Transcript wordpress.oet.udel.edu

DE-PBS School-wide
Positive Behavior
Supports
Team Training
June 18 & 19, 2013
Adapted from :
Maryland PBIS
Illinois PBIS
Strategies for Developing Self-Discipline and Improving
School Climate Workshop (G. Bear, 2012)
Based on research of
Rob Horner & George Sugai
OSEP Center on PBIS
Universities of Oregon & Connecticut
The Delaware Positive Behavior
Support Project is a collaboration with
the DE Department of Education, the
UD Center for Disabilities Studies, and
Delaware Public Schools.
Essential Questions
• How does Positive Behavior Support address
challenges schools face?
• What are the key features of a comprehensive
Positive Behavior Support approach?
• What are the elements needed to develop and
maintain a School-wide PBS program for our
school?
So, what is PBS?
School Wide PBS is:
Not new…it’s
a specific based
practice
onor
a long history of
Not
limited
to
any particular
group
of
Framework
for
enhancing
adoption
&
implementation
of
behavioral
curriculum…it’s
practices
a general
& effective
approach
students…it’s
for all students
Continuum
of evidence-based
interventions to achieve
to
Instructional
preventing
problem
& strategies
behavior
Academically
anddesign
behaviorally
important outcomes for
ALL students.
SWPBS is
Framework for enhancing
adoption & implementation of
Continuum of evidence-based
interventions to achieve
Academically & behaviorally
important outcomes for
All students
A Main Message
STUDENT
ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff
Behavior
PRACTICES
Supporting
Student Behavior
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Positive Behavior Support
Universal
School-Wide Data Collection and Analyses
School-Wide Prevention Systems (rules, routines, arrangements)
Targeted
Group
Interventions
Analyze
Student Data
Individual
Interviews,
Questionnaires, etc.
Observations
and ABC Analysis
Simple Student
Interventions
Complex Individualized
Interventions
Adapted from George Sugai, 1996
© Terrance M. Scott, 2001
Common Behavior
Concerns
•Texting and emailing during instruction
•Talking during instruction
•Eating, drinking and gum chewing
•Late arrival, early departure
•Starting an activity before listening to the instructions or
“set up”
•Inappropriate attire
What does PBS look like in a school?
• >80% of students can tell you what is expected of them &
can give behavioral examples because they have been
taught, actively supervised, practiced, & acknowledged.
• Positive adult-to-student interactions exceed negative.
• Administrators are active participants.
• Data & team-based action planning & implementation.
• Function based behavior support is a foundation for
addressing problem behavior.
• Full continuum of behavior support is available to all
students.
What is
School-wide Positive Behavior Support?
•
School-wide PBS: A systems approach for establishing
the social culture and individualized behavioral supports
needed for schools to achieve both social and academic
success for all students.
•
Evidence-based features of SW-PBS
•
•
•
•
•
•
•
Prevention
Define and teach positive social expectations
Acknowledge positive behavior
Arrange consistent consequences for problem behavior
On-going collection and use of data for decision-making
Continuum of intensive, individual interventions.
Administrative leadership – Team-based implementation
(Systems that support effective practices)
www.pbis.org - Horner
Elementary PBS vs. Secondary
PBS
• Staff working in departments
• # of staff, # of students
• District-wide policies
• Multiple administrators
• Varied expectations in regards to academic
achievement and motivation
• More groundwork is needed
• Buy in from staff is lower (30% report that 76% of
more of staff supported SWPBS implementation)
BIG IDEAS
• 3-5 years for full implementation & to create a
sustainable positive school culture
• Organizational FRAMEWORK
• Critical Key Features same across schools, but
unique to the CULTURE & CONTEXT of the school
• Be sensitive and respectful of the existing school
environment
• Coaching support for implementation
• Think about the multiple initiatives and committees
currently in your building.
• Is there overlap or duplication of effort?
• Are many of the same people serving on different
committees?
• Goal is to work smarter not harder!
• How can we make this happen?
DE-PBS
Adapted from materials on
www.pbis.org
Prepare for Working Smarter
Prepare for Working Smarter
• Allows schools to identify the multiple committees
within their school
• Helps in identifying purposes, outcomes, target
groups, and staff involved
• Assists schools in addressing, evaluating, and
restructuring committees and initiatives to address
school improvement plan
• Important for schools to identify that School-wide
PBS is a framework within which existing committees
and initiatives can integrate
Adapted from materials on
www.pbis.org
(Not Harder)
Working Smarter—Committee
Review Worksheet
 Step 1: Identify ALL Current Teams (discipline, instruction, climate,
school improvement, parent support, etc.)
 Step 2: Identify purpose, outcomes, target audience, and staff involved
for each committee
 List in 2nd -5th columns
 Step 3: Identify which School Improvement Goal is supported by
committee efforts
 List in 6th column
 Step 4: Based on your summary, what committees/teams can you align
and integrate to support everyone’s efforts towards the school
strategic plan and mission?
Determine your next steps …
Adapted from materials on
www.pbis.org
 List in 1st column
Prepare for Working Smarter
(Not Harder)
• Allows schools to identify the multiple committees within
their school
• Helps in identifying purposes, outcomes, target groups,
and staff
• Assists schools in addressing, evaluating, and restructuring
committees and initiatives to address school improvement
plan
• Important for schools to identify that school-wide PBIS is
integrated into existing committees and initiatives
Team Led Process - Sample Teaming Matrix
Initiative,
Committee
Purpose
Outcome
Target
Group
Staff
Involved
School
Improvement
Plan
Attendance
Committee
Increase attendance
Increase % of students
attending daily
All students
Eric, Ellen,
Marlee
Goal #2
School Climate
Committee
Improve Climate
Improve Climate
All students
Marlee, J.S.,
Ellen, Eric
Goal #3
Eric, Ellen,
Marlee, Otis,
Emma
Goal #2
Goal #3
1. Eliminate
initiatives
that do NOT
haveHasanotdefined
Improve safety
Predictable response
Dangerous
met
Goal #3
to threat/crisis
students
purpose and measurable
outcome.
School
Enhance
school
Improve
morale haveAllthe
students
Has not
met
2.Spirit
Combine
initiatives
that
same
measurable
Committee
spirit
and/or
same
target Bullies,
group Ellen, Eric,
Disciplineoutcome
Improve
behavior
Decrease office
Goal #3
Committee
referrals
Marlee, Otis
3. Combine initiatives
that haveantisocial
75%
of
the
same staff
students,
repeat
offenders
4. Eliminate initiatives that are not
tied to School
S&DFS Committee
Prevent drug use
High/at-risk
Don
drug users
Improvement Goals.
Safety Committee
PBIS Work Group
Implement 3-tier
model
Decrease office
referrals, increase
attendance, enhance
academic
engagement, improve
grades
All students
Team Coordination &
Collaboration
• Keep communication open!
• Problem solving teams coordinating behavioral
interventions at Tier 2 & 3 and the School-wide PBS Team
are to communicate regularly
• Often dual membership across teams supports these
efforts
DE-PBS Key Features for SW
• Program Development & Evaluation
• Problem-Solving/Leadership Team
• Data
• Professional Development & Resources
• Developing SW and Classroom Systems to Prevent Problem
Behavior
• Expectations, Recognition and Teaching
• Positive relationships
• Correcting Problem Behaviors
• Consistent and clear procedures
• Disciplinary encounters used as learning opportunities to teach
problem solving strategies
• Developing Self-Discipline
Building a Strong & Effective
PBS Leadership Team
• Adopt a problem-solving team process for planning,
development, implementation, and evaluation of
evidence-based practices across all three levels of
prevention and intervention (primary, secondary, and
tertiary).
Are we as a team representative
of our staff?
• Administration a must have!
• Consider:
• Grade levels
• Content areas: academic and related arts
• Regular and Special Education
• Related arts
• Specialists: Counseling/School Psychology
• Students
• Parents
Our Goal!
• To be efficient and effective!
• Let’s work smarter not harder!
• BUT HOW?
Monthly meeting schedule
• Pre-set monthly meeting schedule for the year
• Avoid month to month scheduling to support team
participation
• Set consistent day & time – e.g., 2nd Tuesday
afternoon of the month at 2:20-3:30.
• Select location that is distraction-free as possible
What role will you play on
PBS Team?
• Specific roles can include:
• *Facilitator (create the agenda, lead the meeting)
• *Time-keeper (keeps team on task)
• *Recorder/Note-taker (takes and distributes minutes;
archives material)
• *Reporter/Communicator (shares information on
activities and data to staff, families, and communities)
• Data Manager (brings data to team meetings)
• Others as needed (consider team/school culture):
• Door keeper
• Jargon buster
• “But” Buster
Team Mission
• Establish function of the team
• Include program development & implementation
• Shared understanding and commitment
• Communication of team membership and mission
Establish Meeting
Norms/Ground Rules
• A set of guidelines that a team establishes to shape the
interaction of team members with each other and with
staff outside the team.
• Team norms can encompass as many topics as the team
deems necessary for successful functioning.
• Post norms and mission at meetings for review &
reference
Meeting Norm Examples
Team problem solving,
conflict resolution, and
decision making
• Team members will make
decisions by consensus,
but majority will rule if
timely consensus is not
reached;
• Conflicts will be resolved
directly with the persons
in conflict.
Team member interaction in
meetings
• Team members use 1 voice
at a time
• Hold no side or competing
conversations
• Arrive on time
• Work from an agenda
• Record minutes
• End meetings on time
Clear Agenda
• Have a reasonable agenda for each meeting and set
time limits per topic
• Include:
• Review of data to make informed decisions on
program effectiveness
• Revisit action plans/goals and celebrate successes
• Identify information to share with whole staff
• How will this information be shared?
Parking Lot
• Strategy to capture valued ideas, thoughts, concerns,
etc. that are not on the meeting agenda
• Post-its, index cards, etc. available to all to jot down
thoughts to be collected for follow up at end of
meeting if time, or post-meeting.
Form Subcommittees
• As your program is developing and growing, the team
may benefit from breaking off into subcommittees that
report back to the whole team.
• Data Review & Summary
• Product Development
• Expectation Teaching Plans/Activities
Meeting Minutes & Action Planning
 Documentation of
 Logistics of meeting (date, time, location, attendance &
roles)
 Agenda items for today’s meeting ( and next meeting)
 Discussion items, decisions made, tasks and timelines
assigned
 Problem statements & solutions
 Decisions made/tasks to be done
 People assigned to implement with timelines assigned
 Evaluation plan to determine the effect on student
behavior
Meeting Minutes & Action Planning
 Reviewing Meeting Minutes
 An effective strategy for getting a snapshot of what
happened at the previous meeting and what needs to be
reviewed during the upcoming meeting
 What was the issue/problem?
 What were we going to do?,
 Who was going to do it and by when?,
 How are we measuring progress toward the goal?
 Visual tracking of focus topics during and after meetings
 Prevents side conversations
 Prevents repetition
 Encourages completion of tasks
SWPBS Team Materials
• Permanent Products Notebook Model
• Program materials the team creates to support implementing a
Schoolwide PBS program
• Materials used year to year
• E.g., Expectations/poster templates, behavior matrix, expectation
lesson plans
• Working Notebook Model
• PBS Team monthly meeting materials
• E.g., agendas, minutes & sign-in documents, data reports
Problem-Solving/
Leadership Team Planning
• As a team reflect on the strategies covered to support running
an effective and efficient problem solving team
• Decide if action items are needed to put strategies in place for
your SW PBS Team
Example:
Category
Representative
Team
Task
Team membership
and member
commitment
established.
Action Plan
Sarah will email (by Wednesday
evening 6/19) related arts
department staff to request a
representative for the SW PBS
Team.
Key Feature Status Tracker
• School-wide Tier 1: Program Development &
Evaluation
• Problem-solving Teams
• Status
• Discuss as a team if components are:
• In Place, Partially in place, Not in Place
• Action Plan
• Discuss as a team the items Partially in place or
Not in Place
• Note activities to be completed, who will do
them and when
DE-PBS Key Feature
• Schools value the importance of data-based decision
making, as reflected in the on-going evaluation of
program effectiveness and modification of program
components, interventions and supports based on
multiple sources of data.
Understanding & Using Data
Sources
DATA
Action
Planning
Analysis
Why use data?
• It takes the emotion out of our experiences
• Graphs help people see the big picture
• Sets baseline to measure improvement
• Identifies need
• Guides intervention planning
• Measures effectiveness of our systems and practices
• It reminds us to celebrate our accomplishments
• It’s fun!
Classes of Data
• Outcome data (Is it having an effect?)
• Office Discipline Referrals - “Big 5” Graphs
• DE School Climate Survey (DSCS)
• Effort data (Are we working the plan?)
• Key Feature Status Tracker
• DE Assessment of Strengths and Needs for PBS
(DASNPBS)
• Fidelity data (Are we following the plan?)
• DE-PBS Key Feature Evaluation
Can your team answer the Big 5
Schoolwide Discipline questions for
your school?
1.
2.
3.
4.
5.
On average how many referrals are handled in a day?
What type of behavior occur most often?
When do the behaviors occur?
Where do the behaviors occur?
How many are involved?
Office Discipline Referral Data
(ODR)
• The Big 5
• Average Referral/Day/Month (DDRT)
• # of Referrals by Location
• # of Referrals by Behavior
• # of Referrals by Time of Day
• # of Referrals by Student (DDRT)
Comparison of Average Referrals/Day/Month
5
4.43
4.5
4.09
4
3.7
3.5
3.21
3.15
2.95
3
2.82
2.67
2.53
2.47
2.5
2007-2008
2008-2009
1.95
2
1.42
1.32
2009-2010
1.86
1.6
1.5
2.12
2.1
2.05
1.29
1.15
1.64
2010-2011
1.69
1.59
1.36
1.17
1.13
1
1.68
1.41
1.26
1.19
1.05
0.83
0.75
0.64
0.63
0.70
0.50
0.50
0.47
0.5
00.00
0.00
0 0
0
August
September
October
November December
January
February
March
April
May
June
Referrals by Student
Behavior Reporting Triangle
100%
4%
6+ Referrals
90%
2 - 5 Referrals
21%
0 - 1 Referrals
80%
70%
60%
Total Enrollment
327
# of Students with
0-1
247
76%
# of Students with
2-4
68
21%
# of Students with
6+
12
4%
50%
40%
76%
30%
20%
10%
0%
Expanding the Big 5
The “Big Five” Reports
• Average per day per
month
• By type of behavior
• By location
• By time of day
• By student
Data Review by Subgroups
• By Ethnicity
• By Disability
Referrals by Ethnicity
Report #1: Percentage of all enrolled students by ethnicity and
percentage of referrals by ethnicity
www.pbisillinois.org
Referrals by Ethnicity
Report #2: Percentage of all enrolled students by ethnicity and
percentage of students with referrals by ethnicity:
www.pbisillinois.org
Referrals by Ethnicity
Report #3: Percentage of students within each ethnicity
group who have referrals
www.pbisillinois.org
Referrals by Disability
IEPs
Non-IEPs
www.pbisillinois.org
Disproportionality Defined
• Disproportionality refers to the over or under
representation of a group within a category
• Eighty-five percent of office discipline referrals (ODRs)
are given to male students who are 50% of total
enrollment (Overrepresentation)
• Males represent less than 30 % of elementary school
teachers, yet are 50% of the U.S. population
(Underrepresentation)
www.pbisillinois.org
Data Showing Disproportionality
• ODR
• Subjective vs. Objective
• ISS/OSS
• Special Education
• ED/BD
• Interventions
• Over-represented
• Under-represented
www.pbisillinois.org
DE School Climate Survey
•
•
•
•
Valid and reliable measure of school climate
Student, staff, home versions available
Open to all DE public schools
Offered yearly
Subscales of Delaware School Climate Surveys 2013
Student Survey
Teacher/Staff Survey
Home Survey
Teacher-Student Relations
Teacher-Student Relations
Teacher-Student Relations
Student-Student Relations
Student-Student Relations
Student-Student Relations
Respect for Diversity
Respect for Diversity
Respect for Diversity
Clarity of Expectations
Clarity of Expectations
Clarity of Expectations
Fairness of Rules
Fairness of Rules
Fairness of Rules
School Safety
School Safety
School Safety
60
Part I : School Climate
Student Engagement School- Student Engagement Schoolwide
wide
Bullying School-wide
Bullying School-wide
Teacher-Home Communications Teacher-Home Communications
Staff Relations
Total School Climate
Total School Climate
Total School Climate
Parent Satisfaction
PART II: Techniques
Punitive Techniques Punitive Techniques
Social Emotional
Social Emotional
Learning Techniques Learning Techniques
Home Survey
61
Teacher/Staff
Student Survey
Survey
Positive Behavior
Positive Behavior
Techniques
Techniques
Part III: Bullying & IV: Engagement (Individual Level)
Bullying
Victimization1
Home Survey
Physical Bullying
Physical Bullying
Verbal Bullying
Verbal Bullying
Social/Relational
Bullying
Social/Relational
Bullying
Cyberbullying2
Student
Engagement
1 Grades
Cognitive &
Behavioral
Cognitive &
Behavioral
Emotional
Emotional
6-12 only for the printed version. Optional for grades 4-5 with computer version.
2 Grades 6-12 only.
62
Student Survey
Teacher/Staff
Survey
School Climate Reports
• Types of scores reported:
• Standard Score (for comparing school’s scores to
those of other schools, with a score of 100 being
average)
• Average Item Score (for each subscale: tells us if the
score is favorable or unfavorable, irrespective of
how it compares to scores for other schools)
• Frequency Score (tells us the percentage of
respondents who agreed or disagreed with item)
Exploring School Climate
Survey Data – Student Version
• What are our overall significant strengths and concerns?
• What are the data trends?
• By Race
• By Gender
• By Grade
What do we do with all this
data?
• Data Summaries reviewed monthly with team &
used to make decisions
• Designate a data person
• Utilize a subgroup to review & present summary
• Share data with staff at least 3-4 times/year
• Staff Meetings
• Content/grade level team meetings
• PLC meetings
• Share highlights with parents & community
• School & district newsletters
• Community news
Improving DecisionMaking
Solution
From
Problem
Information
To
Problem
Information
Problem
Solving
Solution
Decision Making
•
•
•
•
•
•
Is there a problem?
What areas/systems are involved?
Are there many students or a few involved?
What kids of problem behaviors are occurring?
When are these behaviors most likely?
What is the most effective use of our resources to
address this problem?
Going from primary to precise
• Primary statements are vague and leave us with
more questions than answers
• Precise statements include information about 5
“Wh” questions:
– What is the problem and how often is it happening?
– Where is it happening
– Who is engaging in the behavior?
– When is the problem most likely to occur?
– Why is the problem sustaining?
What are the data you need to move from a
Primary to a Precise statement?
• What problem behaviors are most common?
• DR per Problem Behavior
• Where are problem behaviors most likely?
• DR per Location
• When are problem behaviors most likely?
• DR per time of day
• Who is engaged in problem behavior?
• DR per youth
• Why are problem behaviors sustaining?
• No graph
From primary to precise:
An example
Primary statement:
• “School program
DRs during
December were
higher than any
month”
Precise statement:
– Minor disrespect and disruption are
increasing and are most likely to occur
during the last 15-minutes of classes
when students are engaged in
independent seat work. This pattern is
most common in 7th and 8th grades,
involve many students, and appears to
be maintained by work
avoidance/escape. Attention may also
be a function of the behavior- we’re
not sure.
+ If many students are making
same mistake, consider
changing systems ... not students
+ START by teaching, monitoring &
recognizing success
…before increasing PUNISHMENT
Key Feature Status Tracker
• School-wide Tier 1: Program Development &
Evaluation
• Data
• Status
• Discuss as a team if components are:
• In Place, Partially in place, Not in Place
• Action Plan
• Discuss as a team the items Partially in place or
Not in Place
• Note activities to be completed, who will do
them and when
Policy & Implementation
Commitment
• School Improvement Plan includes school-wide efforts to
develop or improve positive behaviors among all
students.
• Include measurable goals and objectives
• Consider use of School Climate Data & ODR Data
• The components of School-wide DE-PBS are
implemented with all students (all grades, classrooms,
with and without disabilities, etc.)
• Team attendance at professional development including
the administration. Maintain that the team leader(s) and
administration have received training.
Buy In: Getting Staff and
Students on Board
• Anecdotal information indicates that 80% buy-in from
staff is critical to successful implementation
• If “Buy-in” is that important how do we get it?
•SHARE INFORMATION &
GATHER FEEDBACK!!!
Ideas for Buy-In
• Share data to lay the foundation
• Office Discipline Referral Summaries
• School Climate Data Results
• Attendance Data
• DE Strengths and Needs Assessment
• Start small -- target 1-2 areas in need of intervention
that effects all staff
• Share research
• Student involvement
Research Examples
• The interaction between problem behavior and
academics reaches a critical mass in high school
(Morrison et al., 2001, Nelson, Benner, Lane, & Smith, 2004).
• “50% of problem behaviors resulting in discipline
referrals occur in non-classroom settings (ie.
Hallway, cafeteria)” (Nelson, Smith, Colvin, 1995).
• “teachers were trained using precorrection,
reinforcement (catch them being goods) for
appropriate behaviors, and active supervison …
resulted in a 42% reduction in problem behaviors”
(Oswald et al., 2005).
Student Involvement
• As early as elementary level, include older
students in program implementation
• Secondary schools: utilize students on the team,
or form a PBS Student Team
• Include students that represent all students
(consider athletes, academics, student
government, uninvolved, kids with referrals)
• Use students in teaching lessons, peer-mentoring
around PBS, reinforcer ideas, etc.
Staff Kick Off
• Secure time with all staff prior to school year
• Team to share overview/mini-training with staff
• What is DE-PBS in general? What is School-wide PBS?
• Why do we have a PBS System in place?
• What does our school’s SWPBS system look like? What are
the expectations, teaching plan, etc.?
• What is expected of staff?
• Teaching expectations
• Support students to meet expectations
• Acknowledging students meeting expectations
• System for responding to problem behaviors
Student Kick Off
• Secure time with all students (early in the school year)
• Team to share overview with all students
• What is School-wide PBS?
• Why do we have a PBS System in place?
• What does our school’s SWPBS system look like?
• Teach expectations across settings – using creative, age
appropriate lessons and activities.
GET EXCITED & HAVE FUN!
Parents/Families Kick Off
• Inform families about SWPBS
• What is SWPBS?
• Why are we implementing
PBS?
• What does PBS look like at
our school?
• Incorporate information in
materials shared at the
beginning of the school year
• Open House
• Handbook
• Welcome letter
• Plan to share updates
throughout the year
• Newsletters
• Website
• Parent-Teacher
Association/Organizati
on
• Remember to
collaborate and gather
feedback!
Program Monitoring
• Administrators and PBS Team members develop plan to
monitor implementation fidelity
• Remember to utilize outcome, effort, and fidelity data
• Utilize team member feedback loop between the group
they represent and the SWPBS Team
• Plan to gather student feedback
Key Feature Status Tracker
• School-wide Tier 1: Program Development &
Evaluation
• Professional Development & Resources
• Status
• Discuss as a team if components are:
• In Place, Partially in place, Not in Place
• Action Plan
• Discuss as a team the items Partially in place or
Not in Place
• Note activities to be completed, who will do
them and when
Revisiting Data- Additional
Sources of Information
• Disproportionality Data
• Staff & Student Attendance
• Retention, Dropout, Graduation Data
•
•
•
•
Supported through DE-PBS Project
Delaware Assessment of Strengths and Needs for PBS
School Climate Surveys (staff, student, families)
DE-PBS Key Feature Evaluation
Discipline Data Reporting Tool (DDRT)
•
•
•
•
Average referral per day per month
Comparison of year to year
Triangle data – Referrals by Student
Referral rate per 100 students compared to national
average (also useful to use if your population changes
drastically)
• Referral rate per 100 students compared to DE Schools
trained in PBS
Delaware Assessment of Strengths and
Needs for Positive Behavior Supports
(DASNPBS)
• Aligned to Delaware’s Key Features of Positive
Behavior Support
• Each item is drawn from supporting research and
theory.
• Designed to help schools assess strengths and
needs:
• In four areas of comprehensive schoolwide
discipline
• 10 items for each component
• In the areas of program development and
evaluation
• 10 items
DASNPBS Sections
• School-wide Tier 1 - Program Development and
Evaluation
• Implementing Schoolwide & Classroom Systems
• Developing Self-Discipline
• Correcting Behavior Problems
Assessment Logistics
Who Should Complete It?
• Teachers
• Administrators
• Other instructional/certified
school staff (i.e. school
counselors, psychologists,
intervention specialists,
etc.)
Who Should Administer It?
• School PBS Team
Leader/Team
• School Administrator
When to Administer It?
• Annually
• Utilize staff meetings or Inservice sessions
How to administer it?
• Ideally in sections – Select
sections based on need
• Online or Paper – Online
recommended
DE-PBS Key Features
Evaluation
• The DE-PBS Key Feature Evaluation is a tool used to provide
feedback to schools based on their School-wide PBS (SW-PBS)
program and implementation across 4 areas:
• School-wide Tier 1 - Program Development and
Evaluation
• Implementing Schoolwide & Classroom Systems
• Developing Self-Discipline
• Correcting Behavior Problems
• Onsite school visit includes interviews with Administration,
PBS Team Leader(s), Staff, Students
Tomorrow’s Agenda
DE-PBS Key Features for SW
• Program Development & Evaluation
• Problem-Solving/Leadership Team
• Data
• Professional Development & Resources
• Developing SW and Classroom Systems to Prevent Problem
Behavior
• Expectations, Teaching and Recognition
• Positive relationships
• Correcting Problem Behaviors
• Consistent and clear procedures
• Disciplinary encounters used as learning opportunities to teach
problem solving strategies
• Developing Self-Discipline