Adapted from - George Sugai Overview of the Eight Steps Planning Guide School-Wide Positive Behavior Support This is only an overview of the 8 steps. More detailed examples will be given in future presentations. Faster-paced presentation - exposure. Adapted from - George Sugai

STEP 1 - Establish Team Membership 46 Representative of demographics of school and community 1-2 individuals with behavior/classroom management competence Administrator active member Schedule for presenting to whole staff at least monthly Schedule for team meetings at least monthly Integration with other behavior related initiatives and programs Appropriate priority relative to school and district goals Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc. Schedule for annual self-assessments Self-Assessment Survey Review Office Discipline Referrals Benchmarks of Quality School-wide Evaluation Tool Coaching support (school and/or district/region) Teams will go through this checklist today (part of a short presentation) - All are important, but focusing on: 3 - Admin support (critical to sustaining) 4, 5 - creating that schedule for the year - keeping things visible 6 - this is the working smarter presentation later 7 - making sure PBIS is a top school goal 9 - Working with regions and coaches to schedule and complete these - BOQ comes after training is complete.

GENERAL IMPLEMENTATION PROCESS Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps. Evaluation Implementation

Statement of Behavior Purpose 3-4 Year Commitment 3-Tiered Prevention Logic Top 3 School- Wide Initiatives Agreements & Supports Administrative Participation Coaching & Facilitation SAY: Although verbal behavior is a poor predictor of change in actual behavior, securing agreements and commitments from school staff establishes an understanding and priority for the school-wide PBS effort. Agreements must focus on a long term commitment to a prevention and action-based approach to system change. Administrator presence, and resources should be established before action plan implementation. If possible, frequent and regular external coaching or facilitation (prompting/reminding) should be arranged to keep school leadership teams on task and track. The “Team Implementation Checklist” can be used as a self-assessment tool by teams or a monitoring guide for facilitators. See Appendix 3. Dedicated Resources & Time

STEP 2 – Develop Behavior Purpose Statement 52 Positively stated 2-3 sentences in length Supportive of academic achievement Contextually/culturally appropriate (e.g., age, level, language) Comprehensive in scope (school-wide – ALL students, staff, and settings) Agreement by >80% faculty and staff Communicated to stakeholders (e.g., families, community members, district administrators) Included in school publications (e.g., handbook, posters, newsletters) Teams will work on this today.

Sample Behavior Statements Ex. 1 Lincoln School is a community of learners and teachers. We are here to learn, grow, and become good citizens. Ex. 2 At West Middle School, we treat each other with respect, take responsibility for our learning, and strive for a safe and positive school for all! A

STEP 3 – Identify Positive SW Expectations 54 STEP 3 – Identify Positive SW Expectations Linked to social culture of school (e.g., community, mascot). Considerate of social skills and rules that already exists. 3-5 in number 1-3 words per expectation Positively stated Supportive of academic achievement Comprehensive in scope (school-wide – ALL students, staff, and settings) Mutually exclusive (minimal overlap) Contextually/culturally appropriate (e.g., age, level, language) Agreement by >80% faculty and staff Communicated to stakeholders (e.g., families, community members, district administrators) Included in school publications (e.g., handbook, posters, newsletters) Teams will begin this process today. Teams that come in with this done, have them go through each item to see if they meet this standard.

Redesign Learning & Teaching Environment School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying PBIS Getting Started Day 1 10:45 am Year 1

STEP 4 – Develop Lesson Plan for Teaching SW Positive Expectations Considerate of main school settings and contexts (e.g., classroom, common areas, hallways, cafeteria, bus) Considerate of lessons that already exists. Specification of 2-3 positive observable behavior examples for each expectation and each setting/context. Teach social behavior like academic skills. Involvement by staff, students, families in development Contextually/culturally appropriate (e.g., age, level, language) Schedule for initial instruction in natural and typical contexts Schedule for regular review, practice, and follow-up instruction Prompts, reminders, or precorrections for display of behaviors in natural contexts and settings Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and settings Procedures for providing instruction to new faculty, staff, students Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) Agreement by >80% faculty and staff Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching Procedures in place for identifying and supporting students whose behaviors do not respond to teaching school-wide behavior expectations Included in school publications (e.g., handbooks) 61 j Day 2

Teaching Academics & Behaviors 57 DEFINE Simply MODEL PRACTICE In Setting ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously

58 2. NATURAL CONTEXT 1. SOCIAL SKILL 3. BEHAVIOR EXAMPLES Teaching Matrix SETTING All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

STEP 5 – Develop Lesson Plans for Teaching Positive CW Expectations 64 STEP 5 – Develop Lesson Plans for Teaching Positive CW Expectations School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations. Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines. Data system in place to monitor office discipline referral that come from classrooms Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines Involvement by staff, students, and families in development Contextually/culturally appropriate (e.g., age, level, language) Schedule for initial instruction Schedule for regular review, practice, follow-up instruction Agreement by >80% faculty and staff Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching Included in school publications (e.g., handbooks) Day 5

Typical Contexts/ Routines Classroom-Wide Rules/Expectations Respect Others Respect Property Respect Self All Use inside voice. Raise hand to answer/talk. Recycle paper. Put writing tools inside desk. Do your best. Ask. Morning Meeting Eyes on speaker. Give brief answers. Put announcements in desk. Keep feet on floor. Put check by my announcements. Homework Do own work. Turn in before lesson. Put homework neatly in box. Touch your work only. Turn in lesson on time. Do homework night/day before. Transition Keep hands to self. Put/get materials first. Have plan. Go directly. “I Need Assistance” Raise hand or show “Assistance Card”. Wait 2 minutes & try again. Have materials ready. Ask if unclear. Teacher Directed Use materials as intended. Independent Work Return with done. Use time as planned. Problem to Solve Stop, Step Back, Think, Act 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

67 STEP 6 – Develop Continuum of Procedures for Encouraging SW Expectations School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations. Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines. Data system in place to monitor office discipline referral that come from classrooms Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines Involvement by staff, students, and families in development Contextually/culturally appropriate (e.g., age, level, language) Schedule for initial instruction Schedule for regular review, practice, follow-up instruction Agreement by >80% faculty and staff Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching Included in school publications (e.g., handbooks) Day 4

Schoolwide “quick” acknowledgements Rewards that are quickly presented in the presence of the behavior PBIS Getting Started Day 1 10:45 am Year 1

STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations Specification of Definitions for Violations of School-wide Behavior Expectations Contextually appropriate labels/names Definitions represent continuum of severity (e.g., minor, major, illegal) Definitions comprehensive in scope (school-wide) Definitions in measurable terms Mutually exclusive (minimal overlap) Specification of Procedures for Processing Violations of School-wide Behavior Expectations Agreement regarding office staff versus teacher/staff responsibilities Office discipline form for tracking discipline events Agreement regarding options for continuum of consequences Data decision rules for intervention and support selection 70 F Day 4

STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations – cont. 3. Implementation of Procedures Use by all staff (e.g., office, security, supervisors, bus drivers) Schedule for teaching to students and staff members Schedule for regular review of use and effectiveness Procedures for providing orientation to new faculty, staff, students Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) Agreement by >80% faculty and staff Included in school publications (e.g., handbooks) Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations. Schedule and procedures for regular review and enhancement of acknowledgements. Schedule for daily, weekly, monthly, quarterly feedback to students and staff Included in school publications (e.g., handbook, posters, newsletters) Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide continuum of consequences for violations of behavior expectations

GENERAL IMPLEMENTATION PROCESS Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps. Evaluation Implementation

18 Team Managed Staff Effective Practices Continuous Monitoring Acknowledgements Effective Practices Implementation Continuous Monitoring Administrator Participation Staff Training & Support SAY: School leadership teams and educational leaders should never implement an action plan until the people and resources are organized to support an initially successful implementation. As indicated previously, the effort must begin with agreements and commitments by a majority of the staff (>80%). However, maximizing accurate and consistent implementation of an action plan requires attention to these elements. FCPS CO PBS

77 STEP 8 – Develop Procedures for Data-Based Decision-Making & Monitoring General data collection procedures Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance rolls, behavior incident reports). Data collection procedures regularly checked for accuracy of use Data collection limited to information that answers important student, classroom, and school questions Structures and routines for staff members to receive weekly/monthly data reports about the status of school- wide discipline Decision rules for guiding data analysis and actions Schedule for daily, weekly, monthly, quarterly feedback to students and staff Data system managed by 2-3 staff members No more than 1% of time each day for managing data system. Efficient, timely, and graphic displays of data Office discipline referral procedures Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity (see Step 7). A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report) School-wide procedures for processing or responding to violations of behavior expectations. Efficient and user-friendly procedures for inputting and storing information Efficient and user-friendly procedures for summarizing and analyzing information. Efficient and user-friendly procedures for producing visual displays of the data. Procedures for presenting data to staff on routine basis. Procedures for making decisions and developing actions based on the data. This is done throughout - Data systems introduced on Day 2

Office Discipline Referrals Definition Kid-Teacher-Administrator interaction Underestimation of actual behavior Improving usefulness & value Clear, mutually exclusive, exhaustive definitions Distinction between office v. classroom managed Continuum of behavior support Positive school-wide foundations W/in school comparisons

“80% Rule” Apply triangle to adult behavior! Regularly acknowledge staff behavior Individualized intervention for nonresponders Administrative responsibility