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04/19/23 1

Tier 1/Universal New Team Member Training

Adapted from the Illinois PBIS Network U6001: Tier 1/Universal new team member training

Version 4.0, Rev. 9.13.2011 This is a presentation of the Illinois PBIS Network. All rights reserved.



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Tier 1 Effective Teams Include:

• Regular education teachers (grade level)• Special education teachers• Support staff• Clinical expertise• Administrators• Family members – “Family Voice”• Students- “Student Voice• Community members – “Community Voice”

• Team members represent the cultures and ethnicities in the community

How does your team compare? What strength does each of these people bring to team? Are you missing any of the needed team members? How can you, the team, get the right people sitting around the table?



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What is PBIS?Positive Behavior Interventions and Supports

A broad range of proactive, systemic, and individualized strategies for achieving important social and learning outcomes in safe and effective environments while preventing problem behavior with all students (Sugai, 2007).



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Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive

School-Wide Systems for Student Success: A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm



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Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT:

What is meant by “layering”

interventions?



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Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, SD-T, EI-T

Check-in/ Check-out (CICO)

Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring)

Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups (SAIG)

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

en

t



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SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport

SYST

EMS

PRACTICES

DATA

OUTCOMES

Social Competence &Academic Achievement ٭

Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.Pbis.org/schoolwide.htm



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Traditional Discipline vs. PBIS Traditional

Focuses on the student’s problem behavior

Relies on punishment to stop unwanted behavior

“What do we do when?”

• PBIS Replaces unwanted behaviors

with new behaviors or skills Alters environments Instructional match is viewed

as a behavior intervention Teaches appropriate skills Reinforces appropriate

behaviors Relies on function based

interventions “What do we do in between?”



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Trends in Discipline PracticesLeast Effective

• Punishment (when used too often)

• Exclusion

• Counseling (as a reactive strategy)

(Gottfredson, 1997)

Most Effective• Proactive school-wide

discipline systems• Social skills instruction• Academic/curricular

restructuring• Behaviorally based

interventions• Early screening and

identification of antisocial behavior patterns

(Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992; Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al., 1995; Walker, et al., 1996)



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Tier1/Universal Practices of PBISDefine

• 3-5 school-wide expectations

Teach/Pre-correct• cool tools/ behavior lesson plans direct instruction• in-the-moment reminders

Model/Practice • adults model what they teach• students practice what we teach

Acknowledge• daily recognition – ex. gotchas• weekly/quarterly grade-level/whole school celebrations

Re-teach • re-teach the expectation using different strategies• have the student practice the skill



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Review Behavioral Expectations• 3-5 positively and broadly stated expectations• Titled (3 B’s, Wildcat Way, Shamrock Expectations) • Use your data to prioritize (ex: If your school’s data

show a lot of fights…Be Safe may be a good expectation)

• Expectations apply to students as well as staff/adultsKEEP IT SIMPLE!!!

Review your schools Behavioral Expectations….what are they?



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School-Wide Behavioral Matrix Purposes:

• Defines the expected behaviors for specific non-classroom settings:

hallways, gym, cafeteria, commons, bus loading, bathrooms, assemblies, playground

• Creates the “curriculum” that will guide the teaching of expected behaviors

• Enhances communication and creates common language among staff and between students and staff



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School-Wide Behavioral Matrix

Guidelines for developing rules:

• State positively• Use common and few words• Rules show what the behavior “looks

like”



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All Settings and Community

Hallways Cafeteria Playground Bathroom Classroom

Respect Self

Maintain

personal

space.

Walk at all times.

Eat your food only.

Walk carefully to return trays.

Stay in assigned area.

Get help when it is needed.

Quietly wait your turn.

Keep to yourself.

Respect Others

Keep hands, feet, and other objects to self.

Voices off and arms folded.

Single file lines.

Jaguar waves only.

Be polite and use good manners.

Stay in order when in line.

Play by the rules.

Take turns and share equipment.

Walk in and out quietly.

Voices off.

Open stall doors slowly.

Respect

the Environment

Keep area clean.

Eyes only on displays.

Be quiet after ten minute warning.

Clean up your own space.

Line up when signal is given.

Pick up litter.

Use toilets, sinks, and dryers correctly.

Keep bathroom clean.



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School-Wide Behavioral Matrix

• Take a look at your school’s matrix:– Does it have positively stated rules?– Does it use common and few words?– Does it show what behavior “looks like?”



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School/Family/Community Communication

• Share at PTO/PTA• Handbook• Newsletters• Local newspaper• School board• Family information events• School website

What ideas do you have for communicating PBIS activities & data to the above groups?



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Establish Procedures for Teaching Expected Behavior

Since behavioral skills are learned, it is necessary to teach expected behaviors to fluency as we would academic skills.

The purpose of Cool Tools/Behavior Lesson Plans is to teach behaviors like we teach academics.



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What are Cool Tools/ Behavior Lesson Plans?Cool tools/ behavior lesson plans structure how staff teach the

expected behaviors from the school-wide behavioral matrix.

Cool Tools are:

• Research-based procedures for teaching the behaviors;

• Examples and non-examples taken from classroom and non-classroom settings and situations;

• Modeling and role-playing to teach new skills and provide students with practice opportunities;

• Feedback and acknowledgment to ensure students display the expected/taught behaviors;

• Taught initially at kickoff, followed by weekly cool tools based on data with eventual integration into all curricula.



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Designing a Cool Tool/ Behavior Lesson Plan

Step one: Select the skill to be taught• Skills are taken directly from the behavioral matrix• Select skills based on the trends in your data

Step two: Write the lesson plan1. Name the skill & align to school-wide expectation

RESPECT: Say My Name, Please2. Introduce the rule/skill3. Demonstrate the rule/skill4. Provide acknowledgment and feedback



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Tips for Teaching Behavior• Pre-correct with students before activity• Have a plan for behavioral acting-out• Practice should be conducted in actual

setting whenever possible• Use example and non-example• Use high frequency acknowledgments

Do your cool tools follow all of the steps?



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Establish a Continuum to Encourage/Celebrate Expected Behaviors

Acknowledgment Plan



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Current Acknowledgement Practices• Inappropriate Behavior

- Sent to counselor- Principal’s office-After school with an adult -Stay in from recess-Call home-Parent meeting-Special incentives-1 positive to 20 negatives (Colvin, 2002)

• Appropriate Behavior

– More challenging work

– “Free time”– Ignored



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Purposes of Acknowledgments

• Reinforce the teaching of new behaviors

• Encourage the behaviors we want to occur again in the future

• Harness the influence of the students who are showing expected behaviors to encourage the students who are not

• Strengthen positive behaviors that can compete with problem behavior

• Prompt for adults to recognize expected behavior



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Guidelines for Use of Rewards/Acknowledgements

• School-wide reinforcements are for every student in the building, regardless of where they fall in the PBIS triangle

• Move from – highly frequent to less frequent– predictable to unpredictable– tangible to social– other-delivered to self-delivered

• Individualize for students needing greater support systems



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How to Give an Acknowledgement?Example:•Step 1: Acknowledge specific behavior•Step 2: Tie back to school-wide expectations•Example: “Nice job sitting in your seat when the bell rang. Way to be there, be ready.”Non-example:•Giving ticket without saying anything•Giving ticket for non-school wide expectations•Only giving for “above and beyond” behavior



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PBIS School-wide Acknowledgement Matrix (Students and Adults!)

TYPE WHAT WHEN WHERE WHO

Immediate/High Frequency In the moment, predictable, Delivered at a high rate for a short period

(e.g., Gotchas, Paws, High Fives)

STUDENTS:

ADULTS:

High frequency for a short time

when first teaching desired

behavior or

re-teaching identified problem

behavior from data

ALL STUDENTS, ALL ADULTS

Redemption of high frequency (e.g., school store, drawings)

STUDENTS:

ADULTS:

At least monthly ALL STUDENTS, ALL ADULTS

Intermittent/Unpredictable (e.g., surprise homework completion treat, random use of gotchas in hallway)

STUDENTS:

ADULTS:

Maintaining a taught behavior

(fading)

ALL STUDENTS, ALL ADULTS

Long-term School-wide Celebrations (school-wide not individually based)FOR: Ex: ODR reduction, school-wide target met for certain setting/behavior areaACTIVITY: (e.g., ice cream social, dance, game day)

BOTH TOGETHER:

At least quarterly ALL STUDENTS, ALL ADULTS



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Long-term School-wide Celebrations

• ALL students get with the collective group earns. Contingencies that link reinforcer to whole group behavior

performance (e.g., If more than 80% of students have perfect attendance, whole school gets special assembly).

• Some kids (100% AND students with specialized needs) get extra for exceptional performance If Steve attends school 70% of days, he can also sit with friends

of his choice Students with 100% can get some additional acknowledgement

beyond what whole group get.

(Sugai, 2008)



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Frequently Asked Questions:

Q: Should I give reinforcements to students that ask for them?

A: No – it is up to the discretion of the adult to disperse them. A common response can be “I have to catch you!”



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Frequently Asked Questions

• Q: Why should I reinforce students who are already doing well behaviorally?– A: School-wide acknowledgements are a level of

intervention for all students. Reinforcing students already displaying school-wide expectations shows them appreciation for their efforts, acknowledges their presence, provides example to other students, creates opportunities to build rapport with them, and encourages them to keep up the great work.



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Frequently Asked Questions

Q: Should we keep utilizing school-wide acknowledgements with students identified with secondary and tertiary needs?

A: Absolutely. You can individualize them to fit the student needs but they serve as the foundation for secondary and tertiary interventions. PBIS is an RTI model meaning ALL kids get core + more as needed.



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Frequently Asked Questions• Q: Can we include students in special education, with BIP

(behavior intervention plan), and BEP (behavior education plan)?

– A: Absolutely. Again, you can individualize them as needed.

• Q: The student started misbehaving after I gave them the acknowledgement. Can I take it back?

– A: No – once they’ve earned one it’s theirs to keep; however, you can re-teach or give a related consequence if necessary to address the current misbehavior.



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Frequently Asked Questions:• Q: How many tickets should I price each item for in our PBIS

store?• A: Both tangible and non-tangible acknowledgments should

be varied in price to accommodate students with 1+ tickets. We want students with lower amounts of tickets to feel success by purchasing something they earned at the store too – and we should be looking for opportunities to acknowledge them for displaying the behavioral expectations we have taught them. Pay attention to your inventory – this will tell you if students are interested in certain items over others and if it’s an obtainable object per pricing. It’s ok to adjust the prices of items in your PBIS store!



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Frequently Asked QuestionsQ: I currently have a classroom behavior management system (color cards, move your clothespin, stones in jar, numbers up)… Can I still use this?

•A: Compare your practice to PBIS:• Pro-active or reactive?• Does your system include teaching, pre-correcting,

subtle re-directs before consequence?• Does your system include re-teaching as part of

consequence?• Does your system acknowledge kids when they are

displaying appropriate behaviors?• Do you take acknowledgments away once they are

earned?



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Activity

• Using the your acknowledgement matrix, identify practices at all three intervals of acknowledgement

• Use building level Acknowledgement Matrix and evaluate…– Do we have all boxes filled in? – Do we have an effective plan? Why or why not? – How can we make it even better?

Update PBIS Action Plan



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Establish Procedures for Discouraging Inappropriate Behavior

• Decide which behaviors are managed in the classroom and which behaviors are sent to the office

• Develop definitions of problem behaviors that are objective (what it looks like)

• Support teachers in designing classroom management systems• Develop a data collection tool to document problem behavior

(ODR)• Develop continuum of procedures for responding to problem

behavior Restorative Justice, Classroom Management

• Additional responses/options for students needing Tier 2 and/or Tier 3 interventions (The Triangle)



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School Example Teacher Managed Behavior

Attendance/Tardy – Inform parents on effect on academic performance

Profanity directed at student Gum chewing Homework No supplies Tattling Non-compliance Name calling Lying Minor stealing Cheating Dress Code Violations Minor Harassment

Office Managed Behavior Attendance/Tardy Vandalism Substances Defiance Weapons Profanity directed at Adults Major disruptions Fighting Verbal/Physical intimidation Major stealing Cutting school Wanderers Gang Related Activity Chronic Dress Code Violation Harassment (including sexual)



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General Procedure for Dealing with Problem Behaviors

No

Yes No

No Yes

Observe problem Behavior

Complete Discipline Referral Form

Is behavior Major?

Verbal redirection

Determine Consequence

Complete remainder of referral form

Does student have 3-5

referrals?

File necessary documentation

Send written referral to office

Escort to office

Determine consequences

Follow through with consequences

File necessary consequences

Follow up with student within

a week



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Activity

• Do you have a t-chart for office managed vs. teacher managed behavior with definitions?

• Do you have a process/flowchart outlining the procedure for dealing with problem behavior?

Update PBIS Action Plan



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Process Data

• Process Data is used:– To monitor the effectiveness of the system or

intervention

– To make decisions regarding the menu of interventions/supports



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Establish Procedures for On-going Monitoring and Evaluation Data Collection and Use

Why do we use data?• Data gives a picture of what’s happening

behaviorally in the school• Sets baseline to measure improvement• Identifies need• Guides intervention planning• Measures effectiveness of interventions



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Improving Decision-Making

Problem SolutionFrom

We have data but don’t know what to do with it



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Improving Decision-Making

To

ProblemProblem

SolvingSolution

Information/ Data

Action Planning & Evaluation



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PBIS Teams CONSISTENTLY Review the Following Data/Graphs (Current to within 48 hours):

• 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(Look at the Big 5 by subgroup)

Think “Big 5 + 2”



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What Does this Graph Tell You (or Not tell You)?



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Average Referrals per Day per Month

• Are there months where ODRs are increasing?

• Are we within the target range of ODRs?• Are we trending upward or downward?• Are we reinforcing at a rate of 4 positives to 1

negative?



04/19/23 46What questions would you ask when looking at this graph?



04/19/23 47

Referrals per Problem Behavior

• What problem behaviors are occurring?• Have the behaviors been taught to fluency?• Have the behaviors been reinforced?



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Referrals per Location

• Where are the problem behaviors occurring?• Is active supervision present in the location?• Are there traffic patterns issues or structural

issues that need to be addressed?



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Referrals per Time

• When are the problem behaviors occurring?• Are problem behaviors occurring more

frequently during specific time period or consistently throughout the day

• What is occurring in the building at that time?• Is active supervision being provided at that

time?



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Referrals per Individual Student

• What percent of students are contributing to ODRs?

• Are we experiencing system issues (many students) or student issues (few students)?



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Referrals by Ethnicity

In the next three slides, determine what, if any subgroup, is being overrepresented in the discipline data



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Report #1: Percentage of all enrolled students by ethnicity and percentage of referrals by ethnicity



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Report #2: Percentage of all enrolled students by ethnicity and percentage of students with referrals by ethnicity:



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Referrals by Ethnicity Report #3: Percentage of students within each ethnicity

group who have referrals



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Referrals by Disability

For the next slide, answer the following questions:•What percent of students with IEPs have referral compared to students without IEPs?’

•Are students with IEPs overrepresented in the discipline data?



04/19/23 59

Referrals by Disability

• IEPs Non-IEPs



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Disaggregation based on Race/Ethnicity and IEP Status

Turn to someone next to you and answer the question:

Why is it important to know if certain groups are being over-represented in the discipline data?



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Boosters

• Re-teaching based on data trends

• How will you use your data to determine booster trends?



04/19/23 62

Establish Procedures for Data Collection and Analysis

PBIS teams CONSISTENTLY use the following data/graphs to plan school-wide interventions:

The “Big Five” reports:• Average per day per month• By type of behavior• By location• By time of day• By student

PBIS teams use the same data/graphs to assess the effectiveness of the intervention by using the data to

answer the following questions:



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Has Our Goal Been Achieved? Yes!

Then, consider the following:

• Decreasing the level of effort or resources used (i.e., Fading)

• Maintaining the current level of effort or resources used

• Maintain and initiate planning for a new target



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Are We Making Some Progress, But Want More Progress? Then, Think About…

1. The Effectiveness of Implementation• Has the staff bought into the plan• Does the staff understand what they’re to do

2. The Effectiveness of Reinforcement• Frequency (How often are students reinforced?)• Menu of rewards (Are we using student preferences?)• Delay (Too long b/t behavior and Reinforcement?)• Type (Using both predictable and unpredictable?)



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Are We Making Some Progress, But Want More Progress?

Then, Think About…3. The Effectiveness of Instruction

• Has the specific behavior been taught? Effectively?

• Have sufficient practice opportunities been provided?

• Has the specific behaviors been taught and practiced in the specific settings?



04/19/23 66

Why Aren’t We Making Progress? Then, Think About…

1. Are we implementing effectively?

2. Have we taught the expectations? Effectively?

3. Are we providing reinforcement? Effectively?

4. Have we identified the root or function of the problem?



04/19/23 67

Identifying the Root or Function of the Problem. Examples…

“We have too many ODR’s coming from the playground. We only have four teachers out on the playground. We need more help out there.”

But, looking at the playground environment, we noticed two teachers circulating and two teachers not.

So, the root issue may really be - a lack of effective supervision.



04/19/23 68

“PBIS Biggest Idea!”

Instead of working harder (inefficient), schools have to establish systems/processes and use data and practices

that enable them to work smarter (efficient, effective).

PBIS Enables Schools To…• Establish a small number of priorities

“do less, better”• Consolidate/integrate whenever possible

“only do it once”• Specify what is wanted & how you’ll know when you get there

“invest in a clear outcome and assess progress”• Give priority to what works

“research-based, evidence-based”



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Initiative, Committee Purpose Outcome Target Group

Staff Involved SIP

Attendance Committee

Increase attendance

% of students attending

All students Eric, Ellen, Marlee

Goal #2

Character Education Improve character

Student behavior?

All students Marlee, J.S., Ellen

??

Safety Committee Improve safety All students Has not met ??

School Spirit Committee

School spirit All students Has not met

Discipline Committee Improve behavior

Improve discipline

All students Ellen, Eric, Marlee, Otis

Goal #3

DARE Committee Decrease drug use

All students Don ??

PBIS Work Group Implement 3-tier model

Office referrals,

Attendance, Grades

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2, #3

Sample Working Smarter Matrix



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Activity

• Have you made any systems structure changes since your building began implementing?

• Do a quick assessment of the committees in your building and revise, if necessary, your Working Smarter matrix.



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Team Process

Roles of team members• Facilitator (create the agenda, lead the

meeting) • Data Manager (brings data to team meetings)• Time-keeper (keeps team on task) • Recorder (takes and distributes minutes;

archives material; updates profile)• Communicator (shares information on activities

and data to staff, families, and communities)



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Who Else Can Help Build Universal PBIS in Your School?



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Have All of Your Questions Been Answered?

• Review the questions not answered during the training



04/19/23 74

www.pbis.orgwww.wisconsinpbisnetwork.org

www.pbisassessment.orgwww.swis.org

Resources



04/19/23 75

CitationsBiglan, A. (1995). Translating what we know about the context of antisocial behavior in to a lower prevalence of such behavior. Journal of Applied Behavior Analysis, 28, 479-492. Buckingham, M. & Coffman, C. (2002). First, break all the Rules: What the world’s greatest managers do differently. New

York: Simon and Schuster. Colvin, G., Kameenui, E. J., & Sugai, G. (1993). School-wide and classroom management: Reconceptualizing the integration and management of students with behavior problems in general education. Education and Treatment of Children, 16, 361-381. Darsch, Miao, & Shippen. (2004). A model for involving parents of children with learning and behavior problems in the

schools. Preventing School Failure, 48(3), 24-35.Epstein, J. (2005). What research says about school-family-community partnerships. National Center for School Engagement. Gottfredson, D.C. (1997). School-based crime prevention. In L. Sherman, D. Gottfredson, Mackenzie, D. J. Eck, P. Reuter,

& S. Bushway (Eds.), Preventing crime: What works, what doesn't, what's promising. College Park, MD: Department of Criminology and Criminal Justice.Henderson, A.T. and Berla, N (Ed) (2004). A new generation of evidence: The family is critical to student achievement. Washington D.C.: Center for Law and Education. Christenson and Sheridan. (2001).Illinois State Board of Education. (2008). Illinois learning standards: Social/emotional learning. Retrieved on July 17, 2008

from http://www.isbe.net/ils/social_emotional/standards.htm Lipsey, M. W. (1991). The effect of treatment on juvenile delinquents: Results from meta-analysis. In F. Losel, D. Bender, &

T. Bliesener (Eds), Psychology and Law. New York: Walter de Gruyter.Lipsey, M. W. (1992). Juvenile delinquency treatment: A meta-analytic inquiry into the variability of effects. In T. D. Cook, H.

Cooper, D. S. Cordray, H. Hartman, L. V. Hedges, R. V. Light, T. A. Louis, & F. Mostellar (Eds), Meta-analysis for explanation. Beverly Hills, CA: Sage.

Mayer, G. (1995). Preventing antisocial behavior in the schools. Journal of Applied Behavior Analysis, 28, 467-478. Sugai, G., & Horner, R. (1994). Including students with severe behavior problems in general education settings:

Assumptions, challenges, and solutions. In J. Marr, G. Sugai, & G. Tindal (Eds.). The Oregon conference monograph, 6, 102-20. Eugene, OR: University of Oregon.Sugai, G. (2007). Positive Behavior Interventions and Supports. Retrieved on March 13, 2007 from www.pbis.orgTolan, P., & Guerra, N. (1994). What works in reducing adolescent violence: An empirical review of the field. Center for the

Study and Prevention of Violence. University of Colorado, Boulder.Walker, H., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in public school: Strategies and best practices. Pacific

Grove, CA: Brookes/Cole. Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 194-209.

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