January 15, 2015Cohort 4 Day 1 training

Establishing District Level Support and School Readiness for SWPBIS Implementation

1

Today’s AgendaI. Reflect Orientation Video

II. Overview of SWPBIS

III. Establishing Support and Readiness

IV. PBIS Assessments

2

Objectives Participants will:Acquire knowledge of policies, content for training, required technical assistance support, and sequence of activities necessary to induct a school district and its schools into the PA PBIS Network.

o Review and understand use of Implementer’s Blueprint

o Learn the PA PBIS Network protocol for establishing readiness for Districts to ensure implementation of SWPBIS with fidelity

3

Reflect on Orientation Videowww.papbs.org

www.pbisapps.orgwww.pbis.org

www.pattan.nethttps://apps.leaderservices.com/_pTrack

4

Responsibilities/Expectations for all Provisional Facilitators across 2014-15

1. Attendance to all training days• January 15-16, 2015 and March 24, 2015• January 28, 2015 District Coaches & Facilitators• Implementers’ Forum in May 27-28, 2015

2. Offer/provide/attend training (in collaboration with your mentor) 3. Support new/existing teams (in collaboration with your mentor)4. Assessments5. Onsite consultations as needed*Completion of PAPBS Network Documentation for Independent Facilitator

5

PAPBS NETWORK FACILITATOR’S DOCUMENTATION FOR INDEPENDENT FACILITATION UNIVERSAL / TIER 1

Completed Item

The following items are mandatory for completion and/or submission:

1) Letter of support from Principal at school where your facilitation experience was completed

2) >70% attendance at state-sponsored networking opportunities, including SWF meetings, EC/IC meetings, and Implementers’ Forum

3) Submission of the following permanent products from your facilitation experience:

a) SW expectations

b) Teaching/behavior matrix

c) Annual teaching schedule of lesson plans

d) Written description of recognition system (that which might be included in a staff handbook)

e) Flowchart of discipline process

f) Office referral and definitions

4) Participate in 4 team meetings where data were utilized for problem-solving

5) Complete BoQ with team

ALL ITEMS ABOVE COMPLETED

2 of the following items must be completed and/or submitted:

6) Assist school to submit 80% of data requested for state-wide program evaluation

7) Assist team to build an annual action plan with multiple data sources * Submit action plan

8) Facilitate 80% completion of Self-Assessment Survey by school staff

9) Participate in training to be certified as a SWIS Facilitator

10) Write 1- to 2-page summary describing your facilitation of team through the data-based problem-solving process (describe problem through precision statement, selected environmental modification and/or student/adult intervention, and outcome)

2 ITEMS COMPLETED

Introduction toSchool-wide Positive Behavior

Interventions and Support

7

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions• Individual Students• Assessment-based• High Intensity

Tertiary Interventions• Individual Students• Assessment-based• Intense, durable procedures

Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Small Group Interventions• Some Individualizing

Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Small Group Interventions• Some Individualizing

Universal Interventions• All students• Preventive, proactive

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

Designing School-Wide Systems for Student Success

Academic Systems Behavioral Systems

8

What is SWPBIS?

• A team-based process including a broad range of systemic & individualized strategies for achieving important social & learning outcomes.

• A proactive approach to teach, monitor, and support school-appropriate behavior for ALL students.

• A focus on preventing problem behavior of any/all students at the school-wide, classroom, non-classroom & individual levels.

9

• Relies on the use of research-based behavioral and instructional principles.

• Recognizes and builds upon the strengths of your school. Comprehensive by using a variety of supports.

• Emphasis is on creating a positive school climate.• Focuses on the critical link between instruction and

desired student behavioral outcomes. • Data-driven decision making is key to design and

sustainability of behavior plan.

What is SWPBIS?

10

Ultimate Purpose of SWPBIS

Ultimate purpose of Positive Behavior Support is to increase student achievement.

11

What SWPBIS IS NOT

• A packaged curriculum• A quick fix• Newest, flashiest behavior program• Just about tangible reinforcers• Just about discipline• A special education program• Just for “some” of the students

12

How can SWPBIS Help?

Schools implementing SWPBIS with fidelity report:

• 20-60% reductions in office discipline referrals

• Improved faculty/staff satisfaction• Improved administrator perceptions of

school safety

13

How can SWPBIS Help?

• Reducing discipline incidents and office discipline referrals promotes safe, productive school environments

• Proactive school environments increase the likelihood of academic success

14

What must a Facilitator do?

• Develop strong district and administrative support

• Establish a Core Team

• Involve all faculty and staff

• Create a system of both district and building level

coaches

15

Strong Administrative Support

• Minimum of 3-5 year commitment to the project

• Provide consistent support for team meetings

• Provide access building discipline data (office referrals)

16

Active Administrative Leadership is Essential…

1. To Implement SWPBIS:• Commit Time and Resources for Initial Training• Data Collection System is Available

2. To Support SWPBIS:• Participate in All Team Meetings• Publicly Support Team Efforts and SW-PBIS Process

3. To Sustain SWPBIS:• Commit to 3-5 Year Implementation Plan• Commit to On-going Professional Development

17

Begin by forming a building level core team:

Administrator Grade / Department Representation Specialized Support Support Staff Parent Community

How do we implement SWPBIS?

18

Role of the Core Team• Completes a quantitative and qualitative

assessment of the school • Facilitates work with school staff to design and

implement services and supports based upon needs identified in the assessment

• Meets regularly and communicates with all stakeholders

• Helps to deliver training components to staff• Monitors on-going progress and adapts plan

as needed19

All Faculty and Staff are Involved

• Complete Self-Assessment• Provide Consensus• Define Classroom Expectations• Explicitly Teach and Reinforce the

Expectations • Participate in School-wide Events

20

District Coach vs. Building Coach

Necessary for large scale implementation

Supports ongoing training for new schools

Gets the District “To Scale”

Support the Core Team with implementation

21

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions• Individual Students• Assessment-based• High Intensity

Tertiary Interventions• Individual Students• Assessment-based• Intense, durable procedures

Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Small Group Interventions• Some Individualizing

Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Small Group Interventions• Some Individualizing

Universal Interventions• All students• Preventive, proactive

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

Designing School-Wide Systems for Student Success

Academic Systems Behavioral Systems

22

Effective Instruction

Behavior Support Plan & Procedures

Classroom Management

How do we Implement SWPBIS?

23

Tier 1: School-Wide SupportComponents• Develop 3-5 positively stated school-wide

expectations• Teach the behaviors necessary to follow the rules.• Develop a school-wide reinforcement plan.• Core team meets regularly to monitor, plan, make

recommendations and update staff• Administrator support and involvement• Data drives decision-making

24

Tier 1: School-wide Implementation

• Target the entire student body• Proactive, preventive approach• Well designed rules, routines, and

physical arrangements• Clear expectations in all locations

including non-instructional (playground, bus, halls, cafeteria)

• “Everyone knows the rules.”

25

Non classroom

Setting Systems

Classroom

Setting Systems

Individual

Student

Systems

School-wideSystems

Research to PracticeFamily

& CommunitySystems

26

School-Wide Systems1. Common purpose & approach to discipline

2. Positive statement of purpose

3. Clear set of positive expectations & behaviors

4. Procedures for teaching expected behavior

5. Continuum of procedures for encouraging expected behavior

6. Continuum of procedures for discouraging inappropriate behavior

7. Procedures for on-going monitoring & evaluation 27

• Classroom-wide positive expectations taught & encouraged

• Teaching classroom routines & cues taught & encouraged

• Ratio of 6-8 positive to 1 negative adult-student interaction

• Active supervision

• Redirections for minor, infrequent behavior errors

• Frequent precorrections for chronic errors

• Effective academic instruction & curriculum

Classroom Setting Systems

28

• Positive expectations and routines taught & encouraged

• Active supervision by all staff– Scan, move, interact with all students

• Pre-corrections & reminders

• Positive reinforcement

Non-classroom Setting Systems

29

RAH – at Adams City High School(Respect – Achievement – Honor)

RAH Classroom

Hallway/Commons

Cafeteria

Bathrooms

Respect Be on time; attend regularly; follow class rules

Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass

Put trash in cans, push in your chair, be courteous to all staff and students

Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet

Achievement

Do your best on all assignments and assessments, take notes, ask questions

Keep track of your belongings, monitor time to get to class

Check space before you leave, keep track of personal belongings

Be a good example to other students, leave the room better than you found it

Honor Do your own work; tell the truth

Be considerate of yours and others’ personal space

Keep your own place in line, maintain personal boundaries

Report any graffiti or vandalism

30

What is my role?

• As a facilitator, I am responsible for:

• To ensure success, I may need more information related to:

• Another comment I have is:

31

Tier 2: Targeted Interventions

For students at-risk (10-15%)

• More intervention by adult(s)• Intensified instruction and explicit, guided

practice• Increased use of cues and prompts• Examples and non-examples of desired

behaviors• Self monitoring

32

Tier 3: Intensive Interventions

For chronic, intense behavior problems (3-5%)

• Intensified assessments and interventions• When school-wide and targeted interventions are

effective, only a small percent need intensive interventions

• Functional Behavior Assessment and Positive Behavior Support Plan

33

DATA COLLECTION

34

What About Data Collection?Types of Data1. Quantitative

– Office discipline reports– Attendance– Suspension/Detention

2. Qualitative (EBS)– Policy and procedures– Reinforcement systems– Instructional environment– Non-classroom systems– Professional development– School climate

35

WHY COLLECT DATA?

• Understand how students are behaving

• Identify problem behaviors

• Identify routines that are not working

• Evaluate the effectiveness of improvement strategies

36

37

0

5

10

15

20

Av

e R

efe

rra

ls p

er D

ay

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthLast year

38

Referrals by Problem Behavior

0

10

20

30

40

50

Nu

mb

er o

f R

efe

rra

ls

Lang Ac holAr sonBom bCom bsDef ianDis r uptDr es sAgg/ f gtThef tHar assPr op DSk ip Tar dyTobacVandW eap

Types of Problem Behav ior

Referrals per Prob Behavior

39

0

10

20

30

40

50

Nu

mb

er o

f O

ffic

e R

efe

rra

ls

Bat h R Bus A Bus Caf Class Comm G ym Hall Libr Play G Spec O t her

School Locations

Referrals by Location

40

0

5

10

15

20

25

30 N

um

be

r o

f Re

ferr

als

7: 007: 308: 008: 309: 009: 3010: 0010: 3011: 0011: 3012: 0012: 301: 001: 302: 002: 303: 003: 30

Time of Day

Referrals by Time of Day

41

Referrals per Student

0

10

20

Nu

mb

er o

f R

efe

rra

ls p

er S

tud

en

t

Students42

What does a SWPBIS School look like?

80% of students can state the school rules & give behavioral example

Positive adult-to-student interactions exceed negative

Ongoing data collection & team-based planning & implementation

Administrators are active participants.

Continuum of behavior support is available to all

students43

Sample Time Line Planning Stage - Year 1• January

– overview for core team• February

– Overview for staff– Core team full day training on Universal level & Staff

completes online surveys– Core team develops draft matrix- present draft to faculty for

feedback then revise • March

– Core team training on Teaching Expectations and Acknowledgement System

• April & May– Write lesson plans and design acknowledgment system

• Summer - organize for September Kick off44

Sample Time Line Implementation Year• September Kick-off event

– teach expectations and implement acknowledgment system

• Parent information meeting

• October-December – Revise as needed (monthly data review)– Booster sessions

• January 20xx– begin training and Plan Tier 2– Continue to review data monthly

• September 20xx-Implement Tier 2– Plan and revise as needed– Begin developing Tier 3

45

Establishing Support and Readiness

46

District Leadership Team

School-wide Facilitator

District Coaches

Building Coaches

District Leadership Team

Building Level Teams

District PlanningDistrict will be successful if:

• They start with sufficient resources and commitment

• They use the Implementers’ Blueprint and Self-Assessment

• They focus on the smallest changes that will result in the biggest difference

• They have a clear action plan• They use on-going self-assessment to

determine if they are achieving their plan• They have access to a facilitator who is

supportive, knowledgeable and persistent.

50

PBIS Blueprint

• Located on www.pbis.org

• Located on www.papbs.org under Provisional Facilitators June training (this may change later on) – Also a Handout

51

Using the Blueprint

• Section I: Describing School-wide Positive Behavior Interventions and Supports

• Section II: Implementation Foundations

• Section III: Implementing a Systems Approach to School-wide Positive Behavior Interventions and Supports

52

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

SWPBIS Implementers’ Blueprint

53

SWPBIS Implementers’ Blueprint

• Representation from key stakeholders• Meet regularly with a regular process• Complete regular self-assessment and

long term action planning• Led by Coordinator with FTE

LEADERSHIP TEAM(Coordination)

54

SWPBIS Implementers’ Blueprint

• Identify recurring

funding sources • 3 to 5 yrs. of support

• Disseminate results

to multiple audiences• Websites• Newsletters• Conferences• Media (TV, etc.)

• Mission, Vision, Goals• Operational Foundations• Management Procedures

& Protocols

LEADERSHIP ACTIVITIES

FundingVisibility

Political Support

Policy

• Presentations to:

school boards,

state departments• Write into policy • Connect with key

administrators

55

Training Coaching Evaluation

SWPBIS Implementers’ Blueprint

BUILD CAPACITY (training expertise) • Support coaches• Ensure coaches implement with fidelity• Establish community of learning

BUILD CAPACITY (implementation expertise)• Support school teams• Ensure teams implement with fidelity

DATA-BASEDDECISION MAKING• Create data systems

• Fidelity• Student outcomes

• Design process for evaluation• Establish eval cycles

COORDINATION ACTIVITIES

Behavioral

Expertise

BUILD CAPACITY (implementation expertise)• EBPs/EBIs• Partnerships w providers• Ensure teams implement with fidelity

56

Preparing School Districts for SWPBIS training

57

Getting Started

1. You have identified a potential school2. Set meeting with the administrator and key

personnel3. At initial meeting review:

- Benefits to joining network- Begin to talk about Schools commitment- Walk through training readiness checklist- Establish training dates

58

Benefits to joining the PAPBS Network

• Availability of a research-supported approach• A list of PAPBS Network endorsed facilitators• Availability of professional development and

technical support to district coaches by the Network.

• Access to on-line data analysis tools (www.pbisassessments.org)

• An enhanced district image

59

Benefits to joining the PAPBS Network

• Training on data collection and analysis for decision-making.• Access to the Network’s proprietary sections of its website,

www.papbs.org, serving as a repository for additional materials, resources, and tools.

• Opportunity for members to participate in the PAPBS Annual Implementers’ Forum

• Eligibility for districts/schools to receive Network acknowledgement for exemplary implementation.

• The district will be part of a statewide Community of Practice (CoP) or learning community that promotes a three-tiered prevention approach to mental or behavioral health supports.

60

Commitment to Implement with Fidelity Agreement

District Team Core Team District& Building Coach Professional Development

Turn-around training for facultyNetworking and training support for Coaches

Funding

61

School Building Readiness

Focuses on: Establishing a Core Team Earning Faculty Commitment Supporting position of Internal

Coaching/Building level Training plan for Implementation

and Sustainability

62

Training Readiness Checklist for Individual Schools

63

64

Reflect on TodayWhat is my role?

• As a facilitator, I am responsible for:

• To ensure success, I may need more information related to:

• Another comment I have is:

65

Reflect on TodayNext Steps for me to Consider

• Contact Schools

• Necessary Resources

• Schedule training

• Other

66

PBIS AssessmentsAn Overview

Cohort 4 Day 1:School-wide Facilitator Training

67

Objectives

• Describe PBIS Assessment Tools

• Review components of PBIS Assessment Tools

• Identify possible applications of data for problem solving, decision making, and action planning at building, district, PA PBS Network levels and its use for determining needs across district/building

• Discuss the similarities in data across the surveys

68

What are PBIS Assessments

• Web-based surveys

• Developed through educational and community supports; University of Oregon

69

Where do I find the Assessments?

• www.pbisapps.org

70

Who uses PBIS Assessment?

•School teams use to guide implementation of SW-PBIS to ensure high fidelity.

•Coaches/Coordinators use to determine which schools are collecting and using data, how schools are progressing, and what support may be of greatest value for any one team.

•Research/Evaluation Groups use as a way to help schools in their research and evaluation projects to enter data about SW-PBIS implementation fidelity.

71

PBIS Assessment includes tools and instruments for research, annual assessment and progress monitoring of implementation of SW-PBIS.

Criteria for including a tool/instrument to PBIS Assessment:• Reliable and evidence-based• Consistent across states• Meets need(s) not duplicated by tool/instrument

currently in use72

What is PBIS Assessment?

Current Tools/Instruments:

73

Which Questions Can PBIS Assessment Data Answer?

1. How is our Universal SWPBIS team functioning? (Team Implementation Checklist)

2. How can we get staff input and focus our SWPBIS work on our staff’s top priorities? (Self-Assessment Survey)

3. How safe does it feel in our school? (School Safety Survey)

4. What is going well and where can we grow our SWPBIS implementation? (Benchmarks of Quality)

74

Effort data (Are we working the plan?)Team Implementation Checklist (TIC)Self-Assessment Survey (SAS)

Outcome data (Is it having an effect?)“Big 5” GraphsTriangle %School Safety Survey (SSS)

Fidelity data (Are we following the plan?)School Evaluation Tool (SET)Benchmarks of Quality (BoQ)

Classes of Data

Who Can Utilize the Results of PBIS Assessments?

• SWPBIS Building Implementation Teams

• District SWPBS Leadership

• SWPBS Regional Facilitators and Local Facilitators

• State Leadership / State Coordination Team

76

Why Use PBIS Assessments?

• Analyze the process and systems of implementation

• Identify strengths and needs

• Evaluate effectiveness of current implementation plan

• Action plan and progress monitoring• Required

77

Process for Facilitators to use to set up surveys for schools

1. Contact your regional facilitator to set up an account for your school

2. Assigned school code will be generated and sent to the facilitator to share with school

3. Keep a log of your school codes

78

Your PBIS Assessment Account• Your SWPBS Regional Facilitator will:

– Give each school a unique account number– Open surveys for a time period that is convenient for your

school to complete the survey– Close the survey time period when you and/or your schools

staff has finished taking the survey

• Reports and graphs generated automatically when survey period closed

– Closed surveys cannot be reopened– Please notify Regional Facilitator in advance if date will not

be met

79

PBIS Assessment Tools

• Team Implementation Checklist (TIC)• Self Assessment Survey (SAS) • School Safety Survey (SSS) • Benchmarks of Quality (BoQ) • School-wide Evaluation Tool (SET) • Benchmarks for Advanced Tiers (BAT)*

80

• WHO: • WHAT: • WHERE: • WHEN:• HOW:

Survey Summary Guide

81

Team Implementation Checklist (TIC)

Question 1: How is our Universal SWPBIS team

functioning?

82

TIC Rationale

• The Team Implementation Checklist is designed as a “progress monitoring” tool for school teams implementing Universal PBIS elements. The TIC should be completed by the full team (preferable with the district coach).

• Information from the TIC should be used to guide development of an action plan.

• The TIC typically is completed each month (or every other month) until a team rates 80% of the TIC items as “Achieved” for three consecutive administrations.

TIC Reports

Two reports available1. Implementation by feature

2. Overall implementation

87

TIC: Implementation by Feature Report

• Percentage implemented and partially implemented for each feature

88

TIC Implementation by Feature Report:

Percentage implemented and partially implemented for each feature

89

TIC: Overall Implementation Report

Shows overall scores as• percentage of items fully/partially

implemented• percentage of implementation points

90

TIC: Overall Implementation Report

91

Summary: Team Implementation Checklist

• WHO: Completed by the Universal SWPBS Team

• WHAT: The TIC guides the development, implementation, monitoring and revision process for building a positive school culture

• WHERE: At your school during a Universal SWPBS Team meeting

• WHEN: Quarterly/monthly

• HOW: One person, usually the Internal SWPBS Coach, inputs the checklist that the team has completed online at www.pbisassessments.org

92

Self-Assessment Survey (SAS)

Question 2: What is current staff perceptions and needs regarding

implementation status?

93

SAS

Examines perceived status and need for improvement of four systems

• School-wide discipline systems

• Non-classroom management systems (e.g., cafeteria, hallway, playground),

• Classroom management systems

• Systems for individual students engaging in chronic problem behaviors

94

SAS

Provides data pertaining to:• Initial/baseline assessment (annually in subsequent years)• Annual action planning• Internal decision making• Impact of interventions over time• Awareness of building staff• Team validation

95

SAS

96

Self-Assessment Survey Reports

• Individual Summaries

• Comparative Summaries

• Analysis of Schoolwide System

• Individual Item Scores

97

Summary: Self-Assessment Survey

• WHO: Completed by all teachers, staff and administrators in your school building

• WHAT: Examines the status and need for improvement of four behavior support systems

• WHERE: At your school

• WHEN: Annually, usually at the beginning or towards the end of each school year

• HOW: All school staff take the survey online at www.pbisassessment.org

98

Self-Assessment Survey Use?

• Building

• District

• PA PBS Network

99

School Safety Survey (SSS)

Question 3: How safe is our school?

100

• Assesses risk factors and response plans for school safety & violence

• Helps school leaders evaluate– The extent to which the school provides a safe learning

environment– Training and support needs related to school safety and

violence prevention and – Responses to violence and the effectiveness of protective

measures

School Safety Survey

101

School Safety Survey

102

SSS Reports

• Individual Respondent Reports

• Comparative Yearly Summaries

103

Summary: School Safety Survey

• WHO: Completed by the staff

• WHAT: Measures risk and protective factors

• WHERE: At your school

• WHEN: Completed annually

• HOW: The individuals at your school who have been asked to complete the survey do so online. www.pbisassessment.org

104

School Safety Survey Use?

• Building

• District

• PaTTAN/IU

105

Benchmarks of Quality (BoQ)

Question 5: What's going well and where can we improve SWPBIS

implementation?

106

Purpose

• The Benchmarks of Quality is a self-assessment process in which the PBIS internal coach will evaluate the development and implementation of the critical features of School-Wide PBIS

• The BoQ measures fidelity of implementation, within 10 critical elements of SW-PBIS

• The BoQ is designed to give your school feedback for future action planning and is used to determine what level of professional learning in PBIS will be recommended to your school team

BoQ: Two Elements

Scoring Form• Completed by coach/facilitator using Scoring Guide• Used for reporting back to team

Scoring Guide• Describes administration process• Rubric for scoring each item

What you can expect to learn from the results of the BoQ?

To examine the fidelity of implementation of the universal level

Are we really doing what we think we are doing?

To identify and examine strengths and weaknesses of implementation

What successes can we celebrate? What steps can we take to improve?

111

112

BoQ Reports

• Implementation of Critical Element Area

• Overall Implementation

113

Summary: BoQ• WHO: The SWPBS Universal Team

• WHAT: Lists 53 benchmarks & 10 critical elements of quality for Universal School-wide SWPBS

implementation This tool identifies strengths and opportunities for change and growth.

• WHERE: At your school

• WHEN: The spring of each school year Mar/Apr/May

• HOW: Completed by school teams periodically to identify areas of strength and weakness. Entered online by Regional Facilitator

114

Benchmarks of Quality Use?

• Building

• District

• PA PBS Network

115

The School-wide Evaluation Tool(SET)

A research instrument for determining the extent to which a school is implementing school-wide positive behavior support.

116

Action Planning

The PAPBS Network may use Data Tool results to:

1. Determine if sites are implementing with integrity

2. Provide technical assistance or training to sites whose scores do not yet meet criteria

3. Acknowledge sites who have met criteria

117

Action Planning

• Schools should use Data Tool results to: Focus on area in need of action Guide selection of action steps Evaluate if actions are making a difference

• Discuss & Plan ways to provide information about the use of PAPBS Network Data Tools and their use…

118

Survey Data Commonalities

Self Assessment (STAFF)

TIC(TEAM)

BoQ(TEAM)

Expectations defined

X X X

Expectations taught

X X X

Reward System

X X X

Violations System

X X X

Level of Commitment

X X

119

Survey Data Commonalities (cont’d)

Self Assessment (STAFF)

TIC(TEAM)

BoQ(TEAM)

Team Management

X X X

Data Systems X X X

Evaluation Systems

X X

Action Planning X

District Supports

X X

Classroom System

X X120

Resources

• Todd, A. W., Boland, J., Horner, R., & Sugai, G. Positive behavior supports surveys: User’s manual. University of Oregon: ECS. 2007. Available at www.pbisapps.org

• Positive behavior supports surveys. Available at http://www.pbisapps.org

121

PA PBS Network Regional Facilitator Contacts

PaTTAN Pittsburgh Kathryn Poggi

kpoggi@pattan.net

PaTTAN King of PrussiaTina Lawson

tlawson@pattan.net

PaTTAN Harrisburg Laura C. Moran

lmoran@pattan.net