0. 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

1. STEP 1 - Establish Team Membership46
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.

2. 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

3. 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

4. STEP 2 – Develop Behavior Purpose Statement52
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.

5. 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

6. STEP 3 – Identify Positive SW Expectations54
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.

7. 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

8. 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

9. Teaching Academics & Behaviors57
DEFINE
Simply
MODEL
PRACTICE
In Setting
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously

10. 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

12. STEP 5 – Develop Lesson Plans for Teaching Positive CW Expectations64
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

13. 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

14. 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

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

16. 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

17. 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

18. 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

19. 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

20. 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

22. 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

24. “80% Rule” Apply triangle to adult behavior!
Regularly acknowledge staff behavior
Individualized intervention for nonresponders
Administrative responsibility