core principles of pbis goals of positive behavior support - effective leadership... · a5...

A5 – Effective Leadership to Support PBIS New England PBIS Forum: Norwood, MANovember 20, 2015

Heather Peshak George, Ph.D.University of South Florida 1

This product was developed by Florida’s Positive Behavior Support Project through the University of South Florida, Louis de la

Parte Florida Mental Health Institute funded by the State of Florida, Department of

Education, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with

Disabilities Education Act (IDEA), Part B.

Effective Leadership to Support PBIS

Heather Peshak George, Ph.D.

University of South Florida

November 20, 2015

11th Annual New England PBIS Forum: Norwood, MA

Goals of Positive Behavior Support

1. Build effective, positive school environments

which increases school safety

2. Improve academic and behavioral outcomes

for all students

3. Prevent and/or reduce problem behaviors using

a collaborative, assessment-based approach

for developing effective instruction and

interventions

4. Teach and reinforce appropriate behavior to

enhance social-emotional learning leading to

meaningful and durable lifestyle outcomes

Core Principles of PBIS

• Team process with structured problem-solving

• Facilitated leadership

• School, district, and state action planning

• Data-based problem-solving with integrated data system and ongoing progress monitoring of student outcomes and fidelity of implementation

• Flexibility with fidelity of implementation of evidence-based instruction/interventions matched to student needs

• Working smarter, not harder

• Emphasizing prevention, teaching and effective consequences

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized

Interventions & SupportsThe most intense instruction and intervention based

on individual student need, in addition to and

aligned with Tier 1 & 2 academic and behavior

instruction and supports.

Tier 2: Targeted, Supplemental

Interventions & SupportsMore targeted instruction/intervention and supplemental

support, in addition to and aligned with the core academic

and behavior curriculum.

Tier 1: Core, Universal

Instruction & Supports General academic and behavior instruction and support

provided to all students in all settings.

Multi-Tiered System of Supports Tier I

(Universal/Core Features - all)

• Clearly define expected behaviors (Rules)

– All Settings

– Classrooms

• Procedures for teaching & practicing expected behaviors

• Procedures for encouraging expected behaviors

• Procedures for discouraging problem behaviors

• Procedures for data-based decision making

• Family Awareness and Involvement



Tier II

(small targeted group)

• Efficient and effective way to identify at-risk students– Screen– Data decision rules– Teacher referral

• Informal assessment process to match intervention to student need– Small group Social Skill Instruction– Self-management– Academic Support

• Part of a continuum– must link to universal school-wide PBIS system

Tier III

(individualized support)

• When small group not sufficient

• When problem is intense and chronic

• Driven by Functional Behavioral Assessment

• Connections to Mental Health and Community

Agencies

• Part of a continuum

– must link to universal school-wide PBIS system

Tier 1 BoQ Critical Elements

• PBIS Team

• Faculty Commitment

• Effective Procedures for Dealing with Discipline

• Data Entry and Analysis Established

• Expectations and Rules Developed

• Reward/recognition Program Established

• Lesson Plans for Teaching Expectations/rules

• Implementation Plan

• Classroom

• Evaluation (BOQ; Kincaid, Childs, & George, 2010)

Where are you?

Effective leadership evidenced by

teams/individuals who:

• Establish a clear vision for change

• Focus on their school and students

• Create relationships with stakeholders

• Engage in problem solving

• Identify the correct barriers and goals

• Apply appropriate strategies based on school needs

• Evaluate the effectiveness of implemented strategies

• Invest in professional development(Leithwood, 2010; Barnhardt, 2009; Crawford & Torgeson, 2007)

AS A LEADERS AT YOUR SCHOOL, HOW WELL ARE

YOU SUPPORTING THE

CRITICAL ELEMENTS?



PBS Team

Broad representation

Administrative support

Meets regularly – at least monthly

Established a clear mission or purpose

Tasks of the PBIS Team

Assess the current status of behavior management practice

Examine patterns of behavior

Develop a school-wide plan

Obtain staff commitment

Obtain parental participation and input

Oversee, monitor, and evaluate all planned objectives and activities developed

OVERALL, THE MAIN SOURCE OF COMMUNICATION!

Goals for PBIS Team

• Identify initiatives in place that address: the entire campus, groups of students, at-risk or individual students

• Determine data used to identify students in need of targeted/Tier 2 group interventions

• Determine curricula that will address needs

• Develop a plan for implementing on campus

• Include evaluation of system and progress monitoring of student outcomes

• Embed within existing SWPBIS Plan on campus

First Steps

*Form committee

*Schedule training

*Today’s sharing

*Same process/

feedback to staff

*Grace tracks

down and

posts rules

*Talk about lunch

schedule

*Playground

interventions

*Friday training

rules for

assistants

*ID students

*Feedback from

last year

SCHOOL’S DREAM

*Pride Safe *Respectful students, teachers and staff *Consistency *Greater self –esteem *Community of Learners *Self-respect

*Positive focus *Motivated students *Fun!!! *Good manners *Increase parent involvement *Enjoy

learning *Climate of caring *Cooperation *Community respect *Strength-based Tolerance *High Expectations

HISTORY NOW!! STRENGTHS BARRIERS

Tough kids

Tolerance

Reputation for SED

Population

Cultural diversity

Service oriented

Expanding to prove

Itself

Location

Supportive

administration

Strong curriculum

base

Cooperative

Discipline

inconsistent with

behavior plan

Most requested

school

Discipline plan in

place

8 rules-refine!!!

No consistency

Negative behaviors

are being reinforced

Good crisis system

in place

Resources &

Training

Parent Ed.- Good

link for school

Kids like being at

school

Tough population

Access to guidance

is limited

Slow referral

process

Cooperation

Commitment

Good reputation in the community

Talented staff

Invested in children

Dedicated

Fun place for kids

Staff has a positive

attitude

Supportive of each

other

Strong academic focus

Supportive resources,

Parent Ed., Life skills Counselor

Specials program are well recognized in the

county

Motivated

Great after school program

Parent

involvement

Language/

communication

Time for

meetings,

trainings, etc.

Funding

Class size

Turn over in

assistants

Access to

guidance

counselor

Getting out of

crisis mode

1.

Discip

line com

mittee m

eet mon

thly, an

d d

evelop a plan

.

2.

Data system

in place, rep

ort back to staff

3.

Teach

ers share effectiv

e classroom m

anag

emen

t techn

iqu

es.

4.

Clear referral process, com

mun

ication, con

sistency

, feed back

.

5.

Sch

ool wid

e rules im

plemen

ted.

6.

Plan

for playg

roun

d su

pervision

.

7.

20

% d

ecrease of total num

ber of referrals.

8.

Su

pp

ort staff are trained an

d participatin

g.

9.

Increase in

struction

al time.

10

. E

ffective set of con

sequ

ences w

hen

dealin

g with

challen

ging

behaviors

11

. S

ystem o

f reward

s in p

lace for positive beh

avior.

GOALS

Faculty Commitment

All are aware of behavior problems on campus

Regular data sharing

Involved in establishing and reviewing goals

Feedback obtained throughout year using the existing database

Conduct staff surveys

Develop an “election” process for activities

Use a “comments” or “suggestions” box or bulletin board



Outcome Data:

End Year Reports

Behavior Rating Scale

Behavior Date

Hitting 8 or more

6-7 times

4-5 times2-3 times

0-1 times

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

Profanity 16 or more times

12-15 times

8-11 times

4-7 times

0-3 times

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

Requesting

Attention/

Assistance

55% or more

40-55%

25-40%

10-25%

0-10%

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

Does the teacher perceive the problem as decreasing?

80% or greater decrease in rating of “hitting”

Identify Common Values

•With this frame we want to help the team identify their dream for the future, including all the ideas, values, and things that are important to them in developing an ideal school.

•List anything that is important for the team to realize the kind of school they desire.

D R E A MTHE

Everyone maintains high standards for academic achievement

Respect for all types of diversity

Everyone feels safe

Everyone belongs

Everyone has friends

Everyone is successful

http://www.youtube.com/watch?v=47rQkTPWW2I

Effective Procedures for

Dealing with Discipline

Process described in narrative/graphic format

Process includes documentation procedures

ODR form contains information useful for decision making

Behaviors defined

Major and minor behaviors clearly identified and understood

Suggested array of appropriate responses to minor and major behaviors

Observe Problem Behavior

Warning/Conference with Student

Use Classroom

Consequence

Complete Minor

Incident Report

Does student

have 3 MIR slips

for the same

behavior in the

same quarter

•Preparedness

•Calling Out

•Classroom Disruption

•Refusal to Follow a

Reasonable Request

(Insubordination)

•Failure to Serve a

Detention

•Put Downs

•Refusing to Work

•Inappropriate

Tone/Attitude

•Electronic Devices

•Inappropriate

Comments

•Food or Drink

•Weapons

•Fighting or Aggressive

Physical Contact

•Chronic Minor

Infractions

•Aggressive Language

•Threats

•Harassment of Student

or Teacher

•Truancy/Cut Class

•Smoking

•Vandalism

•Alcohol

•Drugs

•Gambling

•Dress Code

•Cheating

•Not w/ Class During

Emergency

•Leaving School

Grounds

•Foul Language at

Student/Staff

Write referral to

office

Administrator

determines

consequence

Administrator

follows through

on consequence

Administrator

provides teacher

feedback

Write the

student a

REFERRAL to

the main office

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection

writing, seat change)

SIDE BAR on Minor Incident Reports

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection

writing, seat change)

SIDE BAR on Minor Incident Reports

Is behavior

office

managed?

Classroom

Managed

Office

Managed

No Yes

http://www.youtube.com/watch?v=47rQkTPWW2I



Data Entry and Analysis Established

Data system to collect/analyze ODR data

www.swis.org

Additional data collected

Data entered weekly (minimum)

Data analyzed monthly (minimum)

Data shared with team monthly (minimum)

0

20

40

60

80

100

120

140

160

180

200

Unkn

own

Offic

e

Comm

on

Bus

Are

a

Specia

l Eve

nt

Oth

er

Gym

Libr

ary

On B

us

Cafet

eria

Bat

hroom

Parki

ng Lot

Hal

l

Playg

round

Class

room

Num

ber

of O

ffic

e R

efe

rrals

Data-Based Indicator

Location

Data-Based Indicator

Teacher

02468

1012141618202224262830

1 2 3 4 5 6 7 8 91

01

11

21

31

41

51

61

71

81

92

02

12

22

32

42

52

62

72

82

93

03

13

23

33

43

53

63

73

83

94

0

Num

ber

of O

ffic

e Ref

erra

ls

Expectations and Rules Developed

3-5 positively stated behavior expectations

posted

Expectations apply to both students and staff

Rules developed and posted for specific settings

Rules are linked to expectations

Feedback obtained in development

Setting-Specific Rules Facilitate:

Uniform instruction across multiple programs and

settings within the school

Communication among staff members

Assessment of student behaviors

Communication with parents

Curriculum design

Legal, ethical, and professional accountability



MLK Middle School’s Matrix

Stop & listen when

the whistle blows

Follow game rules

Encourage others

Take your place in

line

Clean your area of

the table

Use an inside voice

Put trash in the

garbage cans

Be respectful

Be dressed out & in

place on time

Be ready to repeat

instructions when

asked

Have lunch money

ready

Know what you

want to order

Have planner signed

Be on timeBe prepared

Use equipment with

supervision

Use equipment as

instructed

Keep food & drink

off the floor

Walk

Walk to right

Keep hands, feet,

& objects to self

Be safe

GymCafeteriaHall

Reward/Recognition

Program Established

System established and implemented consistently across campus

Variety of methods to reward students

Linked to expectations

Variety offered to maintain student interest

Includes opportunities for naturally occurring reinforcement

Ratios of reinforcement to corrections high

Student involved in development

Incentives for faculty/staff

Guidelines for Providing Rewards

• When• Immediately after the target behavior occurs (expectation)

• Frequently after teaching an expectation

• In problem locations or situations

• Avoid• Long delays between the display of positive behavior and reward

• Only quarterly or semester events

• Use as part of the reward hierarchy

• General• Students should always be eligible to earn a reward

• ‘No’ parties should not be used in isolation

• tardies, referrals, dress code violations, etc.

• Some students may need shorter time intervals between rewards



Lesson Plans for

Teaching Expectations/Rules

Behavioral curriculum includes concept and skill

level instruction

Examples and non-examples included

Variety of teaching strategies included

Embedded within subject areas

All involved in development and delivery

Include families and community

What the Staff Need to Know:

The “big picture” – your team purpose

Lesson plans to teach expectations and rules

How and when to teach expectations and

administer rewards

The process for handling problem behaviors

Schedules for training and rewarding activities

What Students

Need to Be Taught

Expectations

Rules for specific settings

Discipline process across campus

Consequences for rule violations

Reward system

Where and how feedback will be provided on the behaviors across campus

Implementation Plan

Develop, schedule, and deliver plans to teach staff:

discipline and data system

lesson plans for students

Schedule/plans for teaching students developed

Booster sessions for students and staff

Plan for rewards/incentives

Plan for new students/staff

Plan to involve families and community

41

Expectations & behavioral skills are taught &

recognized in natural contextClassroom

Rules defined for each SW expectation & posted

Routines and procedures are explicitly identified

Expected behavior routines are taught

Immediate and specific behavior praise used

Acknowledgement of students demonstrating expected behaviors

Procedures exist for tracking behavior problems

Range of consequences/interventions



Evaluation

Students/staff surveyed

All know expectations/rules

Staff use discipline system/documentation

appropriately

Staff use reward system appropriately

Outcomes documented and used to evaluate

PBIS Plans

Evaluating Your Data

• Evaluation Process Includes:• System to efficiently and effectively collect, record and graph

data

• Resources and expertise to review and analyze data

• Monthly review and analysis of discipline and outcome data

• SWPBIS Action Plan updates based on data review and

analysis

• Are these steps included in your school’s data evaluation process?

Discipline Data Sources

• Five major data sources:• Average referrals/day/month

• Referrals by: problem behavior, location, time of day, and individual student

• Additional data sources • Referrals by motivation or function (get/obtain, escape/avoid)

• Office-managed vs. classroom-managed referrals

• ISS/OSS data

• Does your PBIS team review and analyze your school’s discipline data at each meeting?

• Does your team use the data to evaluate the PBIS development and implementation process and develop next steps?

Other Data Sources

• Staff, student and/or parent surveys

• Staff and student attendance

• Teacher requests for assistance or school-wide behavioral screening

• Special Education referrals

• Grades and/or standardized test scores

• Fidelity measures • Benchmarks of Quality, Team Implementation Checklist, Walkthrough Evaluations

• SWPBS Action Plan

• Direct observations

• What are other sources of outcome data?

• Does your PBIS team review other data sources at each meeting and use the data to evaluate progress?

School Questions at Tier 1 (for problem solving)

• How many behavior problems are there?

• When are we having behavior problems?

• Where are we having behavior problems?

• Who is having behavior problems?

• What behavior problems are we experiencing?



What Systems are Problematic?

• Referrals by location?• Are there specific problem locations?

• Referrals by time of day?• Are there specific times when problems occur?

• Referrals by problem behavior?– What problem behaviors are most common?

• Referrals by staff and/or student?• Are there many students receiving referrals or only a small number

of students with many referrals?

• Additional Queries/Custom Graphs…– Grade level, staff, ethnicity, gender, ESE status, etc…

– Combinations for specific problem identification0

10

20

30

40

50

60

70

Re

ferr

als

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Month

Total Ref versus Ref/Day/MoNV High School

Using Total Number of Referrals

Total vs. Average

0

1

2

3

4

5

Me

an

Re

ferr

als

pe

r D

ay

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Month

Total Ref versus Ref/Day/Mo

Using Average Number of Referrals per Day

Total vs. Average The Core Curriculum Supports all Students

Monthly Referral RateLocation

Time

Problem Behavior

Admin Decision

CUSTOM: A.A. 3rd Grade Boys’ Problem Behaviors -Classroom

Referrals by Student Referrals by Staff

Review Historical Data

• Are problems occurring all year?

• When should the intensity of Tier 1

PBS activities be increased?

13-14 14-15



BoQ Progress Monitoring Multiple Data Sources

to Evaluate Implementation

School Questions

• If your school is implementing Tier 1 PBIS, is there an impact on behavior?– Has there been a change in reported student problem

behavior?• Office discipline referrals

• Suspensions

• Expulsions

• Referrals to special education

– Has there been a change in • Student attendance?

• Student academic performance?

• Perceived risk factors and protective factors that affect mental health outcomes?

School Questions

• Are the faculty, staff, students, families, and

community stakeholders satisfied?

– Are faculty satisfied that PBIS implementation

is worth the time and effort?

– Are students satisfied that PBIS

implementation? Do they see that PBIS is in

their best interest?

Tier 1:

School Decisions

• Are we making adequate progress on our action

plan and implementing components of PBIS?

– If not, contact your Coach, District Coordinator,

and/or State Project Director for assistance

Tier 1:

School Decisions

• Does our team work well together? If not, what

are some issues we need to address?



Team Process Evaluation

18.We acknowledge and confront conflict openly. 3.5

19.We generate additional solutions or strategies 3.7

if we disagree with those proposed.

• (Example – school’s lowest two items)

Tier 1:

School Decisions

• Does your school have a consistent, stable

decreasing trend in office discipline referrals or

other behavioral measures?

Jones Middle School

Does our school have a stable decrease in ODRs?

Concern about increase in last year!

Jones Middle School

Is our school seeing a decrease in ISS and OSS?

Data are variable and OSS is increasing significantly.

Tier 1:

School Decisions

• Does your school have a score of 70 or higher

on the Benchmarks of Quality?

Jones Middle School

Are our Benchmarks scores above 70 and rising?Scores have never been over 70 and dropped 15 points last year.



Tier 1:

School Decisions

• Do your staff and students support PBIS as

evidenced through surveys?

Staff Satisfaction Results

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Overa

ll

80% U

se

Sufficien

t Ince

ntives

Ease o

f Form

s/Pro

cess

Receive

Behavio

r Info

.

Aware o

f PBS a

ctivit

ies

Class A

ssist

ance

Indivi

dual Ass

istanc

e

Strongly

DisagreeDisagree

Neutral

Agree

Strongly Agree

Are staff satisfied with PBS process?

Majority of responses in Agree or Strongly agree category.

Data-based Decision Making at the

Classroom/Tier 2 Levels

Tier 1: Classroom School Decisions

• What if a majority of ODRs are coming

from the classroom setting and many

classrooms are referring students with

ODRs?

Referrals by Location

Where do most of our ODRs come from?

Over 80% of ODRs are from classroom?

Provide training and support to the entire school in

implementing the SWPBS system within the classroom

(additional training may be needed on classroom

interventions, the referral process, rewarding students,

etc.)

Tier 2: Classroom School Decisions

• What if a number of referrals are coming

from just a few classrooms?



Referrals by Grade from 7-8:30 a.m.

Classroom

Are the referrals from a few or a group of teachers?

All teachers are in the 6th and 7th grade.

Refer to the Classroom Consultation Guide for strategies

to support change in those classes

Tier 2: Classroom

School Decisions

• What if teacher requests for assistance, referrals to

Special Education, and ratings and rankings of

students with behavior problems identify individual

classrooms that would benefit from technical

assistance from the PBIS Team?

Referrals by Teacher

Is there a group of teachers who make most referrals?

Five teachers have 4 or more referrals!

Refer to the Classroom Consultation

Guide for strategies to support change

in those classes

Tier 2: Classroom

School Decisions

• What if informal “walk-throughs” by school

staff identify behavioral, curricular,

instructional and environmental issues

impacting ALL students in environment:

−school administrators or members of the PBIS

Team can provide support on rectifying those

issues using the Classroom Coaching Guide

−http://flpbs.fmhi.usf.edu/resources_classroom

_foldersmod.cfm

Tier 2: Classroom

School Decisions

• Assess the student’s lack of responsiveness to

classroom interventions:

– Did a consultation process occur with the classroom

teacher?

– Did the process identify behavioral, instructional, curricular,

and environmental modifications that should be made to

impact the student as well as the entire class?

– Were those modifications made and implemented with high

fidelity?

Tier 2: Classroom

School Decisions• Evaluation

• If the answer to any of the previous is “No”, it is essential to direct additional technical assistance to the classroom setting before directing a student to more intensive targeted group intervention

• Targeted group interventions are not a substitute for inadequate teaching and learning environments in the classroom.

http://flpbs.fmhi.usf.edu/resources_classroom_foldersmod.cfm



In Summary…The Process for School-wide PBIS

Includes:

A committed team leading all PBIS efforts

Method for identifying current problems (data)

Procedures for discouraging violations of school-wide expectations/rules

Positively stated behavior expectations/rules

Procedures for encouraging expected behaviors

Lesson plans to teach expectations/rules

Method of monitoring implementation and effectiveness

Start the Movement

at Your School!

• Leadership Lessons from Dancing Guy

• http://www.youtube.com/watch?v=fW8am

MCVAJQ

Some Resources

• George, H.P. & Childs, K.E. (2012). Evaluating Implementation of

Schoolwide Behavior Support. Preventing School Failure 56 (4), 197-206.

• George, H.P., Kincaid, D.K. & Pollard-Sage, J. (2009). Primary Tier

Interventions and Supports. In G. Sugai, R. Horner, G. Dunlap & W. Sailor

(Eds.), Handbook of Positive Behavior Support.

• Lane, K.L., Carter, E.W., Jenkins, A., Dwiggins, L., & Germer, K. (2015)

Supporting comprehensive, integrated, three-tiered models of prevention in

schools: Administrators’ perspectives. Journal of Positive Behavioral Interventions,

17(4), 209-222.

• George, H.P. & Martinez, S.A. (2007, Volume 4). How to Get PBS in My

School. OSEP Technical Assistance Center on Positive Behavioral Interventions and

Supports Web site: http://www.pbis.org/news/New/Newsletters/Newsletter5.aspx

Questions?

82

Florida Online Resources

http://www.youtube.com/watch?v=fW8amMCVAJQ

http://www.pbis.org/news/New/Newsletters/Newsletter5.aspx

http://www.pbis.org/



Graduate Certificate in Positive Behavior Support

Contact

• Heather Peshak George, Ph.D.

• Phone: (813) 974-6440 Fax: (813) 974-6115

• Email: [email protected]

• State Website: http://flpbs.fmhi.usf.edu– FLPBS on FaceBook: www.facebook.com/flpbs

– FLPBS on Twitter: www.twitter.com@flpbs

• National Website: www.pbis.org

• APBS: www.apbs.org

mailto:[email protected]

http://flpbs.fmhi.usf.edu/

http://www.facebook.com/flpbs

http://www.twitter.com/

http://www.pbis.org/

http://www.apbs.org/

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