1. PBIS FOR SCHOOL ADMINISTRATORS 2012

2. Agenda Introduction What is PBIS? How to Support PBIS PBIS Universals Module Overview Panel

3. Participant Expectations

4. Attention Signal Please make note of time limits and watch your clocks!  Trainer will raise his/her hand.  Finish your thought/comment.  Participants will raise a hand and wait quietly.

5. WHAT IS POSITIVE BEHAVIOR INTERVENTION AND SUPPORT?

6. Positive Behavior Intervention and Support A systems approach for establishing the social culture and individualized behavioral supports needed for schools to be effective learning environments for all students - Rob Horner, Ph.D. Co-Director, National Technical Assistance Center for Positive Behavior Intervention and Support

7. Guiding Principles:  All students are valuable and deserve respect.  All students can be taught to demonstrate appropriate behavior.  Punishment does not work to change behavior.  School climate is a shared responsibility among administrators, teachers, staff, students and families.

8. Guiding Principles:  School personnel must be willing to examine their own behavior as students are taught to change theirs.  Cultural differences exist and need to be understood.  Positive relationships between students and adults are key to student success.

9. Traditional Discipline vs. PBIS Traditional Discipline Focuses on the student’s problem behavior Goal is to stop undesirable behavior, through the use of punishment Primarily reactive Positive Behavior Intervention and Support Replaces undesired behavior with a new behavior or skill PBIS alters environments, teaches appropriate skills, and rewards appropriate behavior. Primarily proactive

10. Defining & Teaching Expectations Routines & Procedures Reinforcement Systems Effective Consequences CONTINUUM OF POSITIVE BEHAVIOR INTERVENTION AND SUPPORT Social Skills Mentoring Check In Self Management Classroom Based Intervention FBA/BIP De-escalation 5% 80% 15%

11. SYSTEMS PRACTICES DATA Supporting Staff Behavior SupportingDecisionMaking Supporting Student Behavior OUTCOMES Positive Behavior Intervention and Support Social Competence and Academic Achievement

12. Foundations of PBIS  Universal commitment to managing behavior  Whole school community involvement  Focused on building sustainable change (3 to 5 year process)  Tailored to the unique needs of each individual school  Data-based decision making

13. SUPPORTING PBIS

14. Supporting PBIS  Effective Teams  Clear Roles  Relationships  PBIS Integration

15. Supporting PBIS: Effective Teams Rationale An effective PBIS team will…  bring energy and enthusiasm for PBIS.  allow efficient use of time.  create action steps that will be implemented.  increase ownership of PBIS by faculty and staff.  ensure sustainability. PBIS implementation is only as strong as the team!

16. Supporting PBIS: Effective Team Characteristics Shared goals and objectives Mutual trust and respect Open communication Effective conflict resolution Equity of task distribution Consensus decision-making Ongoing problem-solving

17. Supporting PBIS: Team Based Approach Developing an effective team:  Active participation from administration  Encourage participation from a wide variety of staff  Provide time and resources for the team to meet and work

18. Supporting PBIS: Role of the PBIS Team  Meet at least monthly.  Assign specific roles to team members.  Gather/review data (student and staff).  Maintain open communication with all stakeholders about PBIS process.  Analyze, describe and prioritize problems.  Create behavioral goals.  Select new strategies (best practices).  Provide supports to all staff.  Monitor implementation and progress toward goals.

19. Supporting PBIS: Roles Within the PBIS Team  Core roles  Facilitator  Minute taker  Data analyst  Communication coordinator  Time keeper  Administrator  Active team member  Backup for each role 19 Can one person serve multiple roles? Are there other roles needed? EX: communication coordinator, timekeeper

20. Supporting PBIS: Role of Administration Each PBIS team should have an administrator on the team who is…  committed to attending team meetings and module trainings.  actively participating in the implementation process.  empowered to make decisions in the absence of the principal.

21. Supporting PBIS: Relationship with the Team  It is best practice to have an administrator at every meeting!  Because this is sometimes not feasible, the team needs to be aware of the administration’s :  Vision for PBIS  Desired outcomes of the first year  Ideas about pace of implementation  Preferred decision making method for the team  Your district coordinator can help facilitate this dialogue.

22. Supporting PBIS: Relationship with the Team The PBIS team needs to know the administration’s preferred method for making decisions (both when present and absent from meetings). Delegate without constraints (supportive of decisions made in team meetings or modules) Consensus of meeting attendees Delegate with constraints in the meeting Gather input and decide Decide and announce in the meeting Decide and announce after the meeting

23. Systems for Effective Coaching: Continuum of Decision Making Delegate without constraints Consensus of meeting attendees Least restrictive- most amount of input from group Delegate with constraints during meeting Gather input and decide Decide and announce during meeting Decide and announce after meeting Most restrictive- least amount of input from group (Interaction Associates, 1998)

24. Supporting PBIS: Role of the PBIS In-School Coach  Can facilitate effective team conversations.  Can provide effective consultation and technical assistance to school teams.  Able to effectively communicate within and across schools.  Can assist schools in establishing systems to support staff and increase sustainability of PBIS implementation efforts.  Is knowledgeable of local, regional, and state contacts for consultation and support.

25. Supporting PBIS: Role of LEA Coordinator  Provide professional development.  Foster team development.  Active participation in PBIS process with each school team.  Assist in problem solving.  Support the analysis of data.  Serve as a resource.  Model effective strategies.

26. Supporting PBIS: Relationship With the In-School Coach  Coach should be seen as a support to all staff.  Plan a coach introduction at an early staff meeting.  Coaches can provide staff development as well as hands-on assistance in applying PBIS.

27. Supporting PBIS: Relationship with the LEA Coordinator  Administrators and coaches are the main contacts for your PBIS coordinator.  Stay in touch frequently via email or phone.  Talk openly about your strengths and challenges in being a leader.  Do not hesitate to ask for guidance or for a sympathetic ear.  The coordinator’s goal is to support your school in PBIS implementation, not to be in charge of the process.

28. Supporting PBIS: Integrating PBIS PBIS should connect with all systems in your school.  Leadership Team  School Improvement Team  Responsiveness to Instruction  Student Support Team

29. Activity 1: Supporting PBIS Discuss with a partner:  Have you ever been a part of a team that was particularly effective? What worked?  If you have ever served on an ineffective team, what could have been different?

30. PBIS: UNIVERSALS

31. PBIS Universals: School-wide  School-wide expectations  Non-classroom settings  School-wide reinforcement systems  Responding to problem behavior

32. PBIS: UNIVERSALS SCHOOL-WIDE EXPECTATIONS

33. PBIS Universals: School-Wide Expectations: Definition A list of broad, positively stated behaviors that is desired of all faculty and students and is… aligned with the school’s mission statement. taught to all faculty, students, and families.

34. PBIS Universals: School-Wide Expectations: Rationale  Creates a universal language.  Increases consistency across settings.  Helps teachers and administrators problem solve with students.  Changes the climate by focusing on what to do instead of what not to do.

35. Heritage Elementary, Wake Forest, NC

36. West Lake Middle School, Cary, NC

37. Holly Springs High School, Holly Springs, NC

38. PBIS: UNIVERSALS NON-CLASSROOM SETTINGS

39. PBIS Universals: Non-Classroom Settings  Identify expectations in non-classroom settings.  Assess the physical characteristics.  Establish setting routines and procedures.  Create teaching strategies based on desired replacement behavior.  Ensure support systems for these settings.

40. PBIS Universals: Non- Classroom Settings: Definition  A list of specific skills to be demonstrated in each setting.  Based on school-wide expectations and typically displayed in each area.

41. PBIS Universals: Non- Classroom Settings: Rationale  Provides specific skills to teach students what to do.  Creates a common language.  Informs all students and adults of what is expected.  Aligns expectations of adults who supervise.

42. Kingswood Elementary, Cary, NC

43. River Oaks Middle School, Raleigh, NC

44. Wakefield North High School, Wake Forest, NC

45. Activity 2: Expectations in Non- Classroom Settings  Use the partially completed matrix to create expectations for the setting of your choice (i.e., bus, hallway, etc.).  Think about the problem behaviors that you might see in that setting, and state desired replacement behaviors.

46. Vance Elementary School, Garner, NC

47. Centennial Campus Middle School, Raleigh, NC

48. Panther Creek High School, Morrisville, NC

49. PBIS Universals: Non-Classroom Settings: Definitions  Physical Characteristics are all components of a setting that students move through on a daily basis.  Setting Routines are the methods that students and adults use to manage physical characteristics.

50. PBIS Universals: Non-Classroom Settings: Rationale After developing student expectations, it is necessary that the physical characteristics and adult behaviors support students in demonstrating school wide expectations in all settings.

51. Green Year Round Elementary Cafeteria Raleigh, NC  Put waiting spots shaped like frogs to show students where to wait.  Red frog spot at entrance to the cafeteria keeps students waiting until there is room to move ahead.  Posted directional signs and arrows.

52. York Elementary Hallway Raleigh, NC

53. Panther Creek High School SMART Lunch Morrisville, NC  Students Managing Academics Resources and Times (SMART)  Single lunch block for whole school.  Students utilize the time to eat and participate in other activities.  Video production class created video in collaboration with the PBIS team.

54. PBIS Universals: Non-Classroom Settings: Teaching Expectations Rationale  Schools that routinely and effectively teach school wide expectations are more likely to sustain PBIS practices over a decade.  Not all students have the skills they need to be successful at school.  Behavior can be taught!

55. PBIS Universals: Non-Classroom Settings: Teaching Components  Rationale- rule for when to use the skill  Teach- teach the rule  Modeling- demonstrate the skill  Role play- students practice the skill  Performance feedback- praise and correction  Opportunities for generalization to follow ALL COMPONENTS MUST BE IMPLEMENTED TO ENSURE SUCCESSFUL LEARNING OF SKILLS

56. Hodge Road Elementary students practice and receive feedback on meeting hallway line expectations. Knightdale, NC

57. PBIS: UNIVERSALS REINFORCEMENT (REWARD) SYSTEM

58. PBIS Universals: Reinforcement System: Definition A plan to increase the likelihood that adults will respond positively to student demonstration of school wide expectations.

59. PBIS Universals: Reinforcement Systems: Rationale  Focuses attention on desired behaviors.  Increases the repetition of desired behaviors.  Fosters a positive school climate.  Reduces amount of time spent on discipline.  Increases instructional hours.

60. PBIS Universals: Reinforcement Systems: Funding  Instructional dollars  Principal’s discretionary funds  PTA/PTSA  Local business partnerships  Fund raisers

61. Positive Office Referral Wildwood Forest Elementary, Raleigh, NC

62. Reward Menu-Kingswood Elementary, Cary, NC

63. Panther Creek High School, Morrisville, NC

64. Activity 3: School-Wide Reinforcement Systems  Using the activity sheet, brainstorm a list of things that will reinforce your behavior.  Compare with a colleague.  Discuss similarities or differences.  How does this idea apply to students?  Complete the rest of the form by brainstorming ideas that might reinforce students at each level.  What about staff?

65. PBIS: UNIVERSALS USING DATA TO MAKE DECISIONS

66. PBIS Universals: Using Data: Rationale School-Wide  Allows all staff to see the big picture of behavior in your school.  Increases the likelihood that PBIS implementation is meaningful and sustainable.  Helps PBIS team use time efficiently by making needed action items clear.  Provides information about effectiveness of systems and practices.  Ensures that strategies and interventions are based on precise problem statements.

67. PBIS Universals: Using Data: Rationale Classroom and Individual Students:  Helps teachers, grade level teams and PLCs determine patterns of behavior in order to plan effective interventions.  Helps to evaluate effectiveness of strategies (progress monitoring).

68. PBIS Universals: Using Data: Implementation vs. Outcome Implementation Data  Designed to measure fidelity of implementation  Goal is to develop action steps Outcome Data  Measures progress on specific school-wide goals  Allows schools to determine impact of PBIS implementation  Documents the effectiveness of PBIS on overall school climate  Used to make system-wide decisions

69. PBIS Universals: Using Data: Implementation Tools  School Survey  Implementation Inventory  School-wide Evaluation Tool  Benchmarks of Quality  PBIS Walk-Through

70. PBIS Universals: Using Data: Outcome Tools  Office Referrals  Achievement  Suspension/Expulsion  Climate Surveys  Special Education Referrals  Staff Retention  Attendance

71. PBIS Universals: Using Data: Collecting Office Referral Data  Office referrals are a key component of outcome data.  Schools collect this information in a variety of ways.  Regardless of the method, it is important to collect enough information to determine patterns and design effective solutions.  Ensuring accurate collection of data is an important role for the PBIS team and school administrator.

72. PBIS Universals: Using Data: Data to Collect  Office referrals are the most commonly used discipline data source.  Regardless of the collection method, it is important to gather enough information to determine patterns and design effective solutions.  Ensuring accurate collection of data is an important component of the PBIS team’s role.

73. Average Referrals Per Day

74. Types of Problem Behavior

75. Student Referrals 3 or more referrals

76. Location

77. Time of Referral

78. Activity 4: Using Data Refer to the graphs on your activity sheet to answer the following:  What questions do you have?  What patterns do you note?  What might be some next steps?

79. PBIS Universals: Using Data: Problem Solving Process  In the previous section, you looked at data that gave an overall view of patterns in a school, but didn’t provide enough data to move forward.  Collecting data is pointless if it is not used by all staff members to solve both school-wide and classroom problems.  The ultimate goal is to improve the school experience for students, staff and families.  Data should help us clearly identify problems and lead us to specific possible solutions.  We need to move past “admiring the problem.” 79

80. PBIS Universals: Using Data: Problem Solving Process  In order to solve problems successfully, schools need to use a specific process to define precise problems and design solutions.  The Team Initiated Problem Solving (TIPS) model was created for PBIS teams.  PBIS teams should use the TIPS model for school-wide data, grade level, and for individual students.  All staff members need to have access to the data and be taught how to use the information to solve everyday challenges. *The TIPS model can easily be used for academic or corporate problems as well. 80

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82. PBIS Universals: Using Data: Problem Solving Process Definitions  Problem: Difference exists between expected/desired student behavior and current student behavior.  Problem identification: Difference is discovered and significance is determined.  Problem solving: A plan is created to reduce or eliminate difference. 82

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84. PBIS Universals: Problem Solving Process: Identify Problems  Typically, schools use behavioral data to define broad problems.  Broad problem statements do not give enough information to design effective solutions.  The purpose of broad problems statements is to elicit questions that can be answered with data to better define the problem. 84

85. Activity 5: Identifying Problem 1  Using your school’s behavior data from this school year, and the previous year, look for the difference between the average major ODRs per school day, per month and the average achieved during the corresponding months of the previous school year.  Is there a problem? 85

86. Activity 5: Identifying Problem 2  Using your school’s behavior data, look at the average major referrals per day, per month for the current school year.  Is there a noticeable trend?  Is the trend desirable?  Is there a problem? 86

87. PBIS Universals: Problem Solving Process: Develop Hypothesis  Determining the cause, or uncovering why a behavior is occurring, is essential to developing interventions.  The goal is to help students learn to appropriately meet their needs.  When collecting data, it is important for staff to make their best, most informed guesses about why students are engaging in problem behaviors. 87

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89. PBIS Universals: Problem Solving Process: Develop a Hypothesis Things to Consider  A hypothesis is an explanation for what the data and your experience tell you.  Data can only give part of the picture.  Staff with the most direct experience with the problem need to add their insight to accurately define cause.  An accurate hypothesis is crucial to designing solutions that will be effective. 89

90. PBIS Universals: Problem Solving Process: Develop a Hypothesis Identify a Precise Problem  Creating strategies without knowing the precise problem leads to inefficient solutions and wasted time.  In order to ensure precise problem statements, go back to the data to answer the following:  What is the problem?  How often is it happening?  Where is it happening?  Who is engaged in the behavior?  When is the problem most likely to occur? 90

91. Activity 6: Identifying Precise Problem Statement Which partial statement is more precise? 91 Too many ODRs 15 instances of disrespect 24 ODRs between 1:00 and 1:30Too many ODRs in the afternoon Too many ODRs outside the classroom 25% of students have at least 2 ODRs Too many ODRs on the playground 6 ODRs on the playground Many students have ODRs Total of 12 ODRs for aggression on the playground in the last month; this number is more than last year and shows an increasing trend for this year; these incidents are occurring during the first recess, and there are different students involved each time. Which statement is a complete Precise Problem Statement?

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93. PBIS Universals: Problem Solving Process: Discuss and Select a Solution  Prior to designing solution strategies, a clear goal needs to be set that can be evaluated using data.  Goals can be measured in the following ways:  Percent reduction  Absolute reduction  Satisfaction level  The best practice is to use more than one measure of evaluation. 93

94. PBIS Universals: Problem Solving Process: Discuss and Select Solutions Prevent: How can we modify the context in which the behavior occurs? Can we remove or alter the triggers for problem behavior? Teach: Do we need to define the expected behaviors more clearly? Can we teach a replacement behavior that meets the same need? Do we need to provide additional demonstration and/or practice of the desired behaviors? Respond: In what ways can we immediately prompt the correct behavior? Does our system frequently reward the desired behavior ? Can we extinguish problems by withholding reinforcement of the problem behavior? Can we develop meaningful consequences to correct the problem behavior that provide a learning or practice component of the desired behavior? How will we effectively respond to behaviors that compromise safety while ensuring the student’s dignity is maintained? 94

95. 95 Discuss and Select Solutions: TIPS Worksheet

96. 96

97. PBIS Universals: Problem Solving Process: Develop Action Plan  The most effective plans utilize multiple strategies that affect all causes of the problem- prevent/teach/respond (prompt, reward, correction, extinction, safety).  To ensure fidelity of implementation, specific tasks need to be assigned to individuals with a timeline for checking back.  Change takes time, so implement the plan for at least one month before evaluating. 97

98. PBIS Universals: Problem Solving Process: Develop Action Plan  Once strategies are selected, specific tasks need to be delegated and tracked using an action plan.  Action plans should drive the creation of future meeting agendas as well as generate clear action steps at the end of each meeting.  Effective action plans are:  Used regularly  Frequently reviewed and updated  Accessible to all staff  Made of specific, manageable action steps with clear timelines  Developed using data from staff and teams 98

99. Fidelity Use weekly 1-5 survey from teachers to assess implementation of plan. 12/7/2015 Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 99 Are we doing the plan? 1 ….. 2 …..3 ….. 4 ….. 5 No Yes PBIS Universals: Problem Solving Process: Develop Action Plan

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101. PBIS Universals: Problem Solving Process: Evaluate Action Plan Use data to answer the following: Has the goal been met?  If yes, choose one of the following options: 1. Increase goal for the same problem. 2. Choose another problem to address. 3. End use of the plan.  If no, choose one of the following options: 1. Evaluate fidelity of implementation. 2. Consider the accuracy of the hypothesis. 3. Alter the timeline. 4. Find ways to adjust the solutions. 101

102. Activity 7: Designing Solutions  Transfer your hypothesis about your own school’s problem to the top of the Meeting Minutes and Problem-Solving Action Plan Form.  Using the goal setting guidelines, develop a goal for improvement.  Begin designing solutions using the prevent/teach/respond format.  Using the second part of the Meeting Minutes and Problem-Solving Action Plan Form to assign responsibilities for implementing the plan and set dates for follow-up.  In follow-up sessions, review the action plan and assess progress towards goals. 102

103. PBIS: UNIVERSALS DOCUMENTING PROBLEM BEHAVIOR

104. PBIS Universals: Documenting Problem Behavior: Rationale  Problem behavior needs to be documented accurately in order to effectively respond.  Creates mind shift from “referral” to “information.”  Allows teams to track patterns and create solutions independently.

105. PBIS Universals: Documenting Problem Behavior Components of an Effective System  Clear definitions of major and minor behaviors  Agreement on classroom vs. office managed behaviors  A method for capturing and analyzing all relevant data (referral form)

106. PBIS Universals: Documenting Problem Behavior Minor Behaviors  Minor behaviors are incidents that can be managed by classroom teachers without administrative intervention.  The majority of problem behaviors are minor.  For some behaviors there is a continuum from minor to major (disrespect).  Staff members need to discuss the continuum at each grade level.

107. PBIS Universals: Documenting Problem Behavior Major Behaviors  Major behaviors jeopardize safety and/or learning of others.  Major behaviors must be handled by the administration per school district board policy.  Needing the assistance of an administrator doesn’t make the behavior major.  Repeated patterns of minors doesn’t make the behavior major.  Staff need to agree upon and define the behaviors that are major for their grade level.

108. PBIS Universals: Documenting Problem Behavior: Referral Form  The referral form is the way we capture information for data collection.  We need to think of the form as a tool to capture data rather than a “ticket” to go somewhere.  The form needs to include all the information the school intends to track.  There are specific fields you should collect to get the information needed for best practices.

111. PBIS: UNIVERSALS RESPONDING TO PROBLEM BEHAVIOR

112. PBIS Universals: Responding to Problem Behavior: Rationale Efficient and effective systems for responding to behavior problems result in:  Increased staff support  Reduced time addressing behavior  A climate of trust so that new strategies can be implemented

113. PBIS Universals: Responding to Problem Behavior: Components To ensure consistent responses to problem behavior staff need:  Defined process for what to do when  A continuum of interventions that includes universal, secondary and tertiary strategies

114. PBIS Universals: Responding to Problem Behavior: Process  The process for responding must be defined, taught, and agreed upon with staff.  Many schools summarize this in a flowchart format.  Procedures should be included for addressing:  Minor issues  Patterns of minors  Major incidents  Crisis situations  Follow up

115. Wiley Elementary, Raleigh, NC

116. PBIS Universals: Responding to Problem Behavior Traditional Discipline  Over-reliance on punishment  Inconsistent consequences by adults  Disproportionate amounts of staff time and attention given to inappropriate behaviors  Miscommunication among staff, administration, students and parents  Exclusionary practices that may encourage further misbehavior

117. PBIS Universals: Responding to Problem Behavior Traditional Discipline  Traditional discipline is based on the idea that consequences are punishment.  In this model, consequences are ineffective in changing behavior because the problem behavior is often reinforced.  Examples: Student seeks attention through misbehavior and the teacher stops to address it. Students feel out of place at school and are suspended for misbehavior.

118. PBIS Universals: Responding to Problem Behavior Re-thinking Consequences  Consequences are:  The outcome of the behavior  The responses of adults and/or peers to the behavior  Effective consequences are:  Responses that change the problem behavior over time

119. PBIS Universals: Responding to Problem Behavior Rationale for Creating a Continuum of Responses  Students need information about what to do when they are not meeting expectations as early as possible.  It is easier to modify behavior when it is minor.  A school wide response continuum will increase consistency.  Responses are most effective when they are planned in advance.

120. PBIS Universals: Responding to Problem Behavior Guidelines for Developing a Continuum of Responses  Include responses that can be implemented seamlessly into instruction (Tier 1).  Responses should match the intensity of the problem behavior.  Always consider if responses are reinforcing the problem behavior.  Provide ideas for secondary interventions, but ensure that PLCs, grade level teams and other school resources are involved (Tier 2).  Increase number of staff able to create effective individualized interventions (Tier 3) and ensure that all staff know how to access help.

121. PBIS Universals: Responding to Problem Behavior Role of Administrators  Ensure that all school teams have access to data and resources.  Participate in dialogue with teams about major and minor definitions.  Act as a resource for staff when addressing patterns of minor behavior.  Have a continuum of responses to major behavior that supports behavior change (alternatives to suspension).  Follow up with staff when handling major behavior.

122. Daniels Middle School, Raleigh, NC

123. Garner High School, Garner, NC

124. River Oaks Middle, Raleigh, NC

125. Activity 8: Ensuring Effective Consequences  On the activity sheet, list all consequences you have used in the past when dealing with problem behavior.  Indicate which ones have and which ones have not been effective in changing the student’s behavior.

126. PBIS TRAININGS OVERVIEW

127. PBIS Trainings: Modules  Module One: Universals, Tier One, School-wide Core Instruction  Module Two: Secondary Level Systems, Tier Two, Targeted Interventions  Module Three: Tertiary Level Systems, Tier Three, Individualized Interventions

128. PBIS Trainings: Advanced Modules  Bully Prevention  PBIS in the Classroom (includes Effective Consequences)  Building Relationships  Role of the In-school Coach  Secondary/Tertiary Interventions for the Classroom  Understanding and Managing Conflict  Behavior Basics  Team-Initiated Problem Solving

129. Preparing for Implementation: Key Points  Effective and efficient school-wide systems are the best way to support all students.  Assessment information must be used to make behavior support decisions.  A proactive instructional approach is required to realize meaningful and sustainable change in school climate.  Strategies are only as strong as the implementation environment and efforts of people responsible.  Intensity of intervention should match the intensity of the problem.

130. Conclusions Key points  Rigorous 3 to 5 year process  Requires active administrative involvement  One of the top three priorities for the school  Ongoing faculty commitment  Open to new ideas and embrace change

131. Evaluations Please take a few minutes to complete the evaluation forms provided. Your feedback is essential for our team to provide the most effective training experiences in the future! THANK YOU!

132. PBIS Website http://www.dpi.state.nc.us/positivebehavior/