1. PBIS FOR SCHOOL ADMINISTRATORS ACTIVITIES

2. Activity 1: Supporting PBIS Discuss with a partner:  Have you ever been a part of a team that was particularly effective? What worked?  If you have ever served on an ineffective team, what could have been different?

3. Activity 2: Expectations in Non-Classroom Settings  Use the partially completed matrix to create expectations for the setting of your choice (i.e., bus, hallway, etc.).  Think about the problem behaviors that you might see in that setting, and state desired replacement behaviors.

4. Activity 2: Continued Expectations Cafeteria Rules Hall Rules Restroom Rules Bus Area Rules Be Safe  Wait at ‘wait spots” until student ahead of you has moved  Sit in seat facing forward  Keep food on tray Be Kind  Wait your turn  Speak respectfully  Use appropriate voice level  Use good manners Be Responsible  Pick up trash  Use proper portions  Stack trays

5. Activity 3: School-Wide Reinforcement Systems  Using the activity sheet, brainstorm a list of things that will reinforce your behavior.  Compare with a colleague.  Discuss similarities or differences.  How does this idea apply to students?  Complete the rest of the form by brainstorming ideas that might reinforce students at each level.  What about staff?

6. Activity 3: Continued YouElementary Students Middle School Students High School Students Staff

7. Activity 4: Using Data Refer to the graphs on the following pages to answer the following:  What questions do you have?  What patterns do you note?  What might be some next steps?

8. Average Referrals Per Day

9. Types of Problem Behavior

10. Student Referrals 3 or more referrals

11. Location

12. Time of Referral

13. Activity 5: Identifying Problem 1  Using your school’s behavior data from this school year, and the previous year, look for the difference between the average major ODRs per school day, per month and the average achieved during the corresponding months of the previous school year.  Is there a problem? 13

14. Activity 5: Identifying Problem 2  Using your school’s behavior data, look at the average major referrals per day, per month for the current school year.  Is there a noticeable trend?  Is the trend desirable?  Is there a problem? 14

15. Activity 6: Identifying Precise Problem Statement Which partial statement is more precise? 15 Too many ODRs 15 instances of disrespect 24 ODRs between 1:00 and 1:30 Too many ODRs in the afternoon Too many ODRs outside the classroom 25% of students have at least 2 ODRs Too many ODRs on the playground 6 ODRs on the playground Many students have ODRs Total of 12 ODRs for aggression on the playground in the last month; this number is more than last year and shows an increasing trend for this year; these incidents are occurring during the first recess, and there are different students involved each time. Which statement is a complete Precise Problem Statement?

16. Activity 7: Designing Solutions  Transfer your hypothesis about your own school’s problem to the top of the Meeting Minutes and Problem-Solving Action Plan Form.  Using the goal setting guidelines, develop a goal for improvement.  Begin designing solutions using the prevent/teach/respond format.  Using the second part of the Meeting Minutes and Problem-Solving Action Plan Form to assign responsibilities for implementing the plan and set dates for follow-up.  In follow-up sessions, review the action plan and assess progress towards goals. 16

17. Activity 8: Ensuring Effective Consequences  On the activity sheet, list all consequences you have used in the past when dealing with problem behavior.  Indicate which ones have and which ones have not been effective in changing the student’s behavior.

18. Activity 8: Continued ConsequenceEffectiveIneffective