Arizona’s Most Excelling Schools!
Safe and Supportive Schools
Grant
Positive Behavior Interventions
and Supports Manual
Arizona’s Most Excelling Schools!
Scottsdale Unified School District Gold Ribbon PBIS
Implementation Manual
Table of Contents
I.
II.
Safe and Supportive Schools Grant
What is School Wide PBIS
a. Components of PBIS
b. Data Based Decision Making
III. Getting Started
a. Strategically selecting a PBIS committee
i. Consolidating existing committees
b. Achieving Buy-in From all Stakeholders
IV. Behavior Components
a. Acronym
b. Expectations
V.
Discipline Components
a. Majors & Minors
b. Flow Chart
c. Referral Forms and Data collection
VI. Recognition Components
VII. Creating Positive Classrooms
VIII. Implementation
IX. Program Evaluation & Sustainability
X.
Tier II and Tier III Behavioral Supports
XI. Appendix
a. SUSD Implementation Timeline
b. Behavior Matrix
c. Signs
d. Major/Minors
e. Recognition
f. Suggested Interventions
g. SUPBiS Team Forms
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Goals of the Safe and Supportive Schools Grant
Funded through Arizona Department of Education
The goals of the Safe and Supportive Schools (S3) grant funded through the Arizona
Department of Education allow participating LEA’s to use systematic, data based interventions
to improve conditions for learning in target high schools. Targeted interventions that address
concerns for safety and other conditions that impact learning will be implemented according to
the systematic collection of data using surveys instruments and incident data that directly
address issues relevant to safety, health, and other factors. The goals of the S3 grant include:
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Improve conditions for learning in eligible schools by utilizing valid and reliable data to
drive the use of research-based prevention and intervention strategies.
o Decrease in the percentage of students who report personal harassment or
bullying on school property.
o Improve safety score as computed by ADE.
o Decrease the number of suspensions for violent incidents without physical
injury.
o Decrease in the number of students that are offered, sold, or given an illegal
substance on campus.
Reduce high-risk student behaviors that present barriers to learning in eligible schools
by using valid and reliable data to drive preventions and intervention strategies.
o Decrease in the percentage of students who report current (30 day) alcohol use.
o Increase in referral for appropriate interventions for substance use.
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Safe and Supportive Schools
Fact Sheet
Safe and Supportive Schools:
The Safe and Supportive Schools grants seeks to increase student engagement, safety and
environment including rules, discipline, and the physical aspects of campus as well.
Engagement: Student engagement is a key element of a positive school climate, with a large
body of research linking it to academic achievement. The term student engagement can
provide an overarching framework for many positive individual student processes, relationships
within the school, and contextual qualities.
Safety: A sense of safety is essential to a school that is inviting and supports the ability to focus
on learning and participation. A safe school is one of the important outcomes of achieving
effective engagement. Safety includes School as a Safe Place as well as Freedom from Substance
Abuse and its negative consequences.
Environment: School climate is a product of the full school environment, including its physical
plant and institutional procedures and services. Indeed, these institutional resources provide
the environment in which safety and strong engagement can be achieved. In the Tennessee
model, there are three components of a supportive school environment: a Challenging
Academic Environment, Fair Rules and Procedures and Positive Physical Environment that
ensure and maintain positive conditions for learning, and Buildings and Grounds that create a
welcoming physical environment.
Goals:
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Over a 4 year period of time the S3 grant will seek to:
o decrease alcohol use
o decrease student reported bullying and harassment
o decrease the number of suspensions for violent incidents
o Increase referrals for tobacco and substance abuse
o Increase school connectedness
o Increase the school safety score
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Supports:
A Positive Behavior Intervention and Supports (PBIS) framework will be adopted to obtain the
above goals.
o District supports include:
 Funding for staff to attend state trainings
 Training and consultation from Clinical Coordinator and Clinical Specialist
in identification and referral of appropriate prevention programs
 Assistance in the development of PBIS framework and use of data for
decision making
o State Supports include:
 University of Arizona Instructional Coach
 Ongoing Training for School Core Leadership Team
 On site consultation and training for staff
School Role:
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Administration Support
Development of a Core Leadership Team to guide PBIS process
o Including Administration
o Teachers
o Nurse/Psychologist/Counselor
o Students (if appropriate)
o District Rep
Incorporate PBIS framework into established campus systems
School Wide Positive Behavior Intervention and Support (PBIS)
School Wide Positive Behavior Interventions and Supports (PBIS) is a proactive prevention
oriented framework that seeks to increase protective factors and reduce risk factors among
students in a school setting. This is a research based framework that is designed to enhance
academic and social and emotional outcomes among our students.
These outcomes are achieved through (a) emphasizing the use of data for informing decisions
about the selection, implementation, and progress monitoring of evidence-based behavioral
practices; and (b) organizing resources and systems to improve durable implementation fidelity
(pbis.org).
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PBIS is based on the three tiered intervention model as indicated below and also employed
thought the Response to Intervention framework. Tier I includes the creation of school wide
expectations, school wide recognition system, the use of data based decision making, and a
standardized firm and fair discipline procedure process. Tier I influence the school and the
classroom and begin the process of culture change.
Tiers II and III focus more on the use of data to make informed decisions about the need for
specific interventions for students who do not respond to tier I and are in need of more
intensive supports. See appendix for intervention samples.
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Designing School-Wide Systems
for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
PBIS Defined
Positive Behavior Intervention and Supports (PBIS) is rooted in the behavioral or behavioral
analytical perspective in which it is assumed that behavior is learned, is related to immediate
and social environmental factors, and can be changed. PBIS is based on the idea that students
learn appropriate behavior in the same way they learn to read-through instruction, practice
feedback, and encouragement. Key features of PBS include: (1) administrative leadership, (2)
team-based implementation, (3) a clear set of defined positive expectations and behaviors, (4)
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teaching of expected behaviors, (6) monitoring and correcting errors in behaviors, and (7) using
data-based information for decision-making, monitoring, and evaluating building results.
Why PBIS?
Previously, school-wide discipline has focused mainly on reacting to specific student
misbehavior by implementing punishment-based strategies including reprimands, loss of
privileges, office referrals, suspensions, and expulsions. Research has shown that the
implementation of punishment, especially when it is used inconsistently and in the absence of
other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social
behavior is an important aspect of a student’s educational experience. Teaching behavioral
expectations and recognizing students for following them is a much more positive approach
than waiting for misbehavior to occur before responding. The purpose of school-wide PBS is to
establish a climate in which appropriate behavior is the norm.
Key Features of PBIS
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Representative team led and supported by school administration
Clearly and positively stated expectations based on a school acronym
School wide system for recognizing desired behaviors
Defined and agreed upon discipline management system
Data based decision making
Data Based Decision Making
Data should be at the foundation of every decision made regarding PBIS beginning with the
decision to implement PBIS and the formation of your leadership team. For example, you may
want to include teachers who refer the most and the least students, or if a particular grade
level is over represented in office discipline referrals (ODR) a teacher from that grade level
should be included. All decision made in the planning process should be able to be defended by
data.
Getting Started with PBIS
First Steps:
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Evaluating Need for PBIS
Gaining faculty and staff support for PBIS
Creating the Core Leadership Team
Gaining buy-in and support from all stakeholders
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Evaluating the Need for PBIS on your campus:
As mentioned previously all decisions made regarding PBIS should be supported by data. Staff
surveys are an easy way to determine the needs for PBIS on a campus. Staff surveys help to
highlight specific areas of need on individual campuses and can be used to gain faculty and staff
support.
Gaining Faculty and Staff Support for PBIS
Ideally, the decision to implement PBIS should be voted on and agreed to by 80% of staff. The
sharing of discipline data and staff surveys can be used to highlight campus needs for which
PBIS is the solution. (Note: 80% staff support should be the goal for all PBIS decisions including
the acronym, reinforcement system, majors and minors, etc.)
Creating the Core Leadership Team
The development of a school PBIS leadership team should be strategic and participation should
be voluntary. At a minimum the team should include an administrator, a member that
understands behavioral strategies, a group of teachers and staff that is representative of the
school (certified and classified), a parent and student. There are also other aspects to consider
ensuring the team is strategically chosen. Influential teachers, students and parents are helpful
to have on the team to become champions that can further the cause. Resistant team
members who can easily be converted may also be key members. It may also be helpful to
include representation from any other influential and important stakeholder groups such as
community members.
PBIS Coaching
A district PBIS coach may also join your team. This person is an expert in PBIS implementation,
behavior, data analysis and interpretation, intervention planning, and consultation. A PBIS
coach can be an objective part of the team to help establish team norms, ensure a high level of
team performance and effective implementation of PBIS throughout the school.
Consolidating/Eliminating Teams on Campus the Serve a Duplicate Purpose
One of the goals of PBIS is to create a culture where everyone is speaking the same language
and has a common agenda. In order to accomplish this it is often necessary to consolidating or
eliminating existing committees that serve a duplicate role to your PBIS Core Leadership team.
Examples of Such committees include discipline committee, behavior committee, safety
committee, spirit committee etc.
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Gaining Buy-In From all Stakeholders
The ultimate goal of school wide PBIS is to create a culture change that extends beyond the
school campus; into the home and the community. For this reason it is important to gain the
support of all relevant stakeholders. Including these stakeholders in the decision making
process and sharing the data with them are great ways to gain their support.
Behavior Components of School Wide PBIS
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Acronym
Behavior Matrix
Plan for Displaying &Teaching Behavioral Expectations
*All of this information should be shared with faculty and staff during the planning process.
The goal is to ensure at least 80% of the staff buy into the chosen expectations. Consistency
from class to class and adult to adult is very important for successful implementation of PBIS.
Acronym
The first step with regard to the behavioral components of PBIS is to choose a set of 3-5 words
that are easily remembered and capture the essence of the positive behaviors desired on
campus. Data should be used to choose the words. For example, if defiance and disrespects is
an issue, “respect” may be an important word to select.
High School Examples:
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Coronado Dons: CHS Commitment, Honor, Show Respects
Saguaro Cats: CATS, Capable, Appropriate, Trustworthy, Supportive
Middle School Examples:
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Supai Eagles: 3B’s Be Safe, Be Respectful, Be Responsible
Mohave Wildcats: PAWS, Practicing Respect, Always Respectful, We are Responsible,
Stay on Task
Elementary School Examples:
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Anasazi Scorpions: 3B’s Be Safe, Be Respectful, Be Responsible
Tonalea Tigers: GRRR
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Behavior Matrix
It may be helpful to create the behavior matrix as you are selecting your acronym. Creation of
these at least in part together will help ensure you are able to capture all desired expectations
with the words chosen for the acronym.
The first step in creating the matrix is to determine which areas on campus will be targeted
during the first year of implementation. The specific areas chosen as well as the number of
areas chosen to target should be based on discipline data. Questions to consider: What are the
areas on campus in which the greatest number of discipline incidents occur? Is there a natural
break in the number of discipline incidents between areas that helps you pick the top 3-5 areas
to target? Do you feel your discipline data is accurate?
Once the target areas are selected that team will want to develop 3-5 positively stated
behavioral expectations for each location based on each word chosen for the acronym. The
expectations should be specific, easily taught, easily understood, and easily remembered. Once
again discipline data should be used to target frequently occurring behaviors. The matrix
should easily explain to students what they should be doing.
*Student input for both the acronym and matrix can be very beneficial especially at the middle
and high school levels.
Displaying and Teaching Behavioral Expectations
Once the acronym and behavior matrix has been developed and approved by 80% of faculty
and staff it is important to consider how the expectation will be displayed and taught on
campus. Posting the behavior expectations in each target area is crucial and serves as a
constant reminder to the entire school community. However, posting the expectations is not
sufficient for learning and comprehension to take place. A plan for teaching the agreed upon
behavioral expectations needs to be developed. It is recommended that teaching take place in
the actual location. On a high school campus where this may create more of a logistical
problem, videos created in the location that teach the expectations may work just as well.
Ideas and Sample Lesson Plans for Teaching Behavioral Expectations
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Passport : Saguaro High School utilized a passport program during which students
traveled to each target location in small groups with an assigned teacher. While at the
location, teachers and student leaders assigned to that location taught and
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demonstrated the expectations. Students received a stamp on their passport when they
had completed the lesson at each location.
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Guess the Rule :There is a large sign in the front of the classroom with the Code of
Conduct on it. The four main words each written in a different color; e.g., Respectful
(blue), Responsibility (red), Safe (brown), and Prepared (green). Each student is given a
set of four cards; the first card has Respectful written in blue, the second card has
responsibility written in red, the third card has Safe written in brown, and the fourth
card has prepared written in green. The color coding is helpful for students with reading
difficulties.
o Thee teacher then asks a question such as:
o “When we are in the hallways and we walk silently, we are being
____(respectful)___?”
o “When we follow directions, we are being _____(responsible)_____?”
o “When we are on the bus, and we stay in our seats, we are being
___(safe)____?”
o “When we are in class and we complete our work and do our best, we are being
___(prepared)____?”
After the teacher asks the question, the students are asked to select the card they think
answers the question. All students hold up their cards toward the teacher when directed.
The teacher discusses any answer where there may be some discrepancy about the correct
answer.
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Code of Conduct Jeopardy :The teacher prepares the “answers” ahead of time based on
categories form the matrix, such as classroom, hallways, bus, cafeteria, and assembly.
The “answers” are items from the matrix, such as:
Raise hand to speak
Make good choices
Keep hands and feet to self
Listen, watch and learn
The teacher covers up the “answer” with a cover sheet. The teacher may want to color
code all Classroom questions with red cover sheets and identify the point values as 10, 20,
30, 40 and 50. The Hallway questions could be covered with blue cover sheets etc.
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The first student selects a question. For example, I’ll take Hallway for 30 points. The
answer is “Face Forward”. The student responds, “The question is, “What is being
prepared?” Have the class work toward a class total.
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Code of Conduct Memory :Make two copies of each rule from the matrix that you will
be including in your memory game. The size of the memory game and the number of
the matching pairs included will depend on the ability level of your classes; the older
students can handle a much larger game board. Have the students take turns,
identifying a card to turn over and then trying to find its match. After they turn over the
first card, reinforce the category. That is the teacher would say, “The card says, “listen
politely when others are speaking.” That is a Respectful thing to do. The students try to
find its match. If you find another respectful behavior (e.g., raise hand to speak) that’s a
close match and the class will earn points for that too.” An exact match can be worth
double compared to a match of two respectful behaviors. Work for a class point total.
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Family Fun Night: have games like this in each classroom. Let the parents and students
travel the school together learning the rules and playing games in each class. There
could be a duck float, fishing game, bingo, etc. where the pieces of each are rules the
students and ultimately their parents need to know. This would be a great way to kick
off the year.
Discipline Components of School Wide PBIS
Majors & Minors
Faculty and students may have assumptions of what is expected behavior, but we cannot
assume everyone’s beliefs are similar. A PBIS school teaches expected behavior and creates
clear and consistent procedures to enforce rules, address behavior infractions, and administer
appropriate consequences. This process is established by first distinguishing between major
and minor infractions. Major infractions are usually code of conduct violations and immediate
office discipline referrals. Minor infractions are managed by the classroom teacher. Behaviors
should be clearly defined and documented as either a major or a minor.
Discipline Flow Chart
Many PBIS schools choose to create school-wide discipline procedures and consequences. This
generates consistency for students from teacher to teacher and year to year. The behavior
management/discipline process is outlined in a discipline flow chart. The goal is for students to
expect a consistent and predictable response from all teachers for behavior infractions.
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Key points to consider when establishing discipline procedures:
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The goal is to create a consistent approach and “get on the same page” with colleagues
Create predictability for students, staff, and parents
Be neutral, firm, and consistent
Office Discipline Referrals
An office referral or behavior incident form is designed to gather the essential information
needed to guide the PBIS process. The form should contain the following information:
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Staff making referral
Type of Incident
Location of incident
Time of incident
Student responsible for the incident
Others involved in incident
Day of incident
Date of incident
Teacher actions
Administrative actions
All staff should receive training in the proper way to complete a discipline referral form
and the associated procedures for submitting the forms
The school should have a clear process for gathering the office referrals, entering the
information into Genesis, summarizing the information, and periodically reporting on
the data to the entire school
Data Driven Decision Making
Prevention as an intervention is a key feature of a PBIS framework. Data is imperative because
it eliminates guesswork and allows decision makers to devote time and resources to the precise
place, parts of the school day, and students in need of additional support. Office discipline
referrals (ODRs) are the primary source of data used to implement PBIS. Data should be
reviewed on a monthly basis to determine needs and guide the design of additional behavior
supports. For example, “location” data may show that a certain area of the school, such as the
hallways, suddenly has an inordinate amount of disruptive behavior. Using the PBIS premise of
“prevention as an intervention” simple changes to hallway procedures (i.e., teach traffic flow
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patterns, increase active supervision of staff) can prevent the problem behavior from escalating
and instead result in a significant reduction of problem behaviors.
The following areas are referred to as the “Big 5” and should be reviewed on a monthly basis.
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Referrals by problem behavior
Referrals by location
Referrals per day, per month
Referrals by time of day
Referrals by student
It is recommended that the following areas also be reviewed on a regular basis:
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Referrals by grade
Referrals by student
Compare data year to year
Positive behavior indicator (for example, number of students earning rewards by
month)
Total ODRs and suspensions
When the data are shared with staff, the following points should be addressed:
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Recognition of progress and accomplishments.
Interpretation of the data (make it meaningful for others).
Suggestions for next steps based on the data.
Recognition Components of School Wide PBIS
Recognizing Expected Behaviors
As a universal strategy, systems should be established to ensure all students receive positive
acknowledgment for demonstrating the expected behaviors stated in the school-wide behavior
matrix. Reward systems begin with positive attention and extend to a concrete school-wide
system.
The most simple and powerful way to reinforce expected behavior is for all staff members to
give students positive attention at least 4 times for every 1 correction. The research behind the
4:1 ratio suggests that by recognizing specific behaviors we increase the likelihood that those
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same behaviors will be repeated and strengthened in all students. Acknowledging students
when they engage in expected behavior creates a positive school climate.
A formal reward system is a significant component in all PBIS schools. Many schools create
acknowledgment coupons or certificates for students who exemplify expected behavior or who
have met predetermined criteria. There are many ways to design a school-wide system, but
simplicity and staff-buy in are often key features to sustainability.
Creating Positive Classrooms
A supportive, learning-centered environment instills a sense of community and teaches
students to be responsible for their behavior and learning. The classroom is a microcosm of
school-wide PBIS. Positive classrooms are created when students are given the opportunity to
be successful. Similar to establishing school-wide PBIS, the following guidelines prepare
students to be successful in individual classrooms:
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Behavior expectations are taught and posted
Classroom teacher acknowledges positive student behavior (4:1 ratio)
Routines are taught and reinforced (support classroom management and prevent
downtime)
Mutual respect (builds positive relationships and creates school connectedness)
Classroom teachers are significant in the development of a positive learning environment. A
positive classroom is a mesh of both classroom management and the ability to connect with
students. Teaching students what to expect establishes a safe and supportive environment and
promotes mutual respect.
Teaching expectations and consequences regarding the following classroom routines is
suggested:
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Procedures for passing out papers and turning in classwork.
Procedures for turning in homework.
Behavior for entering the classroom.
Behavior for entering the classroom when late to class.
Behavior for exiting the classroom.
Procedures for throwing away garbage, sharpening pencils, getting paper and other
supplies, using the bathroom, and getting a drink of water.
Processes for making up work.
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Consequences for late or missed work.
Behavior for asking questions, answering questions, and volunteering answers.
The following are positive behavior supports to assist with classroom management:
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Promoting on-task behavior with circular desk arrangement.
Active teaching of classroom rules.
Say-show-check for teaching classroom procedures.
Teaching procedures for transition times; rehearsal of transition.
Speeding up transition: beat the timer.
Peer-monitored transitions.
Coupon system to decrease inappropriate requests for teacher assistance.
The study game to improve productivity during independent work times.
Praise/encouragement contingent upon effort and productivity.
Short, soft, and close: delivering effective redirection or corrections.
Problem-solving student conferences.
Advance organizers and reminders of expected behaviors.
Reinforcement of the appropriate behavior of other students.
Moving closer to students with behavior concerns.
Universally understood signal for students to give the teacher their full attention (e.g.,
hand clap pattern, sustained teacher silence, count down).
The following questions should be considered when the goal is to create an environment of
mutual respect and positivity:
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Does the strategy treat students with dignity?
Does the teacher’s response to inappropriate behavior include a component to teach
the student the appropriate response?
Is the response to any rule violation clear to the student?
Is there a sequential or hierarchical response to rule violations?
Implementation of School-Wide PBIS
Creating a PBIS framework requires time to consult, plan, make decisions, develop materials,
and train staff before “rolling out” the program. The school PBIS team should update staff on
progress and allow staff the opportunity to provide feedback. It is crucial to the success of a
school-wide PBIS framework to spend time developing the universal Tier 1 level.
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The following steps outline the general process of Tier 1 implementation:
Step 1 Establish commitment and get started
Strong and active administrative support is essential to successful
implementation of school-wide PBIS. Ideally, there should be a districtlevel commitment of support to implementing PBIS.
Step 2 Form the school’s PBIS team
Immediately after the initial staff training is a good time to call for
volunteers for the school’s PBIS team as interest level is usually peaked at
this time.
Step 3 Establish data collection system
Office discipline referrals (ODRs) are a primary source of data used to
guide the process of implementing school-wide PBIS. Referral data are
summarized, and key data reports are kept up to date and shared with
staff on a regular basis.
Step 4 Establish and teach positive behavior expectations
The process for establishing a universal set of positive behavior
expectations begins with identifying three to five core behavioral values
for the school. Generally, schools identify concepts such as respect,
responsibility, safety, productivity, and effort as their core values.
Step 5 Design systems for positive acknowledgment and reinforcement
As a universal strategy, systems should be established within the school to
ensure that all students receive positive acknowledgment for
demonstrating the high priority behaviors established in the expectations
matrix (see page 13).
Step 6 Designing predictable consequence systems for behavior infractions
“Getting on the same page” with other adults when it comes to enforcing
rules, addressing behavior infractions, and administering appropriate
consequences begins by establishing categories of major and minor
infractions.
Step 7 Data-based decision making
School-wide behavioral data should be readily available to the PBIS team.
The data should be updated and reviewed at least once per month.
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System Evaluation & Sustainability
The sustainability of any school system can be a challenge. Obstacles include declining budgets,
changes in available resources, and competing demands on available time. Effective
implementation of school-wide PBIS requires an ongoing effort. It is important to plan for
sustainability from the outset of the school-wide project as well as throughout implementation.
It may be helpful to think of four phases of program implementation:
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Creating PBIS readiness.
Initial implementation.
Become embedded in the school’s practices.
Ongoing evolution.
A full implementation of PBIS as described in this manual would typically require a commitment
of at least two to three years.
Sustaining School-Wide PBIS
To sustain a PBIS systemic approach, it needs to become woven into the fabric of existing
school systems.
The process for providing school-wide PBIS can be efficient and easy to implement. To ensure
effective implementation, staff need to know not only what to do but also how to do it. Staff
learn by seeing and doing through demonstrations and practice. Staff should be provided
resources to develop positive behavior support, including materials, tools, and time.
Professional learning activities can address increasing staff’s capacity to expand and sustain
PBIS.
Sharing PBIS data with staff on a regular basis is important to sustainability. Schools may
choose to share information in newsletters, weekly emails, Web sites, and blogs. It helps to
acknowledge staff in what they are doing right and what is working well. Point out areas in
need of improvement and generate possible suggestions for improvement.
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New Students and Staff
Schools need a process to teach new students and staff on the language, expectations, and
procedures involved in the PBIS program. Some schools do this through staff and student
handbooks, orientation videos, or brochures. Annual, semi-annual training and booster
sessions also help orient new staff to PBIS and the PBIS framework at your school. A school’s
PBIS manual, or artifact collection may also help orient new staff.
Tier II and Tier III Behavioral Supports
PBIS: Tier II
When the universal support of Tier 1 is in place and followed with fidelity, it forms the
foundation for implementing Tier 2 strategies. Tier 2of the PBIS model provides additional
interventions to support a smaller group of students who do not respond to the universal
supports. A targeted group intervention with ten or more students participating is typical of
Tier 2.Tier 2 interventions require analyzing office referral data to identify:
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Locations in the school or times of the day that are especially problematic, and then
problem-solve simple solutions for those situations.
Teachers or classrooms that may be in need of additional classroom management
support.
Small groups of students who are demonstrating similar behavior problems and provide
them with more intensive instruction in social skills or replacement behaviors.
Students who could benefit from daily monitoring, increased feedback, an adult mentor,
a simple behavior plan in school, or a behavior plan coordinated between home and
school.
Students who need more academic or organizational support.
Students who could benefit from alternatives to suspension for major violations.
Implementing Tier II Interventions
Students in need of additional support are often identified through the IPT process.
Administration and the IPT team will need to determine how their school will:


Create several interventions that address various needs of students.
Allocate resources to implement interventions.
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

Collect data on student progress
Evaluate success and/or need to modify or change program
The following features are essential to the development of an appropriate intervention
plan:


A specific problem area or skill deficit is identified and then the area of weakness is
matched to a supportive intervention.
Targeted interventions are research based and include increased structure, prompts,
and feedback for students with instruction on skills needed to be successful.
Determining the Effectiveness of an Intervention
Effective interventions produce measurable change. Data should be collected on a regular basis
to monitor each student’s progress and make necessary adjustments. A student who meets his
or her goals will transition back to the universal interventions of Tier 1. If a student does not
respond to Tier 2 interventions, the student is referred for Tier 3 intervention.
What is Tier III of school-wide PBIS?
When Tier 1 and Tier 2 of school-wide PBIS are in place, the foundation for implementing Tier 3
support is established. Tier 3 of the PBIS model focuses on the individual needs of students who
exhibit ongoing patterns of problem behavior and typically require intensive intervention. Tier 3
supports are layered on top of Tier 1 and Tier 2 supports. Students receiving Tier 3 supports
also need the foundation and structure provided by Tier 1 and Tier 2 supports.
Tier 3 interventions are developed following a comprehensive and collaborative assessment of
the problem behavior. Interventions and supports are then developed and individualized to the
student’s specific needs and circumstances. A Tier 3 intervention typically has multiple
components, incorporating individualized support in the areas of:






Prevention of problem behaviors.
Instruction in replacement behaviors.
Systems of individualized positive reinforcement.
Planned consequences designed to decrease reinforcement for problem behavior.
Emergency interventions, if appropriate.
Home/school collaboration.
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The goal of Tier 3 interventions is to decrease problem behavior and increase the student’s
adaptive behavior across multiple environments.
The following pages provide sample interventions that may be used at the Tier II and III level.
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Intervention: Project
Success
Type: Intervention
Tier: Tier II
Targeted Behavior: Substance
Abuse
Level: MS, HS
Expenses: Training:
$350, Manual
$175, Log $50
Resources: www.sascorp.com
Description: school-based intervention designed to prevent and reduce substance abuse among highrisk adolescents. Project SUCCESS counselors are placed in the schools to provide a range of substance
use prevention and early intervention services. Counselors provide normative and prevention
education; work with students to build resistance and social competency skills; and work with
students, parents, and school administrators to change attitudes, behaviors, and school policies to
help prevent and reduce substance use. Project SUCCESS was developed by Student Assistance
Services (SAS) Corporation.
Essential Implementation Components:
1. Prevention Education Series: This is a series of eight discussion groups on alcohol, tobacco, and
other drug prevention conducted by the Project SUCCESS counselor with small groups of
students.
2. Individual and Group Counseling: Following participation in the Prevention Education Series,
students are assessed for services. They may receive time-limited individual counseling or they
may participate in one of seven counseling groups.
3. School-Wide Awareness and Outreach Activities: Activities such as contests, assemblies, and
other activities in conjunction with national events such as the Great American Smoke Out
help students to change their perceptions of substance use and increase school
connectedness.
4. Parent Programs: Parents are involved in Project SUCCESS through a series of parenting
workshops. These workshops provide parents with prevention information and provide an
opportunity for parents to build social support.
5. Referral: Students and parents who require treatment, more intensive counseling, or other
services are referred to the appropriate agencies in their community.
Implementation Considerations (outlines suggested strategies for applying program at school site):
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Intervention: Student
Study Team
Type: Intervention
Tier: Tier I,
Tier II, Tier III
Targeted Behavior: Variety of
Struggling Behaviors or
Academics
Level: ES, MS, HS
Expenses: Training
Resources: SUSD IPT Training Materials
$0
SUSD IPT Procedures and Forms
Description: Student Study Team (SST) is a process where professionals within the school get together
and brainstorm ideas and techniques that might be helpful for students who are having trouble in the
classroom. The goal of the SST is problem solve and design strategies and interventions for these
students to become more successful at school. The SST is made up of professionals from our school;
including teachers from different grade levels, campus administrators, and at times other staff
members who work with our students such as our school nurse, psychologist, or other specialists.
Essential Implementation Components:
Please refer to Adopted SST (IPT) referral and problem identification packet.
Implementation Considerations (outlines suggested strategies for applying program at school site):
Please refer to Adopted SST (IPT) referral and problem identification packet.
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Intervention: Check
in/Check Out
Type: Intervention
Tier: Tier II
Targeted Behavior: Off-Task/Non
Participation
Level: ES, MS, HS
Expenses: Possible
cost for student
incentives/rewards
Resources: Project RIDE Intervention bank
Description: A system of targeted support designed so that students can receive consistent feedback
about their progress throughout the school day. After each subject or period, teachers provide a
simple evaluation of progress toward specific goals on a behavior report card. Progress is graphed and
students are reinforced when criterion for performance is met. Parents may be asked to sign a
student’s daily progress report to facilitate communication between school and home.
Essential Implementation Components: Faculty and staff commitment is necessary to establish a
Check In/Check Out intervention team. The intervention team should consist of a coordinator and
several staff members who are willing to commit at least 5 minutes per day. The team will also be
responsible for collecting, summarizing, and using data to make decisions.
Implementation Considerations (outlines suggested strategies for applying program at school site):
Check In/Check Out is an appropriate intervention if a student finds adult attention rewarding and the
student is NOT in crisis.
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Intervention: Functional
Behavioral Assessment
(FBA)
Type: Intervention
Level: ES, MS, HS
Expenses: Staff
Time
Tier: Tier III
Targeted Behavior: A FBA is used
to define problem behavior and
perceived function in measurable
terms.
Resources:
Description: A Functional Behavioral Assessment (FBA) is a process for identifying (a) observable
problem behaviors, (b) the contexts or routines where the problem behaviors are most likely, (c) the
specific antecedent events within a context or routine that reliably predict occurrence of problem
behaviors, and (d) the consequences that appear to maintain the problem behavior. The primary
purpose of a FBA is to develop or improve the effectiveness and efficiency of a Behavior Intervention
Plan (BIP).
Essential Implementation Components:
A FBA is a team approach to gathering information and using data to define problem behavior in
observable and measurable terms. SUSD school psychologists are trained to lead the FBA process and
assist the team with developing a BIP that is appropriate, specific, practical, and includes an evaluation
component.
Implementation Considerations (outlines suggested strategies for applying program at school site):
A FBA should lead to the development of a BIP. A BIP defines how an educational setting will be
altered to improve behavioral success of a student and teach positive skills so the student has
alternatives to problem behaviors. Data should be reviewed on a regular basis to determine if the plan
is working.
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Intervention:Student
Assistance Programs (SAP)
Type: Prevention and Tier: Tier II
Intervention
Level: MS, HS
Expenses: 3-day
Targeted Behavior: Students
displaying at-risk behaviors or
affected by family members who
use alcohol, tobacco, and other
drugs.
Resources:
training for Coordinator,
administrator, team
members
Description: A Student Assistance Program is a prevention and early intervention student support
group. The program is based on the recognition that personal problems can seriously affect a student’s
potential to achieve maximum performance in the learning environment and in life. They foster risk
reduction and positive asset development and work to provide a safe, alcohol and drug free
environment. SAPs provide a safe place in which students are free to express their feelings and
concerns as they develop positive relationships with peers and adults and acquire knowledge, skills
and attitude development leading to student success in the school setting.
Essential Implementation Components:
The Six Core Components of a Student Assistance Program:
1.
2.
3.
4.
5.
6.
Identify students with academic, personal, and social concerns
Take initial action towards an effective, positive process of change.
Conduct a pre-assessment* to determine how best to help students move in a positive direction.
Refer for help, either within the school (SAP) or in the community.
Assist students throughout the process to ensure they are able to access support opportunities.
Support change through educational student support groups, where students learn to make behavior
changes, develop skills, and regain their ability to learn.
Implementation Considerations (outlines suggested strategies for applying program at school site):
It is important to remember that a Student Assistance Program is a support group and not group
therapy. Participation in a support group may benefit a student because:
• Kids learn they are not alone.
• Group work increases the likelihood of breaking denial.
• Group provides safety and protection.
• Kids experience healthy social interactions.
• Group work builds trust in social situations.
• Group work provides opportunities for group validation.
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• Group work allows kids to try out new approaches to old problems.
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APPENDIX A
SUPBiS Implementation Timeline
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APPENDIX B
Coronado Behavior Matrix
Sample Behavior Expectation Matrix
Commitment
Honor
Show Respect
CHS
Classroom







Hallways
Cafeteria








Be in class everyday
on time
Make learning a
priority
Use agenda
Be prepared/bring
needed materials
Participate
Use Time Wisely






Help make a clear
path
Pick up trash
Be on time
Have a pass

Eat what you take
Use manners
Throw trash away
Use appropriate
language and
volume
Notify staff od spills






Act with Civility
Give your best
effort
Use technology
appropriately
Be kind and
helpful
Be honest, do
your own work
Follow
guidelines/rules
and directions

Close lockers
quietly
Keep hands to
yourself
Maintain
personal and
professional
boundaries

Pay for all items
taken
Donate what you
do not eat
Wait your turn in
line
Say please and











Value others
and their time
Allow others to
feel safe to
make mistakes
Honor others
right to an
education
Use
positive/approp
riate language
and volume
Listen to others
points of view
Avoid
distracting
classes
Treat people
well
Greet others
Help maintain
the flow of
traffic
Be courteous to
others
Clean up after
yourself
Wait in line
patiently
Use manners
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
Restrooms




Keep clean
Alert staff of
problems
Use time wisely
Use during non
instructional time



thank you
Make healthy
choices
Flush
Clean up after
yourself
Use restroom for
its intended
purpose




Respect
property
Mind your
business
Wash hands
Avoid using
restroom during
learning
opportunities
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APPENDIX C
Expectation Sign: Saguaro Classroom
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APPENDIX D
Coronado High School
Commitment Honor Show Respect
Student Behavior Management Flow Chart
Teach Behavioral Expectations
Recognize Students Demonstrating
Behavior Expectations
Observe Problematic Student Behavior
(Problem Solve with Student)
1st Offense: Reteach expectation
Classroom Consequence
Praise when expectation is
demonstrated
2nd Offense: Reteach expectation
Classroom Consequence
Praise when expectation is
demonstrated
3rd Offense: Reteach expectation
Assign Improve A Don or Office Referral
Possible Classroom
Consequences:
Loss of participation points
Individual Conference
Stand in Hallway
Sent to partner classroom
Parent phone call
Change of seat
TMR
Major
or
Minor?
Call Security
Complete Referral Form
Administrator determines
consequence and provides teacher
feedback
Minors:
Defiance
Inappropriate language
Disruption/talking
Off task behavior, (talking, getting out
of their seats, talking back to the
teacher)
Electronic devices
Tardies
Unprepared for class
Dresscode/hats
Not following class rules
Intimidation towards students
Majors:
Disruptive Defiance
Leaving campus without permission
Inappropriate language towards staff
Alcohol/Drugs/Tobacco
Stealing
Fighting/Violence
Cheating/Plagiarism
Bullying
Destruction of school property
Intimidation towards staff
Weapons
Gang Activity
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APPENDIX E
School-Wide Recognition: CATS Scratch Card
School-Wide Recognition: DONS Dollar
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APPENDIX F
SUPBIS Resources:
The following surveys are a small sample of instruments used to assess the implementation
and fidelity of PBIS on your campus. A wide range of climate surveys and additional
instruments should be used to determine PBIS effectiveness for action planning and decision
making. Please refer to SUSD PBIS coaches for further information.
Classroom Management Self-Assessment
Sugai, Colvin, Horner & Lewis-Palmer
Current Status
Effective Classroom Management Practices
1.
2.
Classroom behavioral expectations defined and taught
(consistent with school-wide expectations)
Classroom routines defined and taught
a) Signal established for obtaining class attention
3.
Self-management routines established
(e.g. do most students follow routine without redirection)
4.
Positive environment established
a) 5 positive comments to every correction/negative
b) First comment is positive/ celebrations
5.
Physical layout is functional
a) Classroom activities have locations
b) Teacher able to monitor whole class
c) Traffic patterns established
6. Maximize academic engagement
a) Opportunities for student responses (0.5/min)
b) Active supervision/monitoring
7. Promote academic success
a)Curricular adaptations available to match student ability
Not In Pl
Partial
0
1
In Place
2
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8. Hierarchy of responses to problem behavior
a) Do not ignore moderate/intense problem behavior
b) Your responses to problem behavior allow instruction to
continue
9. Vary modes of instruction
10. System available to request behavioral assistance
Summary Score
Total Points = ______ X 100% =
20
%
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Data Analysis Worksheet
General Review
Total ODR (Office Discipline Referrals) this month?
What is the ODR Rate per 100 students per day?
(ODR ÷ Students ÷ School Days × 100)
How does this compare with last month (trend)?
Increase, Decrease, or Flat?
Violations
What were the most prevalent violations? Top 3
How does this compare with last month (trend)?
Students
How many students have 0-2 violations this month (Tier 1)?
How does this compare with last month (trend)?
How many students have 3+ violations this month? (Tier 2)
How does this compare with last month (trend)?
Day of Week
What were the most prevalent days of the week for a
violation to occur? Top 2.
How does this compare with last month (trend)?
Time of day
What were the most prevalent times of day for a
violation to occur? Top 2.
How does this compare with last month (trend)?
Location
What were the most prevalent locations for a
violation to occur? Top 2.
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How does this compare with last month (trend)?
PBIS Team Implementation Checklist Version 3.0
School
Date of Report
District
County
State
INSTRUCTIONS: The EBS team should complete both checklists monthly to monitor activities for
implementation of EBS in the school. Completed forms can be faxed (
) or emailed
(
) by the first of each month to
.
EBS Team Members
Person(s) Completing Report
Checklist #1: Start-Up Activity
Status: Achieved, In Progress, Not Started
Complete & submit Monthly.
Date:
(MM/DD/YY)
Establish Commitment
1. Administrator’s support & active involvement.
2. Faculty/Staff support (One of top 3 goals,
80% of faculty document support, 3 year
timeline).
Establish & Maintain Team
3. Team established (representative).
Status:
Status:
Status:
4. Team has regular meeting schedule, effective
operating procedures.
Status:
5. Audit is completed for efficient integration of
team with other teams/initiatives addressing
behavior support.
Status:
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Self-Assessment
6. Team/faculty completes the Team Checklist
or Benchmarks of Quality self-assessment
Status:
7. Team summarizes existing school discipline
data.
Status:
8. Team uses self-assessment information to
build implementation action plan.
Status:
Establish School-wide Expectations:
Prevention Systems
9. 3-5 school-wide behavior expectations are
defined.
Status:
10. School-wide teaching matrix developed.
Status:
11. Teaching plans for school-wide expectations
are developed.
Status:
12. School-wide behavioral expectations taught
directly & formally.
Status:
13. System in place to acknowledge/reward
school-wide expectations.
Status:
14. Clearly defined & consistent consequences
and procedures for undesirable behaviors are
developed.
Status:
Classroom Behavior Support Systems
15. Team has completed a school-wide
classroom systems summary
Status:
16. Action plan in place to address any
classroom systems identified as a high priority
for change.
Status:
17. Data system in place to monitor office
discipline referral rates that come from
classrooms.
Status:
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Establish Information System
18. Discipline data are gathered, summarized, &
reported at least quarterly to whole faculty.
19. Discipline data are available to the Team at
least monthly in a form and depth needed for
problem solving.
Status:
Status:
Build Capacity for Function-based Support
20. Personnel with behavioral expertise are
identified & involved.
Status:
21. At least one staff member of the school is
able to conduct simple functional behavioral
assessments.
Status:
22. Intensive, individual student support team
structure in place to use function-based
supports
Status:
Additional Observations/Comments/Questions:
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Action Plan for Completion of Start-Up Activities
Activity
Activity Task Analysis
a.
1. Establish
Commitment

Administrator

Top 3 goal

80% of faculty

Three year timeline
b.
c.
d.
e.
a.
2. Establish Team

Representative

Administrator

Effective team
operating
procedures

Audit of
teams/initiatives
b.
c.
d.
e.
a.
3. Self-Assessment

Team Checklist
completed.

Discipline data

Identification of
strengths, focus

Action Plan
developed

Action Plan
presented to faculty
b.
c.
d.
e.
Who
When
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4. School-wide
Expectations

Define 3-5 schoolwide behavioral
expectations

Curriculum matrix

Teaching plans

Teach expectations

Define
consequences for
problem behavior
a.
b.
c.
d.
e.
a.
5. School-wide
Classroom
Behavior
Supports
* Expectations
taught
* Routines
established
*Reward System
6. Establish
Information
System



System for
gathering useful
information
Process for
summarizing
information
Process for using
information for
decision-making
b.
c.
d.
e.
a.
b.
c.
d.
e.
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a.
7. Build Capacity for
Function-based
Support


Personnel with
behavioral
expertise
Time and
procedures for
identification,
assessment, &
support
implementation
b.
c.
d.
e.
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Notes:
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