S E A R C H   
Positive Behavioral Interventions and Supports Tutorial

Phase I: Getting Ready:

Securing School Wide Agreements and Supports

C. Step Two: Secure School-Wide Agreements and Supports

If schools are to establish the capacity to support the efficient adoption and sustained use of evidence-based practices, leadership teams must secure staff agreements regarding

  • The nature and priority of staff development efforts and needs
  • Long term (3-4 year) commitment and investment in the effort
  • Importance of taking a preventative and instructional approach to behavior management and school-wide discipline

To maximize the impact of action plan efforts, the recommendation is that action plans not be put into full implementation until more than 80% of the staff supports these agreements. Before your team attends the training, the Team leader will survey the entire school staff using a survey designed by the U of Oregon. The Team will tabulate the results and bring the results to the PBIS training. The results will serve as a starting point for the Action Plans that the Team will design.

Adequate resource support is critical to maximize your achievement of outcomes. Fiscal supports, implementation materials, on-going training opportunities are needed. Much of this will come from securing administrative support on the PBIS Leadership Team. Each school will have a PBIS Coach assigned by the local school system coordinator. Think of the coach as a facilitator for your team and a “Positive Nag” .

Activity C1

So, are you ready to assess your current level of school-wide agreements and supports?

1. Let’s look at Administrator commitment and School-wide priorities.
Will an administrator be on the PBIS Leadership Team and attend meeting regularly?

  • Is Behavior Management/School Climate one of the top 3 school-wide goals?
  • Is this goal based school specific discipline data?

If yes to all, then your school has administrative support.

2. Let’s look at Faculty Commitment. Can your school answer yes to all of the following? Is your faculty…

1. Aware of behavior problems across the school through regular data sharing?
2. Involved in establishing goals?
3. Offering feedback throughout the school year?

If you could answer yes to all 3 questions, then your Team will mostly likely have 80% buy-in.

4. Last question, “Is your Team in it for the long haul… the 3-5 year commitment? Does your school action plan have at least a three-year timeline?

The PBIS process requires that the Team examines data on a monthly basis. The data is then shared with the entire school. The PBIS mantra is “Data is our friend” Data will drive many of the decisions the PBIS Team will make throughout the years.

In the next session, we will begin to identify what data your team will need to bring to the PBIS training. This data will also be used for your team’s continual self-assessment and progress toward annual goals.






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PBIS in Maryland
Phase I: Getting Ready
Phase II: Implementing
Phase III: Sustaining
High Need Students
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