Working Smarter: Establishing Schoolwide Systems of Positive Behavior Support

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Working Smarter Establishing School-wide Systems
of Positive Behavior Support

• Universal Team Training
• Steve Romano-Illinois PBIS Coordinator

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New Team Training Day One

• Outline the Big Ideas and some of the research
  base behind school-wide discipline systems and
• Describe the implementation of a systems approach
  to proactive school-wide discipline for all
  students
• Practices
• Data
• Systems

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Four Challenges Facing Schools Today

• Doing more with less
• Educating increasing numbers of students who are
  more different than similar from each other
• Educating students with severe problem behavior
• Creating host environments or systems that
  enable adoption sustained use of effective
  practices

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Context of the Problem

• High rates of problem behavior in schools
• Inconsistent approach to problem solving
• Data is seldom used when making decisions
• Lack of positive support for students, staff and
  parents
• Failure to adopt, adapt, sustain research
  validated practices

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Teachers indicate frustration with current SIPs
because

• entire staff is not actively involved
• plans are often not sustained long enough to show
  a positive impact
• student behavior does not seem to improve even
  with large investments of time, money and
  personnel.

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Yet, Schools are important and good!

• Regular, predictable, positive learning
  teaching environments
• Positive adult peer models
• Regular positive reinforcement
• Academic social behavior development success

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Big Idea!

• A program consisting of potent and validly
  conceived mechanisms and processes may not
  succeed because the host environments are not
  able to support these processes (Zins Ponte,
  1990, p. 24)

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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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Emphasis on Prevention at Each Level

• Universal
• Reduce new cases of problem behavior
• Targeted
• Reduce current cases of problem behavior
• Intensive
• Reduce complications, intensity, severity of
  current cases

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The discipline strategies used most often are the
least effective

• punishment

• exclusion

• counseling

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Proactive Responses

• Effective approaches include
• Pro-social skills training
• Academic/curricular restructuring
• Positive behavioral interventions
• (Gottfredson, 1997 Lipsey, 1991 1992 Lipsey
  Wilson, 1993 Tolan Guerra, 1994)

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Positive Behavioral Interventions Supports
Supporting Decision Making
Supporting Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting Student Behavior
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Three Components of PBIS

• 1. Systems processes
• Team based problem solving
• Data-based decision making
• Long term sustainability
• 2. Data
• On going data collection use
• ODRs ( per day, location, infraction, etc.)
• Suspension/expulsion
• Research validated practices
• Direct instruction
• Social skills instruction
• Functional behavioral assessment

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Steps of PBIS Implementation

• Establish team
• Secure administrative support/participation
• Self-evaluate specify need
• Secure staff commitment/participation
• Develop implement action plan
• Collect evaluate data regularly

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Emphasis on an Instructional Approach

• Behavioral expectations are taught directly like
  academic skills
• Academic engagement success is maximized
• Influence of instructional support is considered

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Universal Interventions

• Elements
• Rules
• agreed upon by team - willing/able to enforce
• posted, brief, positively stated
• errors are opportunities for re-teaching
• consistent discipline across time and students
• Routines
• avoid problem contexts, times, groupings, etc.
• consistent
• Arrangements
• clear physical boundaries
• supervision of all areas

Adapted from T. Scott, 1988
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Universal Interventions

• Skills
• ability to implement regular and consistent data
  collection procedures across the school
• ability to process ideas as a group with team
  leaders
• ability to implement team policy decisions
• ability to deliver positive reinforcement on a
  regular basis

Adapted from T. Scott, 1988
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Targeted Interventions
Understanding Function
The most common problem behaviors in school and
in life serve a function

• 1. to get something
• attention, objects, power, self-stimulation
• 2. to escape/avoid something
• tasks, embarrassment, situations, persons

Adapted from T. Scott, 1988
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Target Intervention Plan

• Identify appropriate replacement behaviors that
  serve the same function as the problem behaviors.
• Plan for systematic teaching of replacement
  behaviors as necessary.
• Design environment to facilitate success by
  prompting/reinforcing replacement behaviors.

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Examples of Functions in Schools
(not necessarily conscious decisions by student)

• Get/Access Reinforcers
• I yell because others look at me
• I fight because others obey me
• I wander because people talk to me
• Escape/Avoid Aversives
• I cry when work gets hard because someone will
  help me
• I throw a book during math class because the
  teacher will remove me from class
• I stand out of the way during PE because the
  other game participants will avoid throwing me
  the ball.

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Intensive Intervention

• Skills
• knowledge of and ability to access full range of
  school and community support services
• acts as liaison for wraparound planning
• development and implementation of individualized
  academic and behavior plans

Adapted from T. Scott, 1988
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Wraparound Planning
Intensive Interventions
Example

• used with individual students
• based on unique child and family needs
• built upon child, family and provider strengths
• uses traditional and non-traditional
  interventions
• encompasses multiple life domains
• resources are blended
• services are planned, implemented, and evaluated
  by a team
• team supports child, family and providers
• unconditional - if the plan doesnt work, change
  the plan

Adapted from T. Scott, 1988
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Why PBIS is Different!!! Host Environment

• Positive changes and sustained use of best
  practices will only occur when there is
• active administrative leadership and
  participation,
• proactive systems (procedures/routines) in place
  and
• buy in and support from staff

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BIG IDEAS

• PBIS organizes the host environment
• how decisions are made,
• how things are done, and
• how staff interact with students,
• to support the sustained use of best practices
  school-wide.

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1. How decisions are made

• Components of decision making with PBIS
• - problem-solving team
• data collection
• data use
• communication with staff about data and decisions

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How decisions are made (cont.)
Use data to decide on the following

• behavioral expectations (classroom and
  non-classroom settings)
• which behaviors are managed in the classroom and
  which behaviors result in an office referral
• supervision procedures for non-classroom settings

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2. How staff interact with students

• Every time any adult interacts with any student,
  it is an instructional moment.
• teach behaviors
• teach academics
• model behavior
• reinforce all positive behavior
• precorrect for positive behaviors

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3. How things are done

• Procedures for non-classroom settings (lunchroom,
  bus, bathroom, assembly, transition/hallway)
• Procedures for reinforcing expected behavior
• Procedures for responding to office discipline
  referrals.
• Procedures for meeting the needs of all students

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Team Time

• School-wide Survey

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Steps of Data Collection, Analysis, and Use
Data

• Identify sources of information and data
• Office discipline referrals
• Attendance, tardies
• Detentions, in-school-suspensions, out-of-school
  suspensions, expulsions
• Academic performance (classwork, homework,
  grades, classroom tests, ISAT)
• EBS/PBIS survey
• Reinforcers issued

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Steps of Data Collection, Analysis, and Use
Data

• Summarize/Organize Data
• Number of Office Discipline Referrals By
• The Big 5 Graphs
• Problem Behavior
• Ave./day/month
• Location
• Time of day
• Individual student
• Additional Graphs
• You know best what you need to know

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Steps of Data Collection, Analysis, and Use
Data

• Continual Data Analysis
• Build action plan based on data trends

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Randolph
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Stockton
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Stockton
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Randolph
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Randolph
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Dixon 2002
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Sullivan Avenue SchoolPort Jervis, NY
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Port JervisSullivan Avenue School
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Port Jervis Middle SchoolAverage ODRs Per Day
Per Month
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Port Jervis Middle School2000-2001 vs. 2001-2001
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Port Jervis Middle SchoolDisrespect
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Port Jervis Transportation2000-2001 vs.2001-2002
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Port Jervis TransportationAve. Referrals Per
Month
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Orange-Ulster BOCESPhysical Restraint1999-2002
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Orange-Ulster BOCESIncident Reports1999-2002
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Time Lost to Discipline(Barrett and
Swindell-2002)
Teacher Student Administrator
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Discipline

• Steps/actions parents/teachers engage to increase
  child/student success (Charles, 1980).

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FRMS SW Action Plan(Taylor-Greene et al., 1997)

• 1. Define Expected Behavior
• Be respectful
• Be responsible
• Be there/be ready

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Team Time

• Behavior Expectations

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School-Wide Behavioral Matrix

• PURPOSES
• Defines the Expected Behaviors for Specific
  Settings.
• hallways, classrooms, gym, cafeteria, commons,
• bus loading, bathrooms, assemblies, playground
• Creates the Curriculum that will guide the
  teaching of expected behaviors.
• Enhances communication among staff and between
  students and staff.

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School-Wide Behavioral Matrix

• Guidelines
• State definitions positively
• Use common and few words
• Show what the behavior looks like

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Team Time

• Behavior Matrix

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If we understand that behavioral skills are
learned, it is necessary to teach expected
behaviors as we would academic skills.
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• 1.      Develop school-wide expectations.
• 2.      Define expectations across all school
  settings.
• 3.      Teach expectations to all students.
• 4.      Provide modeling of expected behaviors.
• 5.      Provide examples and non-examples of
  expected behaviors.
• 6.      Provide opportunities for students to
  practice/use expected behaviors.
• 7.      Pre-correct students for expected
  behaviors.
• 8.      Acknowledge students for exhibiting
  expected behaviors.

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• 1.      Where are these behaviors expected to be
  used in the building?
• 2.      What behaviors do you want to see?
• 3.      What are the problem behaviors you are
  currently seeing?
• 4.      What is the format for teaching
  behaviors? (Classroom, assemblies, etc.)
• 5.      Who will do the teaching?
• 6.      How often do we need to re-teach (booster
  activities)?
• 7.      How do we measure the effectiveness of
  the teaching? (Teacher/student surveys, office
  discipline referrals, etc.)

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• 1.  It is unfair to punish students before
  teaching the expected behaviors.
• 2.  Teaching at point of problem behavior
  (teachable moments) for minor incidents is
  generally more effective than punishment.
• 3.  Frequent pre-correcting with high school
  students works is an effective teaching tool.
• 4.  Pre-correcting and reinforcing are part of
  the teaching process.

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TEACH PRACTICE MODEL PRE-CORRECT
REINFORCE
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WHAT ARE COOL TOOLS?

• Cool Tools structure how staff teach the expected
  behaviors from the school-wide behavioral matrix.
• COOL TOOLS USE
• A research-based procedure for teaching the
  behaviors.
• examples and non-examples from classroom and
  non-classroom settings.
• modeling and role-playing to teach new skills and
  provide students with practice opportunities.
• feedback and reinforcement to ensure students
  display the expected/taught behaviors.

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Research-Based Procedure to Ensure Effective
Instruction

• Set the Stage KWLH Technique
• Know What we know.
• Want What we want to know.
• Learn What we learned.
• How How can we learn more.
• Model
• Explain when to use and when not to use
• Show through multiple and varied examples

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Research-Based Procedure to Ensure Effective
Instruction (Cont)

• Lead
• Provide supervised guided practice
• Assess
• Find out if they can do it
• Find out what errors are being made
• Reteach directly
• Provide additional supervised guided practice

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Designing a Cool Tool

• STEP ONE Select the skill to be taught
• Skills are taken directly from the behavioral
  matrix
• Select skills based on the trends in your data
• STEP TWO Write the lesson plan
• Name the skill
• RESPECT Say My Name, Please
• State the purpose(s) of the lesson
• These are the important reasons at our school
  and in life to use peoples names....
• Develop 3 teaching examples
• Develop 3 kid activities
• Develop 3 follow-up/reinforcement activities

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Designing a Cool Tool

• Step Three Teach the skill/expectation
• Introduction Phase
• Explain the purpose of the lesson.
• Identify the specific behavior to be taught.
• This morning we are going to continue our
  lesson on Respecting Others. Today we are going
  to concentrate on asking others to use our name.
• Tell Phase
• Talk about why the behavior is important.
• Encourage student input and participation.

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Designing a Cool Tool

• Step Three Teach the skill/expectation (Cont)
• Show Phase (Teaching Examples from the Lesson
  Plan)
• State the difference between the expected
  behavior and the problem behavior.
• Call the person by name VS calling the person
  a name
• Model expected behavior. Be sure to include
  all
• major steps in the sequence.

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Designing a Cool Tool

• Step Three Teach the skill/expectation (Cont)
• Do Phase (Kid Activities from the Lesson Plan)
• Take all students to the actual setting where
  you want to see the behavior displayed in the
  future.
• Have some students role-play the skill while
  other students provide feedback and praise.
• Teachers provide feedback and praise.

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Designing a Cool Tool

• Step Three Teach the skill/expectation (Cont)
• Debriefing Phase
• Discuss and reinforce the following concepts
• -- What students learned about the expected
  behavior and when to use the new skill.
• -- Ways the new skill will be more effective.
• Reinforce (compliment) directly and specifically
  students who participated in the discussion and
  practiced the skill.

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Designing A Cool Tool

• Step Three Teach the skill/expectation (Cont)
• Follow-up Phase (Follow up Activities from the
  Lesson Plan)
• Implement high frequency of reinforcement
• Reward students for complimenting each other when
  they display the expected behavior.
• Increase meaningfulness of rewards tied to the
  specific skill just taught.

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Cool Tool of the Week
Purpose of the Lesson / Why its important 1. 2.
Teaching examples 1. 2. 3.
Kid Activities / Role Plays 1. 2. 3.
Follow-up / Reinforcement activities 1. 2. 3.
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Cool Tool of the Week
School-wide expectation Responsibility Name of
the skill Coming to School Prepared
Purpose of the Lesson / Why its important 1. 2.
Teaching examples 1. 2. 3.
Kid Activities / Role Plays 1. 2. 3.
Follow-up / Reinforcement activities 1. 2. 3.
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Cool Tool of the Week
School-wide expectation Responsibility Name of
the skill Coming to School Prepared
Purpose of the Lesson / Why its important 1.
Being responsible is respecting yourself and
others. 2.
Teaching examples 1. You get to school and
before the bell rings you look in your locker to
get the books, and supplies you know youll need
for morning work. 2.
Kid Activities / Role Plays 1. Ask a student or
two to show how to enter the room with necessary
supplies. 2. Have everyone take an inventory of
their supplies and list needed items.
Follow-up / Reinforcement activities 1.
Compliment directly and specifically those who
have materials. 2. Before dismissal, ask a
student to repeat at least two tricks for
remembering homework.
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Team Time

• Write a Cool Tool

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Purpose of Rewards/Acknowledgements

• Teach new behavior
• Encourage/establish infrequent and non-fluent
  behavior
• Strengthen replacement behaviors that compete
  with habitual undesirable behavior

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Guidelines for Use of Rewards/Acknowledgements

• Move from
• other-delivered to self-delivered
• Highly frequent to less frequent
• predictable to unpredictable
• tangible to social
• Individualize

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• 2. Teach Expected Behaviors in Each Target
  Context
• Contexts
• hallways, classrooms, gym, cafeteria, commons,
  bus loading
• Teaching
• Positive negative examples
• Practice
• Reminders/pre-corrections

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• 3. Acknowledge Expected Behavior
• Tangible rewards/acknowledgements
• High 5s, Caught Being Good, BUGs (Being
  Unusually Good)
• Social recognition
• brag boards with Polaroid's, Newsletters,
  Good-News Phone calls to parents

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• 4. Correct/punish Inappropriate Behavior
• Office referrals, detention, verbal reprimands
• Restatement of expected behavior

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• 5. Precorrect/Remind for Expected Behavior
• Review expected behavior immediately before the
  problem context

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• 6. Arrange for Consistent Implementation
• Strive for Full faculty participation
• Establish efficient system of development
  implementation
• Provide reinforcers/acknowledgements for staff

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• 7. Provide Booster Sessions During Targeted Times
  of Year
• Vary rewards
• Vary class individual rewards
• Include students in process

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• 8. Provide Alternative Option for Students with
  Chronic Problem Behavior
• Do not expect school-wide effort to influence
  behavior of 1-7 of students.

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Components of School-Wide Reinforcement Plans

• High frequency/Predictable Reinforcers
• Gotchas, Power Paws, High Fives, positive
  referrals/phone calls
• Unexpected/Intermittent Reinforcers
• boosters, ticket lottery, special announcement
• Long term Celebrations/Reinforcers
• assemblies, breakfast/banquet

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Link the Components of the Reinforcement Plan

• Power paws, Gotchas, must be tied to
  school-wide expectations (the skills taught
  through Cool Tools).
• Gotchas/Power Paws must have value (not
  necessarily trinkets. Emphasize social
  opportunities).

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Scheduling Implementation of the School-Wide
Reinforcement Plan

• Unexpected/Intermittent Reinforcers
• -special announcements linked to each
  expectation
• -special announcements and increased
  reinforcement based on referral data
• -increased worth of reinforcers given out by
  substitute teachers

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Scheduling Implementation of the School-Wide
Reinforcement Plan

• Long Term Celebrations
• -weekly
• -monthly
• -home/school connections

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PBIS School-Wide Reinforcement Matrix    
 
 
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www.ebdnetwork-il.orgwww.pbis.org708-957-8416sr
omano11_at_comcast.net
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Team Time

• Reinforcement Plan

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• Has our goal been achieved? Yes! Then, consider
  the following
• Decreasing the level of effort or resources used
  (i.e., Fading)
• Maintaining the current level of effort or
  resources used
• Maintain and initiate planning for a new target

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Are we making some progress, but want more
progress? Then, think about.

• The Effectiveness of Implementation
• Has the staff bought into the plan
• Does the staff understand what theyre to do
• The Effectiveness of Reinforcement
• Frequency (How often are students reinforced?)
• Menu of rewards (Are we using student
  preferences?)
• Delay (Too long b/t behavior and
  Reinforcement?)
• Type (Using both predictable and
  unpredictable?)

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Are we making some progress, but want more
progress? Then, think about

• The Effectiveness of Instruction
• Has the specific behavior been taught?
  Effectively?
• Have sufficient practice opportunities been
  provided?
• Has the specific behaviors been taught and
  practiced in the specific settings?

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Why arent we making progress? Then, think about.

• Are we implementing effectively?
• Have we taught the expectations? Effectively?
• Are we providing reinforcement?
• Is our reinforcement plan effective?
• Have we identified the root or function of the
  problem?

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Kick-off Activities
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Fall Training

• 715 815 Coffee cart outside Greet students
  and parents
• 815 830 All staff supervising
• Bus coffee area Jones, Pacchiano, Ames
• Hallway Allen, Meyer, Cohen, Javier, Nolte
• Office Hallway Meehan, Black
• Office Johnson, Keifer, Greene
• Gym Joyce, Nyguchi, James, Nikel
• Media Kafer, Schnieder, Frend
• Cafeteria Clark, Tumbler, Jackson
• Commons Brown, Quinn, Waldron
• At Large Paez, Kartub
• 825 Students report to classroom/homeroom. To
  assist in moving students, lists posted by main
  office, media center, and classroom doors to
  assist.

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Fall Training

• 825 845 Teachers review day, go over schedule
  and explain training rotations. Hand out name
  tags and rotation passports.
• 845 900 Monitor or video class discussion
• Morning Training Schedule
• 900 Training rotations begin with the following
  schedule
• Colors Groups
• Gold Jones, Pacchiano, Ames
• Blue Allen, Meyer, Cohen, Javier, Nolte
• Green Meehan, Black
• Red Waldron, McCleskey, Michaels
• 900 940 Session I Hallway and Commons
  Training
• Gold Blue report to gym
• Green Red report to commons

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Fall Training

• 945 1020 Bus Cafeteria
  Playground Bathroom
• Session II Gold Blue Green Red
• 1025 1100 Blue Gold Red Green
• Session III
• 1105 1135 Green Red Blue Gold
• Session IV
• 1140 1210 Lunch House I
• House II report to homeroom
• Lunch Supervision Pacchiano
• Supervision at large Certified staff opposite
  your lunch
• Gym Lobue, Nordstrom

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Fall Training

• 1215 1245 Lunch House II
• House I report to homeroom
• Lunch Supervision Catlado
• Supervision at large Certified staff opposite
  your lunch
• Gym Marcus, Masterson
• 1250 All students return to homerooms.
• Afternoon Training Schedule
• 1255 120 Bus Cafeteria
  Playground Bathroom
• Session V Red Green Gold Blue
• 125 215 Classroom Training
• Session VI Rules aligned with school-wide
  expectations
• Classroom routines When this.Do this

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Fall Training

• 215 245 School-wide assembly
• classrooms will be called down seated in
  commons
• assembly behavior will be taught
• staff skits
• cheers
• 245-250 All students return to classrooms
• 250 305 Students redeem passports for treat
• 305 315 Dismissal Procedure all staff
  participating
• Collapse!! Thank you.

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Fall Booster Activities

• School-wide data trends show that problem
  behavior spikes in the months of November,
  December, and the month leading into spring
  break.
• Boosters are activities intended to increase
  student attention and motivation to follow the
  school-wide expectations during these more
  difficult months.

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Sample Fall Booster Schedule

• October 20 31 Classroom Visits Be Here Be
  Ready
• Random visits emphasizing either a) on
  time, or b) homework completed.
• Only students meeting the expectation
• receives a reward OR whole class only
  when whole class met expectation.
• November 4 8 Open Gym Bring a Friend
• sign up at lunch or school store
• limited to 75 students their friend
• Monday- 7th grade sign-up
• Tuesday 8th grade sign-up 7th grade
  gym
• Thursday 6th grade sign-up 8th
  grade gym
• Friday 6th grade gym

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Sample Fall Booster Schedule

• November 10 14 Bring a Friend to Bingo Raffle
• Mon Wed Turn in Gotchas with name
  name of friend on back
• Thursday 50 Gotchas drawn for Bingo
• Friday50 Gotchas drawn for Bingo
• November 17 21 Raffle for Prizes
• Turn in Gotchas to enter raffle
• Friday, students called to commons
• Students place Gotchas at Raffle Sites
• Prizes raffled off during lunch

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Sample Fall Booster Schedule

• November 2426 Raffle for Lunch with Friend
• Catered lunch from Pizza King by grade
• Tuesday, students turn in Gotchas with
  name and friends name on back
• Wednesday, names are drawn (Five 6th,
  7th, 8th grade students their friends)
• December 119 Open Gym/Activity Days
• Schedule is outlined and circulated that
  includes staff supervision schedule.

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ROADBLOCKS
Staff Responses

• My job is to teach academics, not behaviors
• I dont have time to provide prompts and
  reinforce behavior
• Providing prompts and reinforcers for problem
  students is not fair to the vast majority of my
  students who do fine without.
• Reinforcement is counterproductive if you want
  students to internalize their success
• This is dumb and Im not doing it

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My job is to teach academics, not behaviors.

• The of education is to prepare students to be
  successful in life
• Academics and behaviors are inextricably related
• For many students, without specific behavioral
  instruction they will fail both behaviorally and
  academically

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I dont have time to provide prompts and
reinforce behavior.

• It takes more time to react to problem behavior
  than it does to pre-correct or prompt positive
  behavior
• By definition, reinforcing desired behavior makes
  that behavior more likely to occur again in the
  future
• Prompts and reinforcement are part of effective
  teaching

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Providing prompts and reinforcers for problem
students is not fair to the vast majority of my
students who do fine without.

• The majority of students are regularly and
  naturally reinforced for their successes
• Students who are not successful have no reason to
  try - they dont believe theyll be successful --
  our job as teachers is to make them successful

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Reinforcement is counterproductive if you want
students to internalize their success.

• Most students do internalize their successes,
  because they have successes
• Students without success need to taste success
  before they will be able to do it on their own
  and internalize
• The job of a teacher is to prime the pump

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Involving Community

• Accessing resources
• Mental health partners
• Support with reinforcers
• Local business
• Large franchises
• Military installations
• Team members
• Parents
• School partners

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Creating an Action Plan

• Decisions should always be based on DATA!
• Problem-solvedont admire the problem.
• Include all involved parties.
• Learn from your mistakes.
• Revisedont bail out.

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Collect Data

• Discipline referrals
• Suspensions
• Grades
• Attendance

• EBS survey
• Team Implementation Checklist
• Team developed surveys

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Determine Needs

• Analyze data and ask questions
• What?
• Where?
• When?
• Why?
• Who?

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Intervention (Course of Action)

• What do we want instead?
• Determine priorities
• Brainstorm ideas-keep them simple
• Plan implementation
• Who will be involved?
• When will it happen?

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Determine Effectiveness

• Set goals
• How and how often will we measure effectiveness?
• Do we need to modify the plan?
• When do we move on?

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Effective Meetings

• Set a meeting schedule
• Assign roles (facilitator, time keeper, data
  collector, record keeper)
• Set agenda with time limits
• Keep a parking lot for important issues not on
  the agenda
• ALWAYS USE DATA FOR DECISION-MAKING!

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Meeting Agenda

• Celebrations (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 (10 minutes)

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Helping Buy-In andMaintaining Commitment

• Ask 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.

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Buy-In/Commitment

• Acknowledge 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!

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Utilizing Non-Instructional Staff

• Include as team members
• Provide in-service training for
• PBIS Big Ideas
• Input of discipline data (SWIS)
• Supplying (copying/distributing) Gotchas
• Effective supervision techniques

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Next Steps

• Behavior expectations/matrix
• Reinforcement plan
• Data-collection/share with staff
• Procedures for dealing w/problem behavior
• Present to staff/buy-in
• Whats in place?
• Kick-off activities

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