Paul V Sherlock Center on Disabilities Rhode Island

Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

Rhode Island School Wide PBIS Dr. Tony Antosh Paul V. Sherlock Center on Disabilities Rhode Island College

CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% ~15% Primary Prevention: School-/Classroom. Wide Systems for All Students, Staff, & Settings ~80% of Students Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior

Purpose of Today is a Secondary Intervention Time to: Reinforce Core Concepts Clarify Confusions Check in about Fidelity Get Ready for Tertiary

Agenda 1. 2. 3. 4. Response to Feedback – Updates Review of the Evidence Base Re-teaching of Core Elements Connection between Response to Intervention and School Wide PBIS 5. Introduction to Tertiary 6. Self Study and Action Planning

1. Response to Feedback Updates

Things We Have Heard

Sample Implementation “Map” • 2+ years of school team training • Annual “booster” events • Coaching/facilitator support @ school & district levels • Regular self-assessment & evaluation data • On-going preparation of trainers • Development of local/district leadership teams • Establishment of state/regional leadership & policy team

2. Evidence Base

What is the Purpose of School Wide PBIS “…. to PREVENT the development and intensifying of problem behaviors and to maximize academic success For ALL learners. ” National TA Center on SWPBIS Brochure

Institute for Educational Science Practice Guide Reducing Behavior Problems in the Elementary School Classroom http: /ies. ed. gov/ncee/wwc/publications/ practiceguides

Recommendation 1. Identify the specifics of the problem behavior and the conditions that prompt and reinforce it 1. Concretely describe the behavior problem and its effect on learning. 2. Observe and record the frequency and context of the problem behavior. 3. Identify what prompts and reinforces the problem behavior.

School Wide PBIS 1. Functional Behavior Assessment 2. Office Discipline Referrals – SWIS 3. Functional Behavior Assessment

Recommendation 2. Modify the classroom learning environment to decrease problem behavior 1. Revisit, re-practice, and reinforce classroom behavior expectations. 2. Modify the classroom environment to encourage instructional momentum. 3. Adapt or vary instructional strategies to increase opportunities for academic success and engagement.

School Wide PBIS 1. Universal School Wide Expectations – Taught, Reinforced, Re-taught Frequently 2. Effective Instruction, Environmental Structure 3. Effective Instruction, Environmental Structure

Recommendation 3. Teach and reinforce new skills to increase appropriate behavior and preserve a positive classroom climate 1. Identify where the student needs explicit instruction for appropriate behavior. 2. Teach skills by providing examples, practice, and feedback. 3. Manage consequences so that reinforcers are provided for appropriate behavior and withheld for inappropriate behavior.

School Wide PBIS 1. Using SWIS data as universal screening and as the decision matrix for deciding who needs secondary interventions and where. This only works if ODR system is consistently used. 2. Teaching social competence – situational lesson plans to teach universal expectations. 3. Acknowledgement system, consistent responses to majors and minors, continuum of consequences.

Recommendation 4. Draw on relationships with professional colleagues and students’ families for continued guidance and support 1. Collaborate with other teachers for continued guidance and support. 2. Build collaborative partnerships with school, district, and community behavior experts who can consult with teachers when problems are serious enough to warrant help from outside the classroom. 3. Encourage parents and other family members to participate as active partners in teaching and reinforcing appropriate behavior.

School Wide PBIS 1. This is the role of the Universal Leadership Team. 2. Tertiary Wrap-around Process. 3. Family Engagement

Recommendation 5. Assess whether school wide behavior problems warrant adopting school wide strategies or programs and, if so, implement ones shown to reduce negative and foster positive Interactions 1. Address school wide behavior issues by involving a school improvement team. 2. Collect information on the hot spots throughout the school, such as the frequency of particular school wide behavior problems and when and where they occur. 3. Monitor implementation and outcomes using an efficient method of data collection and allow ample time for the program to work. 4. If warranted, adopt a packaged intervention program that fits well with identified behavior problem(s) and the school context.

School Wide PBIS 1. The Universal Team 2. ODR System – SWIS 3. ODR System – SWIS 4. Secondary and Tertiary Interventions that (a) have contextual fit and (b) technical soundness

www. pbis. org

Core Components - Universal • Behavioral expectations defined • Behavioral expectations taught • Continuum of consequences (i. e. , rewards, reinforcers) for appropriate behavior • Continuum of consequences for problem behavior • Continuous active supervision or monitoring across all school settings • Continuous monitoring, collection, and use of data for decision-making

Core Components - Secondary • Early universal screening • Continuous progress monitoring for students with at risk behavior • System for increasing structure and predictability • System for increasing contingent adult feedback • System for linking academic and behavioral performance • System for increasing home/school communication • Collection and use of data formative decision -making

Core Components - Tertiary • Functional behavioral assessment • Team-based comprehensive assessment and intervention • Linking of academic and behavior supports • Individualized intervention based on assessment information focusing on (a) prevention of problem contexts; (b) instruction on functionally equivalent skills, and instruction on desired performance skills; (c) strategies for placing problem behavior on extinction; (d) strategies for enhancing contingent reward of desired behavior; and (e) use of negative or safety consequences if needed. • Establishment of local behavioral expertise • Collection and use of data for decision-making

3. Core Elements

Evolution of Behavioral Paradigm S - R - S PBS Stimulus – Response – Stimulus A - B - C Antecedent – Behavior - Consequence Behavior has a CONTEXT Behavior has a FUNCTION

PBS • Behavior support is the redesign of environments, not the redesign of individuals • Positive Behavior Support plans define changes in the behavior of those who will implement the plan. A behavior support plan describes what we will do differently.

What is a Behaviorist? Not: • Someone who likes behavior • Someone who has subjective opinions • Someone who does not use or keep consistent data Is: • Someone who accurately observes and describes • Someone who uses consistent data (a) to screen, (b) to match students with interventions, and (c) to monitor efficacy. • Someone with documented technical competence.

The Functional Perspective • Attention to environmental context • Emphasis on function of behavior • Focus on teaching behaviors that accomplish the function in an effective efficient manner • Attention to behavior of the implementors

Identifying Behavioral Function: Maintaining Consequences Given a Problem Behavior and Routine Get: Object, Activity, Sensation Social Precise Event Object/ Activity Precise Event Avoid: Object, Activity, Sensation Physiological Social Object/ Activity Physiological Precise Event

Factors Influencing Behavior Social Contexts Biological Contexts Physical Contexts Tangibles Escape Sensory Feedback Social Attention “Difficult” Behaviors From: Severe Behavior Problems A Functional Communication Training Approach Mark V. Durand (1990)

Contextual Variable Function of Behavior Intervention Strategy If student…. Then the behavior seeks…. . Environmental/Instructional Redesign Confused Uncertain What to do Attention Predictable Responses Structure Predictable Routines Teach Expectations Understimulated Bored Has a meaningless curriculum Stimulation Excitement Predictable Meaningful Curriculum High Quality Instruction Communicates ineffectively Communicate in a way that conveys a message Design communication system that effectively communicates contextual messages Teach specific communication strategies Has an organic or sensory need Satisfaction of need Teach contextually acceptable strategies for satisfying that need

B. Comprehensive • School Wide • Continuum of Supports and Interventions • Universal School Wide Expectations • Secondary and Tertiary Interventions are connected to Universal Expectations • Continuum of Reinforcers • Continuum of Responses to Rule Violations

C. Team Driven • Universal Team has primary responsibility for implementing all three tiers of SWPBIS • Universal and Targeted Teams should be CLOSELY connected • Several states – Targeted Team as sub team of Universal Team • Some states – Universal Team and Targeted Team are the same

D. Data Based • Consistent system • Universal System • Data based rules for making decisions about matching students to secondary and tertiary interventions • No decision should be made without data • SWIS data should be regularly and frequently reported to staff, to parents

Results for Veazie Street Elementary Year 1 School

Veazie Street Elementary SET Results 2006 -2007

Veazie Street Elementary SET Results 2007 -2008

Veazie Street 2006 -2007 Behavior Triangle 2007 -2008 Behavior Triangle Data Report 2006 -2007 Students with 0 Referrals Students with 1 Referrals Students with 0 or 1 Referrals Students with 2 -5 Referrals Students with 6+ Referrals Students with 9+ Referrals # All 331 94 425 128 97 68 % All 50. 92 % 14. 46 % 65. 38 % 19. 69 % 14. 92 % 10. 46 % # Major 390 112 502 97 51 29 % Major 60. 00 % 17. 23 % 77. 23 % 14. 92 % 7. 85 % 4. 46 % # Minor 426 72 498 94 58 36 % Minor 65. 54 % 11. 08 % 76. 62 % 14. 46 % 8. 92 % 5. 54 % # All 395 81 476 75 49 25 % All 65. 83 % 13. 50 % 79. 33 % 12. 50 % 8. 17 % 4. 17 % # Major 480 60 540 43 17 8 % Major 80. 00 % 10. 00 % 90. 00 % 7. 17 % 2. 83 % 1. 33 % # Minor 431 76 507 68 25 12 % Minor 71. 83 % 12. 67 % 84. 50 % 11. 33 % 4. 17 % 2. 00 % Triangle Data Report 2007 -2008 Students with 0 Referrals Students with 1 Referrals Students with 0 or 1 Referrals Students with 2 -5 Referrals Students with 6+ Referrals Students with 9+ Referrals

Results for Oak Haven Elementary Year 2 School SET results 2006 -2007 SET results 2007 -2008

Oak Haven Elementary

Oak Haven 2007 -2008 Behavior Triangle Data Report Students with 0 Referrals Students with 1 Referrals Students with 0 or 1 Referrals Students with 2 -5 Referrals Students with 6+ Referrals Students with 9+ Referrals # All 202 32 234 25 6 2 % All 76. 23 % 12. 08 % 88. 30 % 9. 43 % 2. 26 % 0. 75 % # Major 252 8 260 3 2 0 % Major 95. 09 % 3. 02 % 98. 11 % 1. 13 % 0. 75 % 0. 00 % # Minor 202 34 236 25 4 0 % Minor 76. 23 % 12. 83 % 89. 06 % 9. 43 % 1. 51 % 0. 00 %

Silver Spring Elementary Year 2 School SET Results 2006 -2007 SET Results 2007 -2008

Sliver Spring 2007 -2008 Behavior Triangle Data Report # All Students with 0 Referrals 149 Students with 1 Referrals 25 Students with 0 or 1 Referrals 174 Students with 2 -5 Referrals 35 Students with 6+ Referrals 19 Students with 9+ Referrals 15 % All 65. 35 % 10. 96 % 76. 32 % 15. 35 % 8. 33 % 6. 58 % # Major 195 18 213 11 4 1 % Major 85. 53 % 7. 89 % 93. 42 % 4. 82 % 1. 75 % 0. 44 % # Minor 153 29 182 30 16 10 % Minor 67. 11 % 12. 72 % 79. 82 % 13. 16 % 7. 02 % 4. 39 %

Fairlawn Elementary & Early Learning Center Year 1 School SET Results 2006 -2007 SET Results 2007 -2008

Fairlawn Elementary & Early Learning Center Year 1 School • Triangle Data Report • • # All Students with 0 Referrals 231 Students with 1 Referrals 17 Students with 0 or 1 Referrals 248 Students with 2 -5 Referrals 20 Students with 6+ Referrals 7 Students with 9+ Referrals 5 % All 84. 00 % 6. 18 % 90. 18 % 7. 27 % 2. 55 % 1. 82 % # Major 245 13 258 13 4 1 % Major 89. 09 % 4. 73 % 93. 82 % 4. 73 % 1. 45 % 0. 36 % # Minor 241 17 258 13 4 3 % Minor 87. 64 % 6. 18 % 93. 82 % 4. 73 % 1. 45 % 1. 09 %

E. Functional Assessment • Functional assessment interview (FACTS) • Defines: • • Problem behaviors Routines where problems most likely Events that set off problem behaviors Events that maintain problem behaviors – Attention (peer/adult) – Escape – Access to Activities/Items

The Functional Assessment Checklist for Teachers and Staff (FACTS): The FACTS is a two-page interview used by school personnel who are building behavior support plans. The FACTS is intended to be an efficient strategy for initial functional behavioral assessment. The FACTS is completed by people (teachers, family, clinicians) who know the student best, and used to either build behavior support plans, or guide more complete functional assessment efforts. The FACTS can be completed in a short period of time (5 -15 min). Efficiency and effectiveness in completing the forms increases with practice.

F. Family Engagement • Parents as Universal Team Members • Social Contracting • SWIS Data Reports

G. Technical Capacity and Fluency Across the Triangle

Students Universal Interventions and Supports All Students referred to office 0 – 1 times per year Type of Team Universal Team Administrator School leaders Representatives of all school personnel Families Purpose – provide school wide leadership for all facets of PBIS Secondary Interventions and Supports Tertiary Interventions and Supports Groups of Students who need more support more instruction to meet behavioral expectations Students referred to office 2 – 5 times per year Targeted Team Individual Students who need individual support plans wraparound services to meet behavioral expectations Students referred to office 6 or more times per year Targeted/Behavior Support Team Knowledge about students Knowledge about content Knowledge about behavioral technology Purpose – use data to identify groups of students, conduct mini FBA, design intervention, monitor Functional Behavior Analysis Extensive knowledge of behavior interventions Knowledge about Wraparound Purpose – use data to identify individual students, conduct FBA, design intervention, monitor

Functional Behavior Analysis Universal Interventions and Supports Universal Team Decision about the Universal Expectations that will achieve the desired school wide functions Secondary Interventions and Supports Mini or Quick FBA Functional Assessment Checklist For Teachers and Staff (FACTS) Tertiary Interventions and Supports Full FBA Competing Behavior Pathways Interventions • Stated priority for whole school • Clearly defined expected behaviors • Procedures for teaching & practicing expected behaviors • Procedures for encouraging expected behaviors • Procedures for responding to rule violstions • Procedures for record-keeping and decision making • Targeted Team Processes • Data Based Decision Making • Communication with Families/Staff • Data Based Referral Process Functional Behavioral Analysis • Behavior Support Planning • Targeted Group Intervention Strategies • Social Skill Instruction • Focus on individual students • Define the behavior(s) and outcomes for the student • Targeted Team – Behavior Support Team • FBA • Individual Behavior Support Plan

Baseline Data Ongoing Data Self Assessment EBS School Safety Survey Baseline SET Universal Implementation Checklist School Safety Survey SWIS Annual SET Secondary Interventions and Supports Targeted Team Readiness Checklist Secondary Implementation Checklist SWIS ISET Tertiary Interventions and Supports Behavior Support Team Readiness Checklist Tertiary Implementation Checklist SWIS Individual Plan Outcome Universal Interventions and Supports

Communication with School Personnel Universal Interventions and Supports Communication with Families Participate in selection of expectations Plans for school wide instruction Acknowledgement System Definitions of Behavior Responses to Violations Specific strategies – active supervision, de-escalations, classroom management, etc. Data Purpose of SWPBIS School Wide Expectations Acknowledgement System Definitions of Behavior Responses to Violations Data Secondary Interventions and Supports Purpose of Targeted Team Procedures Data Specific strategies – social marketing, check in – check out, social skills instruction, other Purpose of Targeted Team Procedures Data Tertiary Interventions and Supports Purpose of Behavior Support Team Procedures Data Ongoing development of positive strategies Access to children’s behavioral health and wraparound supports Purpose of Behavior Support Team Procedures Data Knowledge of children’s behavioral health and wraparound supports

Clarification of Secondary Interventions An Example

Silver Spring Behavior Support Team 10/8/08

BST Behavior Support Team Support for students who are not responding to Universal Programs

Universal Programs • Expectations Defined: Respect Responsibility, Achievement and Safety • Expectations Taught: Lesson Plans, follow-up agreements, re-teaching • Expectations Acknowledged: Feathers • System for Responding to Infractions: ODRs, SWIS

Students who are “not responding” • Multiple Major office discipline referrals • Significant concern on the part of teacher, parent, administrator • Follow-Up agreements and individual reteaching of expectations implemented

Secondary Process Overview 1. 2. 3. 4. Referral to the BST Social Contracting Initial BST meeting Assignment to Targeted Group Intervention 5. Review Data, Decisions regarding continued interventions

TARGETED GROUP INTERVENTIONS Quick, uniform, easily implemented Tied to most common functions Adult attention Peer attention Task avoidance

Check-In/Check-Out • CICO • When function is related to adult attention • Step up from social contracting • CI with a staff member in the morning • Teacher rates performance on individual goals during the day • CO with staff in the afternoon

Preparing And Supporting Selfmanagers • PASS • When function is related to task avoidance • Learn a Work Plan approach to tasks • Daily CI with mentor to receive Work Plans, organize materials • Teacher rates Work Plan usage during the day • Daily CO with mentor to review Work

Social Skills Instruction • SSI • When function is related to peer attention • Learn specific social skills within the context of a small group • Weekly instruction for 4 -6 weeks

Why do Targeted Interventions Work? • Improved structure • Prompts are provided throughout the day for correct behavior. • System for linking student with at least one positive adult. • Student chooses to participate. • Student is “set up for success” • First contact each morning is positive. • “Blow-out” days are pre-empted. • First contact each class period (or activity period) is positive. • Increase in contingent feedback • Feedback occurs more often. • Feedback is tied to student behavior. • Inappropriate behavior is less likely to be ignored or rewarded.

4. What is the connection between Rt. I and SWPBIS?

Evolution of Rt. I & SWPBS George Sugai OSEP Center on PBIS Center for Behavioral Education and Research University of Connecticut January 23, 2008 www. pbis. org www. cber. org George. sugai@uconn. edu

Implementat Comprehensive ion Fidelity screening Instructional accountability & justification Support for non. Early & responders timely Assessment decision -instruction making alignment Databased decision making Need for better Resource & time use

Rt. I: Good “IDEi. A” Policy Approach for redesigning & establishing teaching & learning environments that are effective, efficient, relevant, & durable for all students, families & educators • NOT program, curriculum, strategy, intervention • NOT limited to special education • NOT new

Precisio n Teachin g Applied Behavior Analysis Prereferral Intervention s EARL INFLU Y ENC ES Behavioral & Instructional Consultation Teacher Assistance Teaming Diagnostic Prescriptive Teaching

IMPLEMENTATION W/ FIDELITY CONTINUUM OF UNIVERSAL EVIDENCE-BASED SCREENING INTERVENTIONS DATA-BASED DECISION MAKING STUDENT & PROBLEM PERFORMANCE SOLVING CONTINUOUS PROGRESS MONITORING Rt. I

Public Health & Disease Prevention Kutash et al. , 2006; Larson, 1994 • Tertiary (FEW) – Reduce complications, intensity, severity of current cases • Secondary (SOME) – Reduce current cases of problem behavior • Primary (ALL) – Reduce new cases of problem behavior

Prevention Logic for All Walker et al. , 1996 Decrease development of new problem behaviors Redesign learning & Prevent teaching Teach, worsening of environments monitor, & existing to eliminate acknowledge problem triggers & prosocial behaviors maintainers of behavior problem behaviors

Intensive Targeted Universal Few Some All Dec 7, 2007 RTI Continuum of Support for ALL

Rt. I Application Examples EARLY READING/LITERACY SOCIAL BEHAVIOR TEAM General educator, special educator, reading specialist, Title I, school psychologist, etc. General educator, special educator, behavior specialist, Title I, school psychologist, etc. UNIVERSAL SCREENING Curriculum based measurement SWIS, other social measures PROGRESS MONITORING Curriculum based measurement ODR, suspensions, behavior incidents, precision teaching EFFECTIVE INTERVENTIONS 5 -specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting, group contingency management, function-based support, selfmanagement DECISION MAKING RULES Core, strategic, intensive Primary, secondary, tertiary tiers

Curricular & instructiona l decisions Families & community interactions Implementati on accountabilit y DS N U O S UT B , E L SIMP ATION IC IMPL OR…. SF Measuremen t, assessment, Special education functioning General education functioning

SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)

SWPBS is about…. Improving classroom & school climate Integrating Decreasing academic & reactive behavior management initiatives Improving Maximizing support for academic students w/ achievement EBD

5. Getting Ready for Tertiary • Universal PBIS System is in place • Secondary PBIS System is in place • Establish referral process – embed in flowchart • Identify or develop capacity for comprehensive Functional Behavioral Assessments • Establish a comprehensive Behavior Support Plan System • Establish a process for wrap around supports • Data as the basis for ALL

Individual Support Plans • When small group not sufficient • When problem intense and chronic • Driven by Functional Behavioral Assessment • Linked to school-wide system

Establish a Functional Team • Knowledge about the individual • His/her behavior, interests, strengths, challenges, future • Knowledge about the context • Instructional goals, curriculum, social contingencies, schedule, physical setting. • Knowledge about behavioral technology • Elements of behavior • Principles of behavior • Intervention strategies

Which team is more likely to bring the three sources of knowledge? • Team A • Team B • • School Psychologist • Counselor • Teacher Child Parent Teacher Coordinator Behavior specialist Friend

Importance of Team Composition • Leah Bennazi (University of Oregon) – The composition of a behavior support team affects: • (a) the technical soundness of the behavior support plan, and • (b) the contextual fit of the behavior support plan selected for implementation. Leah

Functional Behavioral Assessment: Defined • Functional behavioral assessment 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.

FBA Team Process Steps 1. Collect information. 2. Develop testable hypothesis or summary statement. 3. Collect direct observation data to confirm summary statement. 4. Develop “competing pathways” summary statement. 5. Develop BIP. 6. Develop details & routines for full implementation of BSP. 7. Develop strategies for monitoring & evaluating implementation of BSP.

• Checklist 1. Indirect Observation • FA Interview • Archival Review FBA LEVELS • Routine Analysis 2. Direct Observation 3. Planned Manipulation • A-B-C • Structured, Planned Observation • Experimental or Functional Analysis

*Response class *Routine analysis *Hypothesis statement Problem Behavior Functional Assessment Behavior Support Elements *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Intervention & Support Plan • Team-based *Implementation support *Data plan *Continuous improvement *Sustainability plan Fidelity of Implementation • Behavior competence Impact on Behavior & Lifestyle

Testable Hypothesis “Basic Unit” Setting Events Infrequent events that affect value of maint. conseq. Triggering Antecedents Preceding events that trigger or occasion Problem Behavior Set of related behaviors of concern Maintaining Consequences Following events that maintain behaviors of concern

Summary Statement Setting Events Triggering Antecedents Desired Alternative Typical Consequence Problem Behavior Maintaining Consequences Acceptable Alternative

Neutralize/ eliminate setting events Add relevant & remove irrelevant triggers Teach alternative that is more efficient Add effective & & remove ineffective reinforcers

Main Themes of Effective Interventions • Make the problem behavior irrelevant • Change the context so the problem does not arise • Make the problem behavior inefficient • Teach alternative skills that produce same effect as problem behavior • Exaggerate rewards for appropriate behavior • Make the problem behavior ineffective • Minimize the likelihood that a problem behavior will be rewarded.

BSP Template Charles

Technically Sound Plan of Support • The elements of the plan are consistent with basic laws of behavior • The elements of the plan are consistent with basic laws of physiology • The elements of the plan are consistent with the summary statement(s) from the functional behavioral assessment.

Contextual Fit • The people who will implement a BSP: – – – Are knowledge about elements of the BSP Have the skills required to implement BSP Are comfortable with the procedures (Values) Have administrative support to implement BSP Have the expectation that the BSP will be effective Believe that BSP is in the best interest of focus person – Have the resources (time, materials) to implement are available and efficiently used.

6. Self Study For each item, rate your school 2 – Absolutely this happens 1 – Some of the people, some of the time 0 – Not really

1. Are more than 90% of the personnel in your school teaching your students specific ways to meet your school wide expectations?

2. Are more than 90% of the personnel in your school using your school wide acknowledgement system as designed by your universal team?

3. Are more than 90% of the personnel in your school using your school wide office discipline referral system as designed by your universal team?

4. Do you have a system in place for teaching new students and new staff about your school wide universal system?

5. Is your SWIS data regularly shared with your universal team? Your targeted team? The whole school? Does your SWIS data show changes in the frequency and patterns of office discipline referrals?

6. Have you computed your SWIS triangle? Have you compared it with previous years? Does it document change?

7. What decisions has your universal team made based on your SWIS data?

8. Do you have a menu of secondary supports and interventions? Are your secondary supports and interventions connected to your school wide expectations?

9. Are referrals for secondary interventions based on SWIS data? Is other data used to supplement SWIS data?

10. Have you created your secondary flowchart? Have you created your secondary referral form? Have you provided professional development on this system to your whole school?

11. Is your universal leadership team continuing to guide the implementation of SWPBIS in your school? Is your team still representative of your school?

12. Can you describe the positive impacts of SWPBIS on your school?

Triangle Applied to Schools 80/80 on SET; School Wide Expectations Are the basis of ALL Universal and Secondary Activities; 90% of personnel use the System; Parents understand the System; Data is the basis for ALL decisions Self Study 17 -24 points Lack of fidelity in more than three of the core Components; Many staff rarely use; Self Study 0 -12 points Lack of fidelity in two Or three of the core components; 20 -30% of staff are resistant or rarely use; Self Study 13 -16 points

Triangle Applied to Personnel Teaches School Wide Expectations in own classroom and other settings; Uses the system for acknowledgements and ODR; Uses secondary system as needed; Knows SWIS data trends Lack of fidelity in more than three of the core Components; Resistive Lack of use with fidelity in two or three of the core components; Questions the value of SWPBIS