63b86da10e8497d178fb888d - Supporting and Responding To Educators' Classroom PBIS Implementation Needs

JANUARY 2023
SUPPORTING AND
RESPONDING
TO EDUCATORS’
CLASSROOM PBIS
IMPLEMENTATION
NEEDS:
Guide to Classroom
Systems and Data
CENTER ON PBIS
Positive Behavioral Interventions & Supports (PBIS)

January 2023 1
JANUARY 2023
Supporting and Responding to Educators’

Classroom PBIS Implementation Needs:
Guide to Classroom Systems and Data
This Guide to Classroom Systems and Data is an updated version and replaces two previous guides: PBIS
Technical Brief on Systems to Support Teachers’ Implementation of Positive Classroom Behavior Support (Freeman
et al., 2017) and PBIS Technical Guide on Classroom Data: Using Data to Support Implementation of Positive
Classroom Behavior Support Practices and Systems (Swain-Bradway et al., 2017).
This guide is intended to be used in conjunction with the practices guide: Supporting and Responding to Students’
Social, Emotional, and Behavioral Needs: Evidence-Based Practices for Educators1 (Center on PBIS, 2022). It
provides updated guidance on how to (a) develop systems to support educators’ implementation of evidence-
based classroom practices and (b) use data to guide the development of implementation supports.
Positive Behavioral Interventions & Supports (PBIS) 22

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This document was supported from funds provided by the Center on Positive Behavioral Interventions and Supports cooperative
grant supported by the Office of Special Education Programs (OSEP) and Office of Elementary and Secondary Education (OESE) of
the U.S. Department of Education (H326S180001). Mohamed Soliman, MA, EdS serves as the project officer. The views expressed
herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the
U.S. Department of Education of any product, commodity, or enterprise mentioned in this document is intended or should be
inferred.
Jennifer Freeman, Brandi Simonsen, Karen Robbie, María Reina Santiago-Rosario, Steve Goodman, Sarah Wilkinson, Kimberly Yanek,
Sarah Sinnott, Sarah Rosati, Mara Power, and Katie Meyer lead the development of this guide.
Suggested Citation for this Publication

Center on PBIS. (January 2023). Supporting and Responding to Educators Classroom PBIS Implementation Needs: Guide to Classroom
Systems and Data. Center on PBIS, University of Oregon. www.pbis.org.

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Table of Contents
Purpose and Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
What is the Purpose of this Guide? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
What Theory of Change Guides the District and
School-Wide Implementation of Classroom Practices? . . . . . . . . . . . . . . . . . . . . . . 6
What are the Principles that Guide the Use of Classroom Systems and Data? . . . . . . . . 7
How do we Organize Supports for Educators to
Maximize Effectiveness and Efficiency? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
User Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
What Does this Guide Include? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
How Is this Guide Organized? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
What Does this Guide not Include? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
What Terms Should I Know? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Where Do I Start? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Steps to Support and Respond to Educators’ Implementation Needs . . . . . . 14
Table 1. Matrix of Steps to Establish Foundations to Support Classroom PBIS
Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
1.1 Collaboratively Establish Priority . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
1.2 Secure Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
1.3 Align and Integrate with Other Initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
1.4 Promote Culture of Wellness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Table 2: Matrix of Steps to Explicitly Teach and Coach to Support Classroom PBIS
Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.1 Communicate Clear Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.2 Explicitly Teach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.3 Offer Coaching that Includes Supportive Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
2.4 Celebrate Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

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Table 3: Matrix of Steps to Monitor Systems Implementation and Use Continuous

Improvement Process to Support Classroom PBIS Implementation . . . . . . . . . . . . . 30
3.1 Monitor Team Implementation of Systems Steps 1 and 2 . . . . . . . . . . . . . . . . . . . . . . . . 30
3.2, 4.2, 5.2 Use Continuous Improvement Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.3 Revisit and Enhance Systems Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Table 4: Matrix of Steps to Monitor Implementation and Use Continuous
Improvement Process to Support Classroom PBIS . . . . . . . . . . . . . . . . . . . . . . . . 36
4.1 Monitor Educator Implementation and Acceptability . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
4.2 Use Continuous Improvement Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
4.3 Differentiate Training, Coaching, and Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Table 5: Matrix of Steps to Monitor Equitable Student Benefit and Use Continuous
Improvement Process to Support Classroom PBIS Implementation . . . . . . . . . . . . . 43
5.1 Monitor Valued Student Outcomes and Acceptability . . . . . . . . . . . . . . . . . . . . . . . . . . 43
5.2 Use Continuous Improvement Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
5.3 Differentiate Training, Coaching, and Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Self-Assessment & Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Self Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Embedded Hyperlinks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

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Purpose and Description

What is the Purpose of this Guide? systems implementation, educator implementation, and
This guide summarizes proactive, efficient, empirically- student outcomes. This guide will inform and support
supported, and data-driven systems for supporting these actions.
educators’ implementation of classroom PBIS practices. What Theory of Change Guides the District
Specifically, this Guide to Classroom Systems and Data and School-Wide Implementation of
is a companion to the practices guide, Supporting Classroom Practices?
and Responding to Students’ Social, Emotional, and
When leadership teams establish effective and
Behavioral Needs: Evidence-Based Practices for
responsive foundational systems of support and
Educators2 (Center on PBIS, 2022), which defines the
provide ongoing training and coaching, educators
specific evidence-based practices that create safe and
are more likely to have the knowledge
positive teaching and learning environments
and skill needed to implement
across all classrooms.
classroom practices effectively and
This guide defines the systems and data equitably leading to improved
Leadership Team
required to support scaled implementation Implementation student outcomes. This theory
of effective classroom practices. of Systems of change, depicted in Figure 1,
Leadership teams will need to emphasizes the importance of
establish foundational support; systems of support and changes in
provide explicit training and Educator implementation by adults.
coaching; and use data to monitor Implementation
of Practices
Student Benefit
Figure 1. Theory of Change

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What are the Principles that Guide the Use of Classroom Systems and Data?
The following principles guide the use of systems and context. Promote high-quality implementation
across time. Integrate, align, and connect practices
and data to support and enhance implementation of
within domains: (a) effective environments,
classroom practices and to maximize contextual and
instruction, and intervention to support social
cultural relevance and ultimately student benefit: emotional behavioral (SEB) and academic growth
and (b) high leverage academic instruction to
• Prioritize equity. MTSS is for all students, families,
support student learning. Most importantly, do a
and educators. All means all; in other words, MTSS
few important and relevant practices well; that is,
supports individuals from all ability, race/ethnicity,
with a high degree of accuracy, fluency, durability,
gender, and sexual orientation groups. Use
and adaptability.
the MTSS framework to differentiate
supports for students and • Use data to inform decisions
educators, and monitor to to (a) determine which students
promote equitable access SYSTEMS need which supports
and outcomes among all (identification); (b) promote
student and educator effective implementation
groups. (fidelity); (c) continue,
adjust, or fade supports
• Make student growth
EQUITY (progress monitoring);
S
and benefit central to
ICE
and (d) ensure all

all decisions. Student
students experience
outcomes that reflect
CT
DA
benefit (equitable
equitable learning
TA
outcomes).
opportunities must be
PR
the ultimate criteria for • Invest in systems

all decisions, including to support high-fidelity
those related to practice
OUTCOMES implementation across time.
selection, implementation, and Leverage existing leadership teams to
enhancement. guide planning and implementation, and
Figure 2. Guiding Principles consider efficient and effective means to
• Prioritize the most efficient and
support educators’ professional learning
effective practices. Emphasize
and wellness within current resources, experience,
practices that address identified needs, have
and expertise.
supporting evidence, and match the local culture

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How do we Organize Supports for Educators to Maximize Effectiveness and Efficiency?
Just as we organize practices within a multi-tiered • ALL educators participate in training and coaching
in classroom PBIS practices as part of universal
system of support framework to provide a continuum
professional development.
of support for students, we need to do the same
for educators. Training and coaching should be • SOME educators may need additional support,
such as supplemental training and coaching, to
organized within a continuum of support to ensure
implement effectively.
effective, supportive, and differentiated professional
development is available to all educators (Simonsen et • A FEW educators may need intensive
and individualized support to achieve full
al., 2014).
implementation.
Figure 3. Continuum of Professional Development Support

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The intensity and precision of training, coaching, and supports provided across the continuum. Specifically,
data use increases as we move up the continuum of this table provides considerations and examples for
educator support. Implementation challenges can arise the (a) focus of supports (precision), (b) performance
from multiple issues, including a mismatch between expectations, (c) learning application opportunities,
the implementer and knowledge of practice, the (d) amount and frequency of support, (e) resources,
implementer’s personal values/beliefs and the practice, (f) adaptive concerns, (g) contextualization, and (h)
or between practice and policy/priorities and available acknowledgement of implementation for each tier in a
resources. The following table describes considerations continuum of educator support.
for improving the match between educator need and
Table A. Examples of Differentiating Supports for Educators across the Continuum
Critical Areas for Universal Support (Tier 1) Supplemental Support (Tier 2) Individualized Support (Tier 3)
Differentiation What broad support is provided What factors should I consider What factors should I consider
What different areas should I universally to all educators to when developing strategic when developing individualized
consider when differentiating improve classroom PBIS? supports for classroom PBIS? supports for classroom PBIS
supports? implementation?
(a) Focus of Supports The school and/or district Small groups of educators Individual educators are
(precision) provides explicit training and express interest in or indicate identified for specialized
coaching on classroom PBIS need for increased support. support. Individual educators
practices for all educators. are identified for specialized
Support is provided by giving
support using data and or
Ensure that there is additional information or
a formal request. Coaches
administrative support for professional development on
or consultants use data to
classroom PBIS through classroom PBIS and removal
co-design support plans with
visibility, policy, and priority of barriers that may interfere
educators. Data-informed
(e.g., competing initiatives,
co-designed support plans
access to training/coaching).
may address skills deficits
(i.e., educator does not
have the requisite skills to
implement classroom PBIS)
or performance deficits (i.e..,
educator has the skillset
but does not consistently
implement the classroom
PBIS).
This support is also meant
to help remove barriers that
may interfere with effective
classroom PBIS practices (e.g.,
competing initiatives, access to
training/coaching).

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(b) Performance expectations Expectations are Expectations are re-iterated Expectations are
communicated to all educators or revisited with selected communicated specifically and
to develop a school climate educators to further clearly to individual teachers
conducive to teaching and communicate the importance about the importance of
learning. of school climate for their developing effective classroom
classrooms (e.g., grade level). environments
(c) Learning application Review and practice Additional opportunities to Provide additional opportunity
opportunities opportunities provided during practice classroom PBIS in a to provide practice of
training. training or classroom setting, classroom PBIS in actual
with feedback from self, peer, classroom setting with
or coach are provided. guidance and feedback from a
coach.
(d) Amount and frequency of Provide high quality training Increased opportunities for Provide frequent individual
support with professional learning coaching as a follow-up to coaching through coaching,
community to support training are available for video review of recorded
implementation interested educators. session, bug-in-ear coaching,
or other practices.
(e) Resources All educators are provided with Some educators are offered Provided resources are
basic resources and materials more time or specialized specifically matched to the
to implement classroom PBIS. resources to better needs of the individual teacher
address their challenges in based on skills, priorities,
implementing classroom PBIS. adaptive and technical
concerns.
(f) Adaptive concerns Alignment of why classroom Alignment of why classroom Specific alignment of why
PBIS is important for the PBIS is important for the classroom PBIS is important
students within the school/ students learning within the for the individual teacher
district and how this aligns classroom and how this aligns and outcomes for students
with educator philosophy/ with educator philosophy/ within the classroom and
beliefs. beliefs. how this aligns with educator
philosophy/ beliefs.

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(g) Contextualization Problem-solving and Problem-solving and Problem-solving and

professional development professional development professional development
examples are broad and cover examples focus on the examples are specific to the
the general case scenarios challenges faced by a smaller individual educator’s classroom
(what typically occurs in the group of teachers within setting.
classroom of all educators). the school in implementing
classroom PBIS practices (what
typically occurs in classroom of
the small group of educators).
(h) Acknowledgement of All educators are Selected or participating Individual educators are
implementation acknowledged for developing educators are acknowledged acknowledged at high rates
positive and proactive with greater frequency for for implementing specific
classroom environments. implementing classroom PBIS classroom PBIS practices.
practices.

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User Guide
What Does this Guide Include? What Does this Guide not Include?
This guide combines (a) guidance for developing This guide is not a replacement for more
systems to support educator use of evidence-based comprehensive information relative to effective
classroom PBIS practices with (b) guidance on how classroom practices accompanied by on-going
to use relevant data to inform district and school professional development and does not provide in-
leadership team decision-making about implementation depth knowledge or research about each topic. This
supports. The foundational logic for this guide is guide does not include descriptions or examples
derived from guidance in both implementation and of specific evidence-based classroom practices as
improvement science. Footnotes provide research those are included in the practices guide: Supporting
citations that support each system or data “step.” and Responding to Students’ Social, Emotional, and
Behavioral Needs.3
How Is this Guide Organized?
There are three main parts to this guide. What Terms Should I Know?
This guide describes and defines development of

1. Steps to Support and Respond to Educators’
Implementation Needs. The Steps to Support effective systems and use of data for monitoring in
and Respond to Educators’ Implementation Needs detail, but there are a few basic terms that will make it
(Figure 4) is a graphic organizer to guide the easier to follow:
development of systems and use of data to support
educators’ implementation needs and provides • Educators refers to any and all adults within
hyperlinks to tables that describe each step. the school building regardless of their role. This
includes administrators, content/grade-level
2. Critical Feature Tables. For each step, the teachers, specialists/related service providers,
corresponding table describes critical features, paraprofessionals, as well as clerical, custodial,
provides examples (at both district and school transportation, supervisory or other staff that
level) and non-examples, and shares links to free engage with students in any capacity.
resources to support implementation.
• Social, emotional, and behavioral (SEB) describes
3. Self-Assessment and Action Plan. The self- three inter-related concepts: how students interact
assessment provides an opportunity for leadership (social), feel (emotional), and act (behavioral)
teams to consider implementation of each step and that are critical components of overall wellbeing
guides them back to the tables that will be most (Chafouleas, 2020) and mental health (CDC, 2020).
useful. The corresponding action plan provides a
template for district and school leadership teams to • Classroom PBIS is a comprehensive term used to
identify priority steps and document action steps to describe the interconnected positive, proactive
support implementation. The guide concludes with practices educators use to support and respond to
references and a complete list of included hyperlinks. students’ SEB needs and the use of systems and data
to support implementation and equitable outcomes.

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• Context refers to the physical, instructional, social, 1. Establish foundations to support Classroom PBIS
situational, or other circumstances that are present implementation (Table 1)
when (a) students use SEB or academic skills and/
2. Explicitly teach and coach (Table 2)
or (b) contextually (in)appropriate behaviors occur.
3. Monitor systems implementation and use
• Contextual fit refers to practices that are aligned
continuous improvement process (Table 3)
with the values, philosophy, pedagogy of local
educators and the developmental age and learning 4. Monitor educator implementation and use
history of students. continuous improvement process (Table 4)
• Fidelity of implementation describes the extent to 5. Monitor equitable student benefit and use
which practices are implemented as intended. continuous improvement process (Table 5)
• Wellness is a multidimensional construct At each step, leadership teams use data to
associated with the (a) absence of stress, burnout,
continuously monitor implementation and inform
and health concerns and (b) presence of wellness
indicators, including positive interactions, coping adjustments of previous steps, as depicted by the
strategies, balance among life domains, self- arrows at the bottom of the Figure 4.
efficacy, and contributing to one’s community (e.g.,
Hascher & Waber, 2021; Herman et al., 2021; After reviewing the guide, school and district
World Health Organization, 2022). leadership teams may complete the self-assessment
to consider current implementation of systems and
• Action plan is a detailed plan that outlines the
necessary steps to achieve goals or outcomes. data use to support educator implementation of
Action plans include what needs to happen, who classroom practices. The self-assessment helps to
will complete it, and the expected completion date. focus impxlementation efforts, and includes hyperlinks
to content that will be most useful to respond to each
Where Do I Start?
item. After completing the self-assessment, school and
The Steps to Support and Respond to Educators’
district leadership teams can identify areas in need
Implementation Needs (Figure 4) provides an
of strengthening and of high priority. Then, they can
organizational layout of the document, and the
develop an action plan to support implementation.
corresponding tables provide details about each
recommended step:

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Figure 4. Steps to Support and Respond to Educators’ Implementation Needs
1. Establish Foundations 2. Explicitly Teach & 3. Monitor Systems 4. Monitor Educator 5. Monitor Equitable
to Support Classroom Coach Implementation & Use Implementation & Use Student Benefit & Use
PBIS Implementation Problem-Solving Process Problem-Solving Process Problem-Solving Process
3.1 Monitor Team 4.1 Monitor Educator 5.1 Monitor Valued

2.1 Communicate
1.1 Establish Priority Implementation of Implementation & Student Outcomes &
Clear Expectations
Steps 1 & 2 Acceptability Acceptability
1.2 Secure Resources 2.2 Explicitly Teach 3.2, 4.2, 5.2 Use Continuous Improvement Process
1.3 Align & Integrate 2.3 Coach & Provide

with Other Approches Supportive Feedback If system implementation If educator implementation If students to not benefit
challenges… challenges… equitably…
3.3 Revisit and 4.3 Differentiate 5.3 Enhance SEB

1.4 Promote Culture 2.4 Celebrate
Enhance Systems Training, Coaching, Support & Modify
of Wellness Successes!
(Steps 1 & 2) & Feedback Training and Coaching

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Table 1. Matrix of Steps to Establish Foundations to Support Classroom PBIS Implementation
1.1 C ollaboratively E stablish P riority

Classroom PBIS is more likely to be sustained with fidelity and students are more likely to benefit when administrative teams clearly communicate and prioritize classroom
implementation and educators are actively involved in the development process.*
Critical Features School Examples District Examples Non-Examples Resources

What does this step look like? What does this step look like in What does this step look like in What should I avoid when Where can I find
my school? my district? implementing this step? additional resources?
• District and school leaders • Classroom PBIS • The classroom is recognized Do not… • PBIS Implementation
4
jointly communicate a implementation is as a critical learning Blueprint
• Identify more than 5 top
clear and ongoing priority documented as one of the environment and the use priorities or not include • District Systems Fidelity
for classroom PBIS top 3–5 building goals. of effective SEB practices 5
classroom implementation as a Inventory
implementation to educators. is embedded into strategic
• Educators throughout the top priority 6
planning, evaluation • PBIS Tiered Fidelity Inventory
building can articulate the
protocols, orientation • Identify strategies that lack
purpose of implementing • Integrated Tiered Fidelity
procedures, and professional evidence of effectiveness or 7
classroom PBIS. Inventory Companion Guide
development planning. that are not identified through
• School-based coaches and/or class, school, or district data.
• Educators are routinely
leaders are aware, promote,
recognized for demonstrated • Focus on too many classroom
and support consistent
improvement in classroom skills at one time
implementation of classroom
PBIS practice implementation. • Fail to effectively
PBIS practices along with
academic instructional communicate defined
practices. priorities among all educators.
• Provide training on technical
components of practices
without connecting to “why”
classroom PBIS is important to
the values of the school and
district.
• District and school leaders • Aggregated school-wide data • Aggregated classroom PBIS Do not…
use data to demonstrate (e.g., average rates of specific data is reviewed regularly to • Fail to regularly share data
the need for effective praise provided) is frequently inform decision-making about demonstrating the need for
implementation of classroom gathered and shown to professional development classroom PBIS.
PBIS. educators. needs throughout the district.
* Coffey and Horner (2012); Fixsen et al. (2005); Simonsen et al. (2008)

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Table 1. Matrix of Steps to Establish Foundations to Support Classroom PBIS Implementation continued
1.2 S ecure R esources

Adequate resources such as allocation of time, ongoing training support, and funding are key facilitators of sustained implementation.*

8
• School and district resources • Educators have time and • A range of district-wide Do not… • Classroom Practices
(e.g., time, coaching expertise, resources dedicated to professional development • Provide coaches only for • Using Behavior Data to
funding) are available to supporting classroom PBIS opportunities exists for 9
feedback about academic Inform Decisions
support classroom PBIS implementation (e.g., golf educators to strengthen their instructional strategies.
implementation. counters are provided for classroom PBIS practices • How School Teams Use Data
self-monitoring, classroom through book groups, • Wait until implementation to Make Effective Decisions:
coverage is provided for communities of practice, problems develop before Team-Initiated Problem
10
peers to observe one continuing education providing support for Solving (TIPS)
another). workshops, etc. educators.
• A portion of full faculty • Budget allocations
meetings, grade level team have been identified to
meetings, professional support classroom PBIS
learning community, and/ implementation at school
or department meeting time and/or district levels.
is designated for explicit
training in, discussion of,
and problem-solving around
classroom PBIS.
• A multi-tiered system of
support is available for
educators and students with
clearly established protocols
for accessing targeted and/or
individualized support when
needed.
* Cook et al. (2019); Fox et al. (2022); Pinkelman et al. (2015)

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1.2 S ecure R esources

Adequate resources such as allocation of time, ongoing training support, and funding are key facilitators of sustained implementation.*

• Time is provided for • Time is allotted for coaches • A district-wide leadership Do not…
classroom PBIS data and peers to observe team reviews aggregated • Wait until the schedule is
collection and analysis. instructional periods to classroom PBIS data by complete to allocate time
support implementation, relevant groupings (e.g., years during meetings for sharing
collect data, and provide of experience, grade level/ of data.
performance feedback. department, race/ethnicity,
gender identity) to identify • Fail to specifically designate
• Time is dedicated to
trends and provide support as and protect time for data-
celebrate and problem-solve
needed based conversations about
around regularly shared classroom PBIS.
classroom PBIS fidelity
and outcome data (e.g.,
increased instructional time,
fewer disruptions, improved
achievement data).

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1.3 A lign and I ntegrate with O ther I nitiatives

Aligning and/or removing competing initiatives enhances implementers’ capacity to prioritize new initiatives and reduces initiative overload.*

• School and district teams • As new initiatives, programs, • A district-wide leadership Do not… • Technical Guide for Alignment
have considered alignment or priorities are established, team inventories existing of Initiatives, Programs and
• Assume that classroom 11
and integration of classroom educators receive guidance initiatives/programs to Practices in School Districts
educators know how to and
PBIS with other district on how to integrate consider how new initiatives/ will integrate classroom PBIS • Effective Instruction as a
priorities, needs, and SEB classroom PBIS practices (e.g., programs complement, 12
practices into new initiatives, Protective Factor
initiatives. incorporating SEL program compete, or replace existing programs, and priorities.
language into classroom ones, including classroom • PBIS Cultural Responsiveness
teaching matrix). PBIS. Field Guide: Resources for
13
Trainers and Coaches
• Barriers (competing initiatives,
access to training/coaching) • Examples of Engaging
that may interfere with Instruction to Increase Equity
14
effective classroom PBIS in Education
implementation are addressed
and adjusted.
• Implementation of classroom • Educators are taught, • Classroom PBIS practices are Do not… • Integrating and Aligning PBIS
15
PBIS is connected to prompted, and encouraged embedded into training for with Other Initiatives
• Teach academic instructional
academic instructional to incorporate classroom new curricula. practices in isolation –
practices. PBIS practices (e.g., • Educators can access the connect to PBIS framework
specific feedback, frequent
• Classroom PBIS strategies are necessary support to reduce
opportunities to respond) into • Develop classroom
adapted to ensure classroom barriers that may exist around
their lesson planning. PBIS features without
contextual fit. communicating with diverse opportunities to co-construct
• School leaders expect families (e.g., translators, or gain input from students
educators to engage interpreters, community and families.
students and families in the outreach organizations).
development of classroom
PBIS features (e.g., teaching
matrix, acknowledgement
system).
* Cook et al. (2019)

JANUARY 2023
1.4 P romote C ulture of W ellness

Challenges with supporting students’ SEB needs consistently contributes to educator stress, burnout, and attrition, and reductions in stress and burnout can improve educator use
of evidence-based practices.*

• Wellness for all is promoted • Explicitly communicate and • Include health and wellness Do not… • Building a Culture of Staff
16
by focusing on universal promote the connection in district mission and vision Wellness Through MTSS
• Expect educators to regularly
prevention, including between student SEB growth statements. participate in work-related • Advancing Education
identifying classroom and improved educator • Establish systems to activities beyond their Effectiveness: Interconnecting
PBIS implementation as a efficacy and reduced support wellness needs of workday. School Mental Health and
protective factor. educator burnout and stress. educators and students School-Wide PBIS, Volume 2:
• Continuously increase 17
• Prioritize and encourage (e.g., routine prompting of An Implementation Guide
workplace demands without
healthy habits connected Employee Assistance Program current responsibilities being • Using PBIS To Build a Culture
to wellness (e.g., protecting opportunities, regularly removed or adjusted. of Wellness for All
lunch breaks, engaging sharing community health
in movement activities, and wellness supports with • Family Engagement –
practicing calming routines). families). Online Technical Assistance
18
Package
• Time and space are provided • Develop policies to ensure
for educators to debrief and/ work-free lunch breaks,
or regroup after challenging reasonable workloads,
situations. and equitable educator
assignments.
* Cook et al. (2017); Harrell et al. (2014); Herman et al. (2021); Ingersoll and Smith (2003); Larson et al. (2021); Zabel and Zabel (2002)

JANUARY 2023
1.4 P romote C ulture of W ellness

Challenges with supporting students’ SEB needs consistently contributes to educator stress, burnout, and attrition, and reductions in stress and burnout can improve educator use
of evidence-based practices.*

• Educators, students, and • School leadership teams • The district leadership teams Do not…
families are welcomed and include a representative include a representative • Fail to welcome, seek out,
encouraged to be active group of educators, students, group of educators, students, and consider the voice and
members of district and and families. Each member and families. Each member input of educators, students,
school-level teams. has opportunities to share has opportunities to share and families in school and/or
perspectives, be included perspectives, be included district level decision-making.
in decision-making, and in decision-making, and
experience a sense of being experience a sense of being
valued. valued.
• Health and wellness needs • The school leadership team • District uses employee Do not…
are determined by gathering administers surveys (e.g., satisfaction data from • Ignore health and wellness
19
and reviewing relevant data. School Climate Survey Suite, surveys, representative
20 needs of educators and
Professional Quality of Life ) focus groups, and educators’ students’ decision-making or
to assess educator, student, attendance data to identify policy development.
and family perceptions and adopt health and
of school and classroom wellness support needs.
climates. The team uses data
to identify support needs.

JANUARY 2023
Table 2: Matrix of Steps to Explicitly Teach and Coach to Support Classroom PBIS Implementation
2.1 C ommunicate C lear E xpectations

Establishing explicit expectations and bidirectional communication when building a coaching relationship supports the development of a learning community and allows for
reflective conversations.*

• Desired implementation • Professional development • Strategic plan and Do not… • PBIS Implementation
22
outcomes and expectations plans reflect the prioritized or professional development Blueprint
• Forget to communicate
are clearly communicated to targeted classroom practices plans reflect the prioritized expectations or reflect them • Returning to School: Staff PD
all faculty. such as those referenced in practices. 23
in the strategic plan. Days Agenda Template
Supporting and Responding
to Students’ Social, Emotional, • Fail to align teacher
and Behavioral Needs, and
21
evaluation practices with
is aligned to district plan. targeted practices supported
through the system of
professional development.
• System of support (formal • Schools may organize support • Districts may organize Do not… • Learning Forward Professional
24
and informal) is clearly resources (e.g., training, support resources (e.g., Learning Standards
• Only utilize informal plans of
defined and communicated coaching, collaborative training, coaching, support. • PBIS Forum 2021: Getting
to educators (e.g., educators planning time) using an collaborative planning time) Started: Establishing Systems
know how to access non- MTSS to organize resource using an MTSS framework to 25
of Support
evaluative support). allocation for ALL, SOME, and organize resource allocation
a FEW educators. for ALL, SOME, and a FEW • Multi-Tiered System of
schools. Supports (MTSS) in the
26
Classroom
• Clarify coaching role, • Clearly defined roles • Support external to schools Do not… • Classroom Check-Up Teacher
process, and relationship; and responsibilities of (e.g., district coaches) Interview: Getting to Know
• Provide district coaches 27
collaborative, non-evaluative, coaches and other external is centralized through You Interview Guide
without consistently defined
confidential, and bidirectional supports are aligned to central office and roles and roles and responsibilities • The Classroom Check-Up:
communication. district expectations and responsibilities are clearly 28
across schools Values Card Sort
communicated to educators. defined and communicated.
• Coaching Starts with
29
Collaborative Partnerships
* Allen and Penuel (2015); Hoffman et al. (2015); Nguyen (2009); Stanulis and Russell (2000)

JANUARY 2023
Table 2: Matrix of Steps to Explicitly Teach and Coach to Support Classroom PBIS Implementation continued
2.2 E xplicitly T each

Implementation with fidelity is more likely when professional development is job embedded, engaging, and sustained over time, and provides opportunities for peer collaboration
and regular self-assessment.*

• PD clearly defines critical • Use mini-modules as part of • District PD educators create Do not… • Learning Forward Standards
31
features of classroom PBIS flipped learning for educators. brief mini-modules to provide for Professional Learning
• Provide training that consists
practices as defined in the Educators review modules critical features and rationale of theory and discussion • Training and Professional
Supporting and Responding in advance of interactive PD to use across schools alone. Development Blueprint for
to Students’ Social, Emotional, with others to practice and to support consistency 32
PBIS
30
Behavioral Needs, and plan for implementation of with understanding and • Assume educators will
provides a rationale for each. practices. efficient use of professional discover new practices on • Instructional Coaching:
development resources. their own. Professional Development
Strategies that Improve
33
Instruction
• Coaching – anytime, from
anywhere – empowers
34
teachers
• PD sessions consistently • An overview of specific • Allocation of resources to Do not…

include model, lead & test classroom PBIS skills and invest in coaching. Use an • Provide only a full day
components. a rationale for their use inventory/map to identify training on classroom
is provided by support existing coaches and align the practices.
personnel (e.g., coach, work to provide consistent
leadership team, lead support to school educators. • Only describe practices
teachers). Educators create theoretically.
a plan for using targeted • Provide professional
skills in their classrooms development without
and practice skills together. opportunities to practice or
Educators engage in data receive feedback.
collection on implementation
of practices.
* Borgmeier et al. (2016); Curry and Killion (2009); Darling-Hammond et al. (2017); Darling-Hammond et al. (2009); Desimone et al. (2002); Goddard et al. (2007); Graham (2007); Trivette et al. (2009)

JANUARY 2023
2.2 E xplicitly T each

Implementation with fidelity is more likely when professional development is job embedded, engaging, and sustained over time, and provides opportunities for peer collaboration
and regular self-assessment.*

• PD is targeted, data- driven, • School leadership team • District professional Do not…

on-going, job embedded, regularly facilitates brief development calendar reflects • Provide only a series of
connected with identified 10–15 min PD on targeted expectations and resources short-term, unrelated
practices, and systemic strategy as a part of faculty to support on-going support workshops that fail to address
supports. or smaller grade level/ (e.g., time allocated on the specific needs of the
department meetings. professional development classrooms in the school.
Targeted strategy is directly calendar specific to classroom
linked to school need using PBIS, coverage for educators • Provide no follow up or
data. Leadership teams plan to engage in on-going implementation guidance.
for follow up supports to professional development as • Provide one or more
improve implementation of necessary). workshops on a relevant
classroom practices. topic but with no follow up
• Professional development support.
sessions are delivered and
followed up on in a variety
of instructional contexts
including, all educators, grade
level teams, Professional
Learning Communities, on-
demand resources (e.g., voice
over power points; webinars),
book studies, observations in
other classrooms, or content/
department areas.

JANUARY 2023
2.3 O ffer C oaching that I ncludes S upportive F eedback

Training followed by on-going coaching and performance data based constructive feedback including structured peer or self-managed support leads to improved individual
implementation and sustainability across time.*

• Provide educators preferred • Coach engages in partnership • District provides an aligned Do not… • Implementation Checklist
35
ways to prompt and remind with educators to provide approach to coaching that Outcomes Worksheet, Blank
• Provide only a series of
to use targeted strategies, supportive data informed includes supportive data- 36
short-term, unrelated • NCPMIS Coaching Tools
with prompts delivered prompts and feedback. informed prompts and workshops that fail to address 37
by coaches, peers, self, or feedback. • Be+ App
• Teachers create strategies the specific needs of the
technology. to prompt themselves (e.g., classrooms in the school.
program alarm on phone, use
app like Be+ to prompt).
• Provide educators preferred • A coach works with a grade • District invests in resources Do not… • NIRN Coaching Service
38
ways to deliver supportive level PLC to build coaching to make data-collection and Delivery Plan
• Use data in an evaluative or
data-based feedback and capacity of team members analysis on implementation punitive fashion. • Reflection & Tips: Check-Up
suggestions for improving to support one another with fidelity and impact readily 39
Meeting – Feedback
implementation. implementation (e.g., data- available. • Provide feedback that
informed feedback, use of is delayed or not clear • The Classroom Check-up
• District provides resources 40
open-ended questions). in pointing out desired (CCU) resource center
(e.g., personnel, technology) performance regarding the
• Provides side-by-side to enable the practice of • Instructional Coaching:
practices.
coaching or in vivo feedback data-based feedback. Professional Development
during an identified classroom Strategies that Improve
41
routines or lessons. Instruction
* Abbott et al. (1998); Adelman and Taylor (2007); Allinder et al. (2000); Annenberg Institute for School Reform (2004); Bill & Melinda Gates Foundation (2005); Borgmeier et al. (2016); Browder et al. (1986); Codding et al. (2008); Fixsen
et al. (2005); Jeffrey et al. (2009); Joyce and Showers (2002); Keller et al. (2005); Noell et al. (1997); Noell et al. (2005); Oliver and Reschly (2007); Reinke et al. (2007); Reinke et al. (2014); Simonsen et al. (2010); Smeele et al. (1999);
Stokes and Baer (1977); Sugai and Horner (2006); Sutherland and Wehby (2001); Workman et al. (1982)

JANUARY 2023


• Prompts and supportive Internal or External Coach Internal or External Coach Internal or External Coach Internal or External Coach
feedback may be delivered or Mentor or Mentor or Mentor or Mentor
by internal or external coach,
• School or district coach • District supports internal Do not… • Mid-Atlantic Classroom
mentor, peer, or self. 42
sends regular reminders and external coaches and Coaching Guide
• Provide mentoring or
to educators of the critical mentors with PD on effective
coaching conversations • Florida PBIS Resources:
features of classroom PBIS coaching approach and 43
that do not include specific Classroom Coaching Guide
strategies, conducts walk targeted practice content to
classroom PBIS strategies or
through observations of support consistency.
guided by data.
educators, and provides
specific and supportive • Share data with peers or
feedback. administrators or use for
evaluative purposes.
• Mentors assigned to support
educators provide reminders
of the critical features of
classroom PBIS strategies,
collect data on the use
of each skill, and provide
supportive data-based
feedback.

JANUARY 2023


Peer Peer Peer Peer

• Professional Learning • District provides clear Do not… • The Evolution of Peer
44
Communities established expectations, guidance, and Coaching
• Hold meetings without a
within grade level or resources to support use of
clear structure (e.g., not using • How to Plan and Implement a
department teams focus grade level and department 45
data to select targeted skills Peer Coaching Program
on strategies targeted for team time to focus on
or guide conversations);
improvement; team members targeted practices.
or without trust among
review critical features of
members.
targeted practice and provide
feedback and implementation • Hold meetings where focus
support to each other. becomes student-specific
rather than educator skills
• Pairs of educators work
focused.
together reminding one
another of the critical
features of each skill, provide
practice opportunities, and
observational feedback (i.e.,
peer coaching).
• Educators commit to being a
dedicated coach for at least
one strategy and a dedicated
learner of a new strategy..

JANUARY 2023


Self Self Self Self

• Educators are provided • District provides clear Do not… • NEPBIS Self-Management
46
with explicit instruction expectations, guidance, and Data Collection Tool
• Ask educators to self-manage
in one or more specific resources to support self-
without clearly understanding • NEPBIS Training Scripts for
classroom management assessment or self-reflection
the targeted strategy or data Classroom Management
strategies. Educators set a as part of feedback. 47
collection component. Skills
goal for improvement and are
provided with a tool for data
collection and evaluation.
• Educators self-reinforce when
they meet their goal.

JANUARY 2023
2.4 C elebrate S uccess

Celebrating educators for their implementation efforts increases morale and self-esteem* and predicts overall perceptions of organizational effectiveness, job satisfaction, and
lower stress.† Recognition systems that are aligned to clear standards, available to all, timely and responsive to educator preferences are most effective.‡

• Formal educator • School leadership uses • District leadership supports Do not… • Florida PBIS: Reward
48
acknowledgment systems are a variety of strategies to the celebration of educator Systems
• Provide recognition to
defined and taught. celebrate fulfillment of implementation efforts by only some educators or • Culturally Responsive Field
expectations and these range allocating resources and 49
fail to include recognition Guide
from simple and frequent to establishing policies that of classroom PBIS
more complex and occasional. allow consistent use of such • Introduction: Praise
implementation in larger
practices. Preference Assessment
• Educators recognize each recognition system. 50
Part 1
other for their hard work
and efforts implementing • Reinforcements for Staff (pg.
51
classroom practices. 48–59)
• School leadership shares
data during educator
meeting to celebrate
progress and improvement
of implementation efforts
and student outcomes.
• Educator recognition
lunches
* Rosen (1991); Tessema et al. (2013)

† Browne (2000)
‡ Gion et al. (2022); Rathi and Rastogi (2008); Tessema et al. (2013)

JANUARY 2023
2.4 C elebrate S uccess

Celebrating educators for their implementation efforts increases morale and self-esteem* and predicts overall perceptions of organizational effectiveness, job satisfaction, and
lower stress.† Recognition systems that are aligned to clear standards, available to all, timely and responsive to educator preferences are most effective.‡

• Acknowledgment or • School leaders establish a • District leadership establishes Do not…

celebration systems clear criteria of educator two-way communication • Implement ambiguous
are differentiated and expectations, practices, and systems with schools to or inconsistent educator
implemented in a culturally implementation efforts to be ensure that policies and recognition systems.
responsive manner. acknowledge or celebrated. practices clearly define
expectations and efforts
• Educators have the
to be celebrated, as well as
opportunity to provide
support educator preferences
input as to what reinforcers
for acknowledgement (e.g.,
are most motivating and
early leave on a Friday
appreciated by them.
afternoon with administration
• Praise preference covering class).
assessments.
• “Get to know you”
activities to inform
celebration or
acknowledgments to be
used.

JANUARY 2023
Table 3: Matrix of Steps to Monitor Systems Implementation and Use Continuous Improvement Process to
Support Classroom PBIS Implementation
3.1 M onitor T eam I mplementation of S ystems S teps 1 and 2

Ensure systems features are implemented with fidelity and consistently prior to evaluating educator implementation.*

• Monitor the process and • School team uses a formal • District action plan, Do not… Effective Team Meetings, Planning,
outcomes associated with meeting agenda and action improvement plan, and/ & Collaborative Decision Making
• Tell educators what the
foundational steps (1.1 - 1.4), plan to plan foundational or strategic plan identifies priorities are verbally • TIPS Meeting Agenda
52
including actively engaging steps and includes supporting educators’ without any supporting 53
representative educators in opportunity for debrief and professional growth with a • TIPS Fidelity Checklist
documentation or link to
collaborative decision making: feedback on process and clear goal statement. priority. Climate Surveys
outcomes.
• Review meeting agendas, • District contact • Develop new goals and • School Climate Survey Suite
54
minutes, and action • School improvement communicates regularly with priorities that are inconsistent
plans for evidence of plan includes supporting school team and solicits data • National School Climate
throughout the year. 55
collaborative decision educators’ professional about progress toward goal Survey Compendium
making. growth as a top 5 priority and climate survey. • Discuss issues without
developing corresponding Educator Wellness Resources
with clear goal statements.
• Review school/district • District reviews the allocation action plan items. • Building a Culture of Staff
goals for evidence of • School reviews aggregate of resources to ensure the 56
• Communicate or engage Wellness through MTSS
priority and alignment. educators’ responses on school team has protected
Georgia School Personnel time for meetings. infrequently or inconsistently Blueprints
• Examine personnel
Survey (e.g., indicators of with school teams.
climate survey data. • Training and PD Blueprint for
wellness). 57
PBIS (includes PBIS Trainer/
Coach Assessment)
58
• PBIS Evaluation Blueprint
59
• Coaches’ Self-Assessment
Coaching Resources
60
• PBIS.org Coaching
* Horner et al. (2018); Newton et al. (2012); Splett et al. (2017); Todd et al. (2011); Wilkinson et al. (2020)

JANUARY 2023
3.1 M onitor T eam I mplementation of S ystems S teps 1 and 2

Ensure systems features are implemented with fidelity and consistently prior to evaluating educator implementation.*

• Monitor fidelity of training • School team representative • District representative Do not…

and coaching (steps 2.1 - 2.4): attends 3–4 trainings to attends 1–2 trainings to • Allow trainers/coaches to
evaluate training delivery. evaluate training delivery.
• Assess the extent to develop their own trainings
which training was • School team reviews data • District reviews data from without team collaboration.
delivered as intended. from the PBIS Trainer/Coach the PBIS Trainer/Coach • Hold team meetings without
Assessment and Coaches Assessment and Coaches
• Assess the fidelity of adequate school and district
Self-Assessment. Self-Assessment.
coaching functions. team member attendance.
• School team reviews • District formally
• Monitor nature and • Provide recognition once
frequency and equitable acknowledges educator
distribution of educator per year or only to some
distribution of educator recognition or celebration
recognition or celebration educators.
recognition and/or efforts.
efforts.
celebration efforts at least
quarterly.

JANUARY 2023
Support Classroom PBIS Implementation continued
3.2, 4.2, 5.2 U se C ontinuous I mprovement P rocess

Use of a defined data based continuous improvement process effectively supports high fidelity implementation and meaningful student outcomes.*

• Use data to evaluate • Complete a school-level • Complete a district-level Do not… • NIRN: Improvement Cycles
61
strengths and identify areas fidelity tool and analyze fidelity tool and analyze Module
• Determine priorities based
of need. results. results. on anecdotes, opinions, and/ • Tiered Decision Guidelines
• State area of need in terms • State area of need in terms or fads. for Social, Behavioral, and
of who, what, why, when, of who, what, why, when, Academic Behavior: Guidance
• State area of need generally
and where (precision problem and where (precision problem for Establishing Data-Based
without data and also not 62
statement). statement). Teams Across the Tiers
defining areas of strengths or
needs. • Drilling Down District Data:
Analyzing Reach and Fidelity
63
of PBIS Implementation
• How School Teams Use Data
to Make Effective Decisions:
Team-Initiated Problem
64
Solving (TIPS)
• Essential Coaching Skills to
Support District & School
Teams using Data-based
65
Problem-solving
* Gómez et al. (2015); Hannan, et al. (2015); Langley et al. (2009); Tichnor-Wagner et al. (2017)

JANUARY 2023
3.2, 4.2, 5.2 U se C ontinuous I mprovement P rocess


• For the prioritized area • Identify a solution that • Identify a solution that Do not…
of need, identify current aligns with the precision aligns with the precision • Identify a solution that is
barriers, identify a possible problem statement, including problem statement, including not directly related to the
solution, set a specific strategies for prevention, strategies for prevention, identified area of need.
outcome goal, and develop an teaching, reinforcement, and teaching, reinforcement, and
action plan. correction, as needed. correction, as needed. • Develop an action plan
internally with no input from
• Develop an action plan with • Develop an action plan with educators, students, and
input from school-based district-based stake holders, families; and share with only
educators, students, and then share the plan with the some of the community.
families; then share the action broader district community.
plan with the broader school
community.
• Implement the action plan as • Each team member • Each team member Do not…
written. completes their assigned completes their assigned • Fail to clearly communicate
tasks by the specified dates. tasks by the specified dates. with team members what
their responsibilities are.
• Fail to complete assigned
tasks in a timely fashion..
• Review data to determine • Use data to celebrate • Use data to celebrate Do not…
whether the proposed successes and identify any successes and identify any • Determine whether the
solution is working. additional changes that need additional changes that need solution is working based on
to be made to achieve the to be made to achieve the anecdotes or opinions.
outcome goal. outcome goal.
• Keep the same action plan
• Update action plan as • Update action plan as month after month.
needed, based on the review needed, based on the review
of data. of data.
• Repeat the process.

JANUARY 2023
3.3 R evisit and E nhance S ystems F eatures

Ensure systems features are in place with fidelity and sufficient intensity and focus before evaluating further educator or student outcomes.*

• Revisit foundations: • School reviews team • District representative Do not… Engaging Educators
membership and adjusts as communicates with school
• Re-engage diverse • Keep the same goals and • Stakeholder Engagement Plan
needed to ensure diverse administrator about team 66
educator voices in refining priorities year after year. (NIRN)
educator representation at resource needs and prioritizes
and communicating
least once per year. providing the school with • Fail to provide clear access to Educator Wellness
priority.
those resources. resources for school teams.
• School administrator • Building a Culture of Staff
• Engage leadership in
participates in conversations • District representative • Increase expectation for Wellness Through Multi-
resource mapping.
around team resource needs communicates with school implementing practices that Tiered System of Supports
67
• More intentionally align and prioritizes providing team to support alignment of are not supported by existing
and integrate practices systems. Educator Feedback
those resources (e.g., time, practices and systems (e.g.,
and systems. financial, personnel). provide time, resources). • Feedback & Input Survey:
• Focus on student wellness 68
• Organize wellness without considering educator School Personnel
• School team reviews existing • District includes wellness as
practices within MTSS practices and systems part of the district’s vision wellness. Training Resources
framework. to ensure feasibility and and mission statements and • Advocate for educator • Center on PBIS Website
69
alignment. allocate resources to those wellness without providing
activities. changes to working Coaching Support
• Promote a realistic and
manageable workload (e.g., conditions. • Coaching System
give permission to not Development Worksheet
overwork). (NIRN)
70
* Simonsen et al. (2014); Todd et al. (2019); Truckenmiller and Lannie (2019)

JANUARY 2023
3.3 R evisit and E nhance S ystems F eatures

Ensure systems features are in place with fidelity and sufficient intensity and focus before evaluating further educator or student outcomes.*

• Enhance Systems to Support • School educators complete • District allocates resources Do not…
Teaching and Coaching: Feedback & Input Survey: (e.g., time, funding) for • Provide training or support
School Personnel to identify trainers to access professional
• Engage educators without clear understandings
areas of strengths and needs. development opportunities
in clarifying and of the purpose and
(e.g., conferences,
communicating • Connect trainers with expectations of training or
workshops).
expectations. networking opportunities to coaching.
share materials. • District allows schedule
• Enhance trainer supports • Allow trainers to
changes to allow for diverse
(e.g., script training • Align training materials with independently create and/or
coaching opportunities (e.g.,
materials, increase identified areas of strengths find training materials.
provide common planning
demonstrations (e.g., and needs.
time). • Provide the same frequency
video clips), plan relevant • Differentiate coaching and intensity of coaching to
practice activities. • District allocates resources
experiences based on all educators.
(e.g., incentives, funding) to
• Consider adjustments educators’ individual needs.
support educator recognition • Determine how educators will
to coaching mode (e.g., • Survey educators to or celebrations. be recognized or celebrated
consider adjustments determine what types of without educator input.
to self/peer/coach), recognition or celebration is
frequency/duration, or most reinforcing.
focus.
• Engage educators in
refining and enhancing
plans to celebrate
successes.

JANUARY 2023
Table 4: Matrix of Steps to Monitor Implementation and Use Continuous Improvement Process to Support Classroom PBIS
4.1 M onitor E ducator I mplementation and A cceptability

Monitor educators’ implementation fidelity of key practices.*

• Measure the fidelity or extent • Measure fidelity of • Establish a plan to Do not… Self-Assessment and/or Direct
to which each core feature implementation regularly (e.g., regularly collect data on Observation Checklists
• Use implementation fidelity
of a practice or program is after a new practice is taught, implementation fidelity to: data to determine • Classroom Management
implemented. beginning, middle, and end of • Evaluate implementation Observation Tool
71
school year). • If a practice is impacting
• Measure implementation in across district sites. student outcomes. • Classroom Management
the natural context. • Use fidelity data to: • Identify district-wide Self-Assessment- Revised
72
• Family and/or
• Use measures of quantity • Identify areas of strength implementation strengths student perception of • MO SW-PBS Educator Self-
(e.g., direct count of practices) and weakness in and weaknesses. implementation. Assessment of the Effective
and quality (e.g., ratings of implementation. • Identify schools that Classroom Practices
73
implementation effectiveness. • Plan professional require additional
• Supporting and Responding
• Multiple perspectives (e.g., development and implementation support
to Students’ SEB Needs
team, coach, administrator, coaching supports. using MTSS logic to 74
Guide Self-Assessment
educator, students) are used differentiate based on
to inform measurement need. Specific Tools for Measuring
• Inform data-based Discrete Skills or Strategies
decisions to increase • NEPBIS Self-management
implementation fidelity. training scripts and tools
75
• Direct Observation data-

collection applications (e.g.,
76
SCOA )
School and District -wide Fidelity
Tools with Observations Protocols
* Center on PBIS et al. (2021); Adapted from Table 3.1 in Supporting and Responding to Student SEB Needs; • Tiered Fidelity Inventory
77
Resources in BOLD have undergone validation and have established psychometric properties. Other resources
(TFI)
are widely used, but their psychometric properties have not been established. • District Systems Fidelity
78
Inventory (DSFI)

JANUARY 2023


• Assess the acceptability, • Use social validity data to • District leadership team Do not… Perceptions of Students,
usage, and satisfaction of guide selection of target uses acceptability, usage, Educators, Families of Overall
• Use acceptability, usage,
classroom PBIS practices for behaviors and practices/ and satisfaction data to Climate
and satisfaction data to
students and educators. systems features. guide modifications and assess outcomes related to • Freely available School
improvements to available
• Use social validity data practices. Climate Survey
79
training and coaching
to guide planning,
supports. • Use acceptability, usage, and • Locally developed surveys
implementing, and adjusting satisfaction data to suggest soliciting perception of safety,
of interventions. the range of skills an educator belonging, positive climate,
• Understand family, student, may possess. etc.
and educator perception of
implementation and how Perceptions of Educators
they may affect fidelity of on Usage
implementation. 80
• Usage Rating Profile
• Evaluate perceptions of the
respondents on school safety,
support from educators, and
peer interactions.
• Assess educators’ perceptions Resources in BOLD have undergone validation and have established psychometric properties. Other resources
of usage of the selected are widely used, but their psychometric properties have not been established.
strategies.

JANUARY 2023


• Monitor equitable use of • Ensure screening takes place Do not… Direct observation
practices among all students for all students enrolled in a • Use data to draw attention • Use direct observation or
and all subgroups. school to uncover strengths to individuals or groups who self-monitoring to ensure
and needs. are not implementing with practices are implemented
• Examine fidelity data to fidelity. equitably (e.g., all students
ensure equal access to receiving similar rates of
effective practices and OTRs, praise, etc.) and
programs. differentiated only based
on need/data (not on
• Examine disaggregated
demographic characteristics).
outcome data to ensure
adequate progress for all Perceptions of Students,
individuals and groups. Educators, Families
• If data show an • Survey students, educators,
overrepresentation of and family members to assess
subpopulations, examine perceptions about equitable
practices and systems access and outcomes.
in relation to those
subpopulations.

JANUARY 2023
Table 4: Matrix of Steps to Monitor Implementation and Use Continuous Improvement Process to
Support Classroom PBIS continued
4.2 U se C ontinuous I mprovement P rocess


See Table 3.2, 4.2, 5.2 Use Continuous Improvement Process on page 32

JANUARY 2023
Table 4: Matrix of Steps to Monitor Implementation and Use Continuous Improvement Process to
Support Classroom PBIS continued
4.3 D ifferentiate T raining , C oaching , and F eedback

Educators have a range of experiences, knowledge and skills in positive classroom behavior support practices and some educators will require data-driven targeted or individualized
support to achieve desired implementation outcomes.*

• Use continuous improvement • Measure fidelity of • District provides the Do not… • Northeast PBIS Classroom
81
cycle to gather information implementation regularly (e.g., resources (personnel, time, PBIS: Educator Support
• Focus on variables that are
on implementation fidelity after a new practice is taught, tools) to gather information not critical to effective PBIS • Implementing District-
regarding PBIS classroom beginning, middle, and end of on implementation fidelity implementation (e.g., family or wide Classroom Supports
practices. school year). regarding PBIS classroom community problems). through Brief Professional
practices. 82
Development and Coaching
• Acknowledge and celebrate • Provide timely, • Incorporate classroom PBIS Do not… • PBIS Tiered Fidelity Inventory
83
implementation successes. understandable performance practices implementation (TFI)
• Communicate vaguely about
feedback to educators on into district-wide the specific behaviors and
the specific practices that acknowledgement accomplishments being
are implemented accurately opportunities (e.g., celebrated.
and consistently, connected newsletter, annual
to rationale of how it will recognition).
improve meaningful and
equitable student outcomes.
• Differentiate frequency of
performance feedback based
on educator needs.
* Cooper et al. (2018); Fallon et al. (2019); Flower et al. (2017); Freeman et al. (2014); Gage et al. (2017); Herman et al. (2020); Myers et al. (2011); Simonsen et al. (2014)

JANUARY 2023


• If data indicate • If multiple classroom • Routinely analyze district- Do not…

implementation concerns, educators are struggling wide classroom PBIS data • Attempt to address
determine if issue is a with classroom PBIS to identify trends among implementation challenges
systems issue. implementation (e.g. more individual schools or educator with individuals/small groups
than 20%) then revisit items sub-groups. if data indicate issues with a
identified in Table 3. large number of educators.
• If data indicate issues with • School leadership asks • District leadership conducts Do not…
individuals/a small number questions, engages in surveys to learn more • Assume that all educators
of people, gather more motivational interviewing about why implementation experiencing implementation
information to understand with educators experiencing challenges exist with challenges have the same
the cause of the issue(s): challenges. individuals/small groups. barriers.
• Insufficient knowledge of • Some educators receive more • Adequate resources are • Identify gaps in knowledge
the practice. time, specialized resources, or available and promoted to without providing
increased coaching support provide additional training
• Mismatch between differentiated training and
to better address needs. and coaching as needed.
implementers personal coaching.
values/beliefs and • Align why classroom PBIS is • Re-iterate or revisit
practice. important for student learning expectations with selected
and educator outcomes and educators to further
• Insufficient priority or
how this aligns with educator communicate the importance
support for practice
philosophy/beliefs. of positive climate for
implementation.
classrooms/schools.
• Remove barriers that may
interfere with effective
classroom PBIS practices
(competing initiatives, access
to training/coaching) and
explicitly align practices with
policy and priorities.

JANUARY 2023


• Develop and provide • Selected educators are • District team utilizes available Do not…
supports based on provided additional training/ resources to support • Provide universal classroom
information gathered coaching and acknowledged educators in schools across PBIS training without any
regarding individual and small with greater frequency for the district with similar needs. differentiated support
group issues. implementing classroom options.
practices.
• Evaluate effectiveness of • Gather information on • District team reviews fidelity Do not…

support regarding improved implementation fidelity of implementation and • Provide training or coaching
implementation. regarding classroom PBIS celebrates improvement and without monitoring progress.
practices. determines when further
improvement is needed;
• Determine if implementation
allocates resources to analyze
is improving. Re-engage in
implementation challenges
continuous improvement
and provide additional
process as needed.
supports.

JANUARY 2023
Table 5: Matrix of Steps to Monitor Equitable Student Benefit and Use Continuous Improvement Process to
Support Classroom PBIS Implementation
5.1 M onitor V alued S tudent O utcomes and A cceptability

Needs subtitle descriptor.*

• Ensure outcomes are locally • Determine if students are • Monitor and evaluate Do not… Direct Observation Data-
meaningful and acceptable to demonstrating the desired district-level data on student Collection Applications
• Use outcome data to:
students. skill(s). outcomes to: • Direct Behavior Ratings
84
• Diagnose student
• Operationally define student • Measure the frequency and • Identify educators and/or • Student/Classroom
disability, mental health
outcomes (behavior/skill) in accuracy of students using schools that would benefit Observation and Analysis tool
disorder, etc. 85
observable, measurable, and the desired skill(s). from support in data (SCOA )
specific terms. collection strategies. • Identify the entire range
• Assess the presence of non- Discipline data applications
of skills possessed by
• Select the appropriate data positive, or contraindicated, • Ensure schools have • SWIS (School-Wide
students. 86
collection strategy given classroom practices (e.g., processes in place to Information System)
features of the behavior/skill shaming, yelling, clip charts, collect disaggregated data • Describe perceived
• Grade, discipline, or attendance
and context: red-yellow-green cards, loss (by race/ethnicity, gender, relevance of outcomes.
data collection programs
of recess, etc.). disability status, language • Determine if the
• Counting (frequency or • Examples of student work/
status). strategies/interventions
rate) • Identify the specific skills that competencies (classwork,
need developing/increasing. • Ensure schools have are being implemented to homework, projects, tests, etc.)
• Timing (duration, latency,
processes in place to fidelity.
response time) • Use “function-based” • Number of school-wide
analyze and act on • Assess educator or reinforcers distributed
information to refine
• Sampling (time-based disaggregated data to
implementation. student perception of Anecdotal Records
estimates) promote equity for all practice.
• Other descriptive students. • Antecedent Behavior
87
Consequence (ABC) form
methods (e.g., anecdotal
recording, rating scales, Systematic Direct Observation
extant data) • Classroom management
88
• Disaggregate data by observation tool
89
subgroup (race/ethnicity, * Center on PBIS et al. (2021); Resources in BOLD have undergone validation and have established psychometric • Classroom assistance tools
gender, language status, properties. Other resources are widely used, but their psychometric properties have not been established.
• Be+ App
90
disability status) to monitor

equitable outcomes. • Self-management of
91
practices

JANUARY 2023
5.2 U se C ontinuous I mprovement P rocess


See Table 3.2, 4.2, 5.2 Use Continuous Improvement Process on page 32

JANUARY 2023

SEB support, supported by effective training and coaching, must be intensified to ensure most students are successful with tier 1 supports and targeted and intensive supports are
available to those students needing more.*

• Enhance Tier 1 SEB supports: • Revisit each practice example • District administrators, school Do not…. • Tiered Decision Guidelines
in tier 1 (see Supporting and leaders, and educators work for Social, Behavioral, and
• If review of student • Assume a one-size-fits-all
Responding to Student SEB collaboratively to enhance Academic Behavior: Guidance
outcome data indicate 92 approach to tier 1 will be
needs tables 1+2). Tier 1 SEB support to for Establishing Data-Based
that many students are effective. 93
ensure most students are Teams Across the Tiers
continuing to demonstrate • Enhance prevention (e.g., successful at this level and • Make decisions about how to
risk or need enhance enhance communication • PBIS Cultural Responsiveness
ensure targeted and intensive enhance practices in isolation,
implementation of Tier 1. routines with students and Field Guide: Resources for
supports are available to without engaging students, 94
families, reteach expectations) Trainers and Coaches
• Enhance cultural students who need more. families, and other members
and support (e.g., consider
responsiveness of of classroom community. • Centering Equity within
additional strategies to • District team collects data
implementation. the PBIS Framework:
acknowledge students’ from school teams regarding • Assume students need Overview and95Evidence of
• Implement neutralizing SEB or academic skills and areas of need and provides targeted (tier 2) or intensive Effectiveness
routines (see cultural contextually appropriate supplemental training and (tier 3) support if many
responsiveness field behavior). coaching to school teams and students continue to • Returning to School During
guide) to respond coaches in each identified demonstrate need and/or and After Crisis: A Guide to
• If key student groups are
instructionally and area of need. if educator implementation Supporting States, Districts,
not benefiting, enhance
equitably to SEB errors. fidelity has not been Schools, Educators, and
cultural responsiveness monitored. Students through a Multi-
• Further differentiate of implementation (e.g., Tiered Systems of Support
implementation to meet engage families in improving • Withhold or delay referral for 96
Framework
the needs of all learners, relevance of reading special education evaluation
including students with materials, expectations, and for a student demonstrating • PBIS Forum 2021: You Can’t
disabilities. classroom activities). significant need because Pour from a Cracked Vessel:
implementation is not perfect. Wellness as the Precursor/
• Enhance Tier 1 to support • Consider how to further Foundation for Effective,
common needs of differentiate (e.g., increase 97
Nurturing Classrooms
students who experienced dosage, improve specificity;
crisis (e.g., natural modify modality, plan praise
disaster, school violence, to maximize benefit for all
pandemic). students). * Abbott et al. (1998); Adelman and Taylor (2007); Annenberg Institute for School Reform (2004); Burke et al. (2004); Conklin et al.
(2017); Fairbanks et al. (2007); Fixsen et al. (2005); Ganz (2007); Hawkins et al. (2020); Horner et al. (2009); Jeffrey et al. (2009); Joyce
• Differentiate Training,
Coaching, and Feedback and Showers (2002); Kamps et al. (2011); Lewis and Newcomer (2002); Machalicek et al. (2007); McLeskey et al. (2019); Meyer et al.
to enhance tier 1 SEB (2021); Robbins (1991); Simonsen et al. (2010); Witt et al. (2004)
supports (see 4.3 above)

JANUARY 2023

SEB support, supported by effective training and coaching, must be intensified to ensure most students are successful with tier 1 supports and targeted and intensive supports are
available to those students needing more.*

• Enhance Tier 1 and consider • Review implementation and Do not….

Tier 2 and 3 outcome data with members • Refer the student for
of the grade-level team, and
• Implement strategies to additional support, but then
make a plan to enhance Tier
(a) enhance Tier 1 and (b) just continue with “business
1.
develop student skills so they as usual,” and miss the
can better access and benefit • Engage families in problem opportunity to enhance Tier
from Tier 1 support. solving to further enhance 1.
Tier 1, consider additional
• Use data to guide further • Try to design and
supports (Tiers 2 and/or Tier
adjustments to student implement targeted (Tier
3), and obtain consent (if
support. 2) and/or intensive (Tier 3)
appropriate). interventions in isolation,
• For students with on-going • Request support from without support from the
SEB or academic risk/need, relevant school leadership school leadership team,
(a) consider targeted (Tier team to consider: educators with relevant
2) approaches to prevent, expertise, family members,
teach, reinforce, and • Targeted support for and the student.
respond to students’ needs students who continue
and (b) request support to to demonstrate risk/need
implement. (Tier 2). and/or
• For students with complex, • Intensive support for
chronic, or significant students with chronic,
needs, (a) consider intensive complex, or significant
intervention (Tier 3) and (b) needs (Tier 3).
request support to complete
a comprehensive assessment
(e.g., functional behavioral
assessment) and develop an
individualized support plan
(e.g., behavior intervention
plan).
• Differentiate Training,
Coaching, and Feedback to
enhance advanced tiers SEB
supports (see 4.3 above).

JANUARY 2023
Self-Assessment & Action Plan

Complete the self-assessment as a leadership team to gauge current district and school systems to support educator use of evidence-based positive and proactive practices to support
students’ SEB needs and current use of relevant data to inform leadership team decision-making about implementation supports. For each item: (a) review the supporting table; (b) self-
assess whether feature is fully, partially, or not at all implemented; (c) rate priority (low, medium, high) for action planning; (d) celebrate fully implemented high-priority features; and (e)
action plan to support implementation of top 3 priorities with low implementation (rated as implementing partially or not at all).
Self Assessment
Self-Assess Implementation Priority for Action Planning
Steps to Support and Respond to Students’ SEB Needs
Fully Partially Not at all Low Med High
Establish foundations to support Classroom PBIS implementation (Table 1)
1.1 Collaboratively establish priority
1.2 Secure resources
1.3 Align and integrate with other initiatives
1.4 Promote a culture of wellness
Explicitly train and coach to support Classroom PBIS implementation (Table 2)
2.1 Communicate clear expectations
2.2 Provide explicit training
2.3 Offer coaching that includes supportive feedback
2.4 Celebrate success
Monitor systems implementation and use continuous improvement process to support classroom PBIS implementation (Table 3)
3.1 Monitor team implementation of steps 1 & 2
3.2 Use continuous improvement process
3.3 If system implementation challenges, revisit and enhance systems (Steps 1 & 2)
Monitor educator implementation and use continuous improvement process to support classroom PBIS implementation (Table 4)
4.1 Monitor educator implementation and acceptability
4.3 If educator implementation challenges, differentiate training, coaching & feedback
Monitor equitable student benefit and use continuous improvement process (Table 5)
5.1 Monitor valued student outcomes and acceptability
5.3 If students do not benefit equitably, enhance SEB support and modify training & coaching

JANUARY 2023
Action Plan
Why? What? Who? When? What else?

(Priority) (Action steps to enhance implementation) (Implementer) (Due date) (Notes or additional details)
Sample • Leadership team provides brief review of specific • Leadership • Next • Continue to monitor implementation of praise
School walkthrough data praise and correctives and a rationale for using a 5:1 team faculty to corrective ratio for at least 4 weeks and
indicate that most educators ratio at the next faculty meeting members meeting provide differentiated support to educators as
needed
are using a positive to • Educators choose 1 period this week to self-assess
corrective feedback ratio that • Leadership team reviews self-assessment data and
is lower than 5:1, this is a provides follow up acknowledgement and support as
high priority for improvement needed
among most educators.
• • • •
• • • •
• • • •
• • • •
• • • •
• • • •
• • • •
• • • •
• • • •

JANUARY 2023
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JANUARY 2023

Positive Behavioral Interventions & Supports (PBIS)

Supporting and Responding to Educators’

Positive Behavioral Interventions & Supports (PBIS) 22

Suggested Citation for this Publication

Positive Behavioral Interventions & Supports (PBIS) 3

Positive Behavioral Interventions & Supports (PBIS) 4

Table 3: Matrix of Steps to Monitor Systems Implementation and Use Continuous

Positive Behavioral Interventions & Supports (PBIS) 5

Purpose and Description

supported, and data-driven systems for supporting these actions.

Figure 1. Theory of Change

Positive Behavioral Interventions & Supports (PBIS) 6

and (d) ensure all

the ultimate criteria for • Invest in systems

Positive Behavioral Interventions & Supports (PBIS) 7

How do we Organize Supports for Educators to Maximize Effectiveness and Efficiency?

Figure 3. Continuum of Professional Development Support

Positive Behavioral Interventions & Supports (PBIS) 8

Table A. Examples of Differentiating Supports for Educators across the Continuum

Positive Behavioral Interventions & Supports (PBIS) 9

Positive Behavioral Interventions & Supports (PBIS) 10

(g) Contextualization Problem-solving and Problem-solving and Problem-solving and

Positive Behavioral Interventions & Supports (PBIS) 11

This guide describes and defines development of

Positive Behavioral Interventions & Supports (PBIS) 12

Positive Behavioral Interventions & Supports (PBIS) 13

Figure 4. Steps to Support and Respond to Educators’ Implementation Needs

3.1 Monitor Team 4.1 Monitor Educator 5.1 Monitor Valued

1.3 Align & Integrate 2.3 Coach & Provide

3.3 Revisit and 4.3 Differentiate 5.3 Enhance SEB

Positive Behavioral Interventions & Supports (PBIS) 14

Table 1. Matrix of Steps to Establish Foundations to Support Classroom PBIS Implementation

1.1 C ollaboratively E stablish P riority

Critical Features School Examples District Examples Non-Examples Resources

Positive Behavioral Interventions & Supports (PBIS) 15

1.2 S ecure R esources

Critical Features School Examples District Examples Non-Examples Resources

* Cook et al. (2019); Fox et al. (2022); Pinkelman et al. (2015)

Positive Behavioral Interventions & Supports (PBIS) 16

1.2 S ecure R esources

Critical Features School Examples District Examples Non-Examples Resources

Positive Behavioral Interventions & Supports (PBIS) 17

1.3 A lign and I ntegrate with O ther I nitiatives

Critical Features School Examples District Examples Non-Examples Resources

Positive Behavioral Interventions & Supports (PBIS) 18

1.4 P romote C ulture of W ellness

Critical Features School Examples District Examples Non-Examples Resources

Positive Behavioral Interventions & Supports (PBIS) 19

1.4 P romote C ulture of W ellness

Critical Features School Examples District Examples Non-Examples Resources

Positive Behavioral Interventions & Supports (PBIS) 20

2.1 C ommunicate C lear E xpectations

Critical Features School Examples District Examples Non-Examples Resources

Positive Behavioral Interventions & Supports (PBIS) 21

2.2 E xplicitly T each

Critical Features School Examples District Examples Non-Examples Resources

• PD sessions consistently • An overview of specific • Allocation of resources to Do not…

Positive Behavioral Interventions & Supports (PBIS) 22

2.2 E xplicitly T each

Critical Features School Examples District Examples Non-Examples Resources

• PD is targeted, data- driven, • School leadership team • District professional Do not…

Positive Behavioral Interventions & Supports (PBIS) 23