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Making PBIS Work: History, Science, & New Directions George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Nov 3 2011 www.pbis.org www.scalingup.org www.cber.org

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Making PBIS Work: History, Science, & New Directions. George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Nov 3 2011 www.pbis.org www.scalingup.org www.cber.org. PURPOSE - PowerPoint PPT Presentation

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Page 1: Making PBIS Work: History, Science, & New Directions

Making PBIS Work: History, Science, & New Directions

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticut

Nov 3 2011

www.pbis.org www.scalingup.org www.cber.org

Page 2: Making PBIS Work: History, Science, & New Directions

PURPOSE

Describe & link considerations

from 15+ years of PBIS

implementation to future

directions

Page 3: Making PBIS Work: History, Science, & New Directions

Emphasize & review core PBIS features

Focus leadership behaviors

Show evidence-base

Link implementation fidelity & student outcomes

Relate academic & behavior outcomes

Show how all relates to some

“Notes to Self”

Page 4: Making PBIS Work: History, Science, & New Directions

9Considerations

Page 5: Making PBIS Work: History, Science, & New Directions

• Keep max. air pressureBicycling

• Keep knife sharpCooking

• Keep cue level & follow throughBilliards

• Describe mechanism of applied problemsResearch

• Multi-tiered prevention frameworkPBIS

Basics

Page 6: Making PBIS Work: History, Science, & New Directions

1. Invest in prevention for ALL

Page 7: Making PBIS Work: History, Science, & New Directions

1980s SW

Discipline Problem

Reactive

Non-constructive

Emphasis on punishment

Poor implementation

fidelity

Limited effects

Special

Education &

BD

Page 8: Making PBIS Work: History, Science, & New Directions

VIOLENCE PREVENTION

Positive predictable school-wide

climate High rates academic &

social success

Formal social skills

instructionPositive active supervision & reinforcement

Positive adult role models

Multi-component, multi-year school-family-community

effortVIOLENCE

PREVENTION

• Surgeon General’s Report on Youth Violence (2001)

• Coordinated Social Emotional & Learning (Greenberg et al., 2003)

• Center for Study & Prevention of Violence (2006)

• White House Conference on School Violence (2006)

Page 9: Making PBIS Work: History, Science, & New Directions

Prevention Logic for AllBiglan, 1995; Mayer, 1995; Walker et al., 1996

Decrease development

of new problem

behaviors

Prevent worsening &

reduce intensity of

existing problem

behaviors

Eliminate triggers &

maintainers of problem

behaviors

Teach, monitor, &

acknowledge prosocial behavior

Redesign of teaching environments…not students

Page 10: Making PBIS Work: History, Science, & New Directions

2. Teach behavior like academic skills, explicitly & deliberately

Page 11: Making PBIS Work: History, Science, & New Directions

Teaching Academics & Behaviors

DEFINESimply

MODEL

PRACTICEIn Setting

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

Page 12: Making PBIS Work: History, Science, & New Directions

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

Page 13: Making PBIS Work: History, Science, & New Directions

NC Positive Behavior Support Initiative

0.00 0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80 0.90 1.0050

55

60

65

70

75

80

85

90

95

100

ReadingLinear (Reading)

ODRs

EO

G R

eadi

ng

rxy = -.44(n = 36)

Bob Algozzine

Schools w/ Low ODRs & High

Academic Outcomes

Office Discipline Referrals per 100 StudentsProp

ortio

n of

Stu

dent

s M

eetin

g St

ate

Aca

dem

ic

Stan

dard

PBIS in North Carolina

Page 14: Making PBIS Work: History, Science, & New Directions

Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16.

Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25.

McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154.

McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131-147.

Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62.

Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, 100-109.

Academic-Behavior Connection

“Viewed as outcomes, achievement and

behavior are related; viewed as causes of

each other, achievement and behavior are

unrelated. In this context, teaching behavior

as relentlessly as we teach reading or other

academic content is the ultimate act of

prevention, promise, and power underlying

PBS and other preventive interventions in

America’s schools.”

Algozzine, Wang, & Violette (2011), p. 16.

Page 15: Making PBIS Work: History, Science, & New Directions

3. Emphasize PBIS

as framework, not

curriculum

Page 16: Making PBIS Work: History, Science, & New Directions

If outcome is implementation fidelity, avoid “train & hope” PD.

REACT toProblemBehavior

Select &ADD

Practice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

Expect, But HOPE for

Implementation

Page 17: Making PBIS Work: History, Science, & New Directions

SWPBS (aka PBIS/RtI) is for enhancing adoption & implementation of

Continuum of evidence-based interventions to achieve

Academically & behaviorally important outcomes for

All students

Framework

Page 18: Making PBIS Work: History, Science, & New Directions

SYST

EMSPRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Page 19: Making PBIS Work: History, Science, & New Directions

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

Page 20: Making PBIS Work: History, Science, & New Directions

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

TEAM-BASED IMPLEMENTATION

CONTINUOUSPROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASEDDECISION MAKING

& PROBLEM SOLVING

RtI

Page 21: Making PBIS Work: History, Science, & New Directions

Funding Visibility PolicyPoliticalSupport

Training Coaching Behavioral ExpertiseEvaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

SWPBS Implementation

Blueprint

www.pbis.org

Page 22: Making PBIS Work: History, Science, & New Directions

4. Invest in multi-tiered systems logic

Page 23: Making PBIS Work: History, Science, & New Directions

“Early Triangle”

(p. 201)Walker, Knitzer,

Reid, et al., CDC

Page 24: Making PBIS Work: History, Science, & New Directions

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

Page 25: Making PBIS Work: History, Science, & New Directions

Universal

Targeted

Intensive

All

Some

FewContinuum of Support for

ALL

Dec 7, 2007

Page 26: Making PBIS Work: History, Science, & New Directions

Universal

Targeted

IntensiveContinuum of

Support for ALL“Theora”

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Page 27: Making PBIS Work: History, Science, & New Directions

Universal

Targeted

IntensiveContinuum of Support for

ALL:“Molcom”

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Label behavior…not people

Self-assess

Page 28: Making PBIS Work: History, Science, & New Directions

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions• Individual Students• Assessment-based

• High Intensity

Intensive, Individual Interventions• Individual Students• Assessment-based

• Intense, durable proceduresTargeted Group Interventions• Some students (at-risk)

• High efficiency• Rapid response

Targeted Group Interventions• Some students (at-risk)

• High efficiency• Rapid response

Universal Interventions• All students

• Preventive, proactive

Universal Interventions• All settings, all students• Preventive, proactive

Responsiveness to Intervention

Academic Systems Behavioral Systems

Circa 1996

Page 29: Making PBIS Work: History, Science, & New Directions

RTIIntegrated Continuum

Mar 10 2010

Academic Continuum

Behavior Continuum

Page 30: Making PBIS Work: History, Science, & New Directions

~80% of Students

~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• • • • • •

~15%

Page 31: Making PBIS Work: History, Science, & New Directions

5. Invest in capacity

for implementation

fidelity

Page 32: Making PBIS Work: History, Science, & New Directions

“Making a turn”

IMPLEMENTATION

Effective Not Effective

PRACTICE

Effective

Not Effective

Maximum Student Benefits

Fixsen & Blase, 2009

Page 33: Making PBIS Work: History, Science, & New Directions

Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

Startw/

What Works

Focus on Fidelity

Page 34: Making PBIS Work: History, Science, & New Directions

SYST

EMSPRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Page 35: Making PBIS Work: History, Science, & New Directions

Basic “Logic”SY

STEM

S

PRACTICES

DATA

Training+

Coaching+

Evaluation

Maximum Student

OutcomesImplementation

Fidelity

Page 36: Making PBIS Work: History, Science, & New Directions

Where are you in implementation process?Adapted from Fixsen & Blase, 2005

• We think we know what we need, so we ordered 3 month free trial (evidence-based)

EXPLORATION & ADOPTION

• Let’s make sure we’re ready to implement (capacity infrastructure)INSTALLATION

• Let’s give it a try & evaluate (demonstration)

INITIAL IMPLEMENTATION

• That worked, let’s do it for real (investment)

FULL IMPLEMENTATION

• Let’s make it our way of doing business (institutionalized use)

SUSTAINABILITY & CONTINUOUS

REGENERATION

Page 37: Making PBIS Work: History, Science, & New Directions

6. Support & engage

leadership

Page 38: Making PBIS Work: History, Science, & New Directions

Predictable work environments are places where employees (Buckingham & Coffman 2002, Gallup)

1. Know what is expected2. Have materials & equipment to do job correctly3. Receive recognition each week for good work.4. Have supervisor who cares, & pays attention5. Receive encouragement to contribute & improve6. Can identify person at work who is “best friend.”7. Feel mission of organization makes them feel like their

jobs are important8. See people around them committed to doing good job9. Feel like they are learning new things (getting better)10. Have opportunity to do their job well.

1 million workers, 80,000 managers, 400 companies

Page 39: Making PBIS Work: History, Science, & New Directions

Business

Equipment & materials

Workforce employees

Supervisors & managers

Coop executive officer

Board of directors

Divisions & departments

Research & development

Consumers & customers

Education

Curriculum & supplies

Teachers & assistants

Principals & depart chairs

Superintendent

Board of education

Gr levels & acad depart

Professional development

Families, stdnts, & comm

Page 40: Making PBIS Work: History, Science, & New Directions

Predictable work environments are places where educators, students, family members, etc….

1. Know what is expected2. Have curriculum & instruction to do job correctly3. Receive recognition for demonstrating expectations.4. Have teacher/parent/principal who cares, & pays attention5. Receive encouragement to contribute & improve6. Can identify someone who they can relate to.”7. Feel mission of classroom/school makes them feel like their

efforts are important8. See students/teachers/principals around them committed to

doing good job9. Feel like they are learning new things (getting better)10. Have opportunity to do their learning/teaching well.

1 million workers, 80,000 managers, 400 companies

Page 41: Making PBIS Work: History, Science, & New Directions

To receive positive ratings on previous, managers must do 4 things well:

When selecting someone, they select for talent…not simply experience, intelligence, or determination.

When setting expectations, they define right outcomes…not the right steps.

When motivating someone, they focus on strengths…not on weaknesses.

When developing someone, they help him find right fit…not simply the next rung on ladder. (p. 67)

Buckingham & Coffman 2002, Gallup

Page 42: Making PBIS Work: History, Science, & New Directions

School leadership & contributing factors on student learning.

Louis, Leithwood, Wahlstrom, & Anderson (2010).

School Leadership

School Conditions

Teachers

Classroom Conditions

Student/ Family Background

Page 43: Making PBIS Work: History, Science, & New Directions

Effective leaders engage in actions or behaviors & establish working conditions that:

Emphasize setting clear goals

Develop strength qualities of teachers

Organize operation of school for success

Consider implementation phases, drivers, & processes associated w/ utilization of effective teaching practice

Promote strengths, talents, & capacities of their workers to achieve specific expectations & outcomes

Monitor & measure effects of their actions, decisions, & policies w/relevant data

Sugai, Horner, & Lewis, in press

Page 44: Making PBIS Work: History, Science, & New Directions

7. Work smarter by

doing a few effective

things very well

Page 45: Making PBIS Work: History, Science, & New Directions

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance CommitteeCharacter Education

Safety CommitteeSchool Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

Page 46: Making PBIS Work: History, Science, & New Directions

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All students Eric, Ellen, Marlee

Goal #2

Character Education

Improve character

Improve character All students Marlee, J.S., Ellen

Goal #3

Safety Committee

Improve safety Predictable response to threat/crisis

Dangerous students

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behavior

Decrease office referrals

Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

DARE Committee

Prevent drug use High/at-risk drug users

Don

EBS Work Group Implement 3-tier model

Decrease office referrals, increase attendance, enhance academic engagement, improve grades

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2Goal #3

Sample Teaming Matrix

Are outcomes measurable?

Page 47: Making PBIS Work: History, Science, & New Directions
Page 48: Making PBIS Work: History, Science, & New Directions
Page 49: Making PBIS Work: History, Science, & New Directions

Classroom

SWPBSPractices

Non-classroom Family

Student & Family

School-w

ide

• Smallest #• Evidence-based

• Biggest, durable effect

Page 50: Making PBIS Work: History, Science, & New Directions

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

Page 51: Making PBIS Work: History, Science, & New Directions

Teaching Matrix Activity 

 

   Classroom Lunchroom Bus Hallway Assembly

Respect Others

• Use inside voice

• ________

• Eat your own food

• __________

• Stay in your seat

• _________

• Stay to right

• _________

• Arrive on time to speaker

• __________

Respect Environment & Property

• Recycle paper

• _________

• Return trays

• __________

• Keep feet on floor

• __________

• Put trash in cans

• _________

• Take litter with you

• __________

Respect Yourself

• Do your best

• __________

• Wash your hands

• __________

• Be at stop on time

• __________

• Use your words

• __________

• Listen to speaker

• __________

Respect Learning

• Have materials ready

• __________

• Eat balanced diet

• __________

• Go directly from bus to class

• __________

• Go directly to class

• __________

• Discuss topic in class w/ others

• __________

Page 52: Making PBIS Work: History, Science, & New Directions

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

Page 53: Making PBIS Work: History, Science, & New Directions

Family Teaching

Matrix

SETTING

At home Morning Routine Homework Meal

Times In Car Play Bedtime

Respect Ourselves

Respect Others

Respect Property

Exp

ecta

tions 1. S

OCIAL SKILL

2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Page 54: Making PBIS Work: History, Science, & New Directions

Bradshaw, 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., 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.

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. (in press). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial.

RCT & Group Design PBIS Studies

• Reduced major disciplinary infractions• Improvements in academic achievement

• Enhanced perception of organizational health

& safety• Improved school climate• Reductions in teacher reported bullying

behavior & peer rejection

Page 55: Making PBIS Work: History, Science, & New Directions

8. Guide decisions with data

Page 56: Making PBIS Work: History, Science, & New Directions

Educationally relevant outcomes

Implementation fidelity

Clearly defined & relevant indicators

System for easy input & output

Data rules for decision making

Team-based mechanism for action planning

Dat

a D

ecis

ion

Mak

ing

Page 57: Making PBIS Work: History, Science, & New Directions

• External• Tier I implementation

School-wide Evaluation Tool

• Self-assessment• Tier I implementation

Team Implementation Checklist

• Team/coach self-assessment• Tier I implementation

Benchmarks of Quality

• Coach/team assessment• Tiers II/III

Benchmarks of Advanced Tiers

• Tier II/III implementation• External assessment

Individual Student Support Evaluation

Tool

Data Assessment & Evaluation Tools

Page 58: Making PBIS Work: History, Science, & New Directions

Gawande, A. (2009).

The checklist

manifesto. NY:

MacMillan

Page 59: Making PBIS Work: History, Science, & New Directions

Name______________________________ Date_____________

Setting □ Hallway □ Entrance □ Cafeteria

□ Playground □ Other_______________ Time Start_________

Time End _________

Tally each Positive Student Contacts Total #

Ratio of Positives to Negatives: _____: 1Tally each Negative Student Contacts Total #

Non-Classroom Management: Self-Assessment

Page 60: Making PBIS Work: History, Science, & New Directions

1. Did I have at least 4 positive for 1 negative student contacts? Yes No

2. Did I move throughout the area I was supervising? Yes No

3. Did I frequently scan the area I was supervising? Yes No

4. Did I positively interact with most of the students in the area? Yes No

5. Did I handle most minor rule violations quickly and quietly? Yes No

6. Did I follow school procedures for handling major rule violations? Yes No

7. Do I know our school-wide expectations (positively stated rules)? Yes No

8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations?

Yes No

Overall active supervision score:

7-8 “yes” = “Super Supervision”

5-6 “yes” = “So-So Supervision”

<5 “yes” = “Improvement Needed”

# Yes______

Page 61: Making PBIS Work: History, Science, & New Directions

9. Consider context &

culture

Page 62: Making PBIS Work: History, Science, & New Directions

Culture is the extent to which a group of individuals engage in overt & verbal behavior reflecting shared behavioral learning histories, serving to differentiate the group from other groups, & predicting how individuals within the group act in specific setting conditions.

That is, culture reflects a collection of common verbal & overt behaviors that are learned & maintained by a set of similar social & environmental contingencies (i.e., learning history).

Emphasis is on applied settings with recognition that group membership is (a) flexible & dynamic, & (b) changed & shaped over time, across generations, & from one setting to another.

Page 63: Making PBIS Work: History, Science, & New Directions

Highline School District, Washington May 2011

Page 64: Making PBIS Work: History, Science, & New Directions

Shishmaref School AK, Lyon Johnson, Aug 9, 2011

Page 65: Making PBIS Work: History, Science, & New Directions

PBIS LeadershipChicago, IL 18-19 Oct 2012

NE PBIS LeadershipCromwell, CT 17-18 May 2012

NW PBIS Implementation ForumPortland, OR 1-2 Mar 2012

Association for PBSAtlanta, GA 15-26 Mar 2012

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