2: Gathering information

Step 3: Developing hypotheses

Step 4: Designing behavioral support plans

Step 5: Implementing, monitoring, and evaluating outcomes

functional assessment process
Functional Assessment Process
  • Process that helps to determine the purpose (function) of the behavior, and provides information that can be used in developing interventions (behavior support plan)
  • Sometimes this process can be simple and leads us to a simple solution
  • Other times, the process is more involved and it takes longer to find answers
cycle of positive behavior support
Cycle of Positive Behavior Support






Hypotheses: Global and Specific

Multicomponent Interventions

Data Analysis and Evaluation





training requirements for school wide pbs
Training Requirements for School-wide PBS:
  • Observe the entire training
  • Participate in the implementation of PBS with a school/attend monthly meetings
  • Successful experience in the delivery of public workshops and presentations
  • Participate in a training with FL PBS Project (co-train)
  • Use updated FL PBS Project training materials
co training process
Co-Training Process
  • Coaches indicate interest in co-training to the district PBS Coordinator.
  • District PBS Coordinator makes final determination on who will co-train and gives those coaches' names to the FL PBS Project
  • FL PBS Project contacts co-trainers to prepare for training, coordinate activities & choose sections of the training
  • Co-trainer reviews/studies sections & contacts FL PBS Project with any questions regarding content.
sample 3 day training breakdown of sections
Sample 3-Day Training:Breakdown of sections
  • Day 1
    • Overview of School-wide PBS
    • Establishing a Team/Collaboration
    • Building Faculty Involvement (ownership/buy-in)
    • Basic Principles of Behavior
    • Establishing a Data-Based Decision-Making System
sample 3 day training breakdown of sections1
Sample 3-Day Training:Breakdown of sections
  • Day 2
    • Developing Appropriate Definitions of Problem Behaviors
    • Developing an Office Discipline Referral Form
    • Developing an Office Discipline Referral Process
    • Crisis Plan Considerations
    • Effective Consequences
sample 3 day training breakdown of sections2
Sample 3-Day Training:Breakdown of sections
  • Day 3
    • Identify Expectations
    • Identify Rules
    • Develop Lesson Plans & teach
    • Create a Reward System
    • Implementing the process
school wide training modifications
School-wide Training Modifications
  • Lesson Plans section is broader
  • Examples are all Florida schools
  • Photos of school products
  • Easy Action Plan
  • Evaluation
all coaches pm
ALL Coaches - PM
  • Prep for summer training
  • Action planning/Implementation
  • Effective team strategies
  • Common issues facing teams
training readiness checklist
Training Readiness Checklist
  • Coaches should help facilitate this process with the teams
  • District Coordinator should collect these checklists and submit to the PBS Project for review
  • Must be completed and turned in to the PBS Project by May 01, 2004

School-wide Positive Behavior Support:

Training Readiness Checklist for Individual Schools

item 1 team members are familiar with the mission and school improvement plan
Item 1: Team Members are Familiar with the Mission and School Improvement Plan
  • Disseminate the SIP to faculty
  • Quiz faculty on the content
  • Review the SIP yearly
  • Familiarize and educate new staff yearly
  • If plan is reviewed and discussed often, goals will be accomplished
  • Let the SIP guide all activities that occur on campus

Item 2: Broad Representationon PBS Team

  • PBS team should remain small (3-8 participants)
  • School Advisory Council should have a role with the PBS team
  • Consider representatives that include: general education teachers, special education teachers, administration, guidance, specials teachers, parents…
  • Consider Core Team versus Peripheral Team
item 2 broad representation on pbs team behavioral expertise
Item 2: Broad Representation on PBS Team (Behavioral Expertise)
  • At least one individual on the PBS team who has training or experience in behavior support
  • This may include a school psychologist, behavior specialist/analyst, or counselor with skills including:
    • Practical foundations in behavioral support
    • Experience in data collection and data analysis
    • Capacity to design and implement comprehensive plans
item 2 broad representation on pbs team administrators
Item 2: Broad Representation on PBS Team (Administrators)
  • Administrator should play an active role in the school-wide PBS change process
  • Administrators should actively communicate their commitment to the process
  • Efforts regarding “change” have potential to fade without administrative support
  • An administrator is required to participate with the team across all 3 days of training
item 3 broad representation on pbs team administration
Item 3: Broad Representation on PBS Team (Administration)
  • ALL administrators are encouraged to participate in the process
  • Facilitators should meet regularly with administrator(s) to help guide communication
  • Administrator should be familiar with school’s current data and reporting system
  • If a principal is not committed to the change process, it is unwise to move forward in the process
item 4 pbs team meetings
Item 4: PBS Team Meetings
  • During initial planning, teams may need to meet more often
  • Team should meet at least once a month to:
    • Analyze existing data
    • Make changes to the existing database
    • Problem-solve solutions to critical issues
    • Begin to outline actions for the development

of a plan

item 5 complete pbs cat
Item 5: Complete PBS-CAT
  • As a team, complete the PBS- CAT.
    • Complete as a group – reach consensus
    • Complete independently - compile to identify most frequent response
    • Assist teams in action planning
    • Assist teams in determining which areas to focus their energy during activities in training
readiness checklist item 6
Readiness Checklist Item 6

Majority of your faculty, staff, and administration are committed to decreasing problem behaviors across students.

Results of assessment/survey (i.e., percentage or range of faculty committed):

readiness checklist item 7
Readiness Checklist Item 7

School has allocated/secured funding from their district to support their school-wide initiatives.

Identify funding source:

readiness checklist items 8 and 9
Readiness Checklist Items 8 and 9

An individual at the district level has been identified as the lead district contact

Lead District Contact:

PBS Coaches have been identified by the district level contact to receive additional training and actively participate in the school-wide initiatives

List PBS Coaches and roles:

items to bring to the training
Items To Bring to the Training
  • Copy of the School Improvement Plan
  • Copy of the School Mission Statement
  • All team members (including administrator)
  • Completed PBS- CAT
  • Your current office discipline referral form
  • List of existing committees, their purpose, and names of committee members
items to bring to training cont
Items To Bring to Training (Cont.)
  • Discipline/referral process or flowchart
  • Discipline data for current and previous years
  • School’s discipline handbook
  • School’s crisis plan
  • List of any existing classroom rules and/or other rules posted across campus
  • School Profile Information (Enrollment, ESE Students, Ethnic Breakdown of Students, etc.)
readiness swis checklist items 10 11
Readiness SWIS Checklist Items 10 & 11
  • The school uses an office discipline referral form and problem behavior definitions that are compatible for SWIS.

Attach a final copy developed during the school-wide training

  • The school has a coherent office discipline referral process.

Attach a final copy developed during the school-wide


readiness swis checklist items 12 13 14
Readiness SWIS Checklist Items 12, 13, 14
  • Data entry time is allocated and scheduled to ensure that office referral data will be current to within a week at all times.

Describe this process on campus:

  • Three people within the school are identified to receive a 2+ hour training on the use of SWIS.

List individuals and their roles:

  • The school has computer access to Internet, and at least Netscape 6 or Internet Explorer 5.

Confirm available Internet access: Netscape ___ ORInternet Explorer ____

readiness swis checklist items 15 16
Readiness SWIS Checklist Items 15 & 16
  • The school agrees to on-going training for the team receiving SWIS data on uses of SWIS information for decision making

Confirm:  Yes OR No

  • The school district agrees to allow the PBS Coaches to work with the school personnel on data collection and decision making procedures.

List PBS Coach(es) who will work with your school team:

school wide information system swis iii
School-Wide Information System (SWIS III)
  • Defined:

SWIS III is a web-based information system for gathering, entering, summarizing, reporting and using office discipline referral information

  • Purpose:

To improve the ability of school personnel to develop safe and effective educational environments

why was swis iii developed
Why was SWIS III developed?
  • School-wide behavior support (PBS)
  • Focus on teams
  • Need for effective decision-making
  • Primary Developers:

Seth May, William Ard III, Anne Todd, George Sugai, Aaron Glasgow, Jeff Sprague, Rob Horner

full access vs read only
Full-Access vs. Read-Only
  • Data Entry
    • School Information
    • Days per Month Information
    • Enrollment Information
    • Staff Information
    • Student Information
    • Referrals
  • Reporting
    • Average Referrals per Day
    • Referrals by Problem Behavior
    • Referrals by Location
    • Referrals by Time
    • Referrals by Student
    • Other Reports and Lists
  • Site Administration and Data Download
implementing swis
Implementing SWIS
  • SWIS Facilitators
    • PBS Project for the State of Florida
    • Work across schools
  • Facilitators/Coaches assess readiness of schools
    • Getting Organized (Readiness Checklist II)
    • Agreements/ Cost ($200/school/year)
    • Approve and provide continued support
  • Facilitators/Coaches assist team to use information for decision making
    • Decision-making
the eight step swis process
The eight-step SWIS process

Step 1: Conduct SWIS III Readiness Tasks

Step 2: Submit License Agreement and School Information Form

Step 3: Setting Up for Swift at SWIS III Training

Step 4:Conduct Swift at SWIS III Training

Step 5: Follow Up

Step 6: Maintenance

Step 7: Annual SWIS III Facilitator Boosters

Step 8: SWIS III License Renewal Process


Include the development, implementation, and management activities of your plan.

All critical elements should be addressed within your action plan.

# ___




Who is responsible?

When will it be started?

When willit be completed?

When will we evaluate it?

# ___

# ___

# ___

9. Consequences hierarchy developed (for classroom & office)

10. Expectations developed (3-5 positively stated)

11. Rules developed for specific settings

12. Lesson plans developed for teaching expectations/rules

13. Reward/recognition program established (what, when, how)

14. Plans developed for training staff and students and involving

families and community

15. Implementation plan established (what’s going to happen,

when, how)

16. Evaluation of PBS activities (How are we doing? What

needs to be modified, maintained or terminated?)

1. PBS Team established (membership, meeting times, leader,

roles, mission)

2. Faculty commitment is obtained and maintained throughout the

school year

3. Basic behavioral principles taught/reviewed with staff

4. Existing discipline data system is meaningful, data entered

weekly and analysis plan established

5. Discipline referral form compatible with SWIS

6. Behaviors defined & categorized (minor/major)

7. Discipline referral process established and flow chart developed

8. Develop a Crisis Plan integrated into overall safety and PBS


School-Wide PBS: Specific Action Plan

Critical Elements

critical elements abbrev
Critical Elements (abbrev.)
  • Establish a team/collaboration
  • Faculty buy-in
  • Establish a data-based decision-making system
  • Modify discipline referral process/forms/definitions
  • Establish expectations & rules
  • Develop lesson plans & teaching behavior
  • Create a reward system
  • Refine consequences
  • Monitor, evaluate, and modify
using your action plan
Using your Action Plan
  • Organizes/records your SW PBS process
  • Keep a record of what has been completed
  • Keep a record of what needs to be addressed
  • Critical Elements guide your process
initial pbs meetings
Initial PBS Meetings
  • Implementation of PBS (Getting the Critical Elements in place)
    • Discuss each element and put product book together (10-12 hours average)
    • Faculty training (4 hours average *)
    • Student training (2 hours average *)
book of products
Book of Products
  • Description of SW PBS
  • Mission Statement, PBS Team Members
  • Referral Process (flow chart)
  • Referral forms (Major & Minor)
  • Definitions of Problem Behaviors
  • Expectations & Rules
  • Lesson Plans/Posters
  • Suggestions for Effective Consequences
  • Description of Reward System
introducing pbs to faculty staff
Introducing PBS to Faculty/Staff
  • Overview of SW PBS & obtain buy-in (1 hour)
  • Basic Principles of Behavior (1 hour)
  • Referral process, definitions of behavior, referral forms, using data to make decisions (2-3 hours)
  • Expectations, Rules, Lesson Plans (1-2 hours)
  • Reward System, Effective Consequences (1-2 hours)
introducing sw pbs to students
Introducing SW PBS to Students
  • Intro to Expectations & Rules (1-6 hours)
  • Reward System (1 hour)
regular pbs meetings 1 hr month
Regular PBS Meetings (1 hr month)
  • Pull data and determine areas needing intervention
  • Decide on ways to decrease problem areas
  • Decide next steps
10 essentials of teamwork
10 Essentials of Teamwork
  • Common Goal
  • Leadership
  • Interaction and involvement of all members
  • Maintenance of individual self esteem
  • Open communication
  • Power within group to make decisions
  • Attention to process and content
  • Mutual trust
  • Respect for differences
  • Constructive conflict resolution

(Snell, M., & Janney, R.; 2000)

ground rules examples
Ground Rules (examples)
  • We will be on time and allow no interruptions to make or take phone calls
  • We will listen to each other without interrupting
  • We will be concise when we speak – encouraging others to participate
  • We treat each other with respect
  • We are non-judgmental and keep an open mind on issues until it is time to decide
slay the meeting monsters
Slay the Meeting Monsters
  • Overly Talkative
  • Argumentative
  • Rambler
  • Obstinate/Rigid
  • Griper/Whiner
  • Side Conversation
  • Definitely Wrong
  • Off the Subject
  • Silent
a problem solving process
A Problem Solving Process
  • Maintain Focus
  • Structured Procedures
  • Limited Time
  • Round-Robin
  • Clarification
  • Action Steps
using the problem solving process
Using the Problem Solving Process
  • Demonstration
  • Group Activity
contact information and resources
Contact Information and Resources
  • Florida PBS Project: Heather George

(813) 974-6440 Fax # (813) 974-6115

  • Rehabilitation, Research and Training Center on PBS-
  • OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports -