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ImplementingSchool-wide PBS

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Objectives

• Identify tools to help implementation in your school

• Identify the focus of your initial team meetings

• Identify who to train and areas they should receive training

• Review other considerations

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Using Your Action Plan

• Organizes/records your SW PBS process• Keep a record of what has been

completed• Keep a record of what needs to be

addressed • Critical Elements guides the process

Critical Elements1. PBS Team established (membership, meeting times, leader, roles, mission)2. Basic behavioral principles taught/reviewed with staff3. Faculty commitment is obtained and maintained throughout the school year 4. Existing discipline data system is meaningful, data entered weekly and analysis plan established5. Discipline referral form compatible with SWIS6. Behaviors defined & categorized (minor/major) 7. Discipline referral process established and flow chart developed8. Develop a Crisis Plan integrated into overall safety and PBS plans

9. Consequences hierarchy developed (for classroom & office)10. Expectations developed (3-5 positively stated)11. Rules developed for specific settings12. Lesson plans developed for teaching expectations/rules13. Reward/recognition program established (what, when, how)14. Plans developed for training staff and students and involving families and community15. Implementation plan established (what’s going to happen, when, how)16. Evaluation of PBS activities (How are we doing? What needs to be modified, maintained or terminated?)

School-Wide PBS: Specific Action PlanInclude the development, implementation, and management activities of your plan.

All critical elements should be addressed within your action plan.

Critical Element

 Action/Activity

Who is responsible?

When will it be started?

When will it be

completed?

When will we

evaluate it?

 # ___

 

         

 # ___

 

         

 # ___

 

         

 # ___

 

         

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Critical Elements

• Establish a team/collaboration • Faculty buy-in• Establish a data-based decision-making system • Modify discipline referral

process/forms/definitions• Establish expectations & rules• Develop lesson plans & teach• Create a reward system• Refine consequences• Monitor, evaluate, and modify

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Activities

• PBS team should revisit these after training

• Assist your team in the implementation of each critical element

• Has guidelines and checklists to guide team discussion and decision making

• Keeps the team on the right track

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Initial PBS Meetings

• Implementation of PBS (Getting the Critical Elements in place) – Discuss each element and put product

book together (10-12 hours on average)– Faculty trainings (9 hours on average)– Student trainings (7 hours on average)– Faculty and student trainings may occur

over several days throughout the year

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Book of Products

• Description of SW PBS• Mission Statement, PBS Team Members• Referral Process (flow chart)• Referral forms (Major & Minor)• Definitions of Problem Behaviors• Expectations & Rules• Lesson Plans• Suggestions for Effective Consequences• Description of Reward System

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Training the Staff

• When should training occur?

• Who should attend?

• How long should it last?

• Who should conduct the training?

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Faculty/Staff Orientation & Training

• Overview of SW PBS & obtain buy-in (1 hour)• Basic Principles of Behavior (1 hour)• Referral process, definitions of behavior, referral

forms, using data to make decisions (2-3 hours)• Expectations, Rules, Lesson Plans (1-2 hours)• Reward System, Effective Consequences (1-2

hours)

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Introducing SWPBS to Students

• Intro to Expectations (1 hour)

• Intro to Rules (1-5 hours)

• Reward System (1 hour)

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Introducing PBS to Families• What to communicate to families?

• The “big picture” – purpose of school-wide plan• Expectations – how they can be demonstrated in non-

school settings• Reinforcements & consequences• Plan for on-going updates of behavior data• How they can get involved in the school-wide plan

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Introducing PBS to Families

• Methods of communication: • Written - letters, newsletters,

marques• Face-to-Face -school and/or

community training event• Other - hold message, video

demonstrations

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Regular PBS Meetings (1 hr per month)

• After PBS implementation• Typical content of meeting:

– Pull data and determine areas needing intervention

– Decide on ways to decrease problem areas– Decide next steps

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Other Considerations

• Teaching New Staff Members

• Booster Trainings

• Preventing Potential Problems

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Teaching New Staff Members

• Who is responsible for training new staff throughout the year?

• Means of instruction– Person-to-person– Written guide– Observations– Video

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Keeping it Fresh: Booster Trainings“Kick it up a Notch!!!”

• Plan for refresher training throughout the year– Person(s) responsible– Timeline– Instructional activities– Training for modifications to the plan

• Example: Review trend data from last year- build in the golden ticket acknowledgement- worth twice the value of original ticket

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Booster Training for Staff and Students

• New staff & students

• Beginning of the school year and near holidays/breaks

• Based on data

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Preventing Potential Problems

• Establish a plan to address problems and concerns during implementation• Mechanism for communication

(dialogue at staff meetings, note box, emails, PBS meetings, etc…)

• Maintaining staff/student involvement• Family involvement

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Roll Out Checklist

• The Roll Out Checklist includes:– Teacher trainings– Teaching students– Administering rewards– Booster training sessions