Status Update February 5, 2008. PBS in North Carolina By the end of 06-07: 81 of 115 LEAs had at least one school participating (70%) 252 new school teams.

Status Update

February 5, 2008

PBS in North Carolina

By the end of 06-07:

•81 of 115 LEAs had at least one school

participating (70%)

•252 new school teams had begun training

•Legislature approved full-time PBS

consultant

Schools Implementing PBS in NC

1 5 9 27

147

293

548

768

0

100

200

300

400

500

600

700

800

00-01

01-02

02-03

03-04

04-05

05-06

06-07

07-08

83

12

5

87

9

3

85

11

4

67

23

10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

04-05 05-06 06-07 Control

Office Discipline Referral Risk in NC

6+ ODR

2-5 ODR

0-1 ODR

91

7

2

82

14

4

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

SET Met (n=7) SET Not Met (n=5)

Office Discipline Referral Risk in NC

6+ ODR

2-5 ODR

0-1 ODR

86.7383.1

71.7

58.34

0

10

20

30

40

50

60

70

80

90

Reading Math

Third Grade EOG Results in PBS Schools

SETMet(n=7)

SETNotMet(n=5)

How do we ensure the continued

growth and success of

PBS in NC?

State Leadership TeamTraining & Coaching

Visibility & Political Support

Assessment & Evaluation

State PBS Consultant

Team Leader(In –School

Coach)

School Administrator

Recorder Data Manager Time-keeper Communication Coordinator

School StaffParentsStudents

Community

LEA Coordinator

Regional Coordinators

TrainerExternal Coach

State Leadership Team


Training & Coaching


Vision:

All schools in North Carolina will implement Positive Behavior Support as an effective and proactive process for improving social competence and academic achievement.

Misson:

To provide leadership, professional development, resources, and on-going support in order for schools to successfully implement Positive Behavior Support

Goals

• Maintain an up-to-date PBS Website.

•Coordinate and inform all depts/divisions at DPI regarding PBS updates

•Increase awareness of North Carolina’s mission and vision for PBS

•Facilitate networking among all PBS stakeholders



Goals:

• Current registry of trainers/coaches

•Current registry of participating LEAs, contact people/coordinators, & schools

•Provide Training, Support, and Networking Opportunities for Trainers, Coaches, & Coordinators

•Fidelity of Training & Implementation

•Inclusion of IHEs

•Inclusion of PBS in standards for Education Leadership Candidates, preservice/graduate personnel

•Support Creation of Durable Systems


Training & Coaching

Goals:

• Determine specific data to be collected statewide

•Create a plan for obtaining a thorough evaluation of the PBS Program in North Carolina


Assessment &

Evaluation


Position now filled by Heather Reynolds Solone, as a result of legislative action. The PBS consultant is part of the Behavior Support & Special Programs Section of the EC Division, led by Chief, Diann Irwin.






Coach)




Community

LEA Coordinator




Regional responsibilities include the following:•2/3 of the time working with PBS implementation in the region and state (14 or 15 work days per work month).•Attend PBS coordinator meetings and training.•Host state and regional meetings for implementing schools.•Coordinate regional PBS training.•Provide PBS Awareness Presentations in the region.






Coach)




Community

LEA Coordinator




Regional responsibilities include the following:•Work with PBS LEA trainers to complete School Evaluation Tools.•Help plan PBS summer institute and conference presentations.•Visit implementing schools in other LEAs, as possible.•Provide PBS technical assistance and support in the region.•Coordinate data collection for the region.•Assist local PBS trainers with using and understanding data.•Stay informed about national PBS research.•Coordinate with Behavior Support Consultant from the region.


Expected LEA responsibilities for the position include:•Coach participating schools in LEA.•Help train new schools in LEA.•Direct data management and program evaluation.•Chair School System PBS Leadership Team.•Work with PBS trainers and chair persons in LEA.•Link between schools, leadership team and leadership of school system.•See that School Evaluation Tool is completed for each implementing school in LEA.•Manage school system action plan.

LEA Coordinator

Coordinate with PBS Regional Coordinator from the region.•Attend PBS coordinator meetings and training.•Coordinate LEA PBS training.•Provide PBS Awareness Presentations in the LEA.

Provide PBS technical assistance and support in the LEA.•Host LEA meetings for implementing schools.•Visit implementing schools.•Work with PBS coaches, trainers, and chair persons in LEA. •Assist local PBS teams with using and understanding data.•Stay informed about national PBS research.






Coach)




Community

LEA Coordinator



Direct data management and program evaluation.•Chair School System PBS Leadership Team.•See that School Evaluation Tool is completed for each implementing school in LEA.•Coordinate data collection for the LEA and send to Regional Coordinator.•Link between schools, leadership team, and leadership of school system.•Manage school system action plan.

LEA Coordinator

Ext

erna

l C

oach

Coordinate with PBS LEA Coordinator.•Attend PBS Coach meetings and training.•Attend LEA PBS Leadership Team meetings•Coordinate LEA PBS training.

Provide PBS technical assistance and support in the LEA.•Facilitate LEA meetings for implementing schools.•Attend implementing school team meetings.•Work with PBS trainers and school teams in LEA. •Assist local PBS teams with using and understanding data.•Stay informed about national PBS research.•Complete School Evaluation Tool for each implementing school in LEA.•Coordinate data collection for school teams send to LEA Coordinator.•Link between schools and LEA Coordinator.•Assist schools with action planning.






Coach)




Community

LEA Coordinator



TrainerWork with PBS Regional Coordinator & LEA Coordinator to plan

trainings.Complete the train-the-trainer process.

•Participate in all 3 Modules as a team member.•Co-train all 3 Modules with an experienced trainer.•Achieve competence and train independently.

Attend Trainer refreshers and updates.Provide support and technical assistance for school teams.Complete annual self-assessment and competency requirements.






Coach)




Community

LEA Coordinator



Team Leader(In –School Coach)Coordinate with LEA/External Coach & LEA

Coordinator.Attend PBS coach meetings and training.Facilitate team meetings for your school.Assist teams with using and understanding data.Stay informed about national PBS research.Coordinate completion of School Evaluation Tool.Coordinate data collection and send to LEA Coach.






Coach)




Community

LEA Coordinator




Recorder Data Manager

Time-keeper

Communication Coordinator

School StaffParents

Community

Students






Coach)




Community

LEA Coordinator



What’s next?

• Recognition System

• PBS Evaluation Manual

• Effective Individual Assessment

• Effective Coaching

• District Planning, Coordination & Assessment

NC PBS DATA COLLECTION

Presented by Laura Phipps

Objectives

Understanding of… NC PBS Data Collection Manual. NC PBS Recognition Program. Strategies for using data for effective action

planning.

NC DATA COLLECTION MANUAL SECTION I

History and Purpose

Manual History

Historically, we have had inconsistent data collection due to: Different size LEAs Different data collection sources Various levels of data system knowledge

Lead to challenges for schools to assess data and effectiveness of PBS implementation.

State was challenged to make state-wide conclusions about PBS Outcomes.

Manual Purpose

Not intended to add work, but to organize the work you are already doing.

Toolbox: Describes different types of data you may want to collect and the rationale for how it will help you.

Road Map: Provides guidelines for completing a thorough assessment for PBS Implementation.

State-Wide Goal: Increase consistency of data-collection across the state and guiding support from DPI and PBS Coordinators.

Using Data at the School Level

Create Action plan and

Steps

Implement

Make needed revisions

Collect data to determine

need

Collect data to assess plan

Using Data at the State Level

Collect datafrom all regions

Analyze and

summarize patterns

Create action steps/plan

Implement Plan

Determine needed supports

Manual Overview

5 Sections Purpose of data collection manual Implementation Data System Level Outcome Data Small Group/ Individual Outcome Data System-wide Implementation Data

Manual What and Why How To

Recognition Program

Goal is to motivate schools to provide data collection SO THAT we can increase sustainability of implementation.

Manual provides specific data requirements for meeting state implementation standards

Recognition Program Components

Systems Training Team

Data Implementation data Outcome data

Practices Implementation level SET Score

Recognition Program: Documents Recognition Program Requirements Application for State Recognition Data Requirements on website

http://www.ncpublicschools.org/positivebehavior/

Manual

NC DATA COLLECTION MANUAL SECTION II

Implementation Data

Implementation Data

Rationale To ensure that the implementation of PBS at any given

school is being done with reliability and accuracy. How will collecting this data impact:

School administrators Provides clear information about the fidelity of

implementation of PBS and guides decision making regarding use of time and resources

PBS teams Provides specific information regarding areas for

improvement in order to create meaningful action plans Teachers

helps the PBS team move as quickly and efficiently as possible towards creating a sustainable model, improving school climate and overall student outcomes

Students, parents, communities Highly accurate implementation will quickly transition

schools towards a more positive climate.

Implementation Data vs. Outcome Data Implementation Data

Designed to measure fidelity of implementation Goal is to develop action steps

Outcome Data Measures progress on specific school-wide goals Allows schools to determine impact of PBS

implementation Documents the effectiveness of PBS on overall

school climate Used by LEAs to make system-wide decisions

Implementation Data ScheduleMonth Academic

Year Data Who Action

November Current Current

Implementation Inventory School Survey (baseline)

School Staff School Staff

Send to LEA PBS Coordinator* Keep for Comparison

March-June Current SET (Due by June 1st)

LEA Coordinator

Send to LEA Coordinator* and enter results online

April Next Current

Future Training List Implementation Inventory (Comparison)

LEA Coordinator School Staff

Send to LEA Coordinator* Keep for comparison

May Current Trainer Report PBS Trainer Send to LEA Coordinator*

J une Current A pplication for R ecognition

Implementation Data Tools

Implementation Checklist/ Inventory School Survey (EBS Survey/ Self-

Assessment) Trainer Report SET Future Training List

See Data Manual pages 10 - 14

NC DATA COLLECTION MANUAL SECTION III

System Level Outcome Data

System Level Outcome Data Rationale

To determine how prevention and intervention strategies are impacting the school environment

How will collecting this data impact: School Administrators

By evaluating system level outcome data, you can make sure that your school resources are being used most efficiently

PBS Teams To know what kind of prevention and intervention

strategies are needed based on your specific school population

Teachers Help the PBS Team make accurate decisions about

practices to use in the school and classroom based on your specific student population

Students, parents, and communities Data will help choose or modify strategies to ensure best

academic and behavioral outcomes

Outcome Data ScheduleMonth Academic

Year Data Who Action

(internal or External) *

June Current Current Current Current Current

Achievement Data (pg. 19) Suspension/ Expulsion (pg. 21) Staff Retention Data (pg. 28) Climate Surveys (pg. 26) Special Education Referrals/ Eligibility (pg. 27)

School Staff School Staff School Staff School Staff School Staff

Send to LEA Coordinator (E) Send to LEA Coordinator (E) Keep for internal data analysis (I) Keep for internal analysis (I) Keep for internal analysis (I)

Current Referrals Data (pg. 22) Attendance (pg. 29)

School Staff School Staff

Send to LEA coordinator (E) Keep for internal analysis (I)

System Level Outcome Data Tools Achievement Data Suspension/ Expulsion Data Referral Data

How to collect using SWIS vs. NC Wise (or other system).

Climate Surveys Special Education Referrals/ Eligibility Data Staff Retention Data Attendance Data See Data Manual

pages 19 - 29

NC DATA COLLECTION MANUAL SECTION IVSmall Group and Individual Level Outcome Data

Small Group and Individual Level Outcome Data

Rationale Allows better identification of which

students are in need of the most support Need to be able to better assess how

interventions are working at the individual and small group level prior to problem behavior

PBS traditionally only collects data after problem behavior has occurred preventing ability to know what interventions will work at the classroom level

Small Group and Individual Level Outcome Data How will collecting this data impact:

School Administrators Document the educational and behavioral progress of at-risk

students identify which interventions are most effective in working

with at-risk students PBS Teams

determine the effectiveness of functional based behavioral supports and address problem areas through a team-based approach.

Teachers Provides clear way to focus time and energy on interventions

that are shown to be effective Gives clear way to communicate progress to other staff and

parents Students, parents, and communities

Improves quality of interventions for children Gives common way for teachers and parents to

communicate about progress

PBS and RTI

RTI and PBS need to work together PBS good at universals implementation

Whole school/class-wide assessment, intervention and implementation

RTI good at small group and targeted interventions Individual child and small group assessment

intervention and implementation RTI historically better at assessment and use of

data PBS historically better at implementing and

getting schools to do something different We need to learn from each other and adopt

both methods

Small Group and Individual Level Outcome Data Tools

Direct Behavior Ratings (DBR) Other Options

Permanent products Systematic direct observation

See Data Manual pages 33-35

NC DATA COLLECTION MANUAL SECTION V

System Wide Implementation

Documenting System Wide Implementation Rationale

For large school systems (LEAs) implementing system wide, it may be helpful to write a single report summarizing progress

This allows LEA administrators to assess overall impact of PBS implementation in order to better provide support and resources

A system wide report should not replace collecting and assessing data on an individual school basis, but can be an additional tool in creating sustainability of PBS

Documenting System Wide ImplementationPossible Components of a System Wide Report Executive summary Overview of number of schools implementing

(elementary, middle and high) Combined SET Scores for each of the seven areas by

elementary middle and high Combined referral information by elementary, middle and

high) Average Per Day and Quarter By Location By Problem Behavior

Combined suspension/expulsion data Triangle data and analysis by elementary, middle and

high Achievement data (PBS schools compared to non PBS

schools) Staff impact data (e.g., retention morale, etc.)

COMMON CHALLENGES

Challenges and Solutions

Challenges: Time consuming Incompatible data collection systems Fear Data does not feel meaningful Beliefs that it is just restating the obvious Resistance to technology and numbers

Challenges and Solutions

Solutions Reframe thinking about TIME: Effective use of

data will save time in the long run PBS Team and administrators need to work

together to streamline data collection methods Build trust among staff members and

administrators through frequent sharing of data=Data is information NOT judgment

Make sure all data collection is CLEARLY connected to tangible action steps

Show staff how objective information (data) increases staff investment and makes implementation more meaningful

Demystify the word “data”

ACTION PLANNING

Using Data Effectively

Effective Action Plans

Effective action plans are… used regularly. frequently reviewed and updated. accessible to all staff. made up of specific doable action steps

with clear timelines. generated using data from staff and team.

Using Self Assessment Survey Data to Generate Action Steps

Once survey is closed (on pbssurveys.org) you will be able to access reports using the same login number

There are three separate reports You can see overall trends as well as specific

numbers for each item Once you identify items and areas needing

improvement the team should prioritize action steps

Some items can be addressed through information only

Others will need revisions or completion of tasks.

Sample Action Item

One school’s survey data showed that many staff indicated both high priority for improvement and not in place for the item that read “ Data on problem behaviors are collected and summarized within an ongoing system” Since the school was using SWIS the team decided the issue was more awareness. The created the following action item.

Goal Steps Who Resources Required

By When

Evaluation Measure

Increase staff awareness of SWIS data

1. Present SWIS big 5 graphs at next staff meeting

Debbie Data Copies of big 5

Discussion Questions

March 24 Staff will increase requests for big 5 for grade level meetings

Using Implementation Inventory to Generate Action Steps

The team completes the Implementation Inventory

After calculating percentages of implementation, focus on the areas scoring below 80%

Within each section look at the items marked 1 or 0 and create a prioritized list

Cross reference the team list with the results from the staff survey

Create action steps starting with the highest priority

Sample Action Item

After completing the implementation inventory the team found that they scored a 61% in universal practices. Upon further review they found all the items marked 1 or 0 had to do with specific teaching of school wide expectations. The also noticed from the staff survey a focus on the need to improve non classroom setting routines. The team developed the following action item


By When

Evaluation Measure

Increase consistent use of expected behaviors in the cafeteria

Create lesson plans for cafeteria expectations

Create a schedule for all teachers to teach expectations in the cafeteria

Lori Lessonplan and cafeteria TA

Time to meet with Cafeteria TAs

Sample lesson plans from other schools

Lesson plan template from PBS website

March 24th

First week after spring break

All staff will complete a feedback form after completion of the lesson

Reduction of referrals from cafeteria during spring semester

Using SWIS Data to Generate Action Steps

Regularly review SWIS big 5 graphs For each graph create a list of questions

the data generates Create custom graphs to answer

questions Bring data back to the team and/or staff

for discussion of patterns List possible action items Prioritize the list and develop action

steps for highest priority

Sample Action Item

After reviewing the SWIS big five one team discovered that the majority of problem behaviors were occurring in the classroom. They created a custom graph to determine what specific behaviors were occurring in the classroom. They found that non-compliance/disrespect was the biggest issue. The team generated the following action item


By When Evaluation Measure

Increase compliance with requests in classrooms

Have counselor create a social skills on specific skills•Compliance•Accepting no•Asking for help

Have all teachers schedule lesson with counselor

Carmine Counselor

Lesson plan template

Social skill curriculum

First week after spring break

Decrease in classroom referrals for non-compliance / disrespect

Activity: Action Planning

Using the SAMPLE School Data provided (Implementation Inventory results, SWIS Big 5, and PBS Self Assessment Survey), create at least one action item.

Use the blank action plan provided.

Data Collection Next Steps

Review the Data Collection Manual with your LEA administrators and school teams

Contact your PBS Regional Coordinators for any questions or concerns http://www.ncpublicschools.org/

positivebehavior/coordinator/ Look for upcoming trainings on Data

Collection PBS Summer Institute Regional Trainings

School-Based Behavioral Assessment: Informing Intervention and Instruction

Direct Behavior Rating (DBR) presentation by: C. Riley-Tillman

Presented by: C. McCamish

S. Chafouleas, T. Chris Riley-Tillman, G. Sugai

Section IV: Small Group and Individual Level

Outcome Data

Small Group and Individual Level Outcome Data:

Assess effectiveness of interventions Document educational and behavioral

progress Determine effectiveness of functional based

behavioral supports Communication tool

Direct Behavior Rating (DBR)Background

Effective behavioral assessment and intervention procedures in applied settings require the use of empirically-supported yet feasible techniques

To date, feasible assessment of behavior skills has been focused on ODR data – which may not be sensitive to capture all behaviors of interest

To date, support for feasible, formative assessment of academic skills is available (e.g., CBM) – but attention has not been directed toward social behaviors

Defining Characteristics of the DBR

The DBR involves a brief rating of target behavior over a specified period of time

a behavior(s) is specified rating of the behavior(s) typically occurs at least daily obtained information is shared across individuals (e.g.,

parents, teachers, students) the card is used to monitor the effects of an intervention

and/or as a component of an intervention (Chafouleas, Riley-Tillman & McDougal, 2002)

Direct Behavior Ratings

Refer to a hybrid of assessment tools that combine characteristics of systematic direct observation and behavior rating scales.

– SDO- method of behavioral assessment that requires a trained observer to identify and operationally define a behavior of interest, use a system of observation in a specific time and place, and then score and summarize the data in a consistent manner (Salvia & Ysseldyke, 2004; Riley-Tillman, Kalaber, Chafouleas, 2006)

These tools are designed to be used in a formative (repeated) fashion to represent behavior that occurs over a specified period of time (e.g., 4 weeks) and under specific and similar conditions (e.g., 45 min. morning seat work).

Using these tools requires rating target behavior on a scale (e.g., rating the degree to which Johnny was actively engaged. )

So, teachers might be asked to rate on a scale from 1 (not at all) to 5 (almost always) the degree to which Johnny was actively engaged in work activities during independent seat work this morning.

Other Names for the DBR

Home-School Note Behavior Report Card Daily Progress Report Good Behavior Note Check-In Check-Out Card Performance-based behavioral recording

ExampleStandard DBR

Who already uses the DBR?

60% of teachers surveyed already use DBRs to change student behavior

32% to monitor or observe student behavior 81% to identify positive behaviors, 77% to identify negative

behaviors 86% use with individual students, 19% with whole class, 9%

with small groups 32% use DBRs “routinely” as part of classroom management

plan

(Chafouleas, Riley-Tillman, & Sassu, 2006)

Many Potential Uses for the DBR

Increase communication (teacher-student, home-school) As a component of an intervention package, particularly in self-

management Provide “quick” assessment of behaviors, especially those not

easily captured by other means Monitor student behavior over time Flexible

– K-12,– + or –– 1 student or larger group– range of behaviors

Many Potential Uses for the DBR

DIRECT BEHAVIOR RATINGSIN

TE

RV

EN

TIO

NAS

SE

SS

ME

NT

COMMUNICATION

Feasible

Evidence Based

Effective

Flexible

DIRECT BEHAVIOR RATINGSIN

TE

RV

EN

TIO

NAS

SE

SS

ME

NT

COMMUNICATION

Feasible

Evidence Based

Effective

Flexible

A systematic DBR possesses the following 4 characteristics:

– 1. The behavior of interest must be operationally defined.

– 2. The observations should be conducted under standardized procedures.

– 3. The DBR should be used in a specific time, place, and at a predetermined frequency.

– 4. The data must be scored and summarized in a consistent manner.

Guiding Questions

1. Why do you need the data? 2. Which tools are best match to

assess the behavior of interest?3. What decisions will be made using

the data? 4. What resources are available to

collect the data?

Design Flexibility

What is the target behavior and goal? Focus on a specific behavior (e.g., calling out) or a cluster term for behaviors

(e.g., disruption) Goal to increase or decrease behaviorWho is the focus of the rating? Individual, small-group or class-wideWhat is the period for rating? Specific school period, daily, or otherWhat is the setting of observation? Classroom or other locationHow often will data be collected? Multiple times a day, daily, weeklyWhat scale for rating will be used? Checklist, scale, continuous lineWho will conduct the rating? Classroom teacher, aide, or other educational professionalWill ratings be tied to consequences? Consequences must be consistently delivered by person responsible

Considerations When Using a DBR

Ensure that use is “systematic”– Identify and operationally define a behavior of

interest – Use a system of observation in a specific time

and place– Score and summarize the data in a consistent

manner(Similar to the criteria that define systematic direct observation (Salvia & Ysseldyke, 2004)

Provide checks on integrity and acceptability Understand correspondence with other data sources

How are Direct Behavior Ratings data summarized?

Data can be quantified, compared, combined, and summarized for summative and formative purposes.

– For example, DBR data of Susie’s disruptive behavior over the week can be summarized into a statement of average daily or weekly rating (6 out of 9 points) or most likely period of high or low disruption if multiple ratings per day are taken (just before lunch).

Since DBR involve rating on some scale, data are summarized relevant to the scale.

– For example, a simple yes/no checklist can be easily depicted through a bar chart whereas rating information might be plotted on a line graph, with the intervals on the y-axis indicating the DBR scale.

Summary of Strengths and Weaknesses of Use in Assessment

Strengths– Highly Flexible– Highly Feasible, Acceptable, and Familiar– Minimal Cost Given Potential Amount and Uses for Data– Reduced Risk of Reactivity (atypical behavior)– Can be used in assessment, intervention, and

communication

Weaknesses– Rater Influence (history)– Limited Response Format – Limited Knowledge about Psychometric Adequacy

Case Example

Mr. Cohen is the sole school psychologist in Sunnyvale, a small, rural district. One of the teachers in the elementary school, Ms. Yoon, recently implemented a token economy in her classroom in an effort to increase pro-social behaviors among a small group of her students during cooperative learning activities. Although Ms. Yoon thinks that the intervention has been successful (she told Mr. Cohen that “the classroom environment feels more positive”), she would like to know for sure and asks Mr. Cohen to help her collect data to support this belief. Mr. Cohen is pleased that Ms. Yoon has sought him out and certainly wants to help, but his schedule is barely manageable over the next few weeks given other commitments. Thus, Ms. Yoon and Mr. Cohen agree to have Ms. Yoon collect data using a DBR, with Mr. Cohen coming in periodically (i.e., once per week) to supplement the DBR data with systematic direct observations.

Points to Consider

Measures perception of behavior “3 to 7” not “he is a 7” Academic-absolutes Social- No absolutes Rater Effect- vary on initial rating

– Overestimate consistently– Consistent responses to changes in behavior

Resources

www.interventioncentral.org - This website offers an extensive resource on using behavior ratings in the Classroom Behavior Report Card Manual.

Chafouleas, S.M., Riley-Tillman, T.C., & Sugai, G. (in press). Behavior Assessment and Monitoring in Schools. New York: Guilford Press.

Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.

Jenson, W.R., Rhode, G., & Reavis, H.K. (1994). The Tough Kid Tool Box. Longmont, CO: Sopris West.

Kelley, M.L. (1990). School Home Notes: Promoting Children’s Classroom Success. New York: Guilford Press.

Shapiro, E.S., & Cole, C.L. (1994). Behavior change in the classroom: Self management interventions. New York: Guilford Press.

For More Information

Charouleas, S., Riley-Tillman, T. C., & Sugai, G. (2007). School-Based Behavioral Assessment: Informing intervention and instruction.

[email protected]

Status Update February 5, 2008. PBS in North Carolina By the end of 06-07: 81 of 115 LEAs had at least one school participating (70%) 252 new school teams.

Documents

regional pbs training

pbs regional coordinator

lea pbs training

pbs coaches

pbs implementation

pbs program

pbs updates

success of pbs