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Transcript of Core Principles of PBIS Goals of Positive Behavior Support - Effective Leadership... · A5...
A5 – Effective Leadership to Support PBIS New England PBIS Forum: Norwood, MANovember 20, 2015
Heather Peshak George, Ph.D.University of South Florida 1
This product was developed by Florida’s Positive Behavior Support Project through the University of South Florida, Louis de la
Parte Florida Mental Health Institute funded by the State of Florida, Department of
Education, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with
Disabilities Education Act (IDEA), Part B.
Effective Leadership to Support PBIS
Heather Peshak George, Ph.D.
University of South Florida
November 20, 2015
11th Annual New England PBIS Forum: Norwood, MA
Goals of Positive Behavior Support
1. Build effective, positive school environments
which increases school safety
2. Improve academic and behavioral outcomes
for all students
3. Prevent and/or reduce problem behaviors using
a collaborative, assessment-based approach
for developing effective instruction and
interventions
4. Teach and reinforce appropriate behavior to
enhance social-emotional learning leading to
meaningful and durable lifestyle outcomes
Core Principles of PBIS
• Team process with structured problem-solving
• Facilitated leadership
• School, district, and state action planning
• Data-based problem-solving with integrated data system and ongoing progress monitoring of student outcomes and fidelity of implementation
• Flexibility with fidelity of implementation of evidence-based instruction/interventions matched to student needs
• Working smarter, not harder
• Emphasizing prevention, teaching and effective consequences
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized
Interventions & SupportsThe most intense instruction and intervention based
on individual student need, in addition to and
aligned with Tier 1 & 2 academic and behavior
instruction and supports.
Tier 2: Targeted, Supplemental
Interventions & SupportsMore targeted instruction/intervention and supplemental
support, in addition to and aligned with the core academic
and behavior curriculum.
Tier 1: Core, Universal
Instruction & Supports General academic and behavior instruction and support
provided to all students in all settings.
Multi-Tiered System of Supports Tier I
(Universal/Core Features - all)
• Clearly define expected behaviors (Rules)
– All Settings
– Classrooms
• Procedures for teaching & practicing expected behaviors
• Procedures for encouraging expected behaviors
• Procedures for discouraging problem behaviors
• Procedures for data-based decision making
• Family Awareness and Involvement
A5 – Effective Leadership to Support PBIS New England PBIS Forum: Norwood, MANovember 20, 2015
Heather Peshak George, Ph.D.University of South Florida 2
Tier II
(small targeted group)
• Efficient and effective way to identify at-risk students– Screen– Data decision rules– Teacher referral
• Informal assessment process to match intervention to student need– Small group Social Skill Instruction– Self-management– Academic Support
• Part of a continuum– must link to universal school-wide PBIS system
Tier III
(individualized support)
• When small group not sufficient
• When problem is intense and chronic
• Driven by Functional Behavioral Assessment
• Connections to Mental Health and Community
Agencies
• Part of a continuum
– must link to universal school-wide PBIS system
Tier 1 BoQ Critical Elements
• PBIS Team
• Faculty Commitment
• Effective Procedures for Dealing with Discipline
• Data Entry and Analysis Established
• Expectations and Rules Developed
• Reward/recognition Program Established
• Lesson Plans for Teaching Expectations/rules
• Implementation Plan
• Classroom
• Evaluation (BOQ; Kincaid, Childs, & George, 2010)
Where are you?
Effective leadership evidenced by
teams/individuals who:
• Establish a clear vision for change
• Focus on their school and students
• Create relationships with stakeholders
• Engage in problem solving
• Identify the correct barriers and goals
• Apply appropriate strategies based on school needs
• Evaluate the effectiveness of implemented strategies
• Invest in professional development(Leithwood, 2010; Barnhardt, 2009; Crawford & Torgeson, 2007)
AS A LEADERS AT YOUR SCHOOL, HOW WELL ARE
YOU SUPPORTING THE
CRITICAL ELEMENTS?
A5 – Effective Leadership to Support PBIS New England PBIS Forum: Norwood, MANovember 20, 2015
Heather Peshak George, Ph.D.University of South Florida 3
PBS Team
Broad representation
Administrative support
Meets regularly – at least monthly
Established a clear mission or purpose
Tasks of the PBIS Team
Assess the current status of behavior management practice
Examine patterns of behavior
Develop a school-wide plan
Obtain staff commitment
Obtain parental participation and input
Oversee, monitor, and evaluate all planned objectives and activities developed
OVERALL, THE MAIN SOURCE OF COMMUNICATION!
Goals for PBIS Team
• Identify initiatives in place that address: the entire campus, groups of students, at-risk or individual students
• Determine data used to identify students in need of targeted/Tier 2 group interventions
• Determine curricula that will address needs
• Develop a plan for implementing on campus
• Include evaluation of system and progress monitoring of student outcomes
• Embed within existing SWPBIS Plan on campus
First Steps
*Form committee
*Schedule training
*Today’s sharing
*Same process/
feedback to staff
*Grace tracks
down and
posts rules
*Talk about lunch
schedule
*Playground
interventions
*Friday training
rules for
assistants
*ID students
*Feedback from
last year
SCHOOL’S DREAM
*Pride Safe *Respectful students, teachers and staff *Consistency *Greater self –esteem *Community of Learners *Self-respect
*Positive focus *Motivated students *Fun!!! *Good manners *Increase parent involvement *Enjoy
learning *Climate of caring *Cooperation *Community respect *Strength-based Tolerance *High Expectations
HISTORY NOW!! STRENGTHS BARRIERS
Tough kids
Tolerance
Reputation for SED
Population
Cultural diversity
Service oriented
Expanding to prove
Itself
Location
Supportive
administration
Strong curriculum
base
Cooperative
Discipline
inconsistent with
behavior plan
Most requested
school
Discipline plan in
place
8 rules-refine!!!
No consistency
Negative behaviors
are being reinforced
Good crisis system
in place
Resources &
Training
Parent Ed.- Good
link for school
Kids like being at
school
Tough population
Access to guidance
is limited
Slow referral
process
Cooperation
Commitment
Good reputation in the community
Talented staff
Invested in children
Dedicated
Fun place for kids
Staff has a positive
attitude
Supportive of each
other
Strong academic focus
Supportive resources,
Parent Ed., Life skills Counselor
Specials program are well recognized in the
county
Motivated
Great after school program
Parent
involvement
Language/
communication
Time for
meetings,
trainings, etc.
Funding
Class size
Turn over in
assistants
Access to
guidance
counselor
Getting out of
crisis mode
1.
Discip
line com
mittee m
eet mon
thly, an
d d
evelop a plan
.
2.
Data system
in place, rep
ort back to staff
3.
Teach
ers share effectiv
e classroom m
anag
emen
t techn
iqu
es.
4.
Clear referral process, com
mun
ication, con
sistency
, feed back
.
5.
Sch
ool wid
e rules im
plemen
ted.
6.
Plan
for playg
roun
d su
pervision
.
7.
20
% d
ecrease of total num
ber of referrals.
8.
Su
pp
ort staff are trained an
d participatin
g.
9.
Increase in
struction
al time.
10
. E
ffective set of con
sequ
ences w
hen
dealin
g with
challen
ging
behaviors
11
. S
ystem o
f reward
s in p
lace for positive beh
avior.
GOALS
Faculty Commitment
All are aware of behavior problems on campus
Regular data sharing
Involved in establishing and reviewing goals
Feedback obtained throughout year using the existing database
Conduct staff surveys
Develop an “election” process for activities
Use a “comments” or “suggestions” box or bulletin board
A5 – Effective Leadership to Support PBIS New England PBIS Forum: Norwood, MANovember 20, 2015
Heather Peshak George, Ph.D.University of South Florida 4
Outcome Data:
End Year Reports
Behavior Rating Scale
Behavior Date
Hitting 8 or more
6-7 times
4-5 times2-3 times
0-1 times
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
Profanity 16 or more times
12-15 times
8-11 times
4-7 times
0-3 times
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
Requesting
Attention/
Assistance
55% or more
40-55%
25-40%
10-25%
0-10%
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
Does the teacher perceive the problem as decreasing?
80% or greater decrease in rating of “hitting”
Identify Common Values
•With this frame we want to help the team identify their dream for the future, including all the ideas, values, and things that are important to them in developing an ideal school.
•List anything that is important for the team to realize the kind of school they desire.
D R E A MTHE
Everyone maintains high standards for academic achievement
Respect for all types of diversity
Everyone feels safe
Everyone belongs
Everyone has friends
Everyone is successful
http://www.youtube.com/watch?v=47rQkTPWW2I
Effective Procedures for
Dealing with Discipline
Process described in narrative/graphic format
Process includes documentation procedures
ODR form contains information useful for decision making
Behaviors defined
Major and minor behaviors clearly identified and understood
Suggested array of appropriate responses to minor and major behaviors
Observe Problem Behavior
Warning/Conference with Student
Use Classroom
Consequence
Complete Minor
Incident Report
Does student
have 3 MIR slips
for the same
behavior in the
same quarter
•Preparedness
•Calling Out
•Classroom Disruption
•Refusal to Follow a
Reasonable Request
(Insubordination)
•Failure to Serve a
Detention
•Put Downs
•Refusing to Work
•Inappropriate
Tone/Attitude
•Electronic Devices
•Inappropriate
Comments
•Food or Drink
•Weapons
•Fighting or Aggressive
Physical Contact
•Chronic Minor
Infractions
•Aggressive Language
•Threats
•Harassment of Student
or Teacher
•Truancy/Cut Class
•Smoking
•Vandalism
•Alcohol
•Drugs
•Gambling
•Dress Code
•Cheating
•Not w/ Class During
Emergency
•Leaving School
Grounds
•Foul Language at
Student/Staff
Write referral to
office
Administrator
determines
consequence
Administrator
follows through
on consequence
Administrator
provides teacher
feedback
Write the
student a
REFERRAL to
the main office
•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•Once written, file a copy with administrator
•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection
writing, seat change)
SIDE BAR on Minor Incident Reports
•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•Once written, file a copy with administrator
•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection
writing, seat change)
SIDE BAR on Minor Incident Reports
Is behavior
office
managed?
Classroom
Managed
Office
Managed
No Yes
A5 – Effective Leadership to Support PBIS New England PBIS Forum: Norwood, MANovember 20, 2015
Heather Peshak George, Ph.D.University of South Florida 5
Data Entry and Analysis Established
Data system to collect/analyze ODR data
www.swis.org
Additional data collected
Data entered weekly (minimum)
Data analyzed monthly (minimum)
Data shared with team monthly (minimum)
0
20
40
60
80
100
120
140
160
180
200
Unkn
own
Offic
e
Comm
on
Bus
Are
a
Specia
l Eve
nt
Oth
er
Gym
Libr
ary
On B
us
Cafet
eria
Bat
hroom
Parki
ng Lot
Hal
l
Playg
round
Class
room
Num
ber
of O
ffic
e R
efe
rrals
Data-Based Indicator
Location
Data-Based Indicator
Teacher
02468
1012141618202224262830
1 2 3 4 5 6 7 8 91
01
11
21
31
41
51
61
71
81
92
02
12
22
32
42
52
62
72
82
93
03
13
23
33
43
53
63
73
83
94
0
Num
ber
of O
ffic
e Ref
erra
ls
Expectations and Rules Developed
3-5 positively stated behavior expectations
posted
Expectations apply to both students and staff
Rules developed and posted for specific settings
Rules are linked to expectations
Feedback obtained in development
Setting-Specific Rules Facilitate:
Uniform instruction across multiple programs and
settings within the school
Communication among staff members
Assessment of student behaviors
Communication with parents
Curriculum design
Legal, ethical, and professional accountability
A5 – Effective Leadership to Support PBIS New England PBIS Forum: Norwood, MANovember 20, 2015
Heather Peshak George, Ph.D.University of South Florida 6
MLK Middle School’s Matrix
Stop & listen when
the whistle blows
Follow game rules
Encourage others
Take your place in
line
Clean your area of
the table
Use an inside voice
Put trash in the
garbage cans
Be respectful
Be dressed out & in
place on time
Be ready to repeat
instructions when
asked
Have lunch money
ready
Know what you
want to order
Have planner signed
Be on timeBe prepared
Use equipment with
supervision
Use equipment as
instructed
Keep food & drink
off the floor
Walk
Walk to right
Keep hands, feet,
& objects to self
Be safe
GymCafeteriaHall
Reward/Recognition
Program Established
System established and implemented consistently across campus
Variety of methods to reward students
Linked to expectations
Variety offered to maintain student interest
Includes opportunities for naturally occurring reinforcement
Ratios of reinforcement to corrections high
Student involved in development
Incentives for faculty/staff
Guidelines for Providing Rewards
• When• Immediately after the target behavior occurs (expectation)
• Frequently after teaching an expectation
• In problem locations or situations
• Avoid• Long delays between the display of positive behavior and reward
• Only quarterly or semester events
• Use as part of the reward hierarchy
• General• Students should always be eligible to earn a reward
• ‘No’ parties should not be used in isolation
• tardies, referrals, dress code violations, etc.
• Some students may need shorter time intervals between rewards
A5 – Effective Leadership to Support PBIS New England PBIS Forum: Norwood, MANovember 20, 2015
Heather Peshak George, Ph.D.University of South Florida 7
Lesson Plans for
Teaching Expectations/Rules
Behavioral curriculum includes concept and skill
level instruction
Examples and non-examples included
Variety of teaching strategies included
Embedded within subject areas
All involved in development and delivery
Include families and community
What the Staff Need to Know:
The “big picture” – your team purpose
Lesson plans to teach expectations and rules
How and when to teach expectations and
administer rewards
The process for handling problem behaviors
Schedules for training and rewarding activities
What Students
Need to Be Taught
Expectations
Rules for specific settings
Discipline process across campus
Consequences for rule violations
Reward system
Where and how feedback will be provided on the behaviors across campus
Implementation Plan
Develop, schedule, and deliver plans to teach staff:
discipline and data system
lesson plans for students
Schedule/plans for teaching students developed
Booster sessions for students and staff
Plan for rewards/incentives
Plan for new students/staff
Plan to involve families and community
41
Expectations & behavioral skills are taught &
recognized in natural contextClassroom
Rules defined for each SW expectation & posted
Routines and procedures are explicitly identified
Expected behavior routines are taught
Immediate and specific behavior praise used
Acknowledgement of students demonstrating expected behaviors
Procedures exist for tracking behavior problems
Range of consequences/interventions
A5 – Effective Leadership to Support PBIS New England PBIS Forum: Norwood, MANovember 20, 2015
Heather Peshak George, Ph.D.University of South Florida 8
Evaluation
Students/staff surveyed
All know expectations/rules
Staff use discipline system/documentation
appropriately
Staff use reward system appropriately
Outcomes documented and used to evaluate
PBIS Plans
Evaluating Your Data
• Evaluation Process Includes:• System to efficiently and effectively collect, record and graph
data
• Resources and expertise to review and analyze data
• Monthly review and analysis of discipline and outcome data
• SWPBIS Action Plan updates based on data review and
analysis
• Are these steps included in your school’s data evaluation process?
Discipline Data Sources
• Five major data sources:• Average referrals/day/month
• Referrals by: problem behavior, location, time of day, and individual student
• Additional data sources • Referrals by motivation or function (get/obtain, escape/avoid)
• Office-managed vs. classroom-managed referrals
• ISS/OSS data
• Does your PBIS team review and analyze your school’s discipline data at each meeting?
• Does your team use the data to evaluate the PBIS development and implementation process and develop next steps?
Other Data Sources
• Staff, student and/or parent surveys
• Staff and student attendance
• Teacher requests for assistance or school-wide behavioral screening
• Special Education referrals
• Grades and/or standardized test scores
• Fidelity measures • Benchmarks of Quality, Team Implementation Checklist, Walkthrough Evaluations
• SWPBS Action Plan
• Direct observations
• What are other sources of outcome data?
• Does your PBIS team review other data sources at each meeting and use the data to evaluate progress?
School Questions at Tier 1 (for problem solving)
• How many behavior problems are there?
• When are we having behavior problems?
• Where are we having behavior problems?
• Who is having behavior problems?
• What behavior problems are we experiencing?
A5 – Effective Leadership to Support PBIS New England PBIS Forum: Norwood, MANovember 20, 2015
Heather Peshak George, Ph.D.University of South Florida 9
What Systems are Problematic?
• Referrals by location?• Are there specific problem locations?
• Referrals by time of day?• Are there specific times when problems occur?
• Referrals by problem behavior?– What problem behaviors are most common?
• Referrals by staff and/or student?• Are there many students receiving referrals or only a small number
of students with many referrals?
• Additional Queries/Custom Graphs…– Grade level, staff, ethnicity, gender, ESE status, etc…
– Combinations for specific problem identification0
10
20
30
40
50
60
70
Re
ferr
als
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Month
Total Ref versus Ref/Day/MoNV High School
Using Total Number of Referrals
Total vs. Average
0
1
2
3
4
5
Me
an
Re
ferr
als
pe
r D
ay
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Month
Total Ref versus Ref/Day/Mo
Using Average Number of Referrals per Day
Total vs. Average The Core Curriculum Supports all Students
Monthly Referral RateLocation
Time
Problem Behavior
Admin Decision
CUSTOM: A.A. 3rd Grade Boys’ Problem Behaviors -Classroom
Referrals by Student Referrals by Staff
Review Historical Data
• Are problems occurring all year?
• When should the intensity of Tier 1
PBS activities be increased?
13-14 14-15
A5 – Effective Leadership to Support PBIS New England PBIS Forum: Norwood, MANovember 20, 2015
Heather Peshak George, Ph.D.University of South Florida 10
BoQ Progress Monitoring Multiple Data Sources
to Evaluate Implementation
School Questions
• If your school is implementing Tier 1 PBIS, is there an impact on behavior?– Has there been a change in reported student problem
behavior?• Office discipline referrals
• Suspensions
• Expulsions
• Referrals to special education
– Has there been a change in • Student attendance?
• Student academic performance?
• Perceived risk factors and protective factors that affect mental health outcomes?
School Questions
• Are the faculty, staff, students, families, and
community stakeholders satisfied?
– Are faculty satisfied that PBIS implementation
is worth the time and effort?
– Are students satisfied that PBIS
implementation? Do they see that PBIS is in
their best interest?
Tier 1:
School Decisions
• Are we making adequate progress on our action
plan and implementing components of PBIS?
– If not, contact your Coach, District Coordinator,
and/or State Project Director for assistance
Tier 1:
School Decisions
• Does our team work well together? If not, what
are some issues we need to address?
A5 – Effective Leadership to Support PBIS New England PBIS Forum: Norwood, MANovember 20, 2015
Heather Peshak George, Ph.D.University of South Florida 11
Team Process Evaluation
18.We acknowledge and confront conflict openly. 3.5
19.We generate additional solutions or strategies 3.7
if we disagree with those proposed.
• (Example – school’s lowest two items)
Tier 1:
School Decisions
• Does your school have a consistent, stable
decreasing trend in office discipline referrals or
other behavioral measures?
Jones Middle School
Does our school have a stable decrease in ODRs?
Concern about increase in last year!
Jones Middle School
Is our school seeing a decrease in ISS and OSS?
Data are variable and OSS is increasing significantly.
Tier 1:
School Decisions
• Does your school have a score of 70 or higher
on the Benchmarks of Quality?
Jones Middle School
Are our Benchmarks scores above 70 and rising?Scores have never been over 70 and dropped 15 points last year.
A5 – Effective Leadership to Support PBIS New England PBIS Forum: Norwood, MANovember 20, 2015
Heather Peshak George, Ph.D.University of South Florida 12
Tier 1:
School Decisions
• Do your staff and students support PBIS as
evidenced through surveys?
Staff Satisfaction Results
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Overa
ll
80% U
se
Sufficien
t Ince
ntives
Ease o
f Form
s/Pro
cess
Receive
Behavio
r Info
.
Aware o
f PBS a
ctivit
ies
Class A
ssist
ance
Indivi
dual Ass
istanc
e
Strongly
DisagreeDisagree
Neutral
Agree
Strongly Agree
Are staff satisfied with PBS process?
Majority of responses in Agree or Strongly agree category.
Data-based Decision Making at the
Classroom/Tier 2 Levels
Tier 1: Classroom School Decisions
• What if a majority of ODRs are coming
from the classroom setting and many
classrooms are referring students with
ODRs?
Referrals by Location
Where do most of our ODRs come from?
Over 80% of ODRs are from classroom?
Provide training and support to the entire school in
implementing the SWPBS system within the classroom
(additional training may be needed on classroom
interventions, the referral process, rewarding students,
etc.)
Tier 2: Classroom School Decisions
• What if a number of referrals are coming
from just a few classrooms?
A5 – Effective Leadership to Support PBIS New England PBIS Forum: Norwood, MANovember 20, 2015
Heather Peshak George, Ph.D.University of South Florida 13
Referrals by Grade from 7-8:30 a.m.
Classroom
Are the referrals from a few or a group of teachers?
All teachers are in the 6th and 7th grade.
Refer to the Classroom Consultation Guide for strategies
to support change in those classes
Tier 2: Classroom
School Decisions
• What if teacher requests for assistance, referrals to
Special Education, and ratings and rankings of
students with behavior problems identify individual
classrooms that would benefit from technical
assistance from the PBIS Team?
Referrals by Teacher
Is there a group of teachers who make most referrals?
Five teachers have 4 or more referrals!
Refer to the Classroom Consultation
Guide for strategies to support change
in those classes
Tier 2: Classroom
School Decisions
• What if informal “walk-throughs” by school
staff identify behavioral, curricular,
instructional and environmental issues
impacting ALL students in environment:
−school administrators or members of the PBIS
Team can provide support on rectifying those
issues using the Classroom Coaching Guide
−http://flpbs.fmhi.usf.edu/resources_classroom
_foldersmod.cfm
Tier 2: Classroom
School Decisions
• Assess the student’s lack of responsiveness to
classroom interventions:
– Did a consultation process occur with the classroom
teacher?
– Did the process identify behavioral, instructional, curricular,
and environmental modifications that should be made to
impact the student as well as the entire class?
– Were those modifications made and implemented with high
fidelity?
Tier 2: Classroom
School Decisions• Evaluation
• If the answer to any of the previous is “No”, it is essential to direct additional technical assistance to the classroom setting before directing a student to more intensive targeted group intervention
• Targeted group interventions are not a substitute for inadequate teaching and learning environments in the classroom.
A5 – Effective Leadership to Support PBIS New England PBIS Forum: Norwood, MANovember 20, 2015
Heather Peshak George, Ph.D.University of South Florida 14
In Summary…The Process for School-wide PBIS
Includes:
A committed team leading all PBIS efforts
Method for identifying current problems (data)
Procedures for discouraging violations of school-wide expectations/rules
Positively stated behavior expectations/rules
Procedures for encouraging expected behaviors
Lesson plans to teach expectations/rules
Method of monitoring implementation and effectiveness
Start the Movement
at Your School!
• Leadership Lessons from Dancing Guy
• http://www.youtube.com/watch?v=fW8am
MCVAJQ
Some Resources
• George, H.P. & Childs, K.E. (2012). Evaluating Implementation of
Schoolwide Behavior Support. Preventing School Failure 56 (4), 197-206.
• George, H.P., Kincaid, D.K. & Pollard-Sage, J. (2009). Primary Tier
Interventions and Supports. In G. Sugai, R. Horner, G. Dunlap & W. Sailor
(Eds.), Handbook of Positive Behavior Support.
• Lane, K.L., Carter, E.W., Jenkins, A., Dwiggins, L., & Germer, K. (2015)
Supporting comprehensive, integrated, three-tiered models of prevention in
schools: Administrators’ perspectives. Journal of Positive Behavioral Interventions,
17(4), 209-222.
• George, H.P. & Martinez, S.A. (2007, Volume 4). How to Get PBS in My
School. OSEP Technical Assistance Center on Positive Behavioral Interventions and
Supports Web site: http://www.pbis.org/news/New/Newsletters/Newsletter5.aspx
Questions?
82
Florida Online Resources
A5 – Effective Leadership to Support PBIS New England PBIS Forum: Norwood, MANovember 20, 2015
Heather Peshak George, Ph.D.University of South Florida 15
Graduate Certificate in Positive Behavior Support
Contact
• Heather Peshak George, Ph.D.
• Phone: (813) 974-6440 Fax: (813) 974-6115
• Email: [email protected]
• State Website: http://flpbs.fmhi.usf.edu– FLPBS on FaceBook: www.facebook.com/flpbs
– FLPBS on Twitter: www.twitter.com@flpbs
• National Website: www.pbis.org
• APBS: www.apbs.org