“We’re Doing
PBS….Aren’t We?”
Fidelity & Sustainability Issues
Surrounding Positive Behavior Support
Wendy Allen
Coordinator, Louisiana Positive Behavior Support Project
Reasons to celebrate in
St. Tammany Parish
Always remember the triangle
Which school are you?
• The school
doing some
parts of
PBS
• The school
doing all
parts of
PBS and
doing it well
How can you tell the
difference?
How are schools
evaluated on PBS?
School-wide Evaluation Tool(SET)
• SET is a valid instrument (Journal of
Positive Behavior Interventions, Jan.
2004)
• Schools scoring 80% overall and 80% in
the teaching component are considered a
DEMONSTRATION SITE as long as the
district agrees
• CAUTION: It is a quick pulse or snapshot
of the school on any given day; it does not
completely measure all elements to the
degree of fidelity
SET Elements
•
•
•
•
•
•
•
A.
B.
C.
D.
E.
F.
G.
Expectations/Rules Defined
Behavioral Expectations Taught
Reinforcement System
Behavioral Violations
Monitoring & Decision Making
Management
District Level Support
Example PBS Documents
OTHER STATES
• Maryland
http://www.pbismaryland.org/schoolexamples.htm
Tennessee
http://web.utk.edu/~swpbs/examples.htm
Florida
http://flpbs.fmhi.usf.edu/resources_schoolwide.asp
Texas
http://www.txbsi.org/preview.aspx?page=40
Example PBS Documents
IN STATE
www.lapositivebehavior.com
Click on Demonstration Sites, then choose the region and school
Region
1
2
3
4
5
6
Parish
Jefferson
Livingston
Tangipahoa
Ascension
Ascension
Ascension
St. John
Iberia
Iberia
Lafayette
Lafayette
St. Martin
St. Martin
Calcasieu
Rapides
School
Harvey Kindergarten
Denham Springs Freshman
DC Reeves Elementary
GW Carver
Gonzales Middle
Lowery Elementary
Fifth Ward Elementary
Belle Place Middle
Coteau Elementary
Broadmoor Elementary
Milton Elementary
Early Learning Center
St. Martinville Senior High
RW Vincent Elementary
Horseshoe Drive Elementary
A. Expectations/Rules Defined
*Do you have them, or they posted?
• Are your exp/rules aligned?
*Demonstration Sites – Region 3 – Ascension Parish -Lowery Elementary
• May want to take pictures and place by
your rules
• Morning announcements & Student Rap!
• Classroom rules???
• Add adult responsibilities on posters
Example
Enter “Zipped & Flipped.”
Keep voices low.
RESPECTFUL
Keep voices low.
Keep your area clean.
RESPONSIBLE
Be punctual.
Report to lunch at assigned
time.
Wash hands.
SAFE
Keep hands to self.
Chew with mouth closed.
PROBLEM SOLVERS
Follow adult instructions.
ABLE TO FOLLOW DIRECTIONS
Sit with students at your
assigned table.
Demonstration Sites – Region 6 – Rapides - Horseshoe Drive Elementary
Example
Parent Conferences
Make their
day!
 Be Respectful
• Be polite & always begin on a positive note
• Listen carefully to parents’ concerns & other
points of view
• Refrain from diagnosing behavior
Demonstration Sites – Region 3 – Ascension - Gonzales Middle
B. Behavioral Expectations Taught
*Evidence of teaching, do staff & students know exp?
• Develop a schedule and script (teach continually)
• Rotation Stations
9:00-9:15
9:20-9:35
9:40-9:55
10:00-10:15
10:20-10:35
10:40-10:55
4th Grade
Recess
Assembly
Hallway
Bus
Restroom
Cafeteria
5th Grade
Cafeteria
Recess
Assembly
Hallway
Bus
Restroom
Kinder
Restroom
Cafeteria
Recess
Assembly
Hallway
Bus
1st Grade
Bus
Restroom
Cafeteria
Recess
Assembly
Hallway
2nd Grade
Hallway
Bus
Restroom
Cafeteria
Recess
Assembly
Facilitator
moreno
rawls
risinger
Station:
Restroom Rules (Ms. Frankie will come to your hallway to deliver this instruction)
Recess Rules (Please take students to the concrete area on the playground)
Assembly rules (Please take students to the gym)
m. braud
mcmahan
mcmeller
Cafeteria rules (Please take your students to the cafeteria)
Bus rules (Please take your students to the bus loading zone)
hallway/breezeway (Ms. McMeller will come to your hallway to deliver this instruction)
Demonstration Sites – Region 3 – GW Carver
3rd Grade
Assembly
Hallway
Bus
Restroom
Cafeteria
Recess
Demonstration Sites – Region 6 – Rapides - Horseshoe Drive Elementary
• Use short corrections
-“Zip and Flip”: quiet & fold arms
-“HOT”: here on time
- “SALAMI”: stop and look at me
- “CLAYGO”: clean as you go
- “Hips, Lips, Ears”: hands by your side, quiet, ears open
for instruction
• Lessons
*Ideally your team would schedule & script
*Copies of lessons given to
teachers/students in advance (planner)
*Booster Lessons could be based on your
data (even previous year data)
*Scheduling Creativity
*see website examples cited earlier
*MODEL PROGRAM
http://www.modelprogram.com/
C. Reinforcement System
*Is it documented, do the teachers give out, do the students acknowledge
getting
• In-service on the importance of praise & how to
deliver a reinforcement
• School-Wide vs. Classroom
• Reinforcement menu should be posted!
• Levels of reinforcement (it’s not all about a buck!)
– Dress Code, Tardies, No Referrals, etc.
– Reinforce the students for adult-contingent behavior
• Positive Referral
Broadmoor Elementary School
Caught Being Good Referral Form
Date: ___________________ Teacher: ___________________
Student: ___________________________________
Grade: ______________
Reasons to call:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Parent’s name: _____________________________________________________________________
Parent’s home phone: _____________________________ work phone:_______________________
Parent’s cell phone: _______________________________ Parent’s email: _____________________
Demonstration Sites – Region 4 – Lafayette - Broadmoor Elementary
If you do use tokens/bucks…
• Connect back to expectations (print out on)
• Verbalize and have them restate (some schools
have students write on the buck)
• Ask students what they want & vary (FOCUS
GROUP)
• Dress Code, Tardies, Dances, Sporting Events,
Social Time, Game Room, Raffles, etc.
• All faculty should have access and students should
be able to earn throughout the day
So how do you get the faculty
to give out reinforcements?
• MODEL & create reinforcement for them
based on your school’s expectations
• Teachers can create what they redeem
them for (duty free day, free jean day,
leave school early, principal for a day, free
lunch, etc.)
• Drawing for teachers of those students
who turned in bucks
Strategies for Stores
• Filing cabinet, actual room, rolling store
• Offer varying increments ($1, $5, $10)
• Solicit the community for donations or
have staff bring in non-used items from
home
D. Behavioral Violations
*Documentation of Minor vs. Major, Crisis Plan
• Need to discuss definitions of minor vs. major as
a faculty (fighting, tardy, cursing)
• Discuss # of minors that = major
• How are teachers keeping up with minors?
• Minor Infraction Forms (interventions, student
sign off, administration consistence)
• May want to consider a flow chart, which every
teacher could have posted
Example
No
Yes
Is the
Incident Major?
1st Offense
Verbal Feedback & Re-teach
Clarify Consequences
2nd Offense (same behavior)
Complete Tracking Form
Intervention & Consequence
3rd Offense (same behavior)
Complete Tracking Form
Intervention & Consequence
Contact Parent
4th Offense (within 3 weeks)
Follow Referral Procedure
Write Referral
Attach all applicable
minor incident forms.
Send student with referral
to Room 145
Behavior
Ceases
Administration will follow-up
with course of action
and/or consequences
Reinforce
Appropriate
Behavior
1.
2.
Parent contacted (1 day)
Teacher provided
administrative action (1 day)
3. Incident recorded in
data management system (2 days)
• Remember to focus on REPLACEMENT
BEHAVIORS not just stopping the behavior
• Always consider the function of behavior
(punishment should decrease the behavior, not
be reinforcing)
• Review Crisis Management Codes (Lockdown,
etc.)
– Beauregard Parish has Crisis
Codes/Procedures on back of teacher ID
E. Monitoring & Decision Making
*Is data being collected, shared, and used to make decisions?
• Data sharing should be a responsibility of
someone on the PBS team at every PBS
meeting, otherwise you are basing decisions
off of the team’s perception and possible
biases
• Can you look at the referral data:
– per day each month?
– based on location?
– based on the type of behavior?
– by student?
– by time of day?
– by teacher?
Examples from Lowery Elementary
Demonstration Sites – Ascension - Region 3
Referrals
2500
2000
Behavior
Impacts
1954
1500
1178
1000
1013
500
173
0
2004-05
2005-06
2006-07
2007-08
SPS
74
School
Performance
Score
72.2
72
70
68
66
64
62
64.8
63.1
60
58
2004-05
2005-06
2006-07
2007-08
October – 70
September- 37
November - 51
Discipline by Action
18
18
20
16
16
15
15
10
12
12
11
10
10
6
5
2
5
3
4
0
Detention
In-School
Suspension
September
Saturday
Detention
October
Suspended
November
Time Out
Discipline by SPED
Discipline by Time
14
12
12
SPED, 12,
22%
10
8
6
6
4
4
4
3
4
2
1
1
3
1
2
1
Regular Ed,
42, 78%
9:
30
10
:0
0
10
:3
0
11
:0
0
11
:3
0
12
:3
0
1:
00
1:
30
2:
00
2:
30
3:
00
3:
30
0
Discipline by Gender
Discipline by Grade Level
Female, 13,
24%
3rd, 15, 28%
4th, 39, 72%
Male , 41,
76%
PBS October Meeting
• Data showed referrals for disrespect, disobedient, and fighting
referrals from September were high.
• Because of this, booster lessons were implemented on respecting
peers and adults, and conflict management strategies.
8
8
6
4
3
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9
8
7
6
5
4
3
2
1
0
• During our November meeting we brainstormed ideas to
reduce infractions/referrals since we are coming to high
referral month according to last years data (February 07
was our highest month)
• Flag referral system will begin next Monday as a positive
spin to monitor # of referrals. Everyday that a class does
not have a referral issued they will place a star on their
flag. After every 5 stars, incentive will be given. After 25
(month), they will get a bigger incentive like pizza party,
etc.
Discipline Referrals
140
118
120
96
100
82
70
80
60
54
42
37
40
20
2006-07
12
0
August
September
October
November
2007-08
November
Data
Analysis
• Data should be shared at least once a month
with the faculty (via faculty meeting, grade level
meeting, blackboard, email, etc.)
• If the teachers aren’t aware of the data, the need
to sustain PBS is not going to exist
• Data sharing also helps to change the minds of
your “yellow/red” teachers
• Every school has Data may be good, bad, and
even ugly—a PBS school looks at it, shares it,
and decides to do something about it
• Have the students get involved!
• Post in your halls, office, or newsletters!
Surveys
• Staff Satisfaction Survey (Spring)
• Parents & Students too!
• www.surveymonkey.com (free up to 10
questions)
• www.pbssurveys.org
F. Management
*PBS Team, SIP, Team Leader, Administrator, Action Plan
• Rotate responsibilities on team
• Recruit people to help & remove others
who don’t contribute; rotate team
members each year
• How are new team members going to be
trained/taught about PBS elements?
Teacher Binder?
• Team Process Survey
http://flpbs.fmhi.usf.edu/pdfs/Team%20Proc
ess%20Survey.pdf
• Action Plan is a living document that
should be visited every year and at each
meeting
• Behavior/PBS should be embedded
somewhere in your SIP
G. District Level Support
*PBS funds, district contact
• You definitely have district support! 
• How is your data looking as a district?
• Share! Share! Share!
Other Considerations
• Consider a PBS Binder for faculty (helps with subs, new
teachers)
• Benchmarks of Quality (submitted every Spring) and Book of
Products Template; see
http://www.lapositivebehavior.com/content.cfm?id=63
• PBS on your website
• Newsletters & Newspapers
*Demonstration Sites – Region 3 –Ascension -Gonzales Middle
• Open House & Student Orientation
• Sporting Events/Dances
• Get Community Partners (Donations), Signs
• Ask parents to volunteer
• Brochures http://www.modelprogram.com/
• Video
Resources
• www.pbis.org
• www.lapositivebehavior.com **examples
Remember:
•PBS at your school is determined by you and
your efforts
•PBS is a process
•PBS is best practice
•Embed all other initiatives into PBS
•You’re not truly doing PBS unless you are
looking at data to drive your decisions
•We can’t “fix a kid” until we first “fix our
environment”
Contact Information
• [email protected]
Wendy Allen
(225) 578-8444