School-Wide Positive Behavior

Supports: May Leadership Team

Follow-up – Day 2

George SugaiCenter for Behavioral Education & Research

Center on Positive Behavioral Interventions & SupportsNeag School of EducationUniversity of Connecticut

27-28 May 2015

www.pbis.org www.neswpbs.org www.cber.org

Common Vision/Values

Common Language

Common Experience

QualityLeadership

Effective Organizations

Review of Basics

Getting Tough

Teaching to Corner

Challenge:Academic & behavior success (failure) are

linked!

SWPBS is about….Improving classroom

& school climate

Decreasing reactive management

Maximizing academic

achievement

Improving support for

students w/ EBD

Integrating academic &

behavior initiatives

Bullying

NegativeClimate

BehviorDisroders

Mentalillness

SchoolViolence

AcademicFailure

Truancy

SWPBS (aka PBIS, MTSS-B, MTBF, RtI-B…)

for enhancing adoption & implementation of

of evidence-based interventions to achieve

& behaviorally important outcomes for

students

Framework

Continuum

Academically

All

Implementation of evidence-

based practices

IMPLEMENTATION

Effective Not Effective

PRACTICE

Effective

Not Effective

Maximum Student Benefits

Fixsen & Blase, 2009

SYST

EMS

PRACTICES

DATA

OUTCOMES

Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011;

Sugai, O’Keeffe, & Fallon, 2012ab

Supporting Important Culturally Equitable Academic & Social

Behavior Competence

Supporting Culturally Relevant Evidence-based Interventions

Supporting Culturally

Knowledgeable Staff Behavior

Supporting Culturally Valid Decision Making

SWPBS emphasis

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

~80% of Students

~15%

~5%

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills

instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •

PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

SWPBS: Core Practice Features

SECONDARY PREVENTION• Team-led implementation w/ behavior expertise• Increased social skills instruction, practice• Increased supervision & precorrection• Increased opportunities for reinforcement• Continuous progress monitoring•

TERTIARY PREVENTION• Multi-disciplinary team w/ behavior expertise • Function-based behavior support• Wraparound, culture-driven, person-centered supports & planning• School mental health• Continuous monitoring of progress & implementation fidelity• Increased precorrection, supervision, reinforcement

PRIMARY PREVENTION• Team-led implementation • Behavior priority• Social behavior expectations• SW & CW teaching & encouraging of expectations• Consistency in responding to problem behavior• Data-based decision making

Prec

ision

Enga

gem

ent

Feed

back

Prac

tice

Team

wor

k

• SWPBS practices, data, systems

• Policy, funding, leadership, priority, agreement

District Behavior Team

• 2 yr. action plan• Data plan• Leadership• Team meeting

schedule

School Behavior Team • SWPBS

• CWPBS• Small group• Individual student

School Staff

• Academic• Expectations &

routines• Social skills• Self-management

Student Benefit

Internal Coaching Support

External Coaching Support

Basic SWPBS Implementation Framework

Team Support

Regional/State Leadership

Agreements

Team

Data-based Action Plan

“Plan”

Implementation“Do”

Evaluation“Check”

General Implementation

Process

State/Country

District

School

Students

Staff

Principal, Superintendent

All Staff, Students,Administrators

= Coaching

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

TEAM-BASED IMPLEMENTATION

CONTINUOUSPROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASEDDECISION MAKING

& PROBLEM SOLVING

CORE FEATURESSWPBS

Decision SWPBS Feature Action

Yes ? No 1. Did we screen all our children for behavior status in last 3 months?

Yes ? No 2. Did we check our students behavior progress at least weekly?

Yes ? No 3. Did we use our discipline data to identify & solve a problem?

Yes ? No 4. Did our team meet in the last month?

Yes ? No 5. Is our team competent with implementation of tier 1?

Yes ? No 6. Do we have a plan for establishing tier 1?

Yes ? No 7. Have we checked the accuracy of our implementation of Tier 1?

SWPBIS: Self-assessment - 15 minutes

KID(-) School Climate

• Non-compliance & non-cooperation

• Disrespect• Teasing, harassment, &

intimidation• Disengagement & withdrawal• Nonattendance, tardy, &

truancy• Violent/aggressive behavior• Littering, graffiti, & vandalism• Substance use

SCHOOL(-) School climate

• Reactive management• Exclusionary disciplinary practices• Informal social skills instruction• Poor implementation fidelity of

effective practices• Inefficient organization support• Poor leadership preparation• Non-data-based decision making• Inefficient, ineffective instruction• Negative adult role models

Coercive Cycle

SCHOOL(+) School Climate

• Positive > negative contacts• Predictable, consistent, &

equitable treatment• Challenging academic

success• Adults modeling expected

behavior• Recognition &

acknowledgement• Opportunity to learn• Safe learning environment• Academic & social

engagement

KID(+) School Climate

• Compliance & cooperation• Respect & responsibility• Positive peer & adult

interactions• Engagement & participation• Attendance & punctuality• Anger & conflict management• Safe & clean environment• Healthy food & substance use• Self-management behavior

Positive Reinforcement Cycle

Negative SchoolBehavior

Negative StudentBehavior

What’s It Take to Shift from Negative to Positive School Climate???

Positive StudentBehavior

Positive SchoolBehavior

Coercive Cycle

Positive Reinforcement

Cycle

Day 1

Welcome & Organizer

Reports

Review: PBIS

Review: Social Skills Instruction

Review: Classroom Management

Action Planning

Concluding Comments

Day 2

Welcome & Organizer

Social skills – continued

Review: Classroom management

Tier 2 Basics

Action Planning

Concluding Comments

AGENDA

What will team do?

* Develop teaching matrix* Develop teaching schedule* Develop data collection & use system* Model teaching behavior expectations

What will staff do?

* Teach daily 1st week* Remind & reinforce daily* Precorrect 20%

What will students do?

* Respect behaviors* Responsible behaviors* Safe behaviors

PBIS Action Planning Logic

Review of Social Skills Instruction

• Oct 21-24 Chicago www.pbis.org

• Mar 22-25 San Francisco apbs.org

Punishment teaches• Punishment signals error.

• Punishment does not teach SS.

Teach “1 hour every Monday”• SS are needed all day.

• SS are prompted & practiced all day.

Not my responsibility• SS are needed to learn.

• SS are needed to teach.

Bad behavior is trait• SS (good/bad) learned & taught.

• Teaching SS should be formal.

Social Skills Misrules

School-Wide PBS (Tier 1)

Leadership team

Behavior purpose statement

Set of positive expectations &

behaviors

Procedures for teaching SW & classroom-wide expected

behavior

Continuum of procedures for encouraging expected

behavior

Continuum of procedures for

discouraging rule violations

Procedures for on-going data-based

monitoring & evaluation

What should we see in SWPBS School?

SWPBS

School T1Positive

messaging

Social skills being taught, prompted, monitored, corrected, reinforced

Positive > negative teacher-student

interactions

High rates of academic engagement &

opportunities to respond

Team implementation

Data-based decision-making

Decision SWPBS Feature Action

Yes ? No 1. Do we have positive messaging in classrooms & nonclassroom settings?

Yes ? No 2. Do we have more positive than negative interactions with our students?

Yes ? No 3. Do we teach, monitor, prompt, & reinforce social skills daily?

Yes ? No 4. Do our students have high rates of engagement & opportunities to respond during instruction?

Yes ? No 5. Are we using data to monitor the above?

Yes ? No 6. Is our team monitoring & coordinating implementation of above?

Self-assessment (15 minutes)

“Power of Habits”Charles Duhigg, 2012

CUE HABIT REWARD

Dessert SatisfiedEat

TV remote EntertainedSit & watch

Teased Teasing stopsHit

Difficult work

Work removed

Destroy work

Carrot

Walk

Ignore

Try

Satisfied?!

Entertained?!

Teasing stops?!Work

removed?!

CHALLENGE: Replacing current behavior (strong habit) with new behavior (weak habit)

Subtitle: “Why We Do What We Do in Life & Business”

Establishing/Replacing HabitCharles Duhigg (2014)

CUE• Remove

competing cue

• Add desired cue

HABIT• Teach

acceptable alternative

• Teach desired alternative

REWARD• Remove

reward for old habit

• Add reward for new habit

All three elements are addressed in SSI

Teaching Matrix

SETTING

All Settings Hallways Playgrounds Cafeteria

Library/Compute

r LabAssembly Bus

Respect Ourselves

Be on task.

Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs appropriately

.

Wipe your feet.Sit

appropriately.

Exp

ecta

tions 1. S

OCIAL SKILL2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Typical Contexts/ Routines

Classroom-Wide Rules/ExpectationsRespect Others Respect Property Respect Self

AllUse inside voice.

Raise hand to answer/talk.

Recycle paper.Put writing tools inside

desk.

Do your best.Ask.

Morning Meeting Eyes on speaker.Give brief answers.

Put announcements in desk.

Keep feet on floor.

Put check by my announcements.

Homework Do own work.Turn in before lesson.

Put homework neatly in box.

Touch your work only.

Turn in lesson on time.Do homework

night/day before.

Transition Use inside voice.Keep hands to self.

Put/get materials first.Keep hands to self.

Have plan.Go directly.

“I Need Assistance”Raise hand or show “Assistance Card”.

Wait 2 minutes & try again.

Have materials ready. Have plan.Ask if unclear.

Teacher Directed Eyes on speaker.Keep hands to self.

Use materials as intended.

Have plan.Ask.

Independent Work Use inside voice.Keep hands to self.

Use materials as intended.

Return with done.

Use time as planned.Ask.

Problem to Solve Stop, Step Back, Think, Act

Stop, Step Back, Think, Act

Stop, Step Back, Think, Act

1. SOCIAL SKILL2. N

ATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Teaching Routines Lesson PlanWhat does routine look/sound like?

Where/when should routine be used?

When will routine be taught & for how long?

How & when will routine be practiced?

How will learning be confirmed?

How, where, & how often will displays of routine be acknowledged?

Classroom Routine Lesson Plan Considerations

Central Elem Sch, MISource: 2009 MiBLSi Assessment

• Where• What• Why• How:

ModelPractice

ReinforceFollow-up

Central Elem Sch, MISource: 2009 MiBLSi Assessment

EXPECTATIONSTYPICAL HOME ROUTINES

Morning Homework Playtime Mealtime Bedtime

Respect Say “good morning”

Try your best

Use your words

Say “thank you”

Say “good night”

Responsibility Put clothes in washer

Put backpack & homework

by backdoor

Put toys away

Wash hands Brush teeth

SafetyReturn food to refrig-erator

Put home-work in

backpack

Put toys in room when done

Keep chair legs on

floorPut toys on

shelf

1. SOCIAL SKILL

2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Decision SWPBS Feature Action

Yes ? No 1. Do most (80%) of our staff agree that social skill expectations can be taught?

Yes ? No 2. Do we have plan for teaching school-wide social skill expectations?

Yes ? No 3. Do we teach school-wide social skill expectations in our classrooms?

Yes ? No 4. Do we teach school-wide social skill expectations throughout the day?

Yes ? No 5. Are we using data to monitor the above?

Yes ? No 6. Is our team monitoring & coordinating implementation of above?

Social Skills Self-assessment - 15 minutes

Define, Model, Practice, Monitor, & Reward

Train for use in other settings

Actively & continuously supervise social skills

Establish social networks (school climates) that expect & maintain social skills

Enhance supports based on responsiveness

Main messages & investments

RCT & Group Design PBIS StudiesBradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive

Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115

Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.

Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, 177-193.

Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.

Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), 1136-1145.

Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology.

Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.

Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 116(2), 149-156

2014

“Wagering next month’s salary!!”

• Reduced major disciplinary infractions• Improvement in aggressive behavior, concentration,

prosocial behavior, & emotional regulation

• Improvements in academic achievement

• Enhanced perception of organizational health &

safety• Reductions in teacher reported bullying behavior &

peer rejection• Improved school climate

Implementation DriversPBIS Implementation Blueprint (2015 rev, pbis.org)

• Review “big ideas” from today – Review Meeting Guidelines Review– Accomplishments to date– Review today’s self-assessment outcomes– Current school data– Complete TIC with regional officer/coach (Team Implementation

Checklist)• Develop Agenda for Action Planning

– What Outcomes?– What Activities?– Next Meeting?– Staff Presentation?

Action Planning2:30 – 4:00

Review of Classroom &

Behavior Management

CW PBIS….basics!

1.• SW Tier 1 implemented w/ fidelity

2.• SW data-based decision making

3.• CW linked to SW expectations

4.• CW decisions data based

5.• Effective instructional practices & curricula

6.• Curriculum matched to student need

CW Practices Implementation Guidelines• Respond in manner that is business-like, objective, neutral,

impartial, unbiasedProfessional

• Be considerate of individuals learning history & experience (e.g., family, community, peer-group)Culturally

• Base decisions on data on student behaviorInformed

• Base decisions on implementation accuracy & fidelityFidelity

• Consider quality of design & delivery of instructionEducational

• Explicitly teach, model, prompt, monitor, & reinforce expected behaviorConstructive

• Pre-arrange environment (antecedents & consequences) to anticipate & encourage previously taught alternative social skills & discourage anticipated behavior errors

Preventive

General Behavior Management

ALL THE TIMEACTIVELY SUPERVISE continuously (scan, eyes up, move)

MODEL expected behavior

REMIND of expected behavior before problem situations

DESCRIBE and RESTATE frequently

RECOGNIZE successful expected behavior whenever possible

RETEACH when behavior errors occur

1. PREVIOUS PROBLEM

Precorrect (restate) positively & acknowledge ASAP before problem

reoccurs.

“What do we do when.......? “Show me……”

2. COMING TO GROUP

Greet positively w/ student name

“G’morning, Mike”

“Hello, Darci”

“Buenos Dias,

Margie”

3. FIRST MINUTE

Review classroom/school behavior expectations

“Ready to learn.”

“Ready to do……”

“Raise hand.”

4. >1 EVERY 5 MINUTES

Acknowledge displays of behavior expectations

“Thank you for…….”

“Excellent being

ready.”

“Good listening,

Jorge”

5. MINOR BEHAVIOR EVENTRespond quickly and briefly to minor problem behaviors• 1st time: Acknowledge others for

expected behavior• 2nd time: Quick reteach

“Thank you, Manuella,

for…….”

“Theora, “When you need help, raise your

hand, & I will help you.”

6. CLOSING TRANSITION

Acknowledge expected behavior End positively with student name

“Ashley, good job with…...”

“Nick, thank you for…..”

“Jorge, mucho

gracias…..”

1. Appropriate behaviors that represent school & classroom expectations

✓ Signal occurrence of appropriate behavior ✓ Name appropriate behavior & related

school-wide expectation✓ Deliver explicit & specific praise &

effective reinforce

2. Infrequent and non-disruptive minor behavior errors

(e.g., out of seat, talking, late, unprepared)

✓ Minimize attention, using planned ignoring or differential reinforcement

✓ Signal error occurrence & remind of expected behavior, using specific error correction

✓ Model/display expected behavior, using strategies to teach expectations

✓ Reinforce displays of expected behavior immediately, using specific praise or other acknowledgement strategies

3. Repeated and non-disruptive minor behavior errors &/or disruptive major behavior errors

(e.g., property damage, verbal/physical aggression)

✓ Follow school procedures for responding to rule violations &individualized behavior support plan

✓ Prompt expected behavior before error occurs in high likelihood situations/conditions (precorrect)

✓ Minimize excess attention✓ Determine likely purpose, or function, of behavior error by collecting data

If behavior error occurs & based on purpose Signal error occurrence, using specific error correction Model/display expected behavior, using strategies to teach expectations Reinforce displays of expected behavior, using specific praise or other

acknowledgement strategies

4. Administrator-managed behavior errors (e.g., threats; physical injury, substance, illegal possessions,

harassment)

✓ Follow school procedures for responding to rule violations & individualized behavior support plan

✓ Minimize excess attention✓ Signal error occurrence &remind of expected behavior, using specific error

correction✓ Follow school-wide procedures for major rule violating behaviors✓ Reteach, review, & prompt expected behavior, using strategies to teach

expectations✓ Monitor, by collecting data ✓ Reinforce displays of expected behavior, using specific praise or other

acknowledgement strategies

5. Problem behavior that is repeated, disruptive, and unresponsive to previous

school & classroom practices

✓ Form behavior support team & conduct functional behavioral assessment (FBA)

✓ Develop individualized behavior intervention plan (BIP)✓ Provide supports to implement plan with fidelity✓ Collect & use data to continuously monitor progress,

responsiveness to intervention & implementation fidelity✓ Continue preventive school & classroom practices.

Steps + Practices + Guidelines

1. Establish & acknowledge safe & efficient physical environment

Student grouping

Furniture arrangement

Teaching stations

Materials & equipment

2. Teach & reinforce expected behaviors & routines to fluency

Show/tell/model

Prompt frequently

Monitor

Reinforce

3. Maximize student opportunity to respond

Active instructional engagement

Systematic prompting

Active supervision

Frequent acknowledgements

4. Handle infrequent & non-disruptive minor behavior errors (a) quickly & (b) discreetly

Minimize attention

Signal error occurrence

Remind of expected behavior

Model/display expected behavior

Reinforce displays of expected behavior immediately

5. Handle repeated & non-disruptive minor behavior errors (a) preemptively, (b) quickly, & (c) discreetly6. Handle disruptive major behavior errors (a) preemptively, (b) quickly, (c) discreetly, & (d) by procedure

Minimize attention

Determine likely purpose of behavior error (FBA)

Precorrect before error occurrence

If behavior error occurs & based on purpose: (a) Signal error occurrence, (b) Model/display expected behavior, (c) Reinforce displays of expected behavior

7. Handle administrator-managed behavior errors (a) quickly, (b) discreetly, & (c) by procedure

Minimize attention

Signal error occurrence

Follow school-wide procedures for major rule violating behaviors

Reteach, review, & prompt expected behavior

Monitor

Reinforce displays of expected behavior

8. For repeated major behavior errors &/or administrator-managed, develop & implement individualized, function-based behavior intervention plan

Form behavior support team

Conduct FBA

Develop & implement behavior intervention plan

Monitor continuously

Reinforce displays of expected behavior

Responding to Non-Responsive Behavior: Managing Escalations

Geoff Colvin & George SugaiOSEP Center on PBIS

University of Connecticutwww.pbis.org www.cber.org

“Managing Escalating Behavior” Geoff Colvin

Time

Beha

vior

Inte

nsity

The MODEL

High

Low Calm

Peak

De-escalation

Recovery

Acceleration

Agitation

Trigger

Time

Beha

vior

Inte

nsity

The MODEL

High

Low Calm

Peak

De-escalation

Recovery

Acceleration

Agitation

Trigger

THREE KEY STRATEGIES

• Intervene early in an escalation.

• Manipulate environmental factors.

• Teach replacement behaviors that serve similar function.

Essential Behavior & Classroom Management Practices

See Classroom Management Self-Checklist

Teacher__________________________ Rater_______________________

Date___________

Instructional Activity Time Start_______

Time End________

Tally each Positive Student Contacts

Total # Tally each Negative Student Contacts

Total #

Ratio of Positives to Negatives: _____ to 1

Classroom Management: Self-Assessment

Classroom Management Practice Rating

1. I have arranged my classroom to minimize crowding and distraction Yes No

2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).

Yes No

3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).

Yes No

4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).

Yes No

5. I provided each student with multiple opportunities to respond and participate during instruction.

Yes No

6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No

7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No

8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.

Yes No

9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).

Yes No

10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.

Yes No

Overall classroom management score:

10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed”# Yes___

Decision SWPBS Feature Action

Yes ? No 1. Are basic classroom management practices being used in most (80%) of classrooms throughout school day?

Yes ? No 2. Do we have plan for teaching school-wide social skill expectations in classrooms?

Yes ? No 3. Do we have a plan for teaching & encouraging use of basic classroom management practices?

Yes ? No 4. Do you have planned & practiced procedures for crisis situations?

Yes ? No 5. Are we using data to monitor the above?

Yes ? No 6. Is our team monitoring & coordinating implementation of above?

Classroom Management - 15 minutes

AttentionPlease1 Minute

Basic Meeting Structure

VerifiedNeed Planning Purpose &

OutcomesContent

Operations

Decisions &Outcomes

Summary ofOutcomes & Agreements

Follow-up& Evaluation

Before During After

Solving problems & resolving conflicts

Achieving agreements & making decisions

Specifying measureable outcomes

Setting/modifying agenda & minutes

Establishing roles/responsibilities

Providing opportunities for participation & contributions

Agreements & Routines

Conducting meeting: Basics

• State/restate purpose & expected outcomes• Assign roles/responsibilities

– Note taker– Facilitator

• State/restate “rules” & agreements for conducting meeting– Approving decisions– Agreeing/disagreeing– Contributing & participating

• Conclude w/ summary of agreements, tasks, & deadlines

www.neswpbs.org

What will team do?

* Develop teaching matrix* Develop teaching schedule* Develop data collection & use system* Model teaching behavior expectations

What will staff do?

* Teach daily 1st week* Remind & reinforce daily* Precorrect 20%

What will students do?

* Respect behaviors* Responsible behaviors* Safe behaviors

PBIS Action Planning Logic

• Review “big ideas” from yesterday & today – Review Meeting Guidelines– Accomplishments to date & current data– Complete TIC with regional officer/coach (Team Implementation

Checklist)• What will you do to celebrate end of year?• What will you do at beginning of next year?• Action Plan for June 2015-August 2016

– What will team do?– What will staff do?– What will students do?– Next Meeting?– Staff Presentation?

Action Planning2:30 – 4:15

AttentionPlease

1 MinuteNew Spokesperson