1. Positive Behavior Support
Module One Day One
2009-2010
Positive Behavior Support Team
Matthew Burrows Javier Martinez
Eric Chaplin Laura Phipps
Courtney Goodson Mitzi Safrit
Patrice Hardy Laura Winter
John Ringo, Coordinator

2. Your PBS Materials
Outline
Slides
Activities
Handouts
Table Items

3. Module One Agenda
• Overview
• Effective Teams
• Faculty/Administration
Involvement
• Making Decisions Using Data
• Universal Strategies
• Preparing for Implementation

4. Module One Accomplishments
At the end of three days, teams
should have:
• Established PBS team roles
• Dates for PBS team meetings
• A plan for staff PBS survey
• An initial plan for collecting and
using data
• A draft of matrix
• Discussed ways to promote
positive behavior
• An action/implementation plan

5. Coming Soon…
Module One Day Two
Module One Day Three

6. Today’s Objectives
Participants will learn:
• PBS philosophy and strategies
• Effective team practices
• Faculty involvement strategies
• Using data to make decisions
• Universal Strategies: School-Wide
Expectations

7. Participant Expectations
Be Responsible
• Return promptly from breaks
• Be an active participant
• Use laptop computers appropriately
Be Respectful
• Maintain cell phone etiquette
• Listen attentively to others
• Limit sidebars and stay on topic
Be Kind
• Enter discussions with an open mind
• Respond appropriately to others’ ideas

8. Reinforcement System
• Tickets will be given to
individuals who meet
expectations.
• Drawings occur throughout
both days.
• Winner selects from the prize
table.

9. Attention Signal
Please make note of time limits
and watch your clocks!
• Trainer will raise his/her hand.
• Finish your thought/comment.
• Participants will raise a hand
and wait quietly.

10. Activity 1:
Team Introductions
Take 5 minutes to complete
the following:
•Designate a spokesperson who will
tell the group the name of your
school, your school’s mascot, and
something unique or interesting
about your school.

11. What is Positive
Behavior Support?

12. Positive Behavior Support
A systems approach for establishing
the social culture and
individualized behavioral supports
needed for schools to be effective
learning environments for all
students
- Rob Horner, Ph.D.
Co-Director National Technical Assistance
Center for Positive Behavior Support

13. Guiding Principles:
• All students are valuable and
deserve respect.
• All students can be taught to
demonstrate appropriate
behavior.
• Punishment does not work to
change behavior.
• School climate is a shared
responsibility among
administrators, teachers,
staff, students and families.

14. Guiding Principles:
• School personnel must be
willing to examine their own
behavior as students are
taught to change theirs.
• Cultural differences exist and
need to be understood.
• Positive relationships
between students and adults
are key to student success.

15. Foundations of PBS
• Universal commitment to
managing behavior
• Whole school community
involvement
• Focused on building
sustainable change (3 to 5
year process)
• Tailored to the unique needs
of each individual
school
• Data-based decision making

16. 5%
CONTINUUM FBA/BIP
OF De-escalation
POSITIVE 15%
BEHAVIOR Social Skills
Mentoring
SUPPORT Check In
Self Management
Classroom Based Intervention
80%
Defining & Teaching
Expectations
Routines & Procedures
Reinforcement Systems
Effective Consequences

18. Social Competence &
Academic Achievement
OUTCOMES
Supporting
S
Supporting
DA
EM
DA
Staff Decision
TA
TA
ST
SY
Behavior Making
PRACTICES
Positive
Supporting
Behavior
Student Behavior Support

19. Social Competence &
Academic Achievement
• The outer perimeter
represents a goal or
OUTCOMES
desired outcome.
• Desired outcomes
are created by
developing a shared
vision or analyzing
current problems.

20. Supporting Decision Making
• Utilize data to identify
problem areas and
check progress toward
desired outcomes. DA
TA
• There are a variety of
data resources
available to you, such
as SWIS,
www.pbssurveys.org,
and the
Implementation
Inventory.

21. Supporting Staff Behavior
• When addressing
problems, examine
how your current
S
systems support your T EM
S YS
desired outcome.
• Examples of non-
supportive systems are
staff shortfalls or vague
expectations for
supervision.

22. Supporting Student Behavior
• Consider how current
student procedures
support or undermine
desired outcomes.
• Creating and
teaching
expectations ensure PRACTICES
students are
supported in
accomplishing
desired outcomes.

23. Systems: Effective Teams

24. Effective Teams
In this section
• Building an Effective Team
– Issues that teams need to address
in advance to ensure productivity
• Effective Team Practices
– Practices teams need to engage
in to ensure each meeting is
efficient and effective

25. Building an Effective Team:
Rationale
An effective PBS team will…
• bring energy and enthusiasm for
PBS.
• allow efficient use of time.
• create action steps that will be
implemented.
• increase ownership of PBS by faculty
and staff.
• ensure sustainability.
PBS implementation is only as strong
as the team!

26. Building an Effective Team:
Active Administration
Each PBS team should have an
administrator on the team who is…
• committed to attending team
meetings and module
trainings.
• willing to convey the value of PBS
implementation to the whole staff
• actively participating in the
implementation process.
• empowered to make decisions.

27. Building an Effective Team:
Broad Based Representation
•PBS team should represent the whole
school.
•Six to eight members is typical.
•Consider representatives that include:
– regular education teachers
– special education teachers
– specialists
– character education representative
– support staff
– guidance/social work
– related services
– parents
– students

28. Building an Effective Team:
Shared Goals and Objectives
Statement of Purpose
• State positively.
• Focus on everyone and all settings in
school building.
• Focus on academic and behavioral
outcomes.
The Ligon PBS Team will promote and maintain a safe,
orderly, and positive learning environment for
students and staff.
The purpose of the Kingswood PBS team is to
enthusiastically support staff in learning the skills
needed to: teach and model positive behavior, build
quality relationships with students, and create an
effective and productive learning environment.

29. Building an Effective Team:
Team Characteristics
Shared goals and objectives
Mutual trust and respect
Open communication
Effective conflict resolution
Equity of task distribution
Consensus decision making
Ongoing problem solving

30. Building an Effective Team:
Five Dysfunctions of a Team
Inattention to
Results
Avoidance of
Accountability
Lack Commitment
Fear of Conflict
Absence of Trust

31. Building an Effective Team:
Five Dysfunctions of a Team
The nature of operating as a team is flawed
and difficult due to:
• Trust - Without trust, team members are unwilling to
be vulnerable within the group, and fear admitting
mistakes and weakness.
• Conflict - Without trust, teams cannot engage in
productive debate.
• Commitment - Without airing opinions, team
members rarely commit to decisions.
• Accountability - Without full commitment, team
members hesitate to call their peers on actions and
behaviors that seem counterproductive to the
good of the team.
• Results - Without accountability, individual needs
are more likely to be put above the team’s.

32. Activity 2:
Building Effective Team
Characteristics
• Take a few minutes to independently fill in
the activity sheet.
– What would it look like if others were
demonstrating this characteristic?
– What would it look like if you were
demonstrating this characteristic?
• As a team, pick one characteristic to
discuss at a time.
• As a team, create a list of common
answers that will serve as team ground
rules.
Before the activity ends, put any additional tasks on
your Action Planning Ideas List.

33. Effective Team Practices
• Integrating PBS
• Clear roles and responsibilities
• Meet frequently and regularly
• Useefficient meeting
procedures

34. Effective Teams:
Integrating PBS
PBS should connect with all systems
in your school.
• Leadership Team
• School Improvement Team
• Intervention Alignment

35. Effective Teams: Integrating
PBS and Leadership Team
• One staff member serving on
both leadership and PBS teams
will ensure alignment.
• Regular and open
communication between PBS
and leadership teams increases
effectiveness of implementation.

36. Effective Teams:
Integrating PBS and School
Improvement
• School Improvement Plans should
address improving positive behavior
support practices.
• Goals that address behavior could be
included in various areas of your SIP.
– Safe and orderly schools
– Community connections
– School climate
– Staff retention

37. Effective Teams:
Integrating PBS and
Intervention Alignment
• The concept of layers of
intervention and standardized
procedures is part of both PBS
and Intervention Alignment.
• All school staff members have
a role in providing the support
that students need to be
successful.

38. Integrating PBS and
Intervention Alignment
The PBS Team will:
• assess current school-wide and student-
specific data to identify areas of need
• assist PLCs in reviewing and analyzing
behavioral data
• coordinate with Student Support Team
and special education services
• provide support to teachers and PLCs
regarding behavioral strategies
• assist in training others and modeling best
practices
• provide access to resources

39. Activity 3:
Effective Team Practices:
Integrating PBS
• Complete the table listing all
relevant committees and groups
and required information.
• Include all current resources that
support/address behavior issues.
• Are there steps you need to take
to ensure connections?
Before the activity ends, put any additional
tasks on your Action Planning Ideas List.

40. Effective Team Practices:
Roles
The PBS Team will…
• assess current behavior
management practices.
• examine patterns of behavior.
• obtain stakeholder commitment
and participation.
• develop a school-wide plan.
• model PBS practices.
• monitor and evaluate action plan.

41. Effective Team Practices:
Roles
• Chairperson
• Recorder
• Database Manager
• Communication Coordinator
• Timekeeper
• Coach

42. Effective Team Practices:
Meet Frequently & Regularly
•More effective teams meet more
often.
•PBS needs to be a priority all year long.
•Plan your meeting schedule in
advance and commit to it.

43. Effective Team Practices:
Meeting Procedures
• Review statement of purpose and ground
rules regularly.
• Honor roles and responsibilities.
• Develop and distribute agenda
prior to meeting based on PBS action plan.
• State and stay focused on desired outcomes
for each agenda item.
• Begin and end meetings with action items.
• Summarize the meeting results.
• Distribute meeting notes to team members.

44. Activity 4:
Effective Teams
• Assign/discuss possible roles within
the team and determine if roles are
best suited to people’s strengths.
• Discuss frequency of PBS team
meetings and schedule with coach.
• Set upcoming meeting dates and
times for the year with coach.
Before the activity ends, put any additional
tasks on your Action Planning Ideas List.

45. Activity 5:
Team Introductions
The remaining teams will
introduce themselves.
Please tell the group the name
of your school, your school’s
mascot, and something unique
or interesting about your school.

46. LUNCH

47. Systems: Building
Faculty
Involvement

48. Building Faculty Involvement
In this section:
• Rationale
• Four approaches to gain faculty
involvement
• A plan to get faculty involvement

49. Faculty Involvement:
Rationale
When everyone is involved in the
process…
• practices are more consistently
implemented.
• change is sustained more over time.
• interventions are more meaningful and
relevant.
• positive overall school climate inspires
others to invest in new practices.
The goal is to achieve ownership in
which all faculty and staff view
themselves as the PBS team.

50. Building Faculty Involvement:
Four Strategies
• Use the existing data.
• Utilize school-wide vision
process.
• Ensure opportunities for input.
• Support and reinforce staff.

51. Building Faculty Involvement:
Use the Existing Data
The use of data helps to build
faculty involvement by…
• creating a common awareness of
what is working and what needs to
change.
• building a climate of openness and
trust.
• encouraging dialogue.
• committing everyone to the same
cause.
• showing results of efforts.

52. Building Faculty Involvement:
Use a School-Wide Vision Process
Building a common vision ensures
faculty involvement by…
• allowing everyone to imagine the
kind of school they want to have.
• creating clarity about what needs
to change so that you can meet
goals.
• giving a different viewpoint for
understanding why change is
needed.

53. Building Faculty Involvement:
Strategies for Increasing Input
Have a process to ensure
equitable participation in the
discussion. Consider including the
following:
•Effective communication processes
•Staff review of draft documents
•Opportunities for dissent
•Ability to “opt out”
•Staff surveys

54. Building Faculty Involvement:
Strategies for Increasing Input
Conduct staff surveys to…
•obtain staff feedback to set
priorities for PBS implementation.
•create involvement without
holding more meetings.
•generate new ideas.
•build a sense of
faculty ownership.

55. Building Faculty Involvement:
Support and Reinforce Staff
• Remember to support staff efforts.
• Everyone needs encouragement to
change.
• Model ways to focus on the positive.
• Facilitate understanding of why
reinforcement works.
• When people feel good about what
they are doing, they keep doing it!

56. Key Points for Building Faculty
Involvement
• Emphasize benefits.
– Conservation of time/effort
– Greater professional accountability
• Expect, respect, and respond to
resistance (encourage questions and
discussion).
• Enlist leaders with integrity, authority,
resources and willingness to assist.
• Clarify how changes align with other
initiatives.
• Emphasize what will happen if change
does not occur.

57. Activity 6:
Planning for Faculty Involvement
• Brainstorm the potential challenges
in your school to faculty
involvement.
• Generate a prioritized list.
• Develop ideas to improve faculty
involvement.
Before the activity ends, put any additional
tasks on your Action Planning Ideas List..

58. Practices: Universal
Strategies

59. Universal Strategies
• Universal strategies are for all
students.
• Focus on universals before focusing
on more intensive strategies
• Effectively implemented universals
will assist the majority of students to
demonstrate appropriate
behavior.
• Universals will not decrease
behavior problems to zero.

60. Universal Strategies
Today, we will cover:
• School-wide expectations
On day two we will cover:
• Expectations and procedures in
specific settings
• Teaching expectations
• Universals in the classroom
• Reinforcing expectations
On day three we will cover:
• Responding to problem behavior

61. School-Wide Expectations:
Definition
A list of broad, positively
stated behaviors that is
desired of all faculty and
students and is…
•aligned with the school’s
mission statement.
•taught to all faculty,
students, and families.

62. School-Wide Expectations:
Rationale
• Creates a universal language.
• Increases consistency across
settings.
• Helps teachers and
administrators problem solve
with students.
• Changes the climate by
focusing on what to do instead
of what not to do.

63. School-Wide Expectations:
Process
The PBS Team will complete the
following steps:
• Determine problem behaviors
• Specify desired behaviors
• Categorize behaviors
• Name each category
• Use categories to create school-
wide expectations that are easy to
remember

64. Heritage Elementary

65. Elementary School-Wide Example
Vance Elementary School
• This is an assembly during the
first week of school.
• Additional assemblies also
planned for later in the year.
• School in second year of
implementation.

66. Elementary School-Wide
Example
• Swift Creek Kindergarten student
• Demonstrates a student’s
knowledge of both the acronym
and how to display the behaviors,
when taught the expectations.

67. West Lake Middle School

68. Holly Springs High School
THE GOLDEN RULES:
H ave respectproperty.
others and
for self,
Arrive on time.
Wto succeed.
ork responsibly
ork responsibly
Kto succeed.
eep a positive
attitude.
S afetyresponsibly
ork first.
to succeed.
eep aresponsibly to
ork positive
attitude.
succeed.
ork responsibly
eep a positive
to succeed.
attitude.
“Building a Tradition of Excellence!”
afetey first.
eep a positive

69. Activity 12:
Defining School-Wide Expectations
Process:
• List problem behaviors (page one or use chart
paper).
• Change each problem behavior to a
replacement behavior. State positively.
• Categorize replacement behaviors into 3-5
groups.
• Name each group.
• Have a method for making expectations easy
to remember (acronym, alliteration, etc.).
• Complete the Expectations Self-Check (page
three).
• Prepare to share your SWE ideas.
Before the activity ends, put any additional tasks on your
Action Planning Ideas List.

70. Tools for
Implementatio
n

71. Tools for Implementation:
Determining Pace
There is no required amount of
implementation that should be
completed by the end of the first year.
• Some schools plan all year.
• Some implement right away.
• Some follow a cyclical model
(plan/implement/evaluate/modify).
Different teams move through planning and
implementation at different rates!

72. Tools for Implementation:
Phases
• Research shows that schools move
through distinct phases of
implementation along the way towards
PBS outcomes
• There are 4 phases with specific tasks
and outcomes
– Preparation
– Initiation
– Implementation
– Maintenence
• Coaches will support schools in moving
through the phases and meeting
outcomes

73. Tools for
Implementation: Action
Planning plan is the document that guides
• The action
the work of PBS and assist you to move
through the phases of implementation.
• Action plans should drive the creation of
meeting agendas as well as generate clear
action steps at the end of each meeting.
• Effective action plans are:
– Used regularly
– Frequently reviewed and updated
– Accessible to all staff
– Made of specific, manageable action steps with
clear timelines
– Developed using data from staff and teams

74. Tools for Implementation:
:
Action Planning
• Use all available data to help focus the
team.
• Work on one goal at a time.
• Break large goals into smaller, more
manageable action steps.
• Delegate responsibility for completion
of each step.
• Ensure accountability by checking
back on progress at every meeting.

75. Tools for
Implementation: :
Action Planning
Make action plans easily
accessible to all team members
and staff.
• Use shared folder or Blackboard
• Keep current goal and action steps
on the minutes from each meeting
• Create a PBS bulletin board or
newsletter with current goals and
progress

76. Tools for
Implementation :
Action Planning
Components of an
effective action plan:
• Desired outcomes
• Prioritized action steps required to
meet the goal
• Person responsible and deadline
for each step
• Resources needed to complete
each step
• Evaluation measure to indicate the
step was completed

77. Activity 18:
Action Planning
• Review your action planning ideas list
• Determine the first priority for your school
• Create a goal statement
• Brainstorm all required action steps needed to
meet that goal
• Determine how the action steps will get met
and complete one of the action planning
forms
• Review with your coach before leaving

78. Where do we go from here?
• Establish team processes.
• Work on statement of purpose.
• Introduce PBS to staff and build
faculty involvement.
• Conduct staff survey and tabulate
results.
• Create and revisit action plan
regularly.

79. Looking Ahead to Day Two
• Be prepared to talk about your
team accomplishments &
challenges.
• Add details of day 2

80. PBS Coaches are here to
help you!
John Ringo, Coordinator (jringo@wcpss.net)
Matt Burrows (mburrows@wcpss.net)
Eric Chaplin (echaplin@wcpss.net)
Courtney Goodson (csgoodson@wcpss.net)
Patrice Hardy (pyhardy@wcpss.net)
Javier Martinez (jmartinez@wcpss.net)
Laura Phipps (lphipps@wcpss.net)
Mitzi Safrit (msafrit@wcpss.net)
Laura Winter (lwinter@wcpss.net)

81. Other Resources
PBIS.org
SWIS.org
http://www.ncpublicschools.org/positivebehavior/
htp://www.wcpss.net/positive-behavior/
http://blackboard@wcpss.net

82. Evaluations
Please take a few minutes to
complete the evaluation forms
provided.
Your feedback is essential for our
team to provide the most effective
training experiences in the future!
THANK YOU!

83. Looking Forward to Day
Two!