General Three Year Implementation Summary: Outcomes, Practices, and Systems
7 Feb 2017 GSugai
TIER
All
Students
(T1)
ELEMENTS
Outcomes1
THREE YEAR CORE IMPLEMENTATION FEATURES
 Positive school climate ratings
 Displays of school-wide behavior expectations
 Displays of classroom behavior expectations
 Action plans based on analysis of behavior expectations data (who, what, when, where, why)

Practices2
 Direct social skills instruction (define, model, practice, feedback) of school-wide expectations and routines
 Direct social skills instruction (define, model, practice, feedback) of classroom expectations and routines
 Teaching of behavior expectations by all staff across all priority school and classroom settings
 For returning students, regular review and practice of behavior expectations across all school and
classroom settings
 For new students, teaching of behavior expectations by all staff across all priority school and classroom
settings

School-wide and Classroom
 Continuous active supervision
 Specific, frequent specific positive acknowledgements of displays of behavior expectations
 Staff modeling of behavior expectations
1
2
What students learn to do.
What students experience to achieve outcomes.
 Booster social skills instruction based on data review
 Effective academic instruction and curriculum
 Regular and frequent opportunities to review and practice of behavior expectations and routines

Systems3
 School-wide leadership team
 Monthly team meeting
 Administrator participation
 >80% formal staff commitment to participation
 Decision-based data system
 Monthly progress monitoring report to faculty
 Annual practices implementation fidelity report
 Proactive discipline system
o
Measurable, mutually exclusive definitions of rule violations
o
Clear distinction between and procedures for minor (staff managed) and major (administrator
managed) rule violations
o
Decision rules for moving to Tier 2/3
o
Restorative, reteaching procedure
o
Behavior incident recording and reporting procedures
 Quarterly progress report (student and fidelity) to stakeholders
 Annual revision of implementation action plan
 Universal screening for at and high risk student behavior
 Continuum of empirically supported evidence based programs, practices, curricula
3 What
adults do with students to achieve student outcomes.
 Annual measure of implementation fidelity (TFI)

Data4
 Attendance
 Office discipline referrals
 Behavior incidents (major) reports
 Behavior incident (minor) reports
 In school detention/suspension
 Out school suspension
 School climate survey
 Specific behavior indicated through data review
 School and classroom specific behavior indicators

Student
Groups
(T2)
Outcomes
 School-wide outcomes
 Targeted intervention expected behaviors

Practices
 All above
 Universal screening for identification
 Continuous progress monitoring
 Targeted teaching of social skills
 Continuous active supervision
 Continuous acknowledgements and reinforcement
4
What information collected to guide outcome, practices, and systems decisions
 Daily and hourly progress monitoring

Systems
 School-wide Tiers 2/3 behavior support team
 Behavior incident decision based data system
 Active, direct participation by student supports (e.g., special education, school counseling and social work,
nursing)
 Administrator participation
 Alignment with Tier 1 implemented with fidelity
 At least bi-weekly meeting and reporting schedule
 Annual measure of implementation fidelity (TFI) and monthly measure of group behavior support plan
implementation

Data
 Behavior incidents
 Targeted intervention behaviors

Student
Groups
(T3)
Outcomes
 School-wide outcomes
 Individualized targeted expected behaviors

Practices
 Functional behavioral assessment
 Individualized behavior support intervention plan (targeted social skills support, individualized positive
reinforcement, context/setting specific environmental/instructional manipulations, etc.)
 Hourly/daily progress feedback
 Precorrections and antecedent-based prevention strategies
 At least hourly positive reinforcement
 Continuous active supervision
 Individualized academic instructional schedule and supports
 Adult mentor/advocate

Systems
 Individualized, multi-disciplinary team
 Behavior expertise
 Alignment with Tiers ½ implemented with fidelity
 Individual student-based data system
 Student- and support-defined behavior implementation team (student, teacher(s), specialists)
 Tier 1 and 2 implemented with fidelity
 At least weekly progress monitoring and screening meeting schedule
 Annual measure of system implementation fidelity (TFI) and weekly measure of individual behavior support
plan implementation

Data
 Behavior incidents
 Individualized targeted behaviors

Effec ve Organiza ons
Framework for enhancing adop on
Common
Language
& implementa on of
Continuum of evidence-based
School &
Classroom
Climate
interven ons to achieve
Common
Vision/Values
Academically & behaviorally
important outcomes for
Quality
Leadership
All students
Figure 2 PBIS Definition
Figure 1 Characteristics of Effective Organizations
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
OUTCOMES
Supporting
Culturally
Knowledgeable
Staff Behavior
TA
DA
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
S
Supporting Important Culturally
Equitable Academic & Social
Behavior Competence
EM
FEW
SOME
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
ST
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
SY
Common
Experience
PBIS (aka SWPBS, MTSS-B, MTBF, RtI-B…)
PRACTICES
ALL
Supporting Culturally Relevant
Evidence-based Interventions
Figure 3 Continuum Logic
Figure 4 Working Elements
Supporting
Culturally Valid
Decision Making
Team & data driven
Leadership team
Procedures for ongoing data-based
monitoring &
evalua on
Behavior purpose
statement
School-Wide &
Classroom PBIIS
Targeted PBIS
Tier 2
Tier 1
Con nuum of
procedures for
discouraging rule
viola ons
Set of posi ve
expecta ons &
behaviors
Con nuum of procedures
for encouraging expected
behavior
Procedures for teaching SW &
classroom-wide expected
behavior
Figure 5 Tier 1 School and Classroom Core Features
Behavior exper se
Intensive PBIS
Tier 3
Con nuous progress
monitoring, posi ve
reinforcement & adult
supervision
Comprehensive School
Mental Health Supports
Con nuous
progress
monitoring
Increased opportunity for
posi ve reinforcement
Increased social
skills instruc on &
prac ce
Increased adult supervision
Figure 6 Tier 2 Targeted Core Features
1. Specify/define need
Mul -disciplinary
Team & data driven
Increased
precorrec on
Behavior exper se
Increased
precorrec on
Func onal Based
Behavior Support
Planning
Wraparound Supports &
Culture Driven Person
Centered Planning
Data-based
Decision Making
2. Select right evidencebased solu on
Data used to…..
3. Monitor
implementa on fidelity
4. Monitor progress
5. Improve
implementa on
Figure 8 Decision Based Data Systems
Figure 7 Tier 3 Intensive Core Features
Decision
Making
Process
Team
1
Describe need, goal,
problem
2
Analyze influencing
factors
Agreements
3
Determine desired,
expected outcome
= Leadership
4
Identify proven practice
& Coaching
Data-based
Action Plan
“Plan”
5
Develop contextually,
culturally implementation
plan
6
Monitor & adjust based
on implementation fidelity
& student responsiveness
Evaluation
“Check”
Implementation
“Do”
All Staff, Students,
Administrators
Figure 9 General Decision Making Process
Figure 10 General Implementation Process
Checking School/Classroom Climate
7 Feb 2017 GSugai
1.
2.
3.
4.
Determine survey level (school, classroom, or both).
List observable descriptors for positive and negative climate for your school
Rate overall climate based on descriptors.
Compile staff responses.
Where is your school, classroom, or both (circle) on the climate scale?
Negative Climate
0
1
2
3
4
5
6
7
8
9
What are staff &
students “doing” to
contribute to a
negative climate?
Positive Climate
What are staff &
students “doing” to
contribute to a positive
climate?
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Explanation for rating:
10
Number of Responses
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Negative
Climate
1
2
3
4
5
6
7
8
9
10
Positive
Climate