Andy Friedman, District 65 PBIS External Coach Positive Behavioral Interventions and Supports (PBIS) : District 65 Internal Coaches Meeting

Andy Friedman, District 65 PBIS External Coach

Positive Behavioral Interventions and Supports (PBIS):District 65 Internal Coaches Meeting

ObjectivesDefine the role of coaches in implementation of school-wide PBSDefine the activities of effective coachesProvide examples of the role coaches play in helping teams use data.

The Main IdeasWhole schools as the unit of behavior support.All children need behavior supportPrevention as the most effective way to improve behavior in schoolsTeaching and supporting appropriate behaviorSystems are as or more important as effective practices.

What the Worlds Greatest Managers Do Differently-- Buckingham & Coffman 2002, GallupInterviews with 1 million workers, 80,000 managers, in 400 companies. Create working environments where employees:1. Know what is expected2. Have the materials and equipment to do the job correctly3. Receive recognition each week for good work.4. Have a supervisor who cares, and pays attention5. Receive encouragement to contribute and improve6. Can identify a person at work who is a best friend.7. Feel the mission of the organization makes them feel like their jobs are important8. See the people around them committed to doing a good job9. Feel like they are learning new things (getting better)10. Have the opportunity to do their job well.

Why Have a PBIS Coach?Fluency with PBIS systems & practices

Capacity to delivery high level PBIS technical assistanceData ManagementCoordination with district-wide initiative (D65 Data Collection Matrix)Capacity to sustain teams in efforts to implement PBIS systems & practices (Phases of Implementation)

You Are The Positive Nag

Guiding PrinciplesMaximize use of current resources, personnel, networks, etc.Emphasize capacity building, sustainability, & accountability Build continuum of behavior support

Internal vs. External InternalLives in the building

Shares information with Team and staffCoordinates building efforts and data collection ExternalDistrict-wide or multiple building responsibilitiesShares information district-wideCoordinates district efforts and data collection

External Coach Competency Areas:

What is PBIS?Systems, Data, PracticesData CompetenciesComponent 1: On-Going Assessment & PlanningComponent 2: Intervention Planning at all three tiers Systems CompetenciesComponent 1: Triangle Three tiers of supportComponent 2: District support & visibilityPractices CompetenciesSchool-Wide SystemTargeted SystemIntensive System

SYSTEMSPRACTICESDATASupportingStaff BehaviorSupportingDecisionMakingSupportingStudent BehaviorOUTCOMESSocial Competence &Academic Achievement

Designing School-Wide Systems for Student Success

1-5%

1-5%

5-10%

5-10%

80-90%

80-90%

TEAMS SUPPORTING KIDSSome kidsAll kidsFew kids

Universal/School-Wide TeamRepresents school and familiesGrade levelDepartmentsSpecial areasBehavioral connectionAdministratorParents

PBIS School-Wide PracticesDTRRR Define expected behaviorsTeach expected behaviorsRemind students of expected behaviorsReinforce displays of expected behaviorsReteach behaviors not meeting expectations

Universal Team ResponsibilitiesConduct Current Data-Driven BusinessReview school-wide data Academic & BehavioralIdentify & plan needed interventions based on dataIdentify groups & individual students to be referred to the Targeted/Intensive team(s)Conduct Calendar-Driven Business (See School Data Grid)Fall kick-offPBIS Staff Self-Assessment Survey, School Safety SurveyQuarterly Team Implementation Checklists/Action Plan UpdatesImplementation of the reinforcement planReteaching/Reinforcement boostersPBIS School Profile FormPlan communication with staff, families and Intervention Team

Generic Meeting ElementsPreparing for meeting (See Effective Green Team Meetings and Meeting Notes forms)NoticeAgendaDataConducting meetingFollowing up after meetingMinutes (School Profile)

Meeting AgendaCelebrations/Successes (5 minutes)Review data (10 minutes)Identify targeted students (5 minutes)Review reinforcement plan/reinforcers (15 minutes)Discuss strategies for teaching behaviors (15 minutes)Other business-submit items for next meeting (10 minutes)

School Buy-inMeetings on CalendarAdministrator participation (is he/she at meetings?)80% staff buy-inSIP goalFunds

Helping Buy-In andMaintaining CommitmentAsk the question, Is what we are doing now working?Use data to show need for positive supports.Have a representative team to facilitate communication with all staff.Develop drafts of action plans along the process to share with staff.

Buy-In/CommitmentAcknowledge staff for supporting the action plan.Recruit a non-believer to join the team.Use the coach and/or team members to provide professional development to staff on identified best practices.SHARE SUCCESSES WITH STAFF!

Sample Team Matrix

Targeted Intervention Team (5-15%)Staff w/ Behavioral expertise; General education Social worker Special education PsychologistFamily

Targeted Team ResponsibilitiesReview Current Targeted interventions (Group and Individual) Revise as neededReview new data from School-wide team or Teacher/Family/Other referral sourcesMake decision about group or individual behavior support planningUse behavior support planning process to design individualized interventions (SSPs)Monitor ongoing group and individual support plans

PBIS Targeted Practices Two kinds of interventions ensure Targeted practices are applied systematically:

Large group interventions by grade level, or a specific issue that impacts a cluster of students with similar needs (HUG/Check & Connect, skill building group, targeted recess group, etc.)).

2. Individualized student support planning (SSPs).

PBIS Targeted Practices Targeted Practices are needed for SOME students. Targeted practices involve:

Daily adult-student connection and interaction regarding the school-wide expectations using the 5 school-wide practices.

Additional organizational, behavioral, and academic support for sub-populations/grade levels/classrooms within the building.

Descriptive functional assessment to identify specific, individualized interventions for some.

PBIS Targeted PracticesContinue to use data to monitor effectiveness of the intervention.The plan fits the child, rather than the child fitting into the plan.

Intensive/Wrap-around/RED Team1-5% or a Few KidsTeams individually designed around the student and family:Meets as neededFacilitators from within the schoolMembers identified by familyInterventions based on strengths of student/familyEBD Network supports

PBIS Intensive PracticesIntensive practices are for a FEW students. Intensive practices involve:

Facilitating planning/implementation of intensive supports AND more effective partnering with families by using the wraparound process

Developing and implementing highly individualized ACADEMIC and social-emotional-behavioral support plans

Accessing a full range of school and community supports both formal & informalAdapted from T. Scott, 1988

Intensive Interventions Must Improve family-school partnership Focus less on control and containment Use of Functional Assessment based plans Community networking for supports Focus more on academic achievement and strengths

Areas of Coaching ImpactTeam Start UpTeam SustainabilityTechnical AssistancePublic RelationsLocal Leadership

Effective CoachesAre knowledgeable about School-wide PBS systemsShare information w/ Team and staffEnsure that PBIS implementation data (Staff Self-Assessment, TIC/Action Plan and School Profile Form) is collected and shared w/ Team/StaffCommunicates w/ External Coach as to school/Team needs, successes, challenges, etc.Ensures that Green Team meets regularly (at least monthly)Positive nagSelf-assessment (EBS Survey, Team Checklist)Action planningActivity implementationOn-going evaluation

The Impact of CoachesInitial ImplementationHelp maintain momentumHelp with team processCoordinate informationProvide access to praise, celebrationProvide or obtain critical information/technical support. Active problem solvingAll staff trainings/orientationDevelopment and use of data for decision-makingActive Capacity BuildingSystems developmentSustainabilityTransition promptsNew training

Guiding Principles for Effective Coaching

Build local capacity Become irrelevantbut remain availableMaximize current competenceNever change things that are workingAlways make the smallest change that will have the biggest impactFocus on valued outcomesTie all efforts to the benefits for childrenEmphasize Accountability Measure and report; measure and report; measure and report.Build credibility through: (a) consistency, (b) competence with behavioral principles/practices, (c) relationships, (d) time investment.Precorrect for success

Using Data For Decision-Making

Goals of Decision-MakingDefine use of data for decision-making in the on-going implementation of School-wide PBIS

SYSTEM PROGRESS

Yearly PBIS Staff Self-Assessment Survey (pbssurveys.org)Quarterly Team Checklists and Action Plan updatesSETs

STUDENT PROGRESS

Office Referrals (ODRs)Academic Data

Focus on self-assessment Systems/Progress

Chart1

194437

404120

196219

54388

75043

473914

103753

353531

%IP

%PIP

%NIP

Acme Elementary EBS--Current Status

DATA

North Elementary

Current Status

SchoolwideClassroomNon-classroomIndividual Student

03-0404-0503-0404-0503-0404-0503-0404-05

%IP194019547471035

%PIP4441623850393735

%NIP372019843145331

Priority for Improvement


03-0404-0503-0404-0503-0404-0503-0404-05

High5541563855295941

Med3532352740423441

Low1027934528718

McCracken MS

Current Status

SchoolwideNon-ClassroomClassroomIndividual Student

04-0505-0604-0505-0604-0505-0604-0505-06

IP38163832

PIP48545147

NIP14301022


SchoolwideNon-classroomClassroomIndividual Student

04-0505-0604-0505-0604-0505-0604-0505-06

High49555864

Med40373529

Low11888

Prairie Children Preschool

Current Status


04-0505-0604-0505-0604-0505-0604-0505-06

IP31274939

PIP43464343

NIP2727919



04-0505-0604-0505-0604-0505-0604-0505-06

High35273651

Med42503428

Low24233122

Willard

Current Status


04-0505-0604-0505-0604-0505-0604-0505-06

IP81797779

PIP16182115

NIP4326



04-0505-0604-0505-0604-0505-0604-0505-06

High1081215

Med15212212

Low75716673

Fry

Current Status


04-0505-0604-0505-0604-0505-0604-0505-06

IP81788769

PIP14181326

NIP5506



04-0505-0604-0505-0604-0505-0604-0505-06

High5559

Med19241130

Low77718461

Briar Glen

Current Status572914

SchoolwideNon-ClassroomClassroomIndividual Student67258

04-0505-0604-0505-0604-0505-0604-0505-0660319

IP57676031314128

PIP29253141

NIP148928

Priority for Improvement264826

SchoolwideNon-classroomClassroomIndividual Student234532

04-0505-0604-0505-0604-0505-0604-0505-06294329

High26232939393922

Med48454339

Low26322922

Current Status


04-0505-0604-0505-0604-0505-0604-0505-06

IP

PIP

NIP



04-0505-0604-0505-0604-0505-0604-0505-06

High

Med

Low

Current Status


04-0505-0604-0505-0604-0505-0604-0505-06

IP

PIP

NIP



04-0505-0604-0505-0604-0505-0604-0505-06

High

Med

Low

Current Status


04-0505-0604-0505-0604-0505-0604-0505-06

IP

PIP

NIP



04-0505-0604-0505-0604-0505-0604-0505-06

High

Med

Low

Current Status


04-0505-0604-0505-0604-0505-0604-0505-06

IP

PIP

NIP



04-0505-0604-0505-0604-0505-0604-0505-06

High

Med

Low

Current Status


04-0505-0604-0505-0604-0505-0604-0505-06

IP

PIP

NIP



04-0505-0604-0505-0604-0505-0604-0505-06

High

Med

Low

Current Status


04-0505-0604-0505-0604-0505-0604-0505-06

IP

PIP

NIP



04-0505-0604-0505-0604-0505-0604-0505-06

High

Med

Low

GRAPHS

GRAPHS

194437

404120

196219

54388

75043

473914

103753

353531

%IP

%PIP

%NIP

North EBS--Current Status

Sheet3

553510

413227

56359

382734

55405

294228

59347

414118

High

Med

Low

North EBS--Priority for Improvement

384814

05-0605-060

165430

05-0605-0605-06

385110

05-0605-0605-06

324722

05-0605-0605-06

IP

PIP

NIP

McCracken MS EBS--Current Status

494011

05-0605-0605-06

55378

05-0605-0605-06

58358

05-0605-0605-06

64298

05-0605-0605-06

High

Med

Low

McCracken MS EBS--Priority for Improvement

314327

05-0605-0605-06

274627

05-0605-0605-06

49439

05-0605-0605-06

394319

05-0605-0605-06

IP

PIP

NIP

Prairie Children EBS--Current Status

354224

05-0605-0605-06

275023

05-0605-0605-06

363431

05-0605-0605-06

512822

05-0605-0605-06

High

Med

Low

Prairie Children EBS--Need For Improvement

81164

05-0605-0605-06

79183

05-0605-0605-06

77212

05-0605-0605-06

79156

05-0605-0605-06

IP

PIP

NIP

Willard EBS--Current Status

101575

05-0605-0605-06

82171

05-0605-0605-06

122266

05-0605-0605-06

151273

05-0605-0605-06

High

Med

Low

Willard EBS--Need For Improvement

81145

05-0605-0605-06

78185

05-0605-0605-06

87130

05-0605-0605-06

69266

05-0605-0605-06

IP

PIP

NIP

Fry EBS Current Status--Oct. 2004

51977

05-0605-0605-06

52471

05-0605-0605-06

51184

05-0605-0605-06

93061

05-0605-0605-06

High

Med

Low

Fry EBS Need for Improvement--Oct. 2004

572914

05-0605-0605-06

67258

05-0605-0605-06

60319

05-0605-0605-06

314128

05-0605-0605-06

IP

PIP

NIP

Briar Glen EBS 2004--Current Status

264826

05-0605-0605-06

234532

05-0605-0605-06

294329

05-0605-0605-06

393922

05-0605-0605-06

High

Med

Low

Briar Glen EBS 2004--Priority for Improvement

Chart2

553510

413227

56359

382734

55405

294228

59347

414118

High

Med

Low

Acme Elementary EBS--Priority for Improvement

DATA

North Elementary

Current Status


03-0404-0503-0404-0503-0404-0503-0404-05

%IP194019547471035

%PIP4441623850393735

%NIP372019843145331



03-0404-0503-0404-0503-0404-0503-0404-05

High5541563855295941

Med3532352740423441

Low1027934528718

McCracken MS

Current Status


04-0505-0604-0505-0604-0505-0604-0505-06

IP38163832

PIP48545147

NIP14301022



04-0505-0604-0505-0604-0505-0604-0505-06

High49555864

Med40373529

Low11888

Prairie Children Preschool

Current Status


04-0505-0604-0505-0604-0505-0604-0505-06

IP31274939

PIP43464343

NIP2727919



04-0505-0604-0505-0604-0505-0604-0505-06

High35273651

Med42503428

Low24233122

Willard

Current Status


04-0505-0604-0505-0604-0505-0604-0505-06

IP81797779

PIP16182115

NIP4326



04-0505-0604-0505-0604-0505-0604-0505-06

High1081215

Med15212212

Low75716673

Fry

Current Status


04-0505-0604-0505-0604-0505-0604-0505-06

IP81788769

PIP14181326

NIP5506



04-0505-0604-0505-0604-0505-0604-0505-06

High5559

Med19241130

Low77718461

Briar Glen

Current Status572914

SchoolwideNon-ClassroomClassroomIndividual Student67258

04-0505-0604-0505-0604-0505-0604-0505-0660319

IP57676031314128

PIP29253141

NIP148928

Priority for Improvement264826

SchoolwideNon-classroomClassroomIndividual Student234532

04-0505-0604-0505-0604-0505-0604-0505-06294329

High26232939393922

Med48454339

Low26322922

Current Status


04-0505-0604-0505-0604-0505-0604-0505-06

IP

PIP

NIP



04-0505-0604-0505-0604-0505-0604-0505-06

High

Med

Low

Current Status


04-0505-0604-0505-0604-0505-0604-0505-06

IP

PIP

NIP



04-0505-0604-0505-0604-0505-0604-0505-06

High

Med

Low

Current Status


04-0505-0604-0505-0604-0505-0604-0505-06

IP

PIP

NIP



04-0505-0604-0505-0604-0505-0604-0505-06

High

Med

Low

Current Status


04-0505-0604-0505-0604-0505-0604-0505-06

IP

PIP

NIP



04-0505-0604-0505-0604-0505-0604-0505-06

High

Med

Low

Current Status


04-0505-0604-0505-0604-0505-0604-0505-06

IP

PIP

NIP



04-0505-0604-0505-0604-0505-0604-0505-06

High

Med

Low

Current Status


04-0505-0604-0505-0604-0505-0604-0505-06

IP

PIP

NIP



04-0505-0604-0505-0604-0505-0604-0505-06

High

Med

Low

GRAPHS

GRAPHS

194437

404120

196219

54388

75043

473914

103753

353531

%IP

%PIP

%NIP

North EBS--Current Status

Sheet3

553510

413227

56359

382734

55405

294228

59347

414118

High

Med

Low

North EBS--Priority for Improvement

384814

05-0605-060

165430

05-0605-0605-06

385110

05-0605-0605-06

324722

05-0605-0605-06

IP

PIP

NIP

McCracken MS EBS--Current Status

494011

05-0605-0605-06

55378

05-0605-0605-06

58358

05-0605-0605-06

64298

05-0605-0605-06

High

Med

Low

McCracken MS EBS--Priority for Improvement

314327

05-0605-0605-06

274627

05-0605-0605-06

49439

05-0605-0605-06

394319

05-0605-0605-06

IP

PIP

NIP

Prairie Children EBS--Current Status

354224

05-0605-0605-06

275023

05-0605-0605-06

363431

05-0605-0605-06

512822

05-0605-0605-06

High

Med

Low

Prairie Children EBS--Need For Improvement

81164

05-0605-0605-06

79183

05-0605-0605-06

77212

05-0605-0605-06

79156

05-0605-0605-06

IP

PIP

NIP

Willard EBS--Current Status

101575

05-0605-0605-06

82171

05-0605-0605-06

122266

05-0605-0605-06

151273

05-0605-0605-06

High

Med

Low

Willard EBS--Need For Improvement

81145

05-0605-0605-06

78185

05-0605-0605-06

87130

05-0605-0605-06

69266

05-0605-0605-06

IP

PIP

NIP

Fry EBS Current Status--Oct. 2004

51977

05-0605-0605-06

52471

05-0605-0605-06

51184

05-0605-0605-06

93061

05-0605-0605-06

High

Med

Low

Fry EBS Need for Improvement--Oct. 2004

572914

05-0605-0605-06

67258

05-0605-0605-06

60319

05-0605-0605-06

314128

05-0605-0605-06

IP

PIP

NIP

Briar Glen EBS 2004--Current Status

264826

05-0605-0605-06

234532

05-0605-0605-06

294329

05-0605-0605-06

393922

05-0605-0605-06

High

Med

Low

Briar Glen EBS 2004--Priority for Improvement

Schoolwide composite

WalkerWalker95

Dawes8991

WashingtonWashington66

119586

149698

4098100

HavenHavenHaven

NicholsNichols71

Timber Ridge8495

OaktonOaktonOakton

LincolnwoodLincolnwood96

LincolnLincoln100

184678

Pre 01-02

Post 02-03

Post 03-04

School

SET Score

Schoolwide SET Scores

Teaching Composite

WalkerWalker100

Dawes90100

WashingtonWashington60

060100

0100100

20100100

HavenHavenHaven

NicholsNichols50

Timber Ridge90100

OaktonOaktonOakton

LincolnwoodLincolnwood100

LincolnLincoln100

102070

Pre 01-02

Post 02-03

Post 03-04

School

SET Score

Teaching SET Scores

3-Year Schoolwide

119586

149698

4098100

184678

Pre 01-02

Post 02-03

Post 03-04

School

SET Score

Schoolwide SET Scores (3 Year Data)

3-Year Teaching

060100

0100100

20100100

102070

Pre 01-02

Post 02-03

Post 03-04

School

SET Score

Teaching SET Scores (3 Year Data)

2-Year Schoolwide

8991

8495

Post 02-03

Post 03-04

School

SET Score


2-Year Teaching

90100

90100

Post 02-03

Post 03-04

School

SET Score


1-Year Schoolwide

95

66

71

96

100

Post 03-04

School

SET Score


1-Year Teaching

100

60

50

100

100

Post 03-04

School

SET Score


Sheet1

SchoolwideTeaching

Pre 01-02Post 02-03Post 03-04Pre 01-02Post 02-03Post 03-04

95Walker100Walker

8991Dawes90100Dawes

66Washington60Washington

119586Willard060100Willard

149698Kingsley0100100Kingsley

4098100Dewey20100100Dewey

HavenHaven

71Nichols50Nichols

8495Timber Ridge90100Timber Ridge

OaktonOakton

96Lincolnwood100Lincolnwood

100Lincoln100Lincoln

184678King Lab102070King Lab

Sheet2

Sheet3

Chart1

244134

374419

314327

%IP

%PIP

%NIP

SCHOOLWIDE CURRENT STATUS

Sheet1

SCHOOLWIDESCHOOLWIDE

TEACHERASSISTTOTALTEACHERASSISTTOTAL

IPPIPNIPHIGHMEDLOW%IP243731HIGH393035

TEACHER244134394020%PIP414443MED404342

ASSIST374419304328%NIP341927LOW202824

TOTAL314327354224

NONCLASSROOMNONCLASSROOM

IPPIPNIPHIGHMEDLOWTEACHERASSISTTOTALTEACHERASSISTTOTAL

TEACHER274330284823%IP272727HIGH282527

ASSIST274924255223%PIP434946MED485250

TOTAL274627275023%NIP302427LOW232323

CLASSROOMCLASSROOM


TEACHER484111442828%IP484949HIGH442836

ASSIST49456283933%PIP414543MED283934

TOTAL49439363431%NIP1169LOW283331

INDIVIDUAL STUDENTINDIVIDUAL STUDENT


TEACHER325117572717%IP324539HIGH574451

ASSIST453520442926%PIP513543MED272928

TOTAL394319512822%NIP172019LOW172622

Sheet1

HIGH

MED

LOW

SCHOOLWIDE IMPROVEMENT

Sheet2

%IP

%PIP

%NIP


Sheet3

%IP

%PIP

%NIP

NONCLASSROOM CURRENT STATUS

HIGH

MED

LOW

NONCLASSROOM IMPROVEMENT

%IP

%PIP

%NIP

CLASSROOM CURRENT STATUS

HIGH

MED

LOW

CLASSROOM IMPROVEMENT

%IP

%PIP

%NIP

INDIVIDUAL STUDENT CURRENT STATUS

HIGH

MED

LOW

INDIVIDUAL STUDENT IMPROVEMENT

Chart2

394020

304328

354224

HIGH

MED

LOW


Sheet1

SCHOOLWIDESCHOOLWIDE

TEACHERASSISTTOTALTEACHERASSISTTOTAL

IPPIPNIPHIGHMEDLOW%IP243731HIGH393035

TEACHER244134394020%PIP414443MED404342

ASSIST374419304328%NIP341927LOW202824

TOTAL314327354224

NONCLASSROOMNONCLASSROOM


TEACHER274330284823%IP272727HIGH282527

ASSIST274924255223%PIP434946MED485250

TOTAL274627275023%NIP302427LOW232323

CLASSROOMCLASSROOM


TEACHER484111442828%IP484949HIGH442836

ASSIST49456283933%PIP414543MED283934

TOTAL49439363431%NIP1169LOW283331

INDIVIDUAL STUDENTINDIVIDUAL STUDENT


TEACHER325117572717%IP324539HIGH574451

ASSIST453520442926%PIP513543MED272928

TOTAL394319512822%NIP172019LOW172622

Sheet1

HIGH

MED

LOW


Sheet2

%IP

%PIP

%NIP


Sheet3

%IP

%PIP

%NIP

NONCLASSROOM CURRENT STATUS

HIGH

MED

LOW

NONCLASSROOM IMPROVEMENT

%IP

%PIP

%NIP

CLASSROOM CURRENT STATUS

HIGH

MED

LOW

CLASSROOM IMPROVEMENT

%IP

%PIP

%NIP

INDIVIDUAL STUDENT CURRENT STATUS

HIGH

MED

LOW

INDIVIDUAL STUDENT IMPROVEMENT

Chart4

50

20

67

75

100

75

50

64

Scullen

Sheet1

Expectations DefinedExpectations TaughtReward SystemBehavioral ViolationsDecision-MakingManagementDistrict SupportOverall

Gombert7510067881008810089

Young7510010088100885089

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Georgetown

Use Data to Drive DecisionsWhat are the right questions?Who, What, Where, When, Why & How?What information is needed to answer the questions?What are the possible interventions?What is the smallest change that can produce the biggest impact?

Question #1: Are we doing what we should be doing?Question #2: Is it working?Are we satisfied with the behavior patterns of students?Are we using best practices of DEFINE, TEACH, REMIND, REINFORCE & RETEACH in school-wide behavior support?What are we doing that is working and should be retained?What are we NOT doing that would fit our setting and make a big difference?

Organizing Behavioral DataUse whatever data already existsTHE BIG FIVEAverage Per Day/Per MonthInfractionLocationTime of DayIndividual Student

Always Remember the Three Questions for Active Decision-making:Are we doing what we should be doing?Is it making a difference?What is the smallest change that will make the biggest difference?

Intervention (Course of Action)What do we want instead?Determine prioritiesBrainstorm ideas-keep them simplePlan implementationWho will be involved?When will it happen?

Collect DataStudent ProgressDiscipline referrals (InfoLine)SuspensionsGradesAttendance

System ProgressStaff surveyTeam Implementation ChecklistSET Recommendations Team developed surveysSafety Survey

Determine EffectivenessSet goalsHow and how often will we measure effectiveness?Do we need to modify the plan?When do we move on?

Data Activity

Documents

Andy Friedman, District 65 PBIS External Coach Positive Behavioral Interventions and Supports (PBIS) : District 65 Internal Coaches Meeting