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The PBIS Team Handbook:

Title 2:
Setting Expectations and Building Positive Behavior
Beth Baker & Char Ryan
8.5" x 11"
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Price: $39.99
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Traditionally, educators have responded reactively to student behavior problems, with suspension, detention, or other forms of punishment. A better way to deal with behavior is through a proactive approach in which educators teach and model for students exactly how they want students to behave, intervene quickly and often, and consistently reinforce expected behaviors.  

Schoolwide PBIS (Positive Behavior Supports and Interventions) is an effective organizing framework for schools to develop practices to prevent problem behavior and to teach and reinforce expected behaviors consistently across school settings. Consistent data collection enables. Backed by extesive research, PBIS is strongly rooted in behavioral theory and practice. It combines evidence-based practices with a systems approach to implementation. The system supports all school staff using data to monitor the outcomes. This book helps schools develop a sound understanding of PBIS through the process of implementing Tier 1 of the framework. The book closes by briefly discussing how to prepare for implementing Tiers 2 and 3. 

The PBIS Team Handbook has been written primarily for district PBIS coordinators and new and emerging PBIS coaches—both internal (school-based) coaches and external (district) coaches—and for leadership teams, including administrators. Other school staff may also benefit from reading the book and learning the details of how PBIS works and how it is best implemented.

Part One: What Is PBIS? The first five chapters of this book present the components, roles, and expected outcomes of using the PBIS framework.

  • Chapter 1 PBIS 101 provides a detailed overview of PBIS, what it is, how it originated, how the tiers work, who is involved in using the strategies in a school setting, and what steps are necessary to begin implementing it with fidelity. You’ll learn what this type of systems change may look like in your build- ing and how these changes will lead to a safer, calmer school climate. 
  • Chapter 2 The PBIS Leadership Team details the role of a team in introducing and implementing PBIS, describes how to form an effective team, and identifies key roles and responsibilities for different team members. We also discuss how to prepare for, conduct, and evaluate team meetings to ensure that best practices are being followed, and we explore the specific role of administrators in PBIS.
  • Chapter 3 The PBIS Coach describes the key role and tasks of this important leader in the implementation process, from the knowl- edge and skills a coach needs to specific steps in guiding the process. Ideas on how to grow and develop as a coach are also covered.
  • Chapter 4 Data and Assessment explains the essential assessment and data collection piece of PBIS. It also identifies the key com- ponents in any behavior monitoring system used to track referrals, and summarizes the numerous assessment tools that are com- monly used in PBIS.
  • Chapter 5 Effective Data-Based Decision Making describes methods of data-based problem solving for PBIS Leadership Teams, including implementation progress, fidelity, and outcome data. It details methods of using office discipline referrals in problem solv- ing and briefly introduces the model, Team- Initiated Problem Solving (TIPS). 
Part Two: Implementing PBIS Tier 1. This section of the book offers a step-by-step guide through the five stages of implementation, explaining the main tasks of each stage, the individuals involved, and how to keep stakeholders informed. 
  • Chapter 6 PBIS Stage 1: Exploration and Adoption explains how to get started with PBIS, including how to determine need, collect baseline data, and take the first steps to get buy-in from school staff and administrators. 
  • Chapter 7 PBIS Stage 2: Getting Ready— Installing the Infrastructure discusses the important task of establishing a PBIS Leadership Team and the initial work of the team as they develop an action plan. At this point, schools typically develop the three to five schoolwide expectations that will serve as the foundation for behavioral change in their schools and design an approach to teach and reinforce those expectations.
  • Chapter 8 PBIS Stage 3: Getting Going— Initial Implementation explains how to put the eight key features of PBIS effectively in place. Special attention is focused on training staff at this stage.
  • Chapter 9 PBIS Stage 4: Up and Running— Full Implementation explores what PBIS looks like once all of the features are in place and the strategies of reinforcement have become automatic to all school staff. The chapter discusses how to ensure that the strategies and principles of PBIS are being used as intended and with fidelity.
  • Chapter 10 PBIS Stage 5: Sustaining and Continuous Improvement looks at how to sustain PBIS over the long term, when leader- ship and staff turn over and when momentum slows. The discussion includes adapting PBIS to changing circumstances, addressing com- mon barriers at this stage, and identifying what actions will lead to continual improvement and support for PBIS throughout the school.
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About National Professional Resources, Inc.

National Professional Resources (NPR, Inc.) has been a leader in the field of education publishing since 1968. Founded and operated by educators with a deep commitment to the success of all learners, our mission is to provide teachers, administrators, and other school staff with quality tools and resources that will better enable them to help every student achieve success. To this end, we publish books, quick-reference laminated guides, and produce videos by leading voices in the field of education. We also carry thousands of the most in-demand educational resources from other leading publishers and producers, including material for parents and students.

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