1. Welcome PBIS Teams Opening Activity – Vacation Spots Discussion
Share your biggest success of the year
Share your biggest challenge of the year
Share your most exciting summer vacation plans

2. Where We’ve Been Kick-Off (Common Areas, etc.) BOQ SET
Model Classrooms
Internal Coach
Counselors were given resources PREPARE
Showcased their strengths (Poster Session)

3. Advanced PBIS Processes
School-Wide PBIS
Best Practices In PBIS

4. (School-Wide Systems) (Student Identification)
PBIS Team
Benchmarks of Quality
(School-Wide Systems)
(Classroom Systems)
RTI Team
BAT
(Student Identification)
(Interventions)
Specialist
BAT
(FBA/BIP)

6. Plan
Implement
Evaluate
Improve
A Continuous Process

7. Four PBIS Elements Outcomes Data Systems Practices
Supporting Social Competence and Academic Achievement
Supporting
Decision Making
Outcomes
Data
Systems
Practices
There are four “elements” that the SW-PBS process focuses on when helping campuses to build and maintain their infrastructure.
(The four elements of this slide should appear individually as clicked.)
1. The first thing that SW-PBS will help you identify are the OUTCOMES you desire as a campus that will SUPPORT SOCIAL COMPETENCE AND ACADEMIC ACHIEVEMENT in your students.
2. Next we will look at three different things that affect those outcomes. We will look at your DATA to support the DECISIONS that the campus makes around which systems or practices need to be kept and which systems or practices need to be revised. The SW-PBS process uses multiple forms of data to help make campus decisions.
Initial observation data (much like a “snap-shot”)
Staff, Student, and Parent Surveys – under your principal’s direction, we will be ing links to online surveys that will gather information related to the perception of the campus climate and culture as well as the perception of safety of the students.
Office discipline referral information
Any other data that supports campus wide decision making
3. We will look at the SYSTEMS in place that will SUPPORT STAFF BEHAVIOR. For example; teaming structures, meeting times for collaboration, duty schedules, policy, procedures and expectations.
4. We will look at the PRACTICES that we have in place to SUPPORT STUDENT BEHAVIOR. For example; arrival and dismissal procedures, morning assemblies, announcements, school-wide expectations for behavior (walking to one side in the hallways), and amount of time for transition between classes.
Together we will be looking at all four of these variables to help you create sustainable plans for campus behavior. Our goal is to help you “work smarter…not harder”
Supporting
Student Behavior
Supporting
Staff Behavior

8. How will we set up our team(s) to sustain the process?

9. Getting Results Anxiety Vision Skills Incentives Action Plan Data
Resources
Action Plan
Evaluation
Results
Anxiety
Vision
Skills
Incentives
Resources
Action Plan
Evaluation
Perception
Data
Skills
Incentives
Resources
Action Plan
Evaluation
Confusion
Data
Vision
Incentives
Resources
Action Plan
Evaluation
Data
Vision
Skills
Resources
Action Plan
Evaluation
Gradual Change
Team Time to analyze data for school year
Data
Vision
Skills
Incentives
Action Plan
Evaluation
Frustration
Data
Vision
Skills
Incentives
Resources
Evaluation
False
Starts
Data
Vision
Skills
Incentives
Resources
Action Plan
Assumptions

10. Additional Data to Consider
Behavioral Incidents
Student Attendance
Teacher Attendance
Survey Results for Staff, Students, and Parents
Benchmarks of Quality (Revised)
School-wide Evaluation Tool (SET)

11. Data Summary
How many students were enrolled at the end of the year?
Total # of rerrals for the spring semester Total # of referrals for the year
Total for Spring Semester: Total for :
Which grade level had the most referrals?
What are the top 5 reasons students were referred to the office? 1. 2. 3. 4. 5.
Which day of the week are most referrals happening?

12. What does our DATA say?
Team

13. Classroom Management
Benchmarks of Quality 42-48

14. 5 Elements of Effective Classroom Management
Structure
Teach Expectations (Routines, Procedures, etc.)
Observe
Interact (Positively)
Correct (Calmly, Fluently, Briefly, ETC.)

15. What are the BASIC expectations for teachers in the area of classroom management?
What system do we use for classroom management?
Is everyone expected to use the same system?
How does a teacher request help with classroom management?
Who currently has the primary responsibility for ensuring that teachers are skilled and supported in classroom management?

16. Barriers you feel are challenges to PBIS 3
Barriers you feel are challenges to PBIS
2 Questions you need answered about PBIS 1
Opinion of where your campus is on this journey