1. Developing an Organizational Structure
Dr. G. Roy Mayer
G. Roy Mayer, Ed.D., CSULA, Presented at PENT Summits 2003

2. Why Have a Schoolwide Positive Behavior Support (PBS) Team?
It is impossible for one staff member to develop, implement, maintain a schoolwide discipline program. It takes a team
Involvement promotes change
Members share varied perspectives, set priorities, and help support other staff members

3. Why Have a Schoolwide PBS Team? (cont)
Multiple models are available
More individualized training of team members is possible
Closer monitoring and supervision of pilot programs are possible

4. Schoolwide PBS Team Responsibilities
Assess the need of staff
Develop a comprehensive school plan based on factors that contribute to problem behaviors
Setting priorities
Identifying needed strategies, staff training, and resources

5. Schoolwide PBS Team Responsibilities (cont)
Overseeing and assisting with staff training
Overseeing program implementation and evaluation
Sharing outcomes and making program modifications as necessary

6. Schoolwide PBS Team Membership
Two to five teachers
School principal
Pupil services personnel
Students
Parents
Classified staff
Community members
Others as needed

7. Which Teachers Serve on the Team?
Will try new ideas and share them
Will commit the time to work with those on team
Will assist others
Will allow observers in their classroom
Will pilot test new strategies
Others listen to and ask for their advice

8. Advantages of Teachers Serving on the Team
Both tutor and tutee gain
Similarity is increased
More models

9. Why Must a Principal Serve on the Team?
School vandalism study
Parent study (25% vs. 100%)
Institutional study
Must have on-going support

10. Why Have Pupil Services Personnel on the Team?
Have valuable expertise in addressing behaviors
Can consult with staff in implementing programs
Can help coordinate program activities

11. Why Have Students on the Team?
Perceptions are critical to the team
Programs are better accepted, supported, and enforced by students when they are involved in planning

12. Which Students Serve on the Team?
Representative of all student groups
Highly respected by respective peer groups
Committed to providing time and energy

13. Include Parent Members
Key to obtaining community acceptance and support for program
Offer community perspective
Select those who are respected leaders in the community

14. Why Include Classified Staff. (School secretary, custodian, aides, etc
Each have a unique perspective and understanding of campus needs
School secretary controls flow of information

15. Why Include Community Members?
Law enforcement and other civic leaders can help improve learning environment
School/community partnerships are key to sustaining the effort

16. Why and When to Include Others on the Team?
Inclusion depends on area being addressed (e.g., attendance, bus behavior, playground behavior, lunch area behavior, vandalism)

17. Purpose Statement of Team
Develop a simple, clear, and positive purpose statement for the team:
We the staff, student, and parents of
Progressive School are committed to
helping all students acquire the academic, social,
and behavioral skills necessary to become productive
citizens now and in the future. All students have the
right to learn these skills in a safe, caring,
and respectful environment.

18. Does Your Team Include…?
Two to five teachers (depending on size of school)
School principal
Pupil services personnel
Students
Parents
Classified staff
Community members
Others as needed

19. Individual Interventions
Developed by: Institute on Violence & Destructive Behavior, University of Oregon (1999)
Intensive social skills training
Individual behavior management plans
Parent training and collaboration
Multi-agency collaboration (wrap-around) services
Targeted/
Intensive
(High-risk students)
Individual Interventions
(3-5%)
Intensive social skills training
Self-management programs
Parent training and collaboration
Adult mentors (check-in)
Increased academic support
Selected
(At-risk Students)
Classroom & Small
Group Strategies
(7-10% of students)
Social skills training
Positive, proactive discipline
Teaching school behavior expectations
Active supervision and monitoring
Positive reinforcement systems
Firm, fair, and corrective discipline
Universal
(All Students)
School-wide Systems of Support
(85-90% of students)

20. Establishing a Student Success Team (SST)
The programs developed by the schoolwide discipline and climate team (PBST) will address or prevent about 85% to 90% of the students, and early interventions will address about an additional 7% to 10% of the students.

21. Establishing a Student Success Team (SST) cont
The SST needs to be developed to address students needing early interventions and the remaining 1% to 7% of the students
One to 7% of the students are associated with about 50% of the behavior problems in a school

22. SST Responsibilities
Design intensive & early intervention programs for students who are at-risk for severe academic or behavioral problems
Conduct proactive, regular student screening & identification in the early grades to facilitate early detection of antisocial behavior (Look for characteristics of students who may need SST help) See Handout E

23. SST Responsibilities (cont)
Conduct proactive, regular screening & identification in grades 6 and above
Look at office referrals - they can serve as reliable predictors of aggression & dropping out
Conduct a comprehensive social skills assessment for identified students

24. SST Responsibilities (cont)
Arrange access to individuals who have established behavioral expertise enabling them to:
Functionally assess situations
Build proactive behavior support plans
Develop social skill lesson plans
Collect & interpret behavioral data
Establish & implement crisis intervention strategies
Train & provide support for involved staff & parents

25. SST Responsibilities (cont)
Arrange a structure so those who have regular contact with the student can meet together with the behavioral expert to plan the intervention & support program
Involve the family, the student, and community resources

26. SST Responsibilities (cont)
Evaluate progress & procedures in place
Ensure high fidelity implementation & continued support
Although tempting, simple solutions, one-shot efforts are not sufficient!
It takes a systematic, proactive, sustained, effective, & integrated approach to address serious behavior problems.

27. SST Members & Skills
Several members of the SST should overlap with the school discipline team to facilitate coordination & sharing of information

28. SST Members & Skills (cont)
The SST needs to have members containing the following areas of expertise:
Diagnosing mental health problems
Evaluating academic difficulties
Conducting a functional assessments
Designing positive behavioral interventions
Consulting with & supporting school staff, students, and parents
Coordinating school & community services
Collaborating with students & families

29. Comparing the PBST with the SST
See Handout E

30. Home and School Factors Contributing to Antisocial Behavior
Coercive Punitive Environment
Inconsistent Application of Consequence
Rules Unclear and Inconsistent
Little or no Acknowledgement of Appropriate Behavior
Misuse of Behavior Management Procedures
Rejection

31. Additional Factors Contributing to Antisocial Behavior
Home:
Low Monitoring of Child
Low Affection
Personal Problems
School:
Little Individualization in Teaching Social Skills
Mismatch of Instructional Materials

32. Thus, it should come as no surprise that a recent Federal publication stated:
“Studies indicate that approximately four of every five disruptive students can be traced to some dysfunction in the way schools are organized, staff members trained, or schools are run.” (U.S. Department of Education, 2000).

33. Teacher Impact on Students
“I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climates. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous.” (Epachin et al., 1994).