Universal PBIS

&
The School
Administrator
s role:
Process
Compliance &
Accountability

Presentation Purpose
To provide guidance to schoolbuilding level administrators
regarding process,
compliance and accountability
related to implementation of
universal PBIS.
2

2010-11 State-Wide Instances of

Removal from Classroom
Type of Removal

Total Removed

In-School Suspension

83,707

(unduplicated count)

Out-School Suspension

69,066

(unduplicated count)

In-School Expulsion

4,800

Out-School Expulsion

1,680

TOTAL

159,253

When applying just 6.5 hours (1 missed school day

excluding 30 min for lunch) for each instance, it totals
1,035,145 hours removed from regular/assigned
classroom.

Louisiana Department of Education

3

Evidence about the Effects of

Suspension and Expulsion
There is little scientific research to show that zerotolerance or other get-tough measures are effective
in reducing school violence or increasing school safety.
Several studies have found negative outcomes
following suspension and expulsion, such as
delinquency, substance abuse and school dropout
The three student discipline issues most frequently
rated as serious or moderate problems by principals
at elementary and secondary level schools were
tardiness, absenteeism, and physical violence
Suspension and Expulsion At-A-Glance, Institute for Democracy, Education and
Access (2003)

The Challenge
Implementing the process
as an administrator
Being in compliance with
the legal requirements
Being accountable as the
schools leaders
5

Module 1:
PBIS Process

Background:
School-Wide PBIS
School-Wide Expectations and rules taught in
settings during first week of school
School-Wide Reinforcement System in use
Minor/Major problem behavior defined
Leveled system for dealing with minor/major
problem in use
In order for the PBIS process to be implemented in
any school it requires

Administative Support and

Guidance
7

School-Wide Positive Behavior Support

Procedures and processes intended

for all students, staff, in specific
settings and across campus;
FOCUSES ON PREVENTION!

Critical Elements of SWPBIS

1. Expectations developed
2. Positively stated rules developed
for specific settings that align with
expectations
3. Lesson plans developed for
teaching expectations/rules
4. Reinforcement System Developed
a. Student Reinforcement System
is established (what, when, how)
b. Faculty Involvement
Strategies for sharing data
Staff Reinforcements
5. Discipline Referral Process
a. Minor vs. Major Behavior
definitions and examples
b. Discipline flow chart developed
(protocol for minor, major, crisis)
c. Principles of Behavior
taught/reviewed with staff

6. Training/Resources Developed for Act

136 Training
7. Analyze Big 5 Data and other data
sources on a regular basis and share
with faculty
8. PBIS Team Established
a. Membership, meeting times, leader,
roles, agenda, etc.
b. Alignment and communication with
other initiatives
9. Implementation plan established
Faculty In-service
Communicating PBIS with families
Master Model Discipline Plan
Book of Products
10. Evaluation Measures Utilized
*Benchmarks of Quality, Surveys,
etc.
9

Critical Elements of SWPBIS

1. Expectations developed
2. Positively stated rules developed for
specific settings that align with
expectations
3. Lesson plans developed for teaching
expectations/rules
4. Reinforcement System Developed
a. Student Reinforcement System is
established (what, when, how)
b. Faculty Involvement
Strategies for sharing data
Staff Reinforcements
5. Discipline Referral Process
a. Minor vs. Major Behavior
definitions and examples
b. Discipline flow chart
developed (protocol for minor,
major, crisis)
c. Principles of Behavior
taught/reviewed with staff

6. Training/Resources Developed for

Act 136 Training
7. Analyze Big 5 Data and other data
sources on a regular basis and
share with faculty
8. PBIS Team Established
a. Membership, meeting times, leader,
roles, agenda, etc.
b. Alignment and communication
with other initiatives
9. Implementation plan established
Faculty In-service
Communicating PBIS with families
Master Model Discipline Plan
Book of Products
10. Evaluation Measures Utilized
*Benchmarks of Quality,
Surveys, etc.
10

Critical Elements of SWPBIS

1. Expectations developed
2. Positively stated rules developed for
specific settings that align with
expectations
3. Lesson plans developed for teaching
expectations/rules
4. Reinforcement System Developed
a. Student Reinforcement System is
established (what, when, how)
b. Faculty Involvement
Strategies for sharing data
Staff Reinforcements
5. Discipline Referral Process
a. Minor vs. Major Behavior
definitions and examples
b. Discipline flow chart
developed (protocol for minor,
major, crisis)
c. Principles of Behavior
taught/reviewed with staff

6. Training/Resources Developed for Act

136 Training
7. Analyze Big 5 Data and other data
sources on a regular basis and share
with faculty
8. PBIS Team Established
a. Membership, meeting times, leader,
roles, agenda, etc.
b. Alignment and communication
with other initiatives
9. Implementation plan established
Faculty In-service
Communicating PBIS with families
Master Model Discipline Plan
Book of Products
10. Evaluation Measures Utilized
*Benchmarks of Quality, Surveys,
etc.
11

The Office Discipline Referral

Process

Contains definitions of: major discipline

incidents, minor discipline incidents, crisis
incidents, a continuum of discipline procedures
Can be summarized in a narrative or graphic
form
Is presented to all staff for approval
Is trained to all staff
Teachers should post this referral process in
their classrooms!

Observe Problem
Behavior

In a Nutshell ......
Discipline Process
Yes, Immediate
Administrative
Response Needed

If Not
Is
Behavior
Major?
Handle in Classroom

Problem Solve

Call Extension: 214

& Provide Details
If Yes, but
not crisis
Submit Office Referral
to Grade Level Dean

Teacher Determined
Consequences
File Minor Infraction
Report in Classroom
and with Dean

Follow-up

Administrative
Consequences
Assigned prior to
re-entry of class

Deans/Admin
Notified Immediately

Situation Assessed by
Admin & Action
Implemented

Minor: Classroom disruption, minor profanity, cheating, etc.

Major: Minor behavior that has not improved with interventions, major profanity
Yes, Immediate Response: Potentially unsafe environment, suspicion of criminal behavior

So many committees, so little

time
Most schools have numerous
committees that actually do some of
the same things
Most committees are comprised of the
same team members
Consider how SWPBIS should
compliment other
initiatives/committees such as SBLC,
RtI, etc.

Activity

Working Smarter
PART 1
List all the committees and initiatives that are currently on your
campus and complete the requested information in the columns
PART 2
Based on your results, what committees can you:
(a) eliminate?
(b) combine?
(c) provide more support?
(d) infuse PBIS into?
(e) distribute membership responsibility?
PART 3
How can you return to school and feasibly consolidate? support
or realign?

16

Action Plan!
Module 1
Discipline Referral Process
Minors & Majors
Flowchart
Shared and Taught with all
Working Smarter
Initiatives, Committees & Team

Module 2:
Compliance

18

What are the Legal

Requirements for
Administrators?

1. Master Model Discipline Plan

(MMDP)
(R.S. 17:252) ;
2. Act 136: Training for School
Personnel in Classroom Management
(R.S. 17:252 (D)).

Juvenile Justice Reform

Act (1225)
Passed in 2003
Subpart C-1 The Education/Juvenile Justice
Partnership Act legislated that:

BESE would formulate, develop and recommend a

Model Master Plan for improving behavior and
discipline within schools that includes the utilization
of positive behavioral supports and other effective
disciplinary tools
Each city, parish, and other local public school board
should be responsible for the develop of school
master plans for supporting student behavior and
discipline based upon the model master plan
developed and approved by BESE

Master Model Discipline Plan

(MMDP)
Worksheets required each year by each school
according to the LA Department of Education
Monitoring Rubric
Assurance signed by Superintendent
Report: each school answers these questions,
reports them to the district contact, and then the
district contact creates an annual report to be
provided to the school board
MMDP Worksheet: each school completes
MMDP Master Plan: each school completes

District retains a copy of MMDP documents each year

Monitoring Rubric

Monitoring Rubric (cont.)

Superintendent Assurance

Annual School Report

MMDP: Worksheet & Plan

Scavenger Hunt

Look at the School Model Master

Plan. Can you number at least 5
items that require the School
Administrator to make a decision?

Group Share

Ensuring & Sustaining Safe, Supportive &

Successful Classrooms = ACT 136
The school master plans required of city, parish, and
other local public school boards by this Section shall
make provision for pre-service and ongoing grade
appropriate classroom management training for
teachers, principals, and other appropriate school
personnel regarding positive behavioral supports
and reinforcement, conflict resolution,
mediation, cultural competence, restorative
practices, guidance and discipline, and
adolescent development.

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Scavenger Hunt

Look at the Teacher Training

Requirements. Can you find at least
5 training requirements that are
required to be provided?

Group Share

Meeting Classroom
Management Training
Requirements

How to Determine Training

Needs
I. Inventory current training Resources
available
A. Look at Regional, District and School level
resources
i. Personnel for Training
ii. Financial Resources
iii. Training Time
B. Determine Needs in your school or District
II. Utilize discipline data to determine what your
training needs are for Yellow/Red Zone

How to Determine Training for

Teachers with Specific Needs
1. Review Discipline Data
Question: What Data will you review
to make this determination? Share
with learning partner.
Whole Group Share.

Administrators Hard
Evidence of Compliance
Model Master Plan
Teacher Training in Classroom
Management

Administrators Soft
Evidence
Leadership Team that regularly meets and
is empowered to work with Administrator
in making decisions regarding school
Discipline plan and school practices
Regular review of Discipline Data
Expectations that are part of the school
culture and embedded in the language of
the school
Reward system (tangibles and intangibles)
that is meaningful and well thought out

List Compliance Action Items

Discussed
Partner Sharing
Whole Group Share

Action Plan!
Module 1: Compliance
Master Model Discipline Plan (MMDP)
Monitoring Rubric
Assurance signed by Superintendent
Report: each school answers these questions, reports
them to the district contact, and then the district contact
creates an annual report to be provided to the school board
MMDP Worksheet: each school completes
MMDP Master Plan: each school completes

Act 136, Classroom Management

Providing training

Module 3:
Accountability

37

Module 3: Accountability
Book of Products
Agendas/minutes from meetings
Going through the motions to meet
mandates
Data
SETs: when and how to use the data
Benchmarks of Quality: when and how
to use the data
Identifying teachers in need of
assistance
Administrators point of view
Walk- throughs

Book of Products
Administrators need to review
Book of Products twice a year.
Things to look for
-Team Action Plan filled out and
updated to the year
-Referral Process Flow Chart:
show evidence of use
-Expectations and Rules: still
applicable for each school year

-Lesson Plans, Time Line and Lessons:

Check to make sure lesson plans are
updated and timelines are correct for
the school year.
-School Improvement Plan: Make sure
the SIP is current
-Master Model Plan: Make sure MMP is
current
-Crisis Plan: Make sure it is current
and applicable for the school year.
-Reinforcement Systems: Evidence
showing that they are updated
throughout the year, utilized and
connected to the expectations.

Agendas/Minutes from
Meetings
-SWPBIS Team Meeting Agendas: Have
agendas and sign-in sheets.
-Data and Interventions: Have current
behavioral data, listing of
interventions utilized and results of
interventions documented.
It is KEY to have evidence showing that
meetings are being held and
productive. By having evidence, the
school is able to address its problems
in a data driven environment.

Going Through the Motions to

Meet Mandates
Administrators should never allow the
team to go through the motions
without having evidence of what their
goals are and how they will achieve
their outcomes.
By tracking this information this should
allow for a more congruent system for
the administrators to monitor all
aspects of their school.

Data

All schools should be data driven.

Academics are not arbitrarily decided,
therefore, behavior/school climate
should not be arbitrarily decided.

Things to Look for when

Examining Data
When/where/time of behavior
incidents.
# of behavior per student
# of behavior by teacher
Grade levels
Frequency
Attendance
504 referrals
SPED referrals
You are looking for any trend or
combination of concerned areas that
will help generate and guide
interventions.

Data Interventions
It is key for administrators to collect data on
interventions used to address data driven
concerns. Data is needed to determine if
the interventions are ineffective and to
develop alternative interventions to
achieve success.
Data is the MACHINE that should run a school.
Data allows an administrator to make
decisions that will directly and indirectly
affect the success of a school.

Benchmarks of Quality &

SETs
Benchmarks of Quality is a self
assessment that will allow all
teachers and administrators to
have a point of reference as to
where they are in the PBIS
process.
SETs must be administered by
someone who has been trained in
the SET and has expert
knowledge of the PBIS process.

How well are your teachers

connected to the students?
Through the data process the
administrator and PBIS team can
recognize a teacher(s) that may need
technical assistance.

Identifying Teachers in Need of

Technical Assistance
A Positive Climate for
Learning
Well Connected

Somewhat Connected

Society
Community
Neighborhood
Work

Teacher

Not
Connected

Family
Peers
School
Classroom

Student

Tips to Help Prevent Problem

Behaviors
Discuss methods to proactively teach skills,
procedures, schedules, consequences, and
expectations, and develop a plan for
implementation in participants
school/classroom.
Identify replacement skills to address
problem behaviors with in the
school/classroom.
Develop specific skill steps via task analysis.
Practice using Proactive Teaching.
Track patterns of problem behaviors school
wide.

Proactive Teaching
Proactivel
y
Teach

Rules

Procedures

Skills

Consequence
s

These things must be in place

and aligned with the
expectations of the school and
classrooms.

Average Retention Rate

Students
are:
Passive

5%
10%
20%
30%

Active

50%
75%

Lecture
Reading
Audio-Visual
Demonstration
Discussion
Practice by Doing

90%
Amount of information that goes
into long-term memoryby how

Teaching It

PBIS Walkthroughs

Teacher Name: ______________________

Expectations Visible
Yes

No

Evidence of Expectations Taught

Yes

No

2:1 Ratio, Praises to Corrections

Yes

No

Student Demonstrating Knowledge

of Routine & Procedures
Yes

No

Date: _________________
Comments
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Action Plan!
Module 1: Accountability
Book of Products
Agendas/minutes from meetings
Going through the motions to meet
mandates
Data
SETs: when and how to use the data
Benchmarks of Quality: when and how
to use the data
Identifying teachers in need of
assistance
Administrators point of view