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04/19/23 2
H. Implementation Plan
Critical Element/Trainer
PresentationsPBIS Implementation Goal Workbook Examples and Tools
H. Implemen-tation Plan
35.A curriculum to teach the components of the discipline system to all staff is developed and used.
a. Training included all components: referral process (flowchart), definitions of problem behaviors, explanation of major vs. minor forms, and how the data will be used to guide the team in decision-making.
Rollout Checklist Module H - Self-Assessment and Action Plan
New Staff PBIS TrainingNorth Point HS PBIS For Staff ppt
36.Plans for training staff how to teach expectations/rules/rewards are developed, scheduled and delivered.
a. The team scheduled time to present and train faculty and staff on lesson plans to teach students expectations and rules including checks for accuracy of information or comprehension.
b. Training included all components: plans to introduce the expectations and rules to all students, explanation of how and when to use formal lesson plans, and how to embed behavior teaching into daily curriculum.
37.A plan for teaching students expectations/rules/rewards is developed, scheduled, and delivered.
a. Students are introduced/taught all of the following: school expectations, rules for specific setting, and the acknowledgement system guidelines.
Howard OMMS (Lesson Plan Opening Week)North Point HS PBIS for StudentsOpening Week ScheduleWorchesterPocomoke El. Behavior Framework
38.Booster sessions for students and staff are planned, scheduled, and delivered
a. Booster sessions are planned and delivered to re-teach staff/students at least once in the year and additionally at times when the data suggest problems by an increase in discipline referrals per day per month or a high number of referrals in a specified area. Expectations and rules are reviewed with students regularly (at least 1x per week).
39.Schedule for rewards/incentives for the year is planned
a. There is a clear plan for the type and frequency of acknowledgement/incentives to be delivered throughout the year.
40.Plans for orienting incoming staff and students are developed and implemented
a. Team has planned for and carries out the introduction of PBIS and training of new staff and students throughout the school year.
41.Plans for involving families/community are developed & implemented
a. Team has planned for the introduction and on-going involvement of school-wide PBIS to families/community (i.e. newsletter, brochure, PTA, open-house, team member, etc.)
b. Team has planned for the introduction and on-going involvement of PBIS to families/community (e.g., newsletter, brochure, PTA, open house, team member, etc.).‑
What is PBIS for parentsBrochure (Publisher file)Brochure (pdf version)Parent Letter about PBISHoward-Laurel Woods PBIS Brochure
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Using Your Action Plan• Organizes/records your SW PBIS process
• Keep a record of what has been completed
• Keep a record of what needs to be addressed
• Critical Elements guides the process
What happens when you get back to your school?
You may feel as though you are building your airplane in flight!!
EDS "Airplane" - YouTube
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Critical Elements
• 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 & teach• Create an acknowledgement system• Refine consequences• Monitor, evaluate, and modify
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Activities
• PBIS team should revisit these after training
• Assist your team in the implementation of each critical element
• Has guidelines and checklists to guide team discussion and decision making
• Keeps the team on the right track
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Initial PBIS Meetings
• Implementation of PBIS (Getting the Critical Elements in place) – Discuss each element and put product book
together– Faculty trainings– Student trainings– Faculty and student trainings may occur over
several days throughout the year
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Book of Products
• Description of SW PBIS• Mission Statement, PBIS Team Members• Referral Process (flow chart)• Referral forms (Major & Minor)• Definitions of Problem Behaviors• Expectations & Rules• Lesson Plans• Suggestions for Effective Consequences• Description of Acknowledgement System
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Training the Staff
• When should training occur?
• Who should attend?
• How long should it last?
• Who should conduct the training?
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Faculty/Staff Orientation & Training
• Overview of SW PBIS • Basic Principles of Behavior • Referral process, definitions of behavior,
referral forms, using data to make decisions• Expectations, Rules, Lesson Plans• Acknowledgement System, Effective
Consequences
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Introducing SWPBIS to Students
• Intro to Expectations
• Intro to Rules
• Acknowledgement System
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Introductory Events - Kickoff
• All faculty and students participate• Decide on method that will be most effective
for your school• Consider Importance/Impact - Activity/event
should be a high priority… not given a few minutes in some other activity
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Creative Ideas: “Putting it into Practice” • Provide students with a script that includes actions and words
expected• Rotate students through different settings-Teach the behaviors
in the setting where the behaviors are expected to occur• Have classes compete to come up with unique ideas (student
projects, bulletin boards, skits, songs, etc…)• Recognize staff for creative activities• Video students role-playing to teach expectations and rules
and show during morning show
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Sample Fall Training Schedule8:25 – 8:45 Teachers review day, go over schedule and explain
training rotations. Hand out name tags and rotation passports.
8:45 – 9:00 Monitor or video & class discussion
Morning Training Schedule
9:00 Training rotations begin with the following schedule: Colors Groups
Gold Jones, Pacchiano, AmesBlue Allen, Meyer, Cohen, Javier, Green Meehan, BlackRed Waldron, McCleskey, Michaels
9:00 – 9:40 Session I: Arrival/Dismissal and CafeteriaTrainingGold & Blue report to front entranceGreen & Red report to cafeteria
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Introducing PBIS to Families
• Methods of communication: • Written - letters, newsletters, marques• Face-to-Face -school and/or community
training event• Other - hold message, video
demonstrations
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Introducing PBIS to Families• What to communicate to families?
• The “big picture” – purpose of school-wide plan• Expectations – how they can be demonstrated in non-
school settings• Reinforcements & consequences• Plan for on-going updates of behavior data• How they can get involved in the school-wide plan
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Activity H.1 Planning your Kickoff
Begin planning:
•Orientation/training activities for faculty
•Kickoff for students
•Orientation for families
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Regular PBIS Meetings (1 hr per month)
• After PBIS implementation• Typical content of meeting:
– Pull data and determine areas needing intervention
– Decide on ways to decrease problem areas– Decide next steps
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Other Considerations
• Teaching New Staff Members
• Booster Trainings
• Preventing Potential Problems
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Teaching New Staff Members
• Who is responsible for training new staff throughout the year?
• Means of instruction– Person-to-person– Written guide– Observations– Video
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Keeping it Fresh: Booster Trainings“Kick it up a Notch!!!”
• Plan for refresher training throughout the year– Person(s) responsible– Timeline– Instructional activities– Training for modifications to the plan
• Example: Review trend data from last year- build in the golden ticket acknowledgement- worth twice the value of original ticket
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Booster Training for Staff and Students
• New staff & students
• Beginning of the school year and near holidays/breaks
• Based on data
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Preventing Potential Problems
• Establish a plan to address problems and concerns during implementation• Mechanism for communication (dialogue at
staff meetings, note box, emails, PBIS meetings, etc…)
• Maintaining staff/student involvement• Family involvement
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Roll Out Checklist
• The Roll Out Checklist includes:– Teacher trainings– Teaching students– Administering acknowledgement system– Booster training sessions
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Activity H.2
Complete Rollout Checklist
Rollout Checklist
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Complete Module H. Implementation Plan
Self Assessment and Action Plan
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