A presentation created for the DESE's 4th Annual Summit on Curriculum, Instruction and Assessment. The Massachusetts Tiered System of Support (MTSS) - (NON-ACADEMIC) – Cases from the Field with focus on Positive Behavioral Interventions and Supports (PBIS): A Tiered System for Improving School Climate.

1. POSITIVE BEHAVIOR INTERVENTIONS AND
SUPPORTS
ADDRESSING SOCIAL DEVELOPMENT THROUGH THE
MASSACHUSETTS TIERED SUPPORT SYSTEM

2.  PBIS/PBS/SWPBIS: interchangeable terms
 Evidence based: identifying what works based
upon the best available research and experience
(how do we know it works?)
 Fidelity: accuracy of reproduction, staying true
to the model
 Sustainability: the capacity to endure over time

3. We cannot “make” students
learn and we cannot “make”
them behave. However……

4. We can create
environments to increase
the likelihood that students
will learn and will behave

5. Environments that support
student achievement and
appropriate behavior use a
core curriculum and are
implemented with
consistency and with
fidelity.

7. A Continuum
Intensive Few of Support
for All
Targeted Some
Universal All

8. Classroom
Setting Systems
School-wide
Systems

9. PBIS organizes the Host Environment
• How decisions are made, (Data)
• How things are done, (Systems) and
• How staff interact with students
(Practices)
to ensure the sustained use of best
practices school-wide.

10. Support
Staff Behavior Support
Decision
Making
PRACTICES
Support
Student
Behavior

11. DATA SYSTEMS PRACTICES
Central Data System Leadership Team Instructional
Lessons/Cool Tools
Systematic Data Entry Evaluation Routines
Efficient Referral Form Communication Supervision
Multiple Data Sources Coaching and Training Reinforcement
Identification of Policy Development and Continuum of Consequences
Secondary/Tertiary Funding Instructional Discipline

12.  How one middle school successfully
integrates PBIS with academic interventions
to raise achievement levels.
 PBIS tools that an elementary school uses to
provide a consistent, safe and positive
school culture.
 Description of Tier Two and Tier Three
Supports for children with more intense
behavioral needs.

13. PBIS is a process for creating safer, more effective
schools. The goal is to create a positive school culture by
identifying, adapting, and sustaining effective school-
wide disciplinary practices.
Read to Know, Write to Show

14. Academic Systems Behavioral Systems
Tertiary Interventions Tertiary Interventions
•Individual students •Individual students
1-5% 1-5%
•Assessment-based •Assessment-based
•High Intensity •Intense, durable procedures
Secondary Interventions Secondary Interventions
•Some students (at-risk) •Some students (at-risk)
•High efficiency •High efficiency
•Rapid response •Rapid response
Primary Interventions Primary Interventions
•All students 80-90% 80-90% •All settings, all students
•Preventive, proactive •Preventive, proactive
Read to Know, Write to Show

15. Common Approach PBIS language,
Teacher buy-in
Clear Set of Expectations STAR expectations
Procedures for Teaching Roll-outs, Second Step,
Expected Behavior Teach-reteach
Procedures for Encouraging
Starbucks, PBIS events
Expected Behavior
Procedures for Discouraging Discipline
Problem Behavior hierarchy, Discipline
committee
On- Going Monitoring and DATA, Staff communication
Evaluation Student feedback
Read to Know, Write to Show

16. Internal Coaches
Administration
Adjustment Counselor
Universal Team Members
At WEMS we have a teacher representative from each of the 8
Academy's along with Enrichment representation
Read to Know, Write to Show

17. -- Fundraisers
-- Adm. buy-in -- Bathroom
-- Faculty buy-in passes
-- Subway system
-- Frequent flyer
Identify
Sustaining Problems
passes
-- Roll outs -- Lunch
-- Midyear procedures
review
-- School PBIS
Universal
motto
-- Second
Teach Create
Step
Expectations
Team Incentive
System
-- School store
-- STAR bucks
Increase -- Quarterly
-- PBIS binders
Communica- rewards &
-- Weekly meetings tion assemblies
-- Share out during CPT
-- Spree day
-- Staff training
Read to Know, Write to Show

18. Weekly PBIS
Collect and
universal
analyze data
meeting
Administration Each universal
& faculty member
Are
Share-out
expectations
during CPT
met?
Students practice Teach & Every faculty
expected behavior reteach member
Read to Know, Write to Show

19. MAP testing Show respect
Take
MCAS responsibility
Summer Act appropriately
reading
Library Ready to learn
Read to Know, Write to Show

23.  Electronics (game boys, mp3
players…)
 Cell phones
 Backpacks
 Handbags
 Gum
 Jackets

24.  Travel using the correct stairwell

25.  Perfect Attendance Breakfast
 Honor Roll Awards
 MCAS, MAP Incentives
 Ice cream social / Harvest Fest / Bingo / Socials
 School Store
 Student / Faculty Basketball, Volleyball and Kickball
games
 Spree Day
 Team Incentive Events, Award Ceremonies

26. Read to Know, Write to Show

27. 200
180
160
140 Habitual
120 Offenders
100
80
60
40
20
0
1 0nly 2 to 5 6 to 10 11 plus
Infraction Infractions Infractions Infractions
2005 112 172 84 78
2006 89 140 74 65
2007 97 122 50 64
2008 79 101 46 43
2009 79 70 36 24
2010 69 83 28 25
2011 79 75 37 20
Read to Know, Write to Show

28. 55%
52%
51%
47%
36% 36% 36%
2005 2006 2007 2008 2009 2010 2011
Read to Know, Write to Show

29. in 2005 WEMS was the first Worcester middle school in the district to
be declared underperforming.
WEMS Percentage
Proficient / Advanced
57.0% 58.0%
55.0%
51.0%
47.0%
36.0%
30.5%
25.0%
20.0% 20.5%
17.0%
12.5%
2006 2007 2008 2009 2010 2011
ELA Math
Read to Know, Write to Show

30. WEMS was moved from level 3 to level 2 status in 2011 due to the
strength of our Student Growth Percentile numbers.
68
59 61
56.3 56 57
54.5
52 52
48.5 48.5 48
ELA Math ELA Math ELA Math
2009 2010 2011
District WEMS
Read to Know, Write to Show

31. High rates of
Universal Every teacher,
reactive
Language All the time
management
Low PBIS paved High Focus on Results
academic the way for academic Best Practices
achievement academic growth Literacy
success
Inefficient Identify needs
Focused &
use of & implement
Data driven
resources proactive changes
Negative Safe & healthy
Positive
school learning
school climate environment
climate
Read to Know, Write to Show

32. Social
Success
WEMS
Academic
Achievement
Read to Know, Write to Show

33. PBIS at Chandler Magnet
Elementary School
Amy McDonald M.Ed., CAGS
mcdonalda@worc.k12.ma.us

34. School-wide Rules Be Here, Be Ready Be Respectful Be Safe
Be on time Stay in your seat Keep your hands and feet to
Dress appropriately Raise your hand yourself
Have your homework done Try your best Keep chair legs on the floor
Classroom Come prepared Use kind words Use materials appropriately
Follow directions
Line up quickly and quietly Walk quietly Walk in a single file
Be ready to leave the area Quietly use kind words when Stay in line
Remain facing forward necessary Stay to the right
Hallways Follow directions Pass the door carefully
Keep hands and feet to yourself
Dress for the weather Play fair Play safe
Line up when the whistle blows Include others Report any problems
Take turns Use materials safely
Playground Use appropriate language Obey the whistle and walk to your
Watch for others when running or line
throwing
Stay in a single file line Practice good table manners Wait your turn
Eat first (talk later) Trash in receptacles Take small bites
Keep your area clean Use quiet voices Stay seated until dismissal
Cafeteria Follow directions (1-2-3) Stay in your own space Walk safely
Follow directions Enter and exit quietly Stay in your seat
Be ready to listen Listen attentively Stay with your teacher
Sit quietly Sit appropriately Keep hands and feet to yourself
Assembly Keep your feet on the floor Walk
Participate appropriately
Be quick Flush the toilet Wash your hands with soap and
Stay in our own space Place trash in the receptacles water
Follow directions Respect other’s privacy Keep water in the sink
Bathroom Wait your turn Walk in the hallways
Report any problems to an adult

35. Be Here, Be Ready Be Respectful Be Safe
Follow a routine Praise and reward students Actively monitor student behavior
Be prepared Establish high, yet attainable
Have a continuum for responding expectations
Classroom to behavior
Remind students of Hallway Address adults and students with Use designated walking points
Expectations respect (i.e. double doors, intersections)
Model appropriate behavior Check students and adults without
Hallways Praise and reward students and hall pass or visitor’s pass
classes
Be on time for duty Praise and reward students Supervise and actively monitor
Be on time for pick up students
Playground
Greet students Ensure trash is picked up Supervise and actively monitor
Be on time for duty Praise and reward students students
Be on time for pick up
Cafeteria
Be on time Be a role model Supervise and actively monitor
Remain with your class Praise and reward students students
Assembly
Be ready for dismissal Ensure lockers are shut Actively monitor hallway
Praise and reward students Actively monitor classroom
Help direct students to their
Bus proper dismissal area

36. Be Here, Be Respectful Be Safe
Ready
Have own materials and use them Keep in front of, ask to have or
Teacher’s Desk use items from teacher’s desk.
Be prepared at beginning of class Use your own items; always have Carry and use items safely and
with ALL items: notebook, your planner appropriately
Materials pencil, book,
homework/assignment
Have all materials ready Quietly Walking
Enter and Exit Start when bell rings Hands, voices, etc. to self Go straight to seat
Stay in seat until dismissed
Work on assignments for this or Talk quietly when permitted Stay seated in chairs
Free Time other classes Keep chair on floor
Ask questions at appropriate Raise hand and wait to be called Stay seated in chairs
Asking for Help times
Ask specific questions
on Keep chairs on floor
Work on assigned tasks Raise hand to be helped Stay seated in chairs
Quiet Time Have all materials out and ready
to go.
Talk quietly only if specifically
allowed
Keep chairs on floor
Work on assigned task Raise hand to be helped Stay seated in chairs
Seat Work Have all materials out and ready
to go.
Talk quietly only if specifically
allowed
Keep chairs on floor
Keep allowed water bottles in the Have only allowed items—water Keep closed and to self
Drinks classroom half of the room, away
from any computers.
bottles with screw-on lids.
Ask to use fountain in hall
Use restroom during appropriate Get permission first Leave and return in an orderly
Bathroom times—between classes, lunch,
break, etc.
Raise hand to ask and direct manner
Make-up work in a timely manner Ask for make-up work at
Student should arrange for help appropriate times
Additional Rules with teacher outside of class when
necessary.

37. HALLWAY RULES
Line up quickly and quietly
BE HERE Be ready to leave the area
BE READY Remain facing forward
Follow directions
Walk quietly
BE RESPECTFUL Quietly use kind words
When necessary
BE SAFE Walk in a single file
Stay in line
Stay to the right
Pass the door carefully
Keep hands and feet to
yourself

38. AREA: HALLWAY
TIME ALLOTTED: 15-20 minutes
MATERIALS: 1-2 adults – Teaching Poster of Hallway Expectations
TEACH: A. Overview of the lesson:
“Today we are going to talk about how ‘we are ready, respectful and safe in the hallway.”
B. Guided Discovery: “Could someone tell us what we are going to learn and practice today?”
MODEL: A. Demonstrate examples of not following expectations.
1. Ready – Show example of not being ready to leave the area. Talk with students about
how else a person might not be following the Ready expectation in the hallway.
2. Respectful - Show example of not walking quietly (i.e., talking, banging lockers, etc). Talk
with students about how else a person might not be following the Respectful expectation in
the hallway.
3. Safe - Show example of not walking on the right, but on the left. Talk with students about
how else a person might not be following the Safe expectation in the hallway.
PRACTICE :
A. Have all students line up on the right side of the hallway and have them walk down a
hallway and back, with the adult monitoring. Follow up with frequent practicing as
needed, particularly when students exhibit difficulty meeting expectations.

40. WHO? = Classroom Teachers, non-
instructional adults, administrators, or any
other school staff
WHEN? = Students meet school wide
expectations
WHY? = To reinforce positive/appropriate
behavior
To redeem it for a prize from the prize cart
during their regularly scheduled art class

41. Quarterly Rewards
Recognition for students that have not had a suspension or office discipline referral.
Spirit Days
In an effort to promote spirit, unity, and cohesiveness as well as foster a more
positive environment, the PBIS team has developed Spirit Days. Each month has a
designated themed day.
Chandler Champions
Every month, each classroom teachers selects a Chandler Champion, or Student of
the month. The qualities of a Chandler Champion are improved effort, improved
attendance or improved behavior. Chandler Champions will be the school’s
ambassadors, helping to do odd jobs, run errands and lead the school in The Pledge
of Allegiance and the morning songs for the remainder of the month.

42. Individual Whole Class
 Extra computer  Extra recess
 Lunch with someone special  Make puppets
 Homework pass  Picnics
 Read a book in another class  Game time
 Line leader  Hat day
 Stickers/prizes  Slipper day
 Positive phone call or letter home  Baseball day
 Help in office, custodian, or for another  Pajama day
teacher  Extra art time
 Help a younger student with a learning  Dance
task for a specified period of time  Free reading time
 Work or sit with a friend  Lunch bunch
 Work at the teacher’s desk  A lesson held outside
 Allow student to call a parent  Raffle
 Drawing time  Class store
 Choose a special seat during  Class wide Bingo game
independent work time  Movie and popcorn
 Play a game with a friend  Make your own sundaes

43. Classroom Managed Behaviors Office Managed Behaviors
 Attendance/Tardy  Physical assault/physical intimidation
 Running  Leaves the classroom
Repeated defiance
 Off-task behavior 
 Repeated noncompliance
 Insubordination
 Sexual/racial harassment
 Profanity  Major/repeated theft
 Gum Chewing  Direct, inappropriate language/gestures
 Spitting  Overt defiance
 Homework  Theft
 Off task/disruptive (+3/day)  Forgery
Internet misuse/cyber bullying
 Non-compliant/defiant (+3/day) 
 Chronic dress code violations
 Name calling/minor harassment
 Bullying
 Lying/cheating  Extreme property damage
 Dress code violation  Gang related activity
 Out of seat/wandering around the  Possession of weapons, drugs or alcohol
classroom  Reference in conversation, writing or pictures to
 Indirect, inappropriate language/gestures weapons or acts of violence
3 or more classroom violations in one day
 Inappropriate bathroom behavior 

44. Least Intrusive to Most Intrusive
Error Loss of Parent Referral/
Warning Reflection
Correction Privilege Contact ODR
and
Reteaching “Scissors are Complete ODR
used for completely and
cutting paper “John, I asked with as much
“Hi Mrs. Smith, I detail, provided
“If you continue only, please put you to put the am calling to let
to the scissors them away for scissors it meets
you know that requirements
“You aren’t inappropriately, y the remainder away, please go John had a hard
supposed to be ou won’t be of the activity”. to the on matrix.
time using class
out of your seat allowed to use “reflection materials safely
without asking. them”. area” and think today. Please
Go back to your about why we touch base with
seat and show have this rule him to reinforce
me what that and what you the importance of
looks like. need to do in following
Good! Yes, you order to rejoin expectations”.
may go us”
sharpen your
pencil”.

45. The Yellow Zone
Targeted Team & Wraparound

46. Academic Systems Behavioral Systems
Tertiary Interventions Tertiary Interventions
•Individual students •Individual students
1-5% 1-5%
•Assessment-based •Assessment-based
•High Intensity •Intense, durable procedures
Secondary Interventions Secondary Interventions
•Some students (at-risk) •Some students (at-risk)
•High efficiency •High efficiency
•Rapid response •Rapid response
Primary Interventions Primary Interventions
•All students 80-90% 80-90% •All settings, all students
•Preventive, proactive •Preventive, proactive

47. Regular
Meeting
Times
Administrator,
Ongoing
School Support
Review of Staff
Identify
Students & Students
Progress
Teachers
• Weekly • Data
meetings • Referrals
Develop
Inter- • Group
ventions
• Individual

48. • Staff participation
• Student Greeters
• Teacher participation
• Verbal and written feedback to students at pre-
determined times.
• The feedback should be quick, positive, and remind
students what they need to work on if the goal was not
met

49. • 1 to 2 goals at a time
• Realistic expectations
• Plan for success
• Incentives
• Immediate vs. Delayed

50. Name____________________ Date ____________
GOALS: 8:30 9:30 10:30 11:30 12:30 1:30
1. RESPECT OTHERS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
2. MANAGE SELF 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
3. SOLVE PROBLEMS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
RESPONSIBLY
Rating Scale Goal _____
2 = Great Pts Possible _____
1 = Ok Pts Received_____
0 = Goal Not Met % of Pts _____
Goal Met? Y N

51. CICO
Plan
Morning
Check-In Weekly Targeted
Team Meeting
Class
Check out
Teacher
Home
Check-In Checks
Class
Check in
Afternoon
Check-out
EXIT

52. The Red Zone
Functional Behavioral Assessment –
Behavior Intervention Plan

53. Parents have a
Needs driven rather
valued and
than service driven
respected voice
A process for planning,
organizing, coordinating,
creating and delivering Family &
Rooted in interventions & assistance child
culture & centered
that are matched with the
community
family and child’s unique
needs and strengths
Plans include a Based on
balance of formal strengths, values &
and informal preferences
services

54. Natural Support Team is a small network of people that are
willing to work together over time to help the child and family
Pediatrician
Natural Team
Aunts Teachers members can be
Natural resources found
Support Team Godparents in the community
should consist Neighbor
Child such as;
of people who Libraries
are important Friends &
Clubs
to the family Family Coaches Sports Leagues
and child Community
Uncles Center
Church Members
Grandparents

55. • Look at the identified strengths and needs
in life domain areas
• Develop strategies to address needs
• Set goals and expectations for team
members
• Decide how to measure outcomes

56. Start with accomplishments
• Solicit team feedback
• Start on a positive note
• Celebrate successes
• Honor unique contributions
• Keep a strength-based perspective
• Maintain team energy

57. • Amber will be able to focus and tell someone she needs help with her work.
• Amber’s grades will improve.
• Amber goes to school every day
• Amber tries in school
Strengths • Amber is good at basketball
• Betty is a good cook and enjoys being with kids
• Betty is concerned about Amber’s grades
• Amber’s grades are keeping her from being on the
Concerns basketball team
• Amber is not completing her homework
• Amber can stay after school for extra help
• Amber can write a list of her homework
Options • Next door neighbor can help Amber with her
homework
• Amber will write who her “go to” person is as a “back
up” person at school
Tasks • Betty will check and sign Amber’s agenda daily
• Amber’s teachers will sign her agenda daily

58. The Red Zone
Implementing High Quality
Functional Behavior Assessment
and Intervention Planning

59. Academic Systems Behavioral Systems
Tertiary Interventions Tertiary Interventions
•Individual students •Individual students
1-5% 1-5%
•Assessment-based •Assessment-based
•High Intensity •Intense, durable procedures
Secondary Interventions Secondary Interventions
•Some students (at-risk) •Some students (at-risk)
•High efficiency •High efficiency
•Rapid response •Rapid response
Primary Interventions Primary Interventions
•All students 80-90% 80-90% •All settings, all students
•Preventive, proactive •Preventive, proactive

60. Describes Behavior Hits, kicks, cries
Relies on Data When, Where
Determines Function Escape/ Avoid
Obtain
Generates a Working
Hypothesis

61. • Escape
Based On Function
• Obtain
• Needs to be taught
Teaches Replacement
Behavior • Fulfills function of target
behavior
• Positive Consequences
Shapes behavior
• Negative Consequences
Assigns Responsibility • Administration
• Support Staff
And Allocates Resources • Teacher

62. FUNCTIONAL BEHAVIOR ASSESSMENT
Student Name:
Data Sources:  Observation |  Student Interview | Teacher Interview | Parent Interview |
 Rating Scales | Normative Testing | Record Review | Supplemental Sources (list): TLC Report
____________________________________________________________________________________________________________________________________________________________
Description of Student:
____________________________________________________________________________________________________________________________________________________________
Description of Behavior (No.__):
____________________________________________________________________________________________________________________________________________________________
Setting(s) in which behavior occurs:
____________________________________________________________________________________________________________________________________________________________
Frequency (Times per hour / day / week / month ):
____________________________________________________________________________________________________________________________________________________________
Intensity (Consequences of problem behavior on student, peers, instructional environment):
_________________________________________________________________________________________________________________________________________________________________
Duration (How long does the behavior last?):
____________________________________________________________________________________________________________________________________________________________
Describe Previous Interventions:
_________________________________________________________________________________________________________________________________________________________
Educational impact:

63. FBA/BIP Case Manager Teacher/School
• Not familiar with daily • Teacher may feel
challenges of school burdened
• Itinerant -Hard to build • No “go-to” person when
relationships there is an issue
• Can’t lead enduring • May not align with
system of support resources of school/class
• Not all staff assigned this • Hypothesis is off due to
role are behaviorists missed information
• Fidelity hard to monitor

64. Flexible membership Collect &
Analyze
Data
Modify & Fidelity
Refine ID Function
Hypothesis of Behavior
& Plan
Better Buy-In Teacher, School Aligns w/
Counselor, Psyc
hologist, Intern Resources
Monitor & , Parent & Develop
Analyze Administrator Working
Results Hypothesis
Implement
Plan based
Collect Data
on Function Comprehensive View
Transfer of skill of Behavior

65. • 6 year old male
• Kindergarten
• First school exposure
• Refusing to enter school/walk to class
• Becomes physically aggressive towards staff and tries to
run away
• Aggression escalates and parent is contacted to pick up
student
• “Does well” if he is able to get to class with some
physical intrusiveness noted

66. Setting Event Antecedent Target Behavior Consequences
Setting Event Antecedent Target Behavior Consequences
•No Health Issues •Student resists •Student clings to •Student sent home
•No Health Issues Mother at home
•Student resists •Student
mother attempts •Student sent
early on 8
•Late School
•No priorSept. Mother at home to run after his home early on 8
occasions
Exposure from
transfer getting ready.
• Mother attempts mother, even
•Walks slowly or occasions
Magnet School to•Mother attempts
drop student at stops she has left.
after •Mother opted to
•Mother opted to
dueSeparation
•Hx of to absences school student
to drop •He cries. take him home on 6
take him home
•No
Anxietyprior School off at school •Hits, kicks, and
•Student attempts with her following
occasions
Exposure •Staff approach
•Staff approach toto to run. staff.
spits at refusal behavior
•History of assist mother
assist mother •Will run and try on 6 occasions
•Stays in admin
Separation •Separates most to open doors to
•Hits, kicks, and •Stays in admin
offices with adults
Anxiety easily from father escape building if
spits at staff offices with adults
waiting for mom
possible. waiting for mom.
•Tries to escape •When student has
•When student has
building made ititto class, He
made to class,
He has engaged in
has engaged in
• Daily, 5-90 mins activities.
activities

67. Desired Maintaining
Behavior Consequence
Separates from mother School feels safe
Joins class line Verbal Praise
Enters building Teacher Relationship
Antecedent
Setting Event Mother attempts Target Behavior Maintaining
No prior school to drop Sep Clings to mother Consequence
experience off at school Function
Attempts to run Mother decides not
after mother to leave him
History of Staff approach
Separation Anxiety To escape
to assist with Hits, kicks, spits Mother is called
walking student emotional pain
at staff to pick him up
into school
Tries to escape Spends time in SAC
office while waiting
Alternative
Behavior
Student separates
from mother with
verbal support and
positive incentives
Sticker Badge
Walk of Pride
Break Box

68. Mom Agrees on
the Message
Behavior
Principal
Specialist
Reassigns
suggests Sticker
Morning Duties
Badge
BST-
Brainstorm
Intervention =Function
Teacher Psychologist
suggests Break Accepts Referral
Box for Lunch Bunch
SAC makes
counseling
referral

69. Setting Event Antecedent Behavior Positive Negative
Strategies Strategies Teaching Consequence Consequence
Strategies Strategies Strategies
•Acculturate student •“We can fix this!” Teach school-wide Fabulous Sticker Badge Minimize attention
•Novel/stimulating Educate staff, student and expectations utilizing Plan
environment parent re: separation the PBIS Matrix Novel or engaging
• Stick to Routine anxiety •Verbal Praise experiences at a minimum
• Post and teach PBIS Label positive
School-wide Expectations •Mother gives clear behavior. “You have •Sticker Badge Conference with mother
message kept your hands and feet
to yourself. Good job!”
•Nurture relationship •Walk of Pride If student is sent home,
with student. •Mother says a brief Mom will keep enjoyable
goodbye Teach use of “Safe activities to a minimum
•Interest student in what Place” •Break Box
class and teacher have to .
offer •Administration provides
support in am Kindergarten Lunch Classroom Safe and
Bunch Welcoming
•Rehearse with student Calming Oneself Down
Sharing Positive conference with
Taking Turns mom
•Give student reason to
get to class Joining In
Personal Space Home Incentives
•“Safe Place” in class
•Referral for Outpatient
Counseling

70.  Universal level teaching of PBIS School-Wide
Expectations across school settings
 Teach that his teacher and school is a safe place
 Develop Relationship
 Stimulating Environment
 Describe and Label positive and desired
behaviors as they occur
 Lunch Bunch - social skills training in calming
down, personal space, sharing, joining in, listening,
following directions and taking turns
 Community Based Counseling Referral

71. Function Served - ESCAPE
•Classroom Safe and
Welcoming
•Competes with safety of being
with mother.
•Encourages Use of
Replacement Behavior
•Builds Positive
Relationship With
Teacher
Reinforcement Schedule for
PBIS expectation - “Be Safe”
• AM Transition - One sticker
per threshold (7)
• In class - One sticker every
ten minutes
• Differentially reinforced
during “trigger times” – One
sticker.
10 Stickers = Break Box

72. The Break Box  Ten Stickers = Break
 Earns 10 minutes of
play at his desk with
the Break Box
 Size of shoebox
 Four items of choice
 Reload every Friday

73. Review
Data
Resource
Interven- Decrease
tion from
Phase Behavior Baseline?
Support
Team
Follow Up Revise and
Days Modify
1,3,5… Plan

74. Social
Success
Your
School’s
Name
Academic
Achievement
Read to Know, Write to Show