POSITIVE BEHAVIORAL INTERVENTIONS AND
SUPPORTS – UNIVERSAL SYSTEMS, PRACTICES,
AND DATA-BASED DECISION MAKING
CENTER FOR COMMUNITY ENGAGEMENT
Be Responsible
• Be on time!
• Sign in – morning and afternoon
• Participate in activities
• If you have questions, please ask!
Be Respectful
• Be a good listener
• Stay on task
• Keep cell phones silent
Be a Team Player
• Join in the discussion!
We love to hear your
thoughts and ideas!
• When working in small
groups, give and take
input
• Take information back
to your school and
share
PBIS WORKSHOP EXPECTATIONS
INTRODUCTIONS
Let’s get to know each other!
• Name, school
• Position, grade levels you represent
• New to PBIS?
• Something unique, interesting, entertaining, etc… about
yourself!!
WHERE DOES PBIS FIT TODAY?
Does PBIS matter?
Should we care?
Is it worth the work?
PBIS: WHAT ARE THE BENEFITS?
• More instructional time
• More time spent on positive interactions with
students
• Predictability:
• Common, consistent practices and routines
• Common language
• Work together toward a common goal
WHAT DOES PBIS DO FOR A SCHOOL?
Trust & Respect
Order & Discipline
Collaborative Decision Making
Student Interpersonal Relations
Student-Teacher Relations
Students feel safe
Students are safe
BENEFITS OF PBIS
Number of Schools Implementing School-Wide PBIS since 2000
19,054
-Horner, 2013
Proportion of Schools Implementing SWPBIS by State February, 2013
12 states over 40% of
all schools
implementing SWPBIS
WHY IS PBIS IMPORTANT?
Change the climate of the school
• Change the approach to discipline
• Change behavior of students
• Increase students’ social and academic
outcomes
SCHOOL CLIMATE
Think about schools.
What makes for positive school climate?
CREATING THE CULTURE – PBIS VIDEO
You can find the full length video at
www.pbis.org
KEY FEATURES OF PBIS (FROM NASP PRESENTATION BY DELAWARE DEPT. OF EDUCATION & UNIVERSITY OF DELAWARE)
Positive & safe school climate enhances positive
behavior AND academic, social, and emotional
development
Preventing behavior problems requires clear
expectations and recognition of positive behaviors
Self-discipline for children is a long-term goal
Decisions need to be based on data
KEY COMPONENTS OF PBIS
Representative, school-wide team
Clear, well-defined expectations and rules
Consistent enforcement of rules
Consistent reinforcement of appropriate behavior
Regular examination of data
Regular evaluation of progress and school
THE BASICS
What is PBIS?
-A decision-making framework that helps guide you in
selecting and integrating a continuum of academic
and behavioral practices that will improve student
behavior and education outcomes.
In other words….
PBIS ORGANIZES YOUR ENVIRONMENT
Elements of PBIS – The Big Picture:
• OUTCOMES: Academic Achievement & Social
Competence
• SYSTEMS: To support staff behavior
• PRACTICES: To support student behavior
• DATA: For all decision making
4 PBIS
Elements
3-TIERED MODEL
1. Universal Tier - Prevention: For ALL students, ALL
staff, in ALL settings
2. Secondary Tier: For SOME students – small group
interventions
3. Tertiary Tier: For FEW students – individualized
interventions
EXAMPLES OF BEHAVIORS THAT NEED TIER 2
AND TIER 3 INTERVENTIONS
T I E R 2
• Repeated incomplete assignments
• Excessive disruption in class
• Inappropriate social behavior
• Excessive lying
T I E R 3
• Threatening
• Destruction of
property
• Physical aggression
• Bullying
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
SWIS and ISIS-
SWIS Tools
Check-in/
Check-out (CICO)
Group Intervention with
Individualized Feature
(e.g., Check and Connect -CnC
and Mentoring)
Brief Functional Behavior Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Wraparound
ODRs,
Attendance,
Tardies, Grades,
DIBELS, etc.
Daily Progress
Report (DPR)
(Behavior and
Academic Goals)
Competing Behavior
Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Social/Academic
Instructional Groups (SAIG)
- Illinois PBIS Network, Revised
October 2009
Adapted from T. Scott, 2004
Tier 2/
Secondary
Tier 3/
Tertiary
PBIS = RTI
With PBIS, you will create a Universal Tier
• Proactive, preventive tier
PBIS UNIVERSAL PRACTICES Define
• 3-5 school-wide expectations
Teach/Pre-correct
• direct instruction – behavior lesson plans
• in-the-moment reminders
Model/Practice
• adults model what they teach
• students practice what we teach
Acknowledge
• daily recognition – ‘gotchas’, reward tickets, etc.
• whole school celebrations
Re-teach
• re-teach the expectation using different strategies
• have the student practice the skill
HOW DOES A SCHOOL BEGIN ITS PBIS
IMPLEMENTATION?
Create a vision – what kind of environment would you
like to see?
What type of behavior would you like to see from your
students? From staff?
What behaviors would you like to never see again?
BEHAVIORAL EXPECTATIONS
Start with 3-5 broadly stated expectations
You can use data to see what your major challenges
are and align expectations to those.
For example, if there are a lot of office referrals for
harassment, Be Respectful may be a good choice.
DEFINING EXPECTATIONS
Guidelines for developing rules based on school-wide
expectations:
• State positively
• Use common and few words
• Show what the behavior “looks like”
STEWARDSON-STRASBURG CUSD #5A ILLINOIS
San Jose Unified School District
Horace Mann Elementary
School
Milwaukee
Public
Schools
Pell Elementary
Newport, RI
Little Bennett
Elementary School
Clarksburg, MD
Prieto
Elementary
Chicago, IL
BEHAVIORAL MATRIX
Make a master chart of expectations, or a Behavioral
Matrix and display it throughout the school.
Martinez Elementary School
Greeley, CO
Assembly Cafeteria Hallway Restroom Playground Arrival/
Dismissal
Respect
Yourself
Follow instructions Use good table
manners
Use time wisely
Pay attention
Eyes forward
Wash hands Dress
appropriately for
weather
Follow safety
procedures
Be a “good sport”
Be on time
Find your place
quickly
Keep backpack zipped
at all times
Respect
Others
Sit quietly
Keep hands & feet
to self
Eat your own food
Chew with your
mouth closed
Listen and respond
to adult directions
Remain in
traveling position
Walk to right side,
single file
Greet those you
know
appropriately
Privacy please
Remember to
flush
Wait your turn
Play fair & share
Invite others to
play
Show kindness
Listen closely to all
adults
Sit quietly
Respect
Environment
Take belongings
with you
Treat school
property with care
Keep your area
clean
Put things where
they belong
Keep hands off
walls
If you see trash,
please pick it up
Follow
“Restroom
Routine”
“What’s on the
ground stays on
the ground”
Use equipment
properly
Keep belongings with
you
Respect
Learning
Listen to speaker
Be ready to
participate
Be willing to try
new things
Make new friends
Silence please Use restroom at
appropriate
times
Be quick &
quiet
Try new games
Play with new
friends
Follow
expectations
Be prepared when
name is called
Be sure schoolwork
goes home/returns to
school
White County Central Elementary, Arkansas
-Alan Shawn Feinstein Middle School
Coventry, Rhode Island
TEACH BEHAVIOR LIKE ACADEMICS
DEFINE
Simply
MODEL
PRACTICE
In Setting
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
BEHAVIOR LESSONS
• Align to school-wide expectation
• Adults demonstrate skill
• Can demonstrate both inappropriate and
appropriate behavior
• Students role play or practice skill
• Adults provide feedback
• Acknowledge appropriate behavior
PURPOSE OF THE LESSON/WHY IS IT IMPORTANT
1. To teach responsible behavior in the bathroom.
2. To practice and maintain good manners and cleanliness in the bathroom.
TEACHING EXAMPLES
1. You are washing your hands and your teacher reminds you to hurry – you remember to quickly get two pumps of soap, wash hands and pull down once on the towel to dry your hands.
2. You are waiting in line for your turn and your friend stops to talk to you – you remember the line is long, quickly take your turn without talking and return to line.
.
COOL TOOL
UNIVERSAL EXPECTATION: Being Safe/Responsible/Respectful
NAME OF SKILL/SETTING: Bathroom
STUDENT ACTIVITIES/ROLE PLAYS
1. Discuss the importance of keeping the bathroom clean.
2. Model proper hand washing and correct soap/towel/ water/sink usage.
3. Role play soap/towel and water/sink usage.
FOLLOW UP/REINFORCEMENT ACTIVITIES
1. Pre-correct and give reminders of rules before going to the bathroom.
2. Verbal praise for doing what is expected.
3. Compliment and reward classes and individuals for proper bathroom behavior.
Congress K-8
Milwaukee, WI
MIDDLE SCHOOL LESSON PLANS AND ACTIVITIES
Examples - Handouts
• Teaching Conflict Resolution (Middle School) with activity
• Teaching Expectations, with Activities following lesson
• Achievement
• Organization
• Respect
• Responsibility
EXAMPLES OF VIDEO COOL TOOLS
Valley View Elementary and Jr. High Schools
PLANNING
• How will expectations be taught?
• When will expectations be taught (day,
time)?
• Who will teach expectations?
• Who will look at data and determine what
needs to be taught or re-taught?
• Who will write behavioral lesson plans?
ELEMENTARY SCHOOL EXAMPLE
White County Central Elementary
• Monday morning meetings
• Kick off the targeted behavior for the week
• Celebrate at end of week
• Teachers or students share about students who have excelled
in targeted behavior during the week
• Celebrate birthdays and other accomplishments
• Dancing!!!
EXAMPLE OF YEARLY PLAN
• First week or school: Kick-off with all students in all
areas of school
• Daily: Reinforce the expectations through
announcement time or at assembly
• Weekly: Behavior lesson plan targeting specific behavior,
expectation, or area of school
• Based on Data: Target a behavior that is showing up
most often in the data, or is a long-term problem
• Booster kick-off: After a long break, students may need a
booster training to remind them of the expectations
TEAM PLANNING TIME
Questions??
REINFORCE THE GOOD!
Why acknowledge desired behavior?
Turn the behavior into a habit!!
WHY ACKNOWLEDGE STUDENTS FOR APPROPRIATE
BEHAVIOR?
• Reinforce/encourage behavior
• Students who are showing expected behaviors may encourage others
• Strengthen positive behaviors that compete with problem behavior
• Prompt for adults to recognize expected behavior
ACKNOWLEDGEMENTS
What are some ways we get acknowledged
or rewarded?
• Frequent buyers (and flyers )
• Bonuses/raises for productivity
• Awards/certificates
What are some ways you get
acknowledged or rewarded?
SOME GUIDELINES FOR USE OF
ACKNOWLEDGEMENTS
• For every student in the building
• Tied to school-wide expectations
• Always tell the student WHY he/she is getting the
acknowledgement – restate the expectation
• No take backs!!!
• Move from highly frequent to less frequent
• Individualize for students needing greater support
systems
HOW TO GIVE AN ACKNOWLEDGEMENT
Step 1: Acknowledge specific behavior
Step 2: Tie back to school-wide expectations
Example: “Nice job sitting in your seat when the
bell rang! Way to be ready.”
EXAMPLES OF ACKNOWLEDGEMENTS
White County Central Elementary
5th and 6th Grade
No office referral rewards:
December - “mixer” after Winterfest
May - sleepover at school
Student Ideas:
Eat lunch with friends at picnic table
Help out in another classroom
Pajama day
Technology day (bring i-pods)
Homework pass
Sleep-in late pass
Movie with hot chocolate
Popcorn and drinks
Kickball tournament
Dodgeball tournament
Special lunch
Super hero day
Pokemon tournament
REWARD IDEAS – WHITE COUNTY CENTRAL
ELEMENTARY SCHOOL
REWARD IDEAS
•Classroom challenges (e.g., principal can give a class a ticket for all students being quiet in the hallway, with a prize when the class receives 10)
•School-wide challenges for entire school (e.g., if students have 25% less office referrals this month than last month, teachers/staff will put on a show or a basketball game, etc., with popcorn and a drink)
•Look at the following examples for some low and no-cost ideas for students
REWARD CHOICES
REWARD CHOICES
PERIODIC CELEBRATIONS
White county Central Elementary
• 1st year, they did a celebration every month – this was too much!
• 4 a year works well for us
• Activities:
• Auctions
• Lunch with someone special
• Holiday themed games (Monster Mash, Polar Express Pajama Day, etc.)
• Blazing Blue Cart – goes around on Fridays and students can purchase small
items (e.g., Oriental Trading Company items)
• Older kids prefer activities, or being allowed to do things they normally aren’t
allowed to do (technology day, wear pajamas, lunch with certain friends, extra
recess, etc.)
SCHOOL-WIDE CELEBRATIONS
• ALL students get what the collective group earns
Example
• If more than 80% of students have perfect attendance,
whole school gets special assembly.
• Some kids get extra for exceptional performance
• For example, students with 100% can get some
additional acknowledgement beyond what whole group
gets.
CELEBRATION PICTURES
Hat Day
CELEBRATION VIDEOS
http://www.youtube.com/watch?v=SzHMt0xa2O4
http://mrlund.edublogs.org/2010/03/12/pbis-celebration/
LUNCH TIME!
Enjoy your lunch!
Please be back in this room at 12:30!!
WHAT NEXT?
Establish Expectations
Teach Expectations
Acknowledge Expectations
Celebrate
What do you do when a student doesn’t behave
appropriately?
HANDLING PROBLEM BEHAVIORS
As with any curriculum, there will be a small
percentage (5 – 15%) that don’t respond well to
the Universal level of instruction.
CONSEQUENCES
How do you deal with problem behaviors?
Classroom Managed vs. Office Managed??
Have a plan!
T-CHART
TEACHER MANAGED
BEHAVIORS
OFFICE MANAGED
BEHAVIORS
Minor Major
Staff Managed are Minors Office Managed are Majors
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
Examples of student behavioral
management procedure
Example
- Example from Missouri
Chaffee Elementary
School
Chaffee, MO Home of the Red Devils
FIRST STEP – PLANNING YEAR
• Data gathering
• Decided on process for tracking minors in classroom:
• Clip Chart (3 in a day = office referral)
• Back of Office Referral shows 1st and 2nd minor offenses
Teacher
name_____________
Date_______
Safety
1.
2.
3.
Respect
1.
2.
3.
Responsibility
1.
2.
3.
Student Name
Student Name
…
MATRIX OF EXPECTATIONS
• Given out in many different communications
• Included in student handbook
• Displays all over school
• Matrices in each area, classroom
• Giant matrix in entry way
TEACHING EXPECTATIONS
• 1st 2 days of school, lessons at each ‘station’ around
school
• Mock bus is used for teaching bus expectations
• 3rd day of school, assembly, skits, game show, etc.,
followed by a picnic in the afternoon (parents invited –
block party style)
TEACHING TEACHERS/STAFF
• ‘PB(I)S for Dummies’ –
• Overview for teachers and subs
• Quick reference guide
ACKNOWLEDGEMENTS
• Loom loops used as wristbands (they recycle them)
• Classroom rewards on doors called Fired Up Awards
• Long-term awards each quarter
• Teachers are given a
bag of 50 wristbands;
when they refill it,
Principal gives them
‘Michele Dollars’
• Michele Dollars also
given for attendance,
re-teaching
expectations, grades
in on time, and
birthdays
• Examples of ‘prizes’: • For $10
• Jeans day
• Free lunch
• Papers copied for 1 week
• Pencils for their class
• Leave at 3:00
• For $20
• Principal takes class for 30 min
• Soda from Rhodes
• Arrive at 7:45
• 1 hr., 10 min. lunch
• Free recess duty
• Jeans for 1 week
TEACHER RECOGNITION
NON-CERTIFIED RECOGNITION
• Perfect attendance
• When they give out 50 wristbands
• Doing an extra assignment
Their favorite reward is a soda from the local Rhodes
PRE-K AND KINDERGARTEN STUDENT
RECOGNITION
10 bucks 20 bucks 30 bucks 40 bucks
Draw on white
board
Computer for 15
minutes
Visit principal Pushed down
hall in principal
chair to classes
Chew gum 15 minutes with
counselor
Wear hat Bring toy from
home to show
class
Choose music for
15 minutes
Sit in center of
circle
Sit in teacher’s
chair
Special juice and
snack at snack
time
RECOGNITION FOR OLDER STUDENTS
• More items are added to pre-K/K list
• Every 2 weeks, they count bracelets and get to spend
or bank them
• Older students help pre-K and K students count their
bracelets
FIRED UP AWARDS
• Class awards
• Announced at beginning of the day
• Flames are posted on the classroom door frames
• When class earns 20 flames (Pre-K and K only need 10), they get
to do 1 of several activities:
• Game day
• Computer time
• Movie and a snack
• Extra art or music or PE
• Class dance party, etc.
QUARTERLY ACTIVITIES
Anyone with no Major Office Referrals gets to attend
quarterly party:
1. Movie and popcorn (they have their own popcorn
machine)
2. Skating rink for ½ day
3. Drive in for ice-cream
4. Special outside lunch
YEARLY AWARD PARTY
Students with 0-1 office referrals:
• YMCA day to swim
• Divided into K-2 for ½ day and 3-6 for ½ day
• PTA helps to fund this
1ST SEMESTER ACCOMPLISHMENTS
• More then 25,000 wristbands are handed out
• 232 students earned quarterly awards
• Every class got at least 2 Fired Up Awards
• They received a donation of a t.v., had a raffle, and
raised over $3500
PARENT COMMUNICATION
• Brochure
• Bulletin board
• Monthly calendar with all school events, and Good
News on back
• Monthly data shared
(School Board receives this information, as well)
STRUGGLES
• Motivation to ‘speak the same language’
• Keeping the 4:1 positive to negative interaction ratio
• Keeping paperwork to a minimum
• This isn’t a ‘fix all’
• Consistency gets better each year, which made data
spike at first, since paperwork was being done
correctly
They continue to do surveys each year to improve.
SUCCESSES
• Work together to solve problems
• Consistency has improved
• Climate has changed for the better
• Students and community responded well and
they like the changes
Doniphan Middle
School
Doniphan, MO
DMS has DRIVE Demonstrate Responsibility
Respectfully Behave
Inspire Others
Value Learning
Encourage Safety
EXPECTATIONS
SCHOOL DEMOGRAPHICS
• Near AR border
• 2nd year of implementation of PBS
• 14 core teachers
• 3 Special Ed. Teachers
• 7 elective Teachers (shared with High School or Elementary)
• 328 students
• 72% Free/Reduced lunch
• Have had many administrative changes in a few years
PREPARATION
• Took a year to plan
• Got staff and student input (during advisory time)
• Started with basics: work effectively, have a united
team, have a common vision
STAFF KICK-OFF (PD DAY)
• Tailgate Party
• Tents in cafeteria, lawn chairs
• Teachers (by grade level) went to each tent to learn
and plan
• Skits, tricycle races, teacher chair races
• Had BBQ afterwards
STUDENT KICK-OFF
DRIVER’S ED
• 1st day, in all settings
• Teachers demonstrated
• At end, they went over bus procedures
COMMUNITY INVOLVEMENT
• City Council: the school did a presentation for them
and they loved it, and are going to make signs for
public areas
• Police Dept.: they want to give out Mile Markers
• Kiwanis, and Lion’s Club are helping with donations
ACKNOWLEDGEMENTS, REWARDS,
CELEBRATIONS
Student recognition called MILE MARKERS
Student contests:
• DMS Idol (winners played on local radio)
• poster contest for each expectation
• Weekly recognition: student gets to give staff member a
Mile Marker
• Quarterly – they have different activities
• Yearly – outside – Drive to the Beach
CHALLENGES
• Forgetting to give out Mile Markers
• Consistency in language
• Challenging kids getting more Mile Markers
• Hard to do PD, with other commitments
• Funding
• Wearing multiple hats
STRENGTHS AFTER IMPLEMENTING PB(I)S
• Same Principal now for 3 years – strong support
• Staff have common goal
• Staff are volunteering to help
• Hallways are cohesive – black and gold
• Hallways have road stripes and traffic signs
• They replaced lockers with hooks, making it much
quieter
• Discipline is managed
QUESTIONS?
DATA-BASED DECISION MAKING
Start by asking questions:
• What problem behavior(s) do we have?
• How often is it happening?
• Where is it happening?
• When is it happening?
• Who is involved?
• Why is the problem sustaining?
• What other info is needed?
SWIS EXAMPLES
Go to www.pbisapps.org
CREATE A PRECISE PROBLEM STATEMENT
Example:
Example:
There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.
CREATE YOUR OWN
PRECISE PROBLEM STATEMENT
Share your results!!
DEVELOP A SOLUTION
• Prevention
• Recognition
• Extinction
• Consequences
• Data Collection
PROBLEM SOLVING ACTION PLAN
Who is responsible for each action?
When will action be completed?
What is the (measurable) goal?
When will we review and revise?
PROBLEM SOLVING ACTION PLAN TEMPLATE
EXAMPLE
Example - Problem Solving Action Plan
Precise Problem
Statement
Solution Actions Who? When? Goal, Timeline, Rule
& Updates
Many students from all
grade levels are engaging
in disruption,
inappropriate language
and harassment in
cafeteria and hallway
during lunch, and the
behavior is maintained by
peer attention
Prevention: Teach behavioral
expectations in cafeteria
Maintain current lunch schedule,
but shift classes to balance
numbers
Teachers will take class to
cafeteria; Cafeteria staff will
teach the expectations
Principal to adjust schedule and
send to staff
Rotating schedule on
November 15
Changes begin on
Monday
Goal: Reduce cafeteria ODR’s
by 50% per month (Currently
24 per month average)
Timeline: Review Data &
Update Monthly
A smaller number of
students engage in
skipping and
noncompliance/defiance
in classes, (mostly in
rooms 13, 14 and 18), and
these behaviors appear to
be maintained by escape.
Recognition: Establish “Friday
Five”: Extra 5 min of lunch on
Friday for five good days
Extinction: Encourage all
students to work for “Friday
Five”… make reward for problem
behavior less likely
School Counselor and Principal
will create chart & staff extra
recess
Principal to give
announcement on
intercom on Monday
Corrective Consequence-
Active supervision and continued
early consequence (minor/major
ODR’s)
Hall and Cafeteria Supervisors Ongoing
Data Collection – Maintain ODR
record & supervisor weekly report
SWIS data entry person &
Principal shares report with
supervisors
Weekly
CREATE YOUR ACTION PLAN
Share your results!
WATCHWORDS OF ASSESSMENT
Efficiency
Fidelity
Efficacy
Look for ways to ensure success and
improve!
PBIS EVALUATION TOOLS
• Team Implementation Checklist (TIC) • PBIS team members - quarterly
• Self-Assessment Survey (SAS) • All staff - yearly
• Benchmarks of Quality (BoQ) • If score on TIC is >70%, use this
• School Safety Survey (SSS) • Diverse sampling of school population
TEAM IMPLEMENTATION CHECKLIST
Let’s take a few minutes and see where you are in
the implementation process.
Go to: http://cce.astate.edu/pbis/evaluation-
tools/ and click on the TIC
(Handout)
TEAM TIME
• Checklist
• Action Planning
DISCUSSION
• On what area do you need to focus?
• What actions will you take?
• Share ideas!
STAFF AND STUDENT SURVEYS
• How is staff buy-in?
• Do staff understand PBIS and why it is important?
• What would motivate staff?
• Are students responding to the practices you have in
place?
• Are students motivated by the acknowledgements?
• How does everyone feel about the climate of the
school?
STAFF SURVEY
EXAMPLE
Survey on our website at:
cce.astate.edu/pbis/presentations
(under heading December 6, 2012
Staff Involvement)
STUDENT CLIMATE
SURVEY EXAMPLE
- source: PBIS Illinois Network
EXAMPLE: YEARLY PLANNING - source: PBIS Illinois Network
Team
Meeting
Dates
Kick-
Off
Report
Self-Assessment
Survey Results
Team
Checklist
Completed
Faculty
Updates
Activities/
Data
Boosters
Updated
Celebrations/
Intermittent
Acknowledge
AUGUST
SEPTEMBER
OCTOBER
NOVEMBER
DECEMBER
JANUARY
FEBRUARY
MARCH
APRIL
MAY
JUNE
JULY
WHAT IS ON THE HORIZON FOR PBIS?
Multicomponent Interventions Wraparound
Macroanalytic Assessment Beyond Implementation Checklists and ODRs
Collaborative Training Parents
Future of PBIS in Arkansas Evaluation and Assessment State Forum or Conference Additional Trainers Across State
QUESTIONS?
FUTURE WORKSHOPS
Topic Suggestions for future workshops?
Are Fridays the best days for workshops?
Would you attend Universal or Tier 2 training next
summer?
June or July?
Comments??
Questions??
RESEARCH RESOURCES
For links to research studies, go to
www.pbis.org
Click on the Research tab, and then see the menu
at left for research by subject area
RESOURCES
http://cce.astate.edu/pbis/
www.pbis.org
www.pbisillinois.org