Team Activities & Resources

School-Wide PBIS: Specific Action Plan

Include the development, implementation, and management activities of your plan.
All critical elements should be addressed within your action plan.
Critical
Element / Action/Activity / Who is responsible? / When will it be started? / When willit be completed? / When will we evaluate it?

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Activity 1: Establishing Expectations

Step 1: Identify no more than 5 expectations based on your school data. Record below.

Step 2: Review expectations to see if they meet the basic criteria below.

Expectations / Broadly Stated / Applies to All People in All Settings / Positively Stated / Specific Enough to Develop Rules

Activity 2 : Rules by Setting Matrix

With your team:

Complete the Expectations by Setting Matrix for at least two non-classroom setting using your school’s expectations

Settings and Expected Behaviors
Expectations
/

Cafeteria

Rules / Hall
Rules / Commons/Playground
Rules / Restroom
Rules / Bus Area
Rules

Activity 3: SWPBIS Lesson Plans

Example of: Lesson Format for TeachingSchool Rules and General Expectations

Step One: Introduce the Rule

A. Briefly outline what you will be focusing on during the lesson, the

activities you will be engaging in, and your expectations.

B. Check for understanding by asking students to tell you what they will be

doing and learning during the lesson.

C. State the rule and provide a definition for the rule that is clear to the

student.

Step Two: Demonstrate the Rule

A. Model at least two positive examples and two negative examples.

*Use another adult or a student to demonstrate these examples.

*Give students observation tasks:

-List all the things I did that were “safe."

-List all the things I did that were “not safe."

B. Role plays: Choose 1 - 3 students to participate in a role play.

*Require a student to demonstrate a skill in response to a prompt.

*Coach students as needed on important expectations and skills.

*Refer to the rule and the definition when providing feedback.

Step Three: Provide Monitoring and Feedback

A. Discuss the role play with students.

1. Ask a student to show being safe, respectful, irresponsible.

2. Encourage other students to share observations.

B. Use real situations as examples during class discussions.

1. Before students engage in an activity, ask them to give an example of an expected behavior (being

safe, respectful, responsible).

C. When you observe students demonstrating expected behavior provide specific praise.

D. If a student is seen being unsafe, etc., stop the student, state the expectation and redirect the student.

Follow up with immediate feedback.

Activity 3 continued:

Your SWPBIS Lesson Plan

•Develop a lesson plan based on an expectation or setting

–Who will be responsible for writing plans?

– Who will be responsible for teaching lessons?

– Where will the lessons be taught?

– When and how often will the lessons be taught?

•Discuss protocol for teaching new students and new faculty

Activity 4a Part 1:
Creating a Student Reinforcement System

•What types of reinforcement will work best at your school?

•Who will be responsible for the reinforcements? (ordering, creating, making copies, etc.)

•How will you teach the staff about your reinforcements?

•How will you teach the students about your reinforcements?

•How will you know if your reinforcement system is working?


Activity 4a Part 2:

Evaluating a Reinforcement System

  • Briefly look over the Reinforcement System Criteria Form after you have discussed your preliminary plans for your school. You will need to revisit this checklist before implementation to ensure your school is ready to proceed with reinforcements.

Reinforcement System Criteria Form

The School-wide Reinforcement System is/has:

Clearly defined criteria for earning reinforcers

Portable for use in multiple settings

Flexible enough to meet the needs of diverse students

Contingent access to reinforcers

Supportive of and aligned with the data collection system

Hierarchical: Small increments of success are recognized with

small reinforcers

Opportunities for naturally occurring reinforcement in multiple

settings are promoted

Simple to use

The School-wide Reinforcers are:

In ample supply

Counterfeit protected

Varied to maintain student interest

Supportive of behavioral and academic success

Meaningful back-up reinforcers

Age-appropriate

Activity 4b: Building Faculty Involvement through Communication and Motivation

  • With your team, brainstorm creative ways to get faculty involvement and participation in SWPBIS
  • How can you reinforce faculty? How often?
  • Develop communication strategies for:
  • Sharing information with staff
  • Involving staff ideas into the plan

Activity 5a:

Defining Minor vs Major Behavioral Incidents

•Define minor vs. major behaviors that will be consistent school wide

•Discuss whether or not you will be tracking minor infractions when you begin implementation of PBIS

•Consult with your district definitions

MINORS:

Behavior Label / Definition

MAJORS:

Behavior Label / Definition

Activity 5b:

Discipline Protocol Flow Chart

•Review flow chart options and begin to think about your protocol for your school

•How will you teach faculty and students?

•Will it be posted?

•Discuss how familiar your teachers are with the crisis codes—does your team need to review with faculty?

Activity 5c: Principles of Behavior

*With your team, identify the top 2 staff behaviors that need to be addressed. Discuss how these behaviors can be addressed adequately and creatively

*Identify how and when to deliver behavior principles to staff that is meaningful

NOTE: This is a preliminary activity based on your current perceptions; after training, please assess your school’s data and any additional surveys/resources so that you can accurately address staff and student behaviors

Staff Behaviors & how to address them creatively:

1.

2.

Activity 6: Act 136 Training

•Consult with your district

•Decide if you will address all elements together or in smaller chunks

•Determine length of training

•Who will provide materials?

Activity 7:

Analyzing Data

•Look through Graphs A – D as a team and identify if there is a problem based on the data. Discuss whether you would maintain what you are doing as a school or modify your process.

Activity 8: Working Smarter

  • PART 1: List all the committees and initiatives that are currently on your campus and complete the requested information in the columns (you may need additional paper to complete)
  • PART 2: Based on your results, what committees can we: (a) eliminate? (b) combine? (c) provide more support? How can we infuse PBS across our committees? How can we distribute membership responsibility?
  • PART 3: Discuss roles and responsibilities and record on p. 99B

Committee /
Work Group / Purpose / Target Group / Membership /

Overall

Priority
(1=low, 3=high)
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3

School-Wide Positive

Behavior Interventions & Support:

Action Planning Guide

District: ______

School: ______

Team Leader: ______

Principal: ______

Asst. Principal: ______

Facilitator working with team: ______

District Contact:______

Our Team Meetings are Regularly Scheduled on:

Day ofWeek: Time of Day:

Location: Length of Meeting:

Establish a Team Goal or Purpose:

PBIS Team Members

Names Role Phone Email

Activity 9a: Planning Your Teacher In-Service

•What information will you share about PBIS?

•How long will it be? When will it be?

•What resources will you need?

•How will you share (verbal, power point, video)?

Activity 9 a-d: Master Implementation Plan

Month

/

School-wide Activity

Lesson Delivery/Booster Activities / Student Events/Training / Reinforcement Events / Family Events/Training / Teacher In-Services / Team Activities (MMDP, Book of Products, etc.)

Activity 10: Evaluation Measures

As a team, review the following types of evaluations. If your team plans to use any of them, add these to your Master Implementation Plan (Activity 9):

1. PBIS Team Meeting Evaluation

2. Team Process Evaluation

3. Staff Satisfaction Survey

4. School Climate Survey

5. Benchmarks of Quality

6. Systems-Wide Evaluation Tool (SET)