1. An Introduction to Missouri Schoolwide Positive Behavior Support June 18, 2012
The Missouri Schoolwide Positive Behavior Support is a partnership among DESE, MU and the National Center for PBIS. Funding for the Regional Professional Development facilitators is provided by DESE. Technical support is provided by DESE, The University of Missouri Center for SW-PBS and the National Center for PBIS. We are fortunate to have an impressive level of expertise in our state!
Center for SW-PBS
College of Education
University of Missouri

2. Outcomes of Today’s Presentation…
Welcome and Introductions
Provide an introduction to Schoolwide Positive Behavior Support (SW-PBS) .
Discuss the essential components of SW-PBS
Provide a rationale as to why implementation of SW-PBS would benefit your organization.
Gain information about the training process for implementing SW-PBS
Answer questions your questions about SW-PBS. F

3. Working Agreements Be Respectful Be Responsible Be a Problem Solver
Be an active listener—open to new ideas
Use notes for side bar conversations
Be Responsible
Be on time for sessions
Silence cell phones—reply appropriately
Be a Problem Solver
Follow the decision making process
Work toward consensus and support decisions of the group

4. Responsibility
Schools have the responsibility to provide an education to students in safe and predictable environments.
We know schools are acutely aware of their responsibility to provide safe schools for all. Research and common sense tell us that predictable environments improve the likelihood of this occurring.

5. A First Step to Address This Responsibility
Establishing a positive, proactive school-wide discipline plan is a necessary first step for enabling schools to achieve their goals and responsibilities.
Colvin, 2007
If a positive, proactive school-wide discipline plan is adopted, it can be the first step to enable schools to achieve their goals and responsibilities. --Jeff Colvin (2007)
Positive behavior support does not guarantee solutions to all the pressures public schools are under such as increased cultural and academic diversity of our school population and demands from No Child Left Behind and other legislation, but it can help you create a positive environment that will enable you to address the issues you face each day. F

6. Organizational History of SW-PBS
OSEP Technical Assistance Center on Positive Behavior Interventions and Supports:
National OSEP grant funded three 5-year cycles
Co-directors are Dr. Rob Horner (University of Oregon), Dr. George Sugai (University of Connecticut), and Dr. Tim Lewis (University of Missouri – Columbia)
Missouri one of first pilot states under the guidance of Dr. Tim Lewis
Terms: Schoolwide Positive Behavior Support (SW-PBS) = Positive Behavior Interventions and Supports (PBIS) = Effective Behavioral Support (EBS)=Systems or Framework of Supports
To help schools establish a positive, proactive school wide discipline approach, the National Center for PBS at the University of Oregon was established in the 1990s through a grant funded by the U.S. Department of Education, Office of Special Education Programs.
Office of Special Education Programs =OSEP
To clear up some of the acronyms you may see in the literature, SW-PBS stands for Schoolwide Positive Behavior Support which is the term we use in Missouri. PBIS stands for Positive Behavior Interventions and Support and you will also see EBS in the literature which stands for Effective Behavioral Support. These three terms are inter-changeable and have similar meanings, but all have the same meaning—building a framework or system of supports rather than a curriculum.

7. SWPBS is Framework for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students

8. While decreasing challenging behaviors.
What Are Some Results?
It is an Evidenced Based Process which has been shown to increase:
Student achievement
Attendance
School success
While decreasing challenging behaviors.
The process of SW-PBS is different in each school because each school serves a different population, but all use the evidence based components.
Carr, E.G., Dunlap, G., Horner, R.H., Koegel, R.L., Turnbull, A., Sailor, W., Anderson, J., Albin, R., Koegel, L.K., & Fox, L. (2002). Positive Behavior Support: Evolution of an Applied Science. Journal of Positive Behavior Interventions, 4(1), Copyright (2002) by PRO-ED, Inc.
Sugai, G. (March, 2009). IS SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT AN EVIDENCE-BASED PRACTICE? Retrieved October 21, 2011 from:
Horner, R. H., Sugai, G. & Anderson, C. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children, 42(8), 1-14.
Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., & Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11(3),

9. Social Competence & Academic Achievement Supporting Supporting Data
OUTCOMES
Supporting
Data
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
Achieving social competence and academic achievement is the most important work we do in schools. Students need to be proficient at both to become productive, well-rounded citizens and adults.
To achieve this, school districts need to create organizations based on 3 primary supports: Systems, Data and Practices. Systems are put into place to be sure that the adults are given the structure and guidance needed to run efficient and effective schools. Students need to have clear guidance, instruction and support through the Practices schools use. Data informs both Systems and Practices to be sure that the decisions made about each match what their Data is telling them.
PRACTICES
Note: Copyright 2002 by the Center on Positive Behavioral Interventions and Supports, University of Oregon. Reprinted with permission.
Supporting
Student Behavior

10. A Continuum of Support for All
Behavioral Systems
Academic Systems
Tier Three
Individual Students
Assessment-based
Intense, durable procedures
Tier Three
Individual Students
Assessment-based
High Intensity
Tier Two
Some students (at-risk)
High efficiency
Rapid response
Tier Two
Some students (at-risk)
High efficiency
Rapid response
Tier One
All settings, all students
Preventive, proactive
This triangle represents what we know about students’ responses to instruction and how to provide for student learning through a continuum of academic and behavioral supports. Both sides of this continuum need to work together to address the needs of the whole student.
One of the most important organizing components of SW-PBS is the establishment of a continuum of behavior support that considers all students and emphasizes prevention. The logic of this multi-level approach applies to academics and behavior.
All students and staff should be exposed formally and in an on-going manner to primary prevention interventions. Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively, a majority of students are likely to respond.
Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and provides instruction that is more specific and targeted. These interventions can be applied similarly and efficiently across a small number of students.
If Tier 1 and Tier 2 are in place, only a small proportion of students will require highly individualized and intensive interventions. Tier 3 interventions reduce the impact of the problem behaviors displayed by these students.
Tier One
All students
Preventive, proactive F 10

11. The Seven Components of Schoolwide PBS Systems
Administrator support, participation and leadership
Common purpose and approach to discipline
Clear set of positive expectations (for all students & staff)
Procedures for teaching expected behaviors
Continuum of procedures for encouraging expectations
Continuum of procedures for discouraging inappropriate behavior
Procedures for ongoing monitoring and evaluating effectiveness of the SW-PBS system F

12. Administrative Support, Participation,
Component 1
Administrative Support, Participation,
and Leadership
Implement SW-PBS
Support SW-PBS
Sustain SW-PBS
SW-PBS emphasizes the importance of administrator support, participation and leadership.
a vision for improving their school climate
regularly communicate and include SW-PBS in meetings, newsletters
provide and protect the time and resources needed to implement
counsel and support staff who are “reluctant”.

13. Common Purpose and Approach to Discipline
Component 2
Common Purpose and Approach to Discipline
Align purpose with school/district mission statement
Commit to Improved social/behavior/safety goals in school CSIP goals
Form a representative SW-PBS team
Collaborate, plan, and implement SW-PBS with support staff
A common purpose and approach addresses
gaining and sustaining buy-in,
team process and ongoing communication that must take place.
Before schools begin their SW-PBS initiative they seek 80% buy-in of faculty and staff
one way to begin to create a common purpose and approach for the school.
If 80% of staff agree to work on this common approach, a team is formed whose job it is to be the “worker bees” for SW-PBS.
teams are representative of all faculty and staff in the building (Bus Drivers, Custodians, Administrative Assistants, SPED, ) and meet at least monthly.
It is not uncommon for schools to have a written approach to discipline in the school handbook.
Implementation of that plan can be inconsistent which causes confusion for staff and students. A common purpose and approach addresses this issue.
Each school forms a team that is representative of all faculty and staff in the building and meet at least monthly. Within that team, a coach is assigned to lead the team. The coach receives district and regional training to share with their team and help them lead the team.
Although the building SW-PBS team does most of the “heavy lifting” and work to plan SW-PBS, collaboration takes place with the entire staff. Staff are asked to give input into plans and of course, all are asked to implement with fidelity.
SW-PBS suggests creating a SW-PBS Purpose Statement that aligns with the school and/or district mission statement. This helps staff, parents and students understand how SW-PBS fits into other goals of the school or district.
Likewise having School Comprehensive School Improvement Plan (CSIP) Goals include commitment to improved social/behavior/safety goals helps create a common purpose for gaining buy-in.
A District-level SW-PBS team is formed to lead all schools in the initiative. The role of the District SW-PBS team is to provide resources to support all buildings that implement SW-PBS.

14. a
This is a mission statement from a district in Missouri that has received recognition for their implementation of SW-PBS. It addresses both social and academic competence.

15. SW-PBS Leadership Team
Represents a range of stakeholders
Administrator(s) are active participant(s)
Chairperson/team leader identified
May be part of another committee or team already in place
Participates in training
Coordination of implementation includes
establishing SW-PBS as a priority
assessing what is in place
developing and operating ongoing support goals
developing and operating ongoing record-keeping procedures
keep the process moving forward and to provide time for planning and implementation.
maintain a record that would establish an institutional memory for sustained and expanded implementation
Communicating from the team to the school as a whole and from the school as a whole to the team has to be a priority.
Research on change tells us that communication is a make-it or break-it factor in successful implementation.
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16. Organizational Features
Common Vision
SCHOOL
Common Experience
Common Language

17. Clear Set of Positive Expectations and Behaviors
Component 3
Clear Set of Positive Expectations and Behaviors
Develop 3 to 4 expectations
Align expectations with school’s mission statement
Create a schoolwide expectations matrix
Communicate and disseminate expectations to all stakeholders

18. Why A Clear Set of Positive Schoolwide Behavior Expectations?
Provides Consistency in Language
Provides Consistency in What To Teach
Provides Consistency in What to Recognize
Provides Consistency in What to Correct
The Cornerstone for Everything Else You Will Do Related to SW-PBS!
The Cornerstone for Everything Else You Will Do Related to SW-PBS!
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19. Clear Set of Positive Expectations and Behaviors--Examples

20. WONDERFUL ELEMENTARY SCHOOLWIDE EXPECTATIONS MATRIX
All Settings
Classroom
Bus
Hallway
Cafeteria
Bathroom
Playground
Be Safe
Keep hands & feet to self
Be where you belong
Stay in seat
Maintain personal space
Remain seated
Face forward
Walk
Banisters are for hands
Report spills
Face forward in line
Wash hands with soap & water
Use equipment as instructed
Stay in approved areas
Be Respectful
Use kind word
Follow directions
Raise hand for help
Be a good listener
Keep the bus clean
Walk quietly
Eat only your food
Give others privacy
Take turns
Be Responsible
Use materials as instructed
Keep school neat & clean
Be prepared
Complete Assignments to the best of Your ability
Take all your belongings
Watch for your stop
Return to class promptly
Clean up after yourself
Follow bathroom procedures
Be a problem solver

21. Excellent Middle School
All Settings
Classroom
Morning Assembly
Hallways
Restrooms
Cafeteria
Bus
Safe
Keep hands and feet to self
Walk
If someone bothers you …
1. Say, “please stop”
2. Ignore/walk away
3. Get help from a teacher
Keep food and drinks in the cafeteria
Move purposefully
Stay to the right
Wash hands
Sit in assigned area
Line up correctly
Sit down in seat
Keep aisle clear
Respectful
Keep it clean
Use quiet voice
Use polite language
Raise hand and wait to be called on
Stay seated
Walk facing forward and single file
Use assigned restroom
Allow privacy for others
Keep account current
Clean up
Bring lunch card
Be on time
Responsible
Follow directions
Keep track of your belongings
Listen to teacher
Complete assignments to the best of your ability
Participate
Voice off
Return to class quickly
Return trays to assigned spot
Put trash in trash cans
Recycle
Be alert for your stop
Behavioral skills should be stated so that they are observable, measureable, positively stated, understandable, and always applicable.

22. Exemplar High School Matrix
ALL SETTINGS
CLASSROOM
CAFETERIA
HALLWAY
RESTROOM
BUS
BE RESPONSIBLE
Follow directions first time asked
Keep personal belongings stored safely
Every teacher defines rules based on Be Responsible, Be Respectful, Be Safe and Be Your Best
Have money or lunch card ready
Know your order when walking through line
Use a hallway pass at all times
Be in classroom when bell rings
Use facility quickly and quietly
Return to class promptly
Be ready when bus arrives
BE RESPECTFUL
Follow the dress code
Use polite language
Use appropriate ways to show affection
Use food and silverware appropriately
Put trash in trash cans
Clean up your spills
Use a quiet voice
Keep water in the sink
Put paper towels in trash can
Follow Driver’s directions
Enter and Exit the bus promptly
BE SAFE
Resolve differences peacefully
Notify teachers of unsafe conditions
Find a seat quickly and stay in it.
Always walk
Remain in own stall
Remain seated after entering the bus
BE YOUR BEST
Complete all assignments
Wait patiently in line
Take care of items in the hallways (e.g. posters and displays)
Take care of your own business
2 people per seats
Select one example from slide and do OMPUA.

23. Procedures for Teaching Expected Behaviors:
Component 4
Procedures for Teaching Expected Behaviors:
Develop lessons to teach the expectations matrix skills
Select lessons based on school data
Teach expected behaviors/skills for all school settings
Develop and follow a schedule for teaching
Teach, model, and practice daily
Just like the academic curriculum, social skills need to be taught, modeled and practiced each day of the year. These can be included and embedded in curriculum.

24. The Foundation
Students learn appropriate behavior in the same way they learn to read—through instruction, practice, feedback and encouragement.
Students are learning Social Skills in the same manner they learn academic content and skills.
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25. The Science of Behavior Has Taught Us…
Students are not born with bad behaviors.
Students do not learn better ways of behaving when given aversive consequences.
To learn better ways of behaving, students must be directly taught the replacement behaviors.
To retain new behaviors, students must be given specific, positive feedback and opportunities to practice in a variety of settings.
The science of behavior has taught us many points that are helpful to remember as we discuss how to teach students social behavior skills.
First students are now born with bad (or good) behaviors; rather they learn from the adults around them.
Secondly, students do not learn ways of behaving by only being given aversive consequences.
Telling a student “Don’t blurt out the answer”, for example, does not help the student learn what you want them to do instead.
Sending a student out of the classroom as the only strategy, will not help the student learn how to follow classroom rules and procedures.
Instead, we need to teach new behaviors through direct teaching.
And to retain new skills and behaviors, students need specific, positive feedback. F

26. Continuum of Procedures for Encouraging
Component 5
Continuum of Procedures for Encouraging
Expected Behaviors
Establish a continuum that—
gives positive specific feedback for students and staff
is understood and used by all
includes frequent, short-term, and long-term recognition of expected behaviors
provides specific, positive feedback with recognition—”Tell ‘em what they did right”
The next component is a continuum of procedures for encouraging expectations.
Research has taught us that the skills we recognize in students, are the skills students repeat.
To learn what is expected, people require regular & frequent feedback on their actions – from others, self, and the environment.
Feedback increases the probability that the appropriate behavior will be used again.
If a student has correctly answered an academic question the teacher has asked, many teachers will say “Great answer” or “You are right!”.
To get the social behavior needed for students to be successful in school, we need to recognize students when they follow directions or are on time to class.
Schools report a positive change in school culture when they focus on the positive social skills students use.
When we recognize the use of the expected behaviors, we are emphasizing what we want them to do, where and when.
What we notice and reinforce is likely to increase.
When a student performs well academically or in sports, we recognize and celebrate his or her success.
This should also apply to students’ utilizing appropriate behavior. We can use a variety of approaches – Good Citizen Awards, High Attendance Awards, Most Improved,
ASK: What are some other examples we could list?
To be effective encouragement should be timely, direct and specific.
Examples of effective feedback might be “Thanks for being respectful and listening to my directions and getting started on your work right away!” or at the secondary level, “Thanks for getting to class on time! Way to go!”
Staff also deserve to be recognized for their efforts. When the leadership team establishes a calendar of staff “thank you’s” through the year it can support two things:
modeling that we all appreciate being recognized for our efforts, and
helping staff understand the positive effects that recognition can have for students.

27. Classroom Continuum of Strategies
Free & Frequent
Intermittent
Strong & Long Term
Verbal Praise
Smile
Stickers
Rubber Stamps
Thumbs up
Home Notes
Token Economy
Phone Calls
Special Privileges
Computer Time
Social/Free Time
Special Seat
Group Contingency
Field Trip
Special Project
Recognition Ceremonies
Honor Roll
Increasing the level of acknowledgement in the classroom seems like a simple intervention, but it takes some planning and effort.
(Sprick, Knight, Reinke, McKale, 2006, p. 131.)
Just as we develop a school wide system for recognizing appropriate behavior, a system of recognition must also be developed within each classroom.
Acknowledgement should be easy and simple to administer, connected with school wide expectations AND clearly communicated. Students need to know why the feedback is being given. F

28. Acknowledge & Recognize
Acknowledgements and recognitions can be free or low cost. The important point is to use recognition to reteach and reinforce the behaviors you want in the same way we recognize academics, sports, music…etc. We recognize those who demonstrate social and behavioral skills.

29. Continuum of Procedures for Discouraging Inappropriate Behaviors
Component 6
Continuum of Procedures for Discouraging Inappropriate Behaviors
Establish a continuum to:
provide corrective feedback that first emphasizes re-teaching
Be agreed upon and used by all
minimize time out of instruction
SW-PBS focuses on re-teaching and reinforcing expectations first. When students make academic errors one of the first things we do is re-teach and the same is true for social skill errors.
To be effective our responses to misbehavior need to match the function.
We want to keep students in the classroom and learning.

30. Clarifying Roles for Discouraging
Classroom Managed - Minor
Office Managed - Major
Out of seat
Talking out, off-task
Violation of class rules
Inappropriate language
Lack of materials
Gum
Disrespect
Cheating
Tardies
Minor Destruction of Property
Truancy
Threatening student or adult
Fighting
Refusal to go to or Disruptive in Buddy Room
Sexual harassment
Weapons
Drugs, cigarettes, tobacco, alcohol
Assault—physical or verbal
Here is an example from a middle school that took a first step of clarifying and agreeing on what is teacher managed and what is office managed.

31. Procedures for Ongoing Monitoring
Component 7
Procedures for Ongoing Monitoring
Develop procedures to collect, summarize and analyze data
Multiple data sources are used
Leadership Team uses data to make decisions
Leadership Team regularly shares data with staff
Data is one way the leadership team can keep staff informed of progress being made.
The Big 5 Report is used monthly to identify the location, type of offense, time of day, average number of referrals per day by month, and by students involved in minor and major behavioral events
Data help accurately identify students who need additional support
Data can be used to celebrate progress toward your goals.

32. The “Big Five” Report
Average number of office discipline referrals per day per month (How Often)
Time of day (When)
Location (Where)
Type of problem behavior (What)
Per student (Who)

35. Referrals by Type of Problem Behavior10 20 30 40 50
Number of Referrals
Lang
Achol
Arson
Bomb
Combs
Defian
Disrupt
Dress
Agg/fgt
Theft
Harass
Prop D
Skip
Tardy
Tobac
Vand
Weap
Types of Problem Behavior
Referrals by Type of Problem Behavior

37. 50 40 30 20 10 12:00 Harass Skip Cafeteria Class Commons Hall Lang.
Referrals by Student
12:00 10 20 30 40 50
Number of Referrals
Lang
Achol
Arson
Bomb
Combs
Defian
Disrupt
Dress
Agg/fgt
Theft
Harass
Prop D
Skip
Tardy
Tobac
Vand
Weap
Referrals by Type of Problem Behavior
We begin to see patterns to inform data-based decision-making.
Lang.
Defiance
Disrespect
Harass Skip
Cafeteria Class Commons Hall

38. Investing in Prevention is Associated With:
Decreased Office Discipline Referrals
Increased student and staff attendance
Decreased referrals to special education
Increased targeted & individual intervention effectiveness
Increased student perception of school safety
Improved academic performance
Improved faculty/staff retention
Prevention is an important focus of SW-PBS. Research has shown us that investing in prevention first has yielded results in all these areas.

39. Increasing Instructional Time Example Excelsior Springs Middle School
ODRs Days Gained
Student/Admin.
= 1,605 = = =
Totals ( )
In Excelsior Springs Middle School, they decreased ODRs, Office Discipline Referrals, by 685 from to ; by 310 from to , and by 62 from to If we use the metric developed by the Maryland PBS Center to calculate the amount of time that can be gained from fewer discipline referrals, this school gained 37 student days and 28 administrator days. This is conservatively based on a referral taking 20 minutes for a student and 15 minutes for the administrator. This gives you an idea of how fewer referrals can improve the school climate as well as increase teaching and learning time. Administrators now have time to observe classrooms and interact with students and teachers in a positive way.

40. More Potential Outcomes
Fewer discipline incidents increases job satisfaction for staff members (Goor & Schwenn, 1997; Minarik, et al., 2003; Richards, 2003; Whitaker, 2000).
Proactive school environments increase the likelihood of academic success (Putnam, et al., 2006).
When quality instruction is allowed to take place, problem behaviors are minimized, and quality teachers are retained, the likelihood of improved academic success for all students is enhanced (Putnam, et al., 2006).
REFERENCES
Goor, M.B., & Schwenn, J.O. (1997). Preparing principals for leadership in special education. Intervention in School and Clinic, 32,
Minarik, M.M., Thornton, B., & Perreault, G. (2003). Systems thinking can improve teacher retention. The Clearing House, 76,
Richards, J. (2003). Principal behaviors that encourage teachers to stay in the profession: Perceptions of K-8 teachers in their second to fifth years of teaching. American Educational Research Association Annual Meeting; April 21-25, 2003; Chicago, IL.
Whitaker, S.D. (2000). Mentoring beginning special education teachers and the relationship to attrition. Exceptional Children, 66,
Putnam, R.F., Horner, R.H., & Algozzine, R. (2006). Academic achievement and the implementation of school-wide behavior support. Positive Behavioral Interventions and Supports Newsletter, 3(1).

41. Academic Outcomes
Good behavior supports good academics and the data on this graph indicates how Schoolwide PBS has done this.
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42. SW-PBS Supports… No Child Left Behind Compliance
Individuals with Disabilities Education Improvement Act (IDEIA) 2004 Compliance
12 Missouri School Improvement Plan Indicators
The 14 Missouri Part B Targets Associated with Student Performance Plan (SPP)
Missouri Comprehensive Guidance Curriculum
Learning Forward
Top 10 by 20
SW-PBS and NCLB. There are currently proposals in U. S. House & Senate to include SW-PBS in next authorization of NCLB
SW-PBS also supports IDEIA Here are some of the ways SW-PBS supports implementation of IDEIA:
Increases likelihood of accurate identification of students eligible for special education services
Aligns with Response to Intervention (RTI) model & Early Intervention Recommendations
Supports Least Restrictive Environment (LRE) & Free Appropriate Public Education (FAPE) guidelines
Addresses Disproportionate number of students identified
SW-PBS supports 12 Missouri School Improvement Plan (MSIP) indicators which you can see in the handout at the bottom of page 1.
SW-PBS also supports 14 Missouri State Performance Plan (SPP) indicators which are Missouri’s Special Education Part B Targets by creating environments in which students are more likely to be successful in general education classrooms.
There is also alignment with Missouri Comprehensive Guidance Curriculum. School counselors can address their curriculum while teaching all students important social skills that are needed for future employment.
National Staff Development Council address effective professional development. SW-PBS aligns with many of them.

43. SW-PBS Trainings and Meetings
“SW-PBS Prep—Getting Started” Summer Training (2 days)
When: Spring or Summer
Location: Local RPDC
Who: Whole team (including administrators)
Regional Networking and Team Training Meetings – a minimum of 4 per school year
Administrator Meetings

44. In Summary What does School-Wide PBS look like?
>80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged.
Positive adult-to-student interactions exceed negative
Function based behavior support is foundation for addressing problem behavior.
Data- & team-based action planning & implementation are operating.
Administrators are active participants.
Full continuum of behavior support is available to all students
Most students can tell you what is expected of them.
The climate of the school is positive for students and adults
It is based upon the belief that kids are not born bad.
We believe behavior can change.
Administration/ staff/ students/ parents are all active participants and supported by the program.
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45. It’s Not Just About Behavior!
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District & State Competency and Capacity
Provides a district wide and school wide framework and process to:
Develop a culture and climate more likely to increase the social and behavioral skills for all students
Decrease the likelihood of inappropriate social and behavioral incidents for all students
Intervene effectively when incidents of inappropriate social and behavioral persist
By keeping the student in the classroom, they have more time to influence the student because the teacher is the most important person in that classroom.
Investing in Outcomes, Data, Practices, and Systems F
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46. Websites Missouri SW-PBS website: http://pbismissouri.org
OSEP National Technical Assistance Center on Positive Behavioral Interventions and Supports

47. What are your questions?

48. Consultants Contact Information
Jill Miller
Northeast RPDC
Kirksville, MO
Beverly Kohzadi
Central RPDC
Warrensburg, MO
(800)
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