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PBIS POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS Jonesboro Visual & Performing Arts Magnet School May 23, 2016
PBISPOSITIVE BEHAVIORAL INTERVENTIONS
AND SUPPORTS
Jonesboro Visual & Performing
Arts Magnet School May 23, 2016
ARKANSAS STATE UNIVERSITY
Center for Community Engagement
Office of Behavioral Research & Evaluation
PBIS Resource Center
Anne Merten & David Saarnio
Introduction
Let’s get to know each other!
Our appreciation to the following for sharing
resources on the internet:www.pbisapps.org
www.pbis.org
Illinois PBIS Network: www.pbisillinois.org
Wisconsin PBIS Network:
http://www.wisconsinpbisnetwork.org/
Missouri Schoolwide Positive Behavior
Support: www.pbismissouri.org
The PBIS Compendium – Special School
District, St Louis MO:
http://pbiscompendium.ssd.k12.mo.us/
Check out our website: cce.astate.edu/pbis/
Morning workshop (K-2)
Afternoon workshop (3-5)
• Introductions, Workshop Objectives
• PBIS Overview:
Assessment
Planning & Procedures
Implementation
Evaluation & Sustainability
Workshop Agenda
Objectives for today
Understand how data is used for behavior management
Understand the core components of PBIS
8
Be Respectful
• Be on time
• Be a good listener
Be Responsible
• Be active! Participate in the discussion and activities!
Be Productive
• Stay on task
• Help others stay on task
Workshop Behavior Expectations
Where to begin???For today…
Start with assessing where you are
Finish with a plan to implement school-wide consistent behavior practices!
Your current school-wide discipline process:
What is working well?
What is not working well?
ASSESSMENT/DISCUSSION
Starting where
you’ve beenWe will figure out
where you need to go
Assessment
… what the problem behaviors are at VPA?
… where problem behaviors occur?
… what your staff views as priority issues for behavior
management?
How do you know?
Data!
Discussion
What are your top 3 problem behaviors?
What are your top 3 locations for problem
behaviors?
What other kinds of Data can help check
the pulse of how student behavior is being
managed?
• Where are you strongest?
• Where are you weakest?
• How big a deal is it to you?
Self-Assessment Survey (SAS)
Data!
JONESBORO VPA
Discipline Data
2015-2016 school yearAUGUST 2015-APRIL 2016
Basics of PBIS
SHOULDN’T STUDENTS JUST KNOW HOW TO BEHAVE?
Every student shows up to school with
behavior skills…
…they just might not be appropriate skills
PBIS is your school’s process for teaching
social and behavioral skills so your focus
can be on teaching and learning!
“All PBIS really is…is the
opportunity to have a positive
conversation with your
student.”
Tim Lewis, Co-Director PBIS; University of Missouri
Name: Bro ok e Smith Date: June 20, 20 14
Math Review
1. What is the mode of 9 2 8 9 2 8 9 9?
8 9
2. What is 47.6 rounded to the nearest number?
47 48
3. Tim stacked 54 books into 9 even piles. How many books
did Tim put into each pile?
9 6
4. Evaluate.
3²= 6 9 5³=1 5 125 4⁷= 28 16,384
5. Solve for x.
7x-4x=12 3.5 4
5. Solve.
4.73 22.2 23.4
+ 5.49 10.22 x 2.2 - 17.3 6.1
9.12 2 4.4 48.84 14. 1
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we… …teach?
…punish?”
“Why can’t we finish the last sentence as automatically as we
do the others?”
John Herner, Former President NASDSE, 1998
May teach what NOT to do, but DOES NOT teach what TO DO.
Kelly Dunlap, Psy.S.; School Psychologist, PBIS Consultant; Autism Education and Intervention Specialist
Fact about Punishment…..
PBIS guides schools in
developing systems to
prevent misbehavior from
becoming a problem
PBIS ModelRTI
3-TIERED MODEL
3-TIERED MODEL
Intensive
Targeted
Universal
Few
Some
All
CREATING CULTURE VIDEO CLIP
• More instructional time
• More time spent on positive interactions with
students
• Sanity ☺
• Predictability:
• Common, consistent practices and routines
PBIS: What’s in it for you?
PREDICTABLE AND CONSISTENT ENVIRONMENTS…
… where should your focus be?
The focus cannot just be on student behavior-
it also has to be on adult behavior
Critical components of PBIS
1. Expected behaviors defined clearly
2. Expected behaviors taught
3. Expected behaviors acknowledged regularly
4. Problem behaviors defined clearly
5. Regular examination of data
6. Regular evaluation & assessment
EXPECTED BEHAVIORS
What behaviors do you NOT want
to see?
“What do you think is the biggest behavioral issue at your school?”
2 Arkansas Middle Schools - 2015
What behavior do you
want to see?
Defining
Expectations
Teaching System Acknowledgement
System
Preventing &
Responding to
Challenging
Behaviors
Data-based
Decision Making
3-5 School-Wide
Expectations
Behavioral Matrix
Behavioral Lesson
Plans
Teaching Schedule:
• Kick-Off
• Ongoing
• Boosters
Student
Staff
Problem behavior list
with definitions
T-chart
Office Discipline
Referral Form
Continuum for
responding to problem
behavior
Flowchart for dealing
with problem behavior
Methods for data
collection & analysis:
• Big Five
Information
• Data Analysis
Procedures
• Share progress &
results with
School
Community -
Staff, Students,
Families and
Constituents
Critical components of PBIS
COMPONENT #1:
Expected behaviors are
defined clearly
Will all your students
interpret the rules the same
way?
REED SPRINGS, MISSOURI: HIGH SCHOOL
Do your expectations still
work for your school?
ActivityVPA School-Wide Behavior Matrix
Review VPA’s PBIS Behavior Matrix
COMPONENT 2:
Expected behaviors taught
Defining
Expectations
Teaching System Acknowledgement
System
Preventing &
Responding to
Challenging
Behaviors
Data-based
Decision Making
3-5 School-Wide
Expectations
Behavioral Matrix
Behavioral Lesson
Plans
Teaching Schedule:
• Kick-Off
• Ongoing
• Boosters
Student
Staff
Problem behavior list
with definitions
T-chart
Office Discipline
Referral Form
Continuum for
responding to problem
behavior
Flowchart for dealing
with problem behavior
Methods for data
collection & analysis:
• Big Five
Information
• Data Analysis
Procedures
• Share progress &
results with
School
Community -
Staff, Students,
Families and
Constituents
Critical components of PBIS
We’ve all been there…
DON’T do that!
STOP it right now!
Tell students what you want them to do.
BEHAVIOR LESSON PLANS…
• Aligned to school-wide expectations
• Demonstrated by Adults • demonstrate both inappropriate and
appropriate behavior
• Role -played and practiced by students
• Feedback provided by Adults
EXPECTATION: RESPECTFUL =
PLAYGROUND
Teaching Examples (and non-examples)1.
2.
3.
Student Activity1.
2.
3.
After the Lesson Discussion1.
2.
3.
TEACH BEHAVIOR LIKE ACADEMICS
TIPS IN TEACHING
• Create skits.
• create videos
• Use older students to show younger
students
EXAMPLE: TEACHING EXPECTATIONS WITH
“ROTATION STATIONS”
Thank you to Brookland Middle School
PBIS Rotation Stations 8:15 a.m. – 9:00 a.m.
Harral Mason Reed Lewis Graham McGee
Stop #1 Hallway (5th grade hall)
Dress code (Computer lab)
Bus Cafeteria Playground Restroom
Stop #2 Dress code (Computer lab)
Bus Cafeteria Playground Restroom Rewards (Auditorium lobby)
Stop #3 Bus Cafeteria Playground Restroom Rewards (Auditorium lobby)
Auditorium
Stop #4 Cafeteria Playground Restroom Rewards (Auditorium lobby)
Auditorium Hallway (5th grade hall)
Stop #5 Playground Restroom Rewards (Auditorium lobby)
Auditorium Hallway (5th grade hall)
Dress code (Computer lab)
Stop #6 Restroom Rewards (Auditorium lobby)
Auditorium Hallway (5th grade hall)
Dress code (Computer lab)
Bus
Stop #7 Rewards (Auditorium lobby)
Auditorium Hallway (5th grade hall)
Dress code (Computer lab)
Bus Cafeteria
Stop #8 Auditorium Hallway (5th grade hall)
Dress code (Computer lab)
Bus Cafeteria Playground
No Activity Classes today.
Homeroom teachers, please plan to spend about 30 minutes teaching expected behaviors for these parts of the
Behavior Matrix: Arrival, Dismissal, Indoor Break, Activity Classes and Classroom.
Celebration assembly in the Auditorium from 9:00 a.m. to 10:00 p.m.
STUDENTS TEACH
“BOOSTER” TRAININGS
Thank you to Brookland Middle School
REPETITION IS KEY!
• Review
• Remind students of expected behaviors
often
• Find opportunities to pre-correct
DAILY ROUTINE!EXAMPLE: PRINCIPAL’S PBIS “TIP OF THE DAY”
“Think of people traffic in the hallway like car traffic on the street. Cars
drive on the right side of the street. If you walk on the right side of the
hall, you won’t run into people traveling in the opposite direction. No
one wants to have a “wreck” in the hall! Bearcats never lose when
they respect others and the environment!”
Thank you to Brookland Middle School
HAVE AN ANNUAL PLAN FOR TEACHING EXPECTATIONS
• Kick-off : with all students in all areas of school
• Weekly behavior lesson plans
• target behavior, expectation, or area of school
• target behavior showing up most often in the data
• Review the expectations daily
• After a long break, a booster training will remind
students of the expectations
PLAN YOUR PBIS TRAININGS & BOOSTERSSchool: ______________________________ School Year: ___________________________
PBIS YEAR-AT-A-GLANCE
Team Meeting
Dates (monthly)
Staff Kick-off
Self-Assessment
Survey (January)
Kick-off for staff,
students & families
Data Sharing Meetings
w/faculty & staff
(Quarterly)
Booster Trainings
Conduct Staff & Student
Surveys
Celebrations/ Intermittent Acknowledge
AUGUST
SEPTEMBER
OCTOBER
NOVEMBER
DECEMBER
JANUARY
FEBRUARY
MARCH
APRIL
MAY
JUNE
JULY
ActivityTeaching Expected Behaviors
Discuss VPA’s teaching plan for behavior.
COMPONENT #3:
Expected behaviors
acknowledged regularly
Defining
Expectations
Teaching System Acknowledgement
System
Preventing &
Responding to
Challenging
Behaviors
Data-based
Decision Making
3-5 School-Wide
Expectations
Behavioral Matrix
Behavioral Lesson
Plans
Teaching Schedule:
• Kick-Off
• Ongoing
• Boosters
Student
Staff
Problem behavior list
with definitions
T-chart
Office Discipline
Referral Form
Continuum for
responding to problem
behavior
Flowchart for dealing
with problem behavior
Methods for data
collection & analysis:
• Big Five
Information
• Data Analysis
Procedures
• Share progress &
results with
School
Community -
Staff, Students,
Families and
Constituents
Critical components of PBIS
“WHAT THE WORLD'S GREATEST MANAGERS DO DIFFERENTLY”
.Create working environments where employees:
1. Know what is expected
2. Have the materials and equipment to do the job correctly
3. Receive recognition each week for good work
4. Have a supervisor who cares, and pays attention
5. Receive encouragement to contribute and
improve
...buckingham & coffman 202, gallup
Interviews with 1 million workers, 80,000 managers, in 400 companies
WHY DO WE ACKNOWLEDGE DESIRED BEHAVIOR?
• Reinforce new behaviors
• Encourage the behaviors we want in the future
• Positive peer pressure
• Possibly the only bright spot in student’s day!!
• Turn the behavior into a habit!!
What about a simple
“Thank you”? ☺
Acknowledge good behavior when you see it!
Ultimate Goal=INTRINSICALLY motivated.
Tangible Skills Awards Tangible Social Behavior Skills Awards
Academic
Athletics
Arts
Bottom line…
Students need recognition and
encouragement and they respond positively,
as all of us do, to acts of appreciation.
Tips for giving out
Acknowledgments….
Why?
Positive behavior recognition to encourage students to consistently demonstrate school-wide expectations:
Should ONLY be given to students who are consistently demonstrating school-wide expectations
Who?
All staff (teaching, office, building service, cafeteria, bus driver and substitute teacher) should be in on recognizingpositive behavior
Where?
Should be linked to the appropriate behavior based on the locations in the Expectations Matrix.
When?
Should be acknowledged immediately to students when a behavior in the Expectations Matrix is consistently observed. (especially for younger students)
How?
When recognizing a student, the student should know
exactly why he/she is getting the recognition. The reason
should be valid and connected to the core values:
Example: Be Respectful, Be Responsible, Be Safe.
Be SPECIFIC in your praise!
No: “Yo Dude….good job!”
Yes: “Thank you Jack for picking up that trash!
I appreciate how you are respecting our
cafeteria!”
SPECIFIC POSITIVE FEEDBACK
“Thank you for being responsible by following directions and
getting started right away. When I said it was time to begin,
you got your materials out and began working quickly. You
have earned a Cardinal Card.”
Adults do not ‘give’….
Instead…students “Earn”
1. Focus on WHAT you are giving out for, rather than on how many.
2. Try setting a ‘goal’ for how many to pass out each day
(Each staff member starts the day with 5)
3. See your PBIS team leader to restock.
4. Don’t use as coercion
“If you don’t do this, I’m not giving youa STAR buck.”
Recap:
LET’S ROLE PLAY!
Practice SPECIFIC PRAISE!
1
min
…what reinforcers do you use to
excite your students...and
staff??
• What interests do your students have?
• How would your teachers/staff like to be acknowledged for their efforts?
• What can you do if your school has a limited budget?
Think about it...
Ask your students!
“For good behavior, what could an adult at your school give you? What would mean the
world to you? It needs to be something that doesn't cost much money.”
2 Arkansas Middle Schools
“For good behavior, what could an adult at your school give you?
What would mean the world to you? It needs to be something that
doesn't cost much money.”
2 Arkansas High Schools
PLANNING ACKNOWLEDGEMENTS
What do you use to acknowledge expected
behavior?
How do your students redeem them?
(e.g., go to a PBIS ‘store’, have a traveling cart go room to room, have an order form, etc.)
What do your students redeem them for? (e.g., PBIS ‘store’ items, PBIS order form items, collectables – like charms, etc.)
THE “GIVERS” OF ACKNOWLEDGEMENTS
Who gives acknowledgements and are they all
worth the same amount?
Example:
principal tickets count for 5,
substitutes’ tickets count for 2,
librarian gives a class acknowledgement
EXAMPLES
EXAMPLES
What should be added to this ticket?
What about collecting as a class in a
Classroom Bucket?
What about your staff?
WHAT DO ADULTS WANT?
Food Gift
Certificate
Rock Star
Parking
Sonic
Drink
Leave
school early
School
T-Shirt
Extra
School/Office
Supplies
EXAMPLE FROM MARYLAND
The administrators
present a monthly
GOOSE (Get Out of
School Early) Award
to a staff member
who has gone “above
and beyond” in
service to the school.
GOOSE AWARDS
STAFF member recognition! Helps with PBIS
Buy-in!
FUNDING PBIS
Sometimes the best things
in life are
• Extra minutes at the computer
• Buy a soda from machine
• Activity for class (movie, math game, etc.)
• Tell a pre-approved joke/riddle on morning
announcements
• Make announcements over the PA for 1 week
• Basketball with principal
• Free pass/reduced cost to high school football
game
NON-COST (MOSTLY) REINFORCEMENT IDEAS FOR
STUDENTS
“About once a week I choose a student to receive the
"positive postcard". I actually mail a postcard to their house!
They love receiving mail from their teacher!”
whattheteacherwants.blogspot.com
Activity
Acknowledging Good Behavior!
Discuss acknowledging positive behavior at VPA.
School-wide Celebrations
HOW DO YOU HANDLE SCHOOL-WIDE CELEBRATIONS?
Do ALL students get what the collective group earns?
Do some students get extra for exceptional performance?
REWARD IDEAS
• Do you have Classroom challenges?
REWARD IDEAS
•Do you have School-wide challenges for entire school?
POSITIVE BEHAVIOR ASSEMBLIES
MONTHLY CHALLENGE
PRE-BENCHMARK CELEBRATION EXAMPLES
Nettleton Intermediate
sock hop
Nettleton Middle School
Nettleton Jr. High
PLAN YOUR PBIS TRAININGS & BOOSTERSSchool: ______________________________ School Year: ___________________________
PBIS YEAR-AT-A-GLANCE
Team Meeting
Dates (monthly)
Staff Kick-off
Self-Assessment
Survey (January)
Kick-off for staff, students
& families
Data Sharing
Meetings w/faculty &
staff (Quarterly)
Booster Trainings
Conduct Staff & Student Surveys
Celebrations/ Intermittent Acknowledge
AUGUST
SEPTEMBER
OCTOBER
NOVEMBER
DECEMBER
JANUARY
FEBRUARY
MARCH
APRIL
MAY
JUNE
JULY
ActivityCelebrating Positive Behavior
What is one thing you’d like to see improved (if any) in the
way celebrations for good behavior are handled at VPA?
COMPONENT #4:
Problem behaviors defined
clearly
Defining
Expectations
Teaching System Acknowledgement
System
Preventing &
Responding to
Challenging
Behaviors
Data-based
Decision Making
3-5 School-Wide
Expectations
Behavioral Matrix
Behavioral Lesson
Plans
Teaching Schedule:
• Kick-Off
• Ongoing
• Boosters
Student
Staff
Problem behavior list
with definitions
T-chart
Office Discipline
Referral Form
Continuum for
responding to problem
behavior
Flowchart for dealing
with problem behavior
Methods for data
collection & analysis:
• Big Five
Information
• Data Analysis
Procedures
• Share progress &
results with
School
Community -
Staff, Students,
Families and
Constituents
Critical components of PBIS
➢ Do staff agree on what behaviors are
Classroom Managed vs. Office Managed?
➢ Procedures for handling problem behavior
=consistency among all staff
Who deals with what behaviors?
K-4 grades have the same expectations.
Teachers are all aware of the behaviors that
should be managed in the classroom and what
behaviors are office referral worthy.
-Truman Cedar Park Elementary PBIS Team
Staff Managed Behaviors Office Managed Behaviors
Minors
• Inappropriate Language
• Physical Contact
• Defiance/Insubordination/Non-
Compliance
• Disrespect
• Disruption
• Dress Code
• Technology Violation
• Property Misuse
• Tardy
Consequences are determined by
staff
Majors
• Abusive/Inappropriate Language
• Fighting
• Physical Aggression
• Defiance/Insubordination
• Harassment/Intimidation
• Inappropriate Display of
Affection
• Vandalism/Property Destruction
• Lying/Cheating
• Skipping
• Technology Violation
• Dress Code
• Theft
• Arson
• Weapons
• Tobacco
• Alcohol/Drugs
T-CHART EXAMPLE
TEACHER MANAGED BEHAVIORS OFFICE MANAGED BEHAVIORS
ActivityManaging Problem Behaviors
Identify 3 classroom managed behaviors and 3
office managed behaviors for VPA
COMPONENT #5:
Regular examination of
data
Defining
Expectations
Teaching System Acknowledgement
System
Preventing &
Responding to
Challenging
Behaviors
Data-based
Decision Making
3-5 School-Wide
Expectations
Behavioral Matrix
Behavioral Lesson
Plans
Teaching Schedule:
• Kick-Off
• Ongoing
• Boosters
Student
Staff
Problem behavior list
with definitions
T-chart
Office Discipline
Referral Form
Continuum for
responding to problem
behavior
Flowchart for dealing
with problem behavior
Methods for data
collection & analysis:
• Big Five
Information
• Data Analysis
Procedures
• Share progress &
results with
School
Community -
Staff, Students,
Families and
Constituents
Critical components of PBIS
HOW AND WHY SHOULD PBIS USE DATA?
• Review data showing progress
• Communicate data to school, district, families
• Look at current data and problem solve
PROBLEM SOLVING
Some possible steps after pinpointing the problem:
• Gather more information
• Make environmental or scheduling changes
• Design an intervention (re-teach, reinforce, collect data,
etc.)
Determining what to do next!
• Prevention – keep it from happening again
• Extinction – make the expected behavior more
attractive than the problem behavior
• Recognition – acknowledge those that follow the
expected behavior
• Consequences – consistent handling of any
persistent problem behaviors
• Data Collection – is it working?
Solution Development and Action Planning
PBIS takes work and buy-in from
staff and students
(unfortunately it doesn’t just magically happen! ☺)
PBIS is not a one-person effort…it
takes the whole school
Remember….
• People come and go
• long-term sustainability
• Problem-solving process
• need diverse expertise and
input
PBIS Team!
AcknowledgementsStudents and Adults
TeachingDeveloping
behavior lesson
plans
Administrator
+ Coach
PBIS TEAM ROLES & RESPONSIBILITIES
Team
Development &
Annual Training
Plan
Handling
Problem
Behaviors - Data
Suggested team members:
•Administrator•Representative group of teachers•Person with behavioral expertise • Support staff•Family member•Student(s)
Remember to share the responsibilities!
Tips for avoiding burnout:
• Divide the team into sub-groups or committees
• Work in an area where you feel comfortable or have
expertise
• Rotate roles periodically
ActivityTeam Development
Who is on your PBIS Team? What perspective are
you possibly missing?
WHAT IF A STUDENT NEEDS MORE?
Targeted and individualized interventions
As with any curriculum, there will be a
small percentage (5 – 15%) that don’t
respond well to the Universal level of
instruction.
3-TIERED MODEL
Intensive
Targeted
Universal
Few
Some
All
ANYWHERE SCHOOL Daily Progress Report
Name: SAMPLE Date: ______________
Teachers: Please indicate student=s achievement for the following goals... 2 = 1 or less “redirects” necessary
1 = 2 to 3 “redirects” necessary
0 = 4 or more “redirects” necessary
Expectation Activity Class Mrs. Lewis’ class Mrs. Graham’s class Mrs. McGee’s class
Respect Learning
2 1 0
2 1 0
2 1 0
2 1 0
Respect Self
2 1 0
2 1 0
2 1 0
2 1 0
Respect Environment
2 1 0
2 1 0
2 1 0
2 1 0
Total Points
Daily Goal: 26/32(80%) Daily Score: _____ / 32 Daily Percentage: ______%
(Over)
Activity Class: _______________________________________________________________________________________________
___________________________________________________________________________________________________________
Example of a Tier 2 Intervention: Check-in Check-out
SOCIAL/ACADEMIC INSTRUCTIONAL GROUPS
Students displaying social skill challenges as primary concern
Set of skills targeting common concerns
TIER 3: INDIVIDUALIZED INTERVENTIONS
For students exhibiting very high-risk behaviors
For students with significant histories of behavioral
and/or academic difficulties
Specialized and intensive interventions
COMPONENT #6:
Regular evaluation and
assessment
How long do you want good
behavior to last?
Ways to check the pulse of
PBIS in your school
STAFF SURVEYS
Idea: Develop a simple Survey Monkey survey for staff to take during your next meeting
STUDENT CLIMATE SURVEYS
Idea: Develop a simple Survey Monkey survey for students to take during their Computer Lab class!
• Where are you strongest?
• Where are you weakest?
• How big a deal is it to you?
Self-Assessment Survey (SAS)
Goal is to make sure what you are
doing is working!
SHARING DATA WITH STAKEHOLDERS
Examples
• Share a success story in a newsletter to parents
• Present data to school board
• Post data in key locations in school
• Keep your website updated with successes!
• Share data with students and present a challenge
• Share data regularly with staff to show successes
• Ask local media to cover a success story
QUESTIONS??
Commitment School-wide discipline is one of your top goals.
Your faculty and staff have been presented with an overview of
PBIS.
A majority of your faculty, staff, and administration are interested
in implementing PBIS school-wide.
The Principal is committed to implementing PBIS and is aware
that this is a multi-year process that may require ongoing training
and revisions to the PBIS plan.
School has allocated funding for a minimum of 3 years.
Arkansas PBIS Training Readiness Checklist
Establish Team A PBIS Team has been formed, has broad representation, and has
assigned roles (e.g. teachers, administrator(s), support staff,
counselor, parents, etc.)
The PBIS Team has committed to meeting at least per month.
Arkansas PBIS Training Readiness Checklist
Establish School-Wide Expectations:
Prevention Systems Positively stated student expectations are defined clearly
Lesson plans to teach student expectations are developed.
School-wide reward/recognition system is developed.
Problem behaviors are clearly defined.
The PBIS Team will regularly use data for ongoing problem-solving
and decision-making.
Faculty and staff are directly involved in the implementation of
school-wide interventions.
Arkansas PBIS Training Readiness Checklist
Evaluation A PBIS Team and school are committed to using PBIS
Evaluation Tools to do regular assessments of the
implementation process.
Arkansas PBIS Training Readiness Checklist
ARKANSAS STATE UNIVERSITY
Center for Community Engagement
Office of Behavioral Research & Evaluation
PBIS Resource Center
Anne Merten & David Saarnio
