Jacqueline Mora

LAUSD/COP3: Specialist,
Behavior Intervention
Kristy Sato-Garcia
LAUSD/COP3: Behavior
Specialist

Positive Behavioral
Interventions &
Supports (PBIS)

Tier I:
Overview of
Classroom and
School-Wide
Systems of
Support

What do you already know?

What is PBIS?

MTSS: Multi-Tiered Systems of Support

School-Wide PBIS
A

multi-tiered prevention framework guiding the

implementation and sustainability of evidencebased interventions to meet the academic,
behavior and socio-emotional needs of all
students.
Schools implementing PBIS Tier 1 supports for all
students prevent the development and/or
exacerbation of behavior challenges, increase
the occurrence of pro-social skills and enhance
the overall school culture.

Referral submitted to SCC Office

Referral Form is completed and handed directly to SCC Assistant.
SCC Assistant will add case to MTSS Calendar.

Referral
Director of SCC will assign case liaison based on concern(s)
Tier III: Soial Worker
Tier II: Site Admin
Tier I: SCC Team

Multi-Tiered System
of Support Team

Liaison meets with the referring party & reviews records

Occurs within one week
after case liaison is
assigned

Review Consultation Request, complete Problem

Specification (~20 minutes)

MTSS Initial Problem Solving meeting with teachers &

parent/guardian & student if applicable
Review Problem Specification, problemsolve and assign Advocate

~45 minutes

Intervention plan implemented

Advocate checks-in with teachers every
2 weeks

Progress monitoring data is collected

MTSS Follow-up Meeting

Review
intervention

Examine progress

Evaluate
intervention

20-45 minutes

Outcomes
Continue
without
changes

Change the
goal

Change the
targeted
concern

Change the
intervention

Discontinue
the
intervention

YPICS Schools
Process Flow Chart

Cultural Shift Happens

The fundamental purpose of PBIS is to make schools more effective
and equitable learning environments through establishing safe,
positive and predictable behaviors. To make this happen, there must
be a personal shift in our thinking, feelings and actions.

CULTURAL SHIFTS

FROM
Negative

TO
Positive

Exclusive
Reactionary
Punitive/Coercive
What we do To them
Changing the Student

Inclusion
Proactive
Prevention/Instructional
What we do WITH them
Changing the Environment

School-Wide Positive Behavioral Intervention and Support

(SWPBIS)
Refers to a systems change
process for an entire school or
district.

Is based on research that indicates

the most effective discipline
systems use proactive strategies
designed to prevent discipline
problems.
The underlying theme is teaching
behavioral expectations in the same
manner as any core curriculum
subject.

SWPBIS is the explicit teaching of

school-wide norms.
Think about the way(s) we teach students how
to:

Read
Write
Add
Solve For The Unknown

SWPBIS is a preventative strategy.

Alternatives to Suspension are intervention strategies.

Adapted from the work of Geoff Colvin, Ph.D.

Adapted from:
Sprague & Walker, 2004

Targeted/
Intensive
(High-risk students)
Individual Interventions

(3-5%)

Selected

(At-risk students)
Classroom & Small
Group Interventions

(10-20% of students)

Universal
(All students)

School-Wide,
Culturally Relevant
Systems of Support
(75-85% of students)

Individual intensive social skills training

Individual behavior management plans
Tailored parent training and collaboration
Multi-agency collaboration (wrap-around) services
Alternatives to suspension and expulsion
Tailored community and service learning

Intensive social skills training

Self-management programs
Parent training and collaboration
School based adult mentors
Increased academic support and practice
Alternatives to out-of-school suspension
Community and service learning

Effective academic support

Group social skills training
Positive, proactive discipline
Teaching school behavior expectations
Active supervision and monitoring
Positive reinforcement systems
Firm, fair, and corrective discipline
Effective classroom management

Adapted from:
Sprague & Walker, 2004

Targeted/
Intensive
(High-risk students)
Individual Interventions

(3-5%)

Selected

(At-risk students)
Classroom & Small
Group Interventions

(10-20% of students)

Universal
(All students)

School-Wide,
Culturally Relevant
Systems of Support
(75-85% of students)

Structures and procedures are in place to assess, ensure and

coordinate appropriate, accurate adoption of sustained PBIS
implementation using evidence-based practices, systems and
assessment data regarding student responsiveness and
implementation fidelity.
A continuum of evidence-based interventions is integrated with
a sequenced organization of practices from core curriculum
provided for all students to modifications of this core for
students whose performance is non-responsive to specialized
intensive curriculum developed for those non-responsive to the
modifications. Elements of this continuum must have evidence
of effectiveness, relevance, and durability.
Implementation of evidence-based practices and systems are
guided, coordinated, and administered by a local team
comprised of representation from leadership, stakeholders,
implementers, consumers, and content experts. This leadership
team ensures high implementation fidelity, management of
resources, and data-based decision making.
Performance is reviewed on a frequent and regular schedule to
identify the adequacy of growth trends, student responsiveness,
fidelity of implementation, and adaptations and modification
supports through continuous progress monitoring.

Positive

Behavioral

Interventions & Supports

STEP 1:

IMPLEMENTATION TEAM

Creating internal support through an actively working expert team that results in quicker, higher-quality implementation.

Tiered Fidelity Inventory

What score would you give your
school when it comes to the
implementation of PBIS (Tier I)?

Step 1:
Implementation Team

Building
Your Team

Behavioral

Positive

Interventions & Supports

STEP 1:

IMPLEMENTATION TEAM

Creating internal support through an actively working expert team that results in quicker, higher-quality implementation.

Tiered Fidelity Inventory

FEATURE

1.Team Composition:
Team Composition:Tier I team includes a Tier I systems
coordinator, a school administrator, a family member, and
individuals able to provide (a) applied behavioral expertise,
(b) coaching expertise, (c) knowledge of student academic
and behavior patterns, (d) knowledge about the operations
of the school across grade levels and programs, and for high
schools, (e) student representation.

Main Idea

Teams need
people with
multiple skills and
perspectives to
implement PBIS
well.

Step 1:

Whats Your PBIS Team

Composition?

Positive

Behavioral

Interventions & Supports

STUDENT AND PARENT VOICE

What roles or responsibilities

could a student and a parent
have on your team?

ESTABLISHING ROLES AND RESPONSIBILITIES

Family and Community Collaboration

Partnerships are built between the school,
home, and community.

SWPBIS team includes a parent/community member.

SWPBIS is addressed at parent meetings.
SWPBIS is addressed in newsletters that go home.

Team-Based Implementation
The School-Wide Positive Behavior Intervention and Support team
is composed of members from all stakeholder groups

(administrator, general educator, special educator, classified staff, support staff, parents, and students).

The SWPBIS team is established.

The team has representation of all stakeholders.
(e.g., consider SLC, grade levels)

The team has regularly scheduled monthly meetings.

(e.g., agendas, notes, sign-in sheets, action plans, data review)

Positive

Behavioral

Interventions & Supports

STEP 1:

IMPLEMENTATION TEAM

Creating internal support through an actively working expert team that results in quicker, higher-quality implementation.

II.

Tiered Fidelity Inventory

FEATURE

Main Idea

Team Operating Procedures:

Specific features
are necessary to
ensure meetings
are effective for
action planning
and tracking
progress.

Tier I team meets at least monthly and has (a) regular meeting
format/agenda, (b) minutes, (c) defined meeting roles, and (d) a current
action plan.
Regular, monthly meetings
Consistently followed meeting format
Minutes taken during and disseminated after each meeting (or at least
action plan items are disseminated)
Participant roles are clearly defined
Action plan current to the school year

Positive

Behavioral

Interventions & Supports

PBIS IMPLEMENTATION TEAM

MEETING AGENDA AND MINUTES

Step 2:
Behavioral Statement of Purpose

Laying the
Foundation
for PBIS

Positive

Behavioral

Interventions & Supports

STEP 2:

BEHAVIORAL STATEMENT OF PURPOSE

Creating internal support through an actively working expert team that results in quicker, higher-quality implementation.

Tiered Fidelity Inventory

FEATURE

1.7 Professional Development:

A written process is used for orienting all staff on 4 core
Tier I SWPBIS practices: (a) teaching school-wide
expectations, (b) acknowledging appropriate behavior, (c)
correcting errors, and , (d) requesting assistance.
o Are there scheduled trainings or orientation for existing/new
team members?
o Are there documented strategies for substitutes or volunteers?
o Is the process for requesting assistance known by all?

Main Idea

The key to PBIS

implementation is
staff consistency. All
staff need to be
informed and aware
of goals, processes
and measures.
transparency

WHATS YOUR ORGANIZATIONS PURPOSE?

THE GOLDEN CIRCLE

WHY
HOW
WHAT

THE GOLDEN CIRCLE (VIDEO)

Simon Sinek: 5 min.

https://www.youtube.com/watch?v=IPYeCltXpxw

THE GOLDEN CIRCLE

What
Every organization on the planet
knows WHAT they do. These are
products they sell or the services.

What
What will our school do to
implement a school-wide positive
behavior system?

WHY

HOW
WHAT

THE GOLDEN CIRCLE

What
Every organization on the planet
knows WHAT they do. These are
products they sell or the services.
How
Some organizations know HOW
they do it. These are the things that
make them special or set them apart
from their competition.

What
What will our school do to
implement a school-wide positive
behavior system?

WHY

HOW
WHAT

How
How will our school implement a
school-wide positive behavior
system?

THE GOLDEN CIRCLE

What
Every organization on the planet
knows WHAT they do. These are
products they sell or the services.
How
Some organizations know HOW
they do it. These are the things that
make them special or set them apart
from their competition.
Why
Very few organizations know WHY
they do what they do. Why is not
about making money. Thats a result.
WHY is a purpose, cause or belief.
Its the very reason your
organization exists.

What
What will our school do to
implement a school-wide positive
behavior system?

WHY

HOW
WHAT

How
How will our school implement a
school-wide positive behavior
system?
Why
Why would our school want to
implement a school-wide positive
behavior system?

a) SW-Behavioral Expectations Defined

A small number (36) positively stated expectations are in place for all students
and staff. Behavior expectations need to be concrete, positive behaviors so
that every student, staff, and family can remember and follow them.

3 6 expectations have been agreed upon by the staff.

The expectations have been defined for all common areas.
(e.g., hallway, bathroom, quad, cafeteria)

The expectations are visible throughout the school.

(e.g., hallways, library, playground, cafeteria, bathrooms)

a) Behavior Expectations Taught

Behavioral expectations are taught to all staff and substitutes through
explanation, modeling, practicing, and processing on a regular and
ongoing basis.

SWPBIS team has developed a plan for teaching expectations to the staff.
A plan is developed to teach the expectations throughout the school year in
multiple ways.

Classroom Discipline Policy and Procedure

OVERVIEW
All Faculty and staff at Los Angeles Academy of Arts and Enterprise (LAAAE) has a responsibility to assist in maintaining good discipline, not only in the classroom, but also throughout the
school. This policy and supporting procedures were developed to support staff in the maintenance of classroom discipline and to provide a standard, fair and transparent system for dealing with
any disciplinary situation that may arise in the classroom or on campus.
Within the school, the Principal has overall responsibility for student discipline. The Assistant Principal is responsible for the implementation of the disciplinary process.
PROCEDURE
Teachers protocol for student(s) who demonstrate improper behaviors:

1.
2.
3.
4.

5.
6.

Provide a warning.
Move the students seat and/or separate all students involved.
Have a brief private conversation with the student. Please ensure that you are able to supervise the classroom during this time.
Implement your Buddy System. Buddy teachers are required to be within a close proximity of your class. When exercising the buddy system, send the student over to your buddy teacher
with the reflection sheet for no longer than ten minutes. The Los Angeles County of Education (LACOE) has recommended establishing a ten-minute only rule, since a longer period of time
can be considered as denying a student his/her educational rights.
a. If your buddy teacher is not available, please contact the Student Service Facilitator, and if available, please send a note with the student and reflection sheet.
b. If the Student Service Facilitator is unavailable have the student escorted with a reliable student to the Main Office to see Mr. Berkenkamp with his/her reflection sheet.
Document the incident on PowerSchool and contact parents.
Assign an appropriate teacher directed consequence and document on PowerSchool. Note that punitive consequences are no longer permitted. The consequences need to relate to the action
and restorative justice practices are the new disciplinary alternative.

If a student is a repeat offender, the teacher can use his/her discretion to move through the steps numerated above to the appropriate consequence. After the teacher protocol has been fully
exercised and documented, if student behavior continues, teacher should refer student to Student Services Team by filling out a Disciplinary Referral Form, which will then be reviewed for next
steps and possible additional consequences.
LAAAEs Leadership team is here to support you and would like to help empower you in your classroom. Asking for advice and guidance is always best practice. To empower yourself you need
to problem-solve your classroom behaviors to demonstrate your authority. If assistance is needed, please refer to the order mentioned in the Administration for Extreme and/or Emergency
Situations.
Administration Protocols for Extreme and/or Emergency Situations:
If a student(s) is involved in any action of violence, possession of any paraphernalia, and possible intoxication, the teacher and/or staff member should immediately call or text in the following
order:
Mr. Cordova, Campus Monitor

Mr. Weaver, Student Service Facilitator --

Mr. Berkenkamp, Assistant Principal & Athletic Director

Classroom Managed Behaviors

Defiance/Insubordination/NonCompliance*
Disrespect*
Disruptions*
Dress Code Violation*
Inappropriate Display of Affection*
Inappropriate Language*
Physical Contact/Physical Aggression*
Property Misuse
Tardy*
Technology Violation*
Other Minor Behavior

Office Managed Behaviors

Abusive Language/Inappropriate
Language/Profanity
Arson
Bomb Threat/False Alarm
Bullying
Fighting
Forgery/Theft/Plagiarism
Gang Affiliation Display
Harassment
Inappropriate Display of Affection
Inappropriate Location/Out of Bounds
Area
Lying/Cheating
Skip Class
Truancy
Use/Possession of Alcohol
Use/Possession of Combustibles
Use/Possession of Drugs
Use/Possession of Tobacco
Use/Possession of Weapons

SFiAM

b) Acknowledge and Reinforce

Appropriate Behavior
Appropriate behaviors are modeled by all staff and are acknowledged and
reinforced on a regular and ongoing basis.

A system for acknowledgement has been developed and staff is trained

in the system. (e.g., ticket, token)
All staff participate in and are consistent in the reinforcement system.
Reinforcement is for EVERYONE
(e.g., students, staff, families)

c) Monitor and Correct Behavioral Errors

Consequences are consistent and are developed for
a continuum of behavioral errors.

Problem behaviors are clearly defined.

There is a referral system in place.
Consequences are developed & are instructionally based.
Staff consensus is established.
Staff is trained in monitoring and correction procedures.

Step 3:
Positive Behavioral Expectations

Reflect the
Values of the
Community

Positive

Behavioral

Interventions & Supports

STEP 3:

POSITIVE BEHAVIORAL EXPECTATIONS

Creating internal support through an actively working expert team that results in quicker, higher-quality implementation.

Tiered Fidelity Inventory

FEATURE

Main Idea

Having schoolwide, positive

School has five or fewer positively stated behavioral
expectations is
expectations and examples by setting/location for student
and staff behaviors (i.e., school teaching matrix) defined and among the best
in place.
ways to establish
a positive social
culture.

1.3 Behavioral Expectations:

SW-Behavioral Expectations Defined for the

entire school community

A small number (36) positively stated expectations are in place for all students
and staff. Behavior expectations need to be concrete, positive behaviors so
that every student, staff, and family can remember and follow them.

3 6 expectations have been agreed upon.

The expectations have been defined for all common areas.
(e.g., hallway, bathroom, quad, cafeteria)

The expectations are visible throughout the school.

(e.g., hallways, library, playground, cafeteria, bathrooms)

Los Angeles Academy of Arts and Enterprise

SCHOOLWIDE EXPECTATIONS
Classroom

Productive

Polite

Prompt

Prepared

MPR/Patio

Work to the best of

your ability.

Follow instructions.
No cell phones.
Stay in your own seat.
Use appropriate
language.
No horse playing.
Ask for permission at
all times.

Be in seat when the

bell rings.
Begin work
immediately.
Have all materials
ready.

No horse playing.
Walk don't run.

Restroom

Help keep it clean.

Hallways

Hallway pass
required.
No horse playing.
Walk don't run.

Park

No horse playing.
Follow instructions.
Stay with the
teacher.

Use appropriate

language

Respect all individuals.

No littering.

Pick up after yourself.

No cutting line.

Ask for permission.

Do not disrupt other

classes.

Respect and do not

damage school property.

Use appropriate

language.

Do not disrupt other

classes.

Follow instructions.
Use appropriate
language.
Respect all people.

Be on time to the lunch

line.

Return immediately back

to class.
Need to be in class the

first and last 15 minutes.

Be on time to all

classes.
Need to be in class
the first and last 15
minutes.

Be on time.

Know you lunch ID #

Have a hallway pass.

Have a hallway
pass.

Wear your school

PE uniform.

Step 4:
Teaching SW Behavioral Expectations

Creating a
Teaching
Behavioral
Matrix:
A Data-Informed
Process

Positive

Behavioral

Interventions & Supports

STEP 4:

TEACHING SW BEHAVIORAL EXPECTATIONS

Creating internal support through an actively working expert team that results in quicker, higher-quality implementation.

Tiered Fidelity Inventory

FEATURE

Main Idea

Behavioral
Expected academic and social behaviors are taught directly expectations need
to be taught to all
to all students in classrooms and across other campus
settings/locations.
students in order
to be effective.

1.4 Teaching Expectations:

Behavior Expectations Taught to Students

Behavioral expectations are taught to all students through explanation,
modeling, practicing, and processing on a regular and ongoing basis.

SWPBIS team has developed a plan for teaching expectations to students.

(e.g., behavior fair, assemblies, skits, homeroom, contests)

The expectations are taught in the area they address.

A plan is developed to teach the expectations throughout the school year.

Step 5:
Schoolwide Acknowledgement System

Reinforce
School-Wide
Expectations
and Rules

Positive

Behavioral

Interventions & Supports

STEP 5:

SCHOOLWIDE ACKNOWLEDGEMENT SYSTEM

Creating internal support through an actively working expert team that results in quicker, higher-quality implementation.

Tiered Fidelity Inventory

FEATURE

1.9 Feedback and Acknowledgement:

A formal system (i.e., written set of procedures for specific
behavior feedback that is a) linked to school-wide
expectations and b) used across settings and within
classrooms) is in place and used by at least 90% of a sample
of staff and received by at least 50% of a sample of students.

Main Idea
Students will sustain
positive behavior if there
are regular strategies for
continuous re-teaching
and rewarding
appropriate behavior.
Formal systems are
easier for teachers/staff
to implement.

Monitor and Correct Behavioral Errors

Consequences are consistent and are developed for
a continuum of behavioral errors.

Problem behaviors are clearly defined.

There is a referral system in place.
Consequences are developed & are instructionally based.
Staff consensus is established.

Acknowledge and Reinforce

Appropriate Behavior
Appropriate behaviors are modeled by all students, staff, and families and
are acknowledged and reinforced on a regular and ongoing basis.

A system for acknowledgement has been developed.

(e.g., ticket, token)

A ratio of 4:1 is in place to acknowledge ALL students.

Reinforcement is for EVERYONE
(e.g., students, staff, families)

Step 6:
Classroom-Wide PBIS

Integration
Into the
Classroom
Systems

Positive

Behavioral

Interventions & Supports

STEP 6:

CLASSROOM-WIDE PBIS

Creating internal support through an actively working expert team that results in quicker, higher-quality implementation.

Tiered Fidelity Inventory

FEATURE

Main Idea

PBIS expectations
and consequences
Tier 1 features (school-wide expectations, routines,
need to be
acknowledgements, in class continuum of consequences) are
integrated into the
implemented within classrooms and consistent with schoolclassroom systems.
wide systems.
Thus improves
consistency in
behavior support
practices across
adults.

1.8 Classroom Procedures:

Step 7:
Consequence System

The Root for

the Word
Discipline is
to Teach

Behavioral

Positive

Interventions & Supports

STEP 7:

CONSEQUENCE SYSTEM

Creating internal support through an actively working expert team that results in quicker, higher-quality implementation.

Tiered Fidelity Inventory

FEATURE

1.5 Problem Behavior Definitions:

School has clear definitions for behaviors that interfer with
academic and social success and a clear policy/procedure
(e.g., flowchart) for addressing office-managed versus staffmanaged problems.

1.6 Discipline Policies:

School policies and procedures describe and emphasize
proactive, instructive and/or restorative approaches to
student behavior that are implemented consistently.

Main Idea

Operational definitions of
problem behavior and
consistent processes for
responding to problem
behavior improve the
predictability of social
expectations in the school.

Preventative and
positive approaches
to discipline are the
most effective.

YPI Charter: Behavior Definitions - Major versus Minor (Part 1)

Classroom Managed
Minor Behavior

Major Behavior

Definitions

Defiance/Insubordinatio Student engages in brief or low-intensity failure

n/
to follow directions or talks back.
Non-Compliance
Disrespect
Student delivers low-intensity, socially rude or
dismissive messages to adults or students.
Disruption
Intentionally interfering with instruction in a
manner that inhibits other students from
accessing instruction
Dress Code Violation
Student wears clothing that is near, but not
within, the dress code guidelines.
Inappropriate Language Student engages in low-intensity instance of
inappropriate language.

Defiance/Insubordination/Non-Compliance

Student repeatedly refuses to follow directions or

repeatedly talks back.

Disrespect

Physical
Contact/Physical
Aggression
Property Misuse

Physical Aggression

Student repeatedly delivers socially rude or dismissive

messages to adults or students.
Repeatedly and intentionally interfering with
instruction in a manner that inhibits other students
from accessing instruction.
Student wears clothing that does not fit within the
dress code guidelines.
Student delivers verbal, written and nonverbal
messages that include cursing, swearing, name calling
or use of words in an inappropriate way.
Student engages in actions involving serious physical
contact where injury may occur.

Tardy
Technology Violation

Definitions

Office Managed

Student engages in non-serious, but

inappropriate physical contact.

Disruption

Dress Code Violation

Abusive Language/
Inappr Language

Student engages in low-intensity misuse of

Property Damage/Vandalism
property.
Student arrives late, up to 3 minutes, after class Tardy
begins.
Student engages in non-serious, but
Technology Violation
inappropriate use of an electronic device
capable of playing, recording, storing, or
transmitting sounds, images, or data such as
cell phones, gaming devices, iPods, computers,
etc.

Student participates in an activity that results in

destruction or disfigurement of property.
Student arrives more than 3 minutes but less than 30
minutes late to any class period.
Student engages in repeated and/or seriously
inappropriate use of an electronic device capable of
playing, recording, storing, or transmitting sounds,
images, or data such as cell phones, gaming devices,
iPods, computers, etc.

YPI Charter: Behavior Definitions - Major versus Minor (Part 2)

Bullying

Minor Vs. Major Behaviors:

Whats the Difference?

Minor behaviors are incidents in which the student engages in

brief, low intensity, and/or situationally inappropriate behaviors
that can be managed by the classroom teacher and do not warrant
an office discipline referral. These behaviors generally affect the
student only and do not significantly affect the learning of other
students. Fill out an Office Discipline Referral Form any time a
student gets to the RED Zone on the consequence chain. This will
help us track minor behavior trends as well as track patterns of
behavior for specific students.

Fighting
Harassment

Inappropriate Display of Affection

Inappropriate location/Out of Bounds Area

Lying/Cheating

Major behaviors are incidents that interfere with on-going

education of others, threatens safety, harmful or illegal acts, and/or
is of a severity requiring more extended intervention (e.g. more
than 1 min).

Use/Possession of Alcohol/Drugs/Nicotine
Other Major Behaviors

The intentional action to inflict physical, emotional or

mental harm or suffering when there is an imbalance
of real or perceived power. Such action creates an
objectively hostile or offensive environment for the
target and causes or is likely to cause negative and
harmful conditions for the target.
Student is involved in a mutual act of using physical
force to try to hurt someone.
The delivery of disrespectful messages in any format
related to gender, ethnicity, sex, race, religion,
disability, physical features, or other protected class.
Student engages in inappropriate, consensual verbal
and/or physical gestures/contact, of a sexual nature to
another student/adult.
Student is in an area that is outside of school
boundaries (as defined by school).
Student delivers message that is untrue and/or
deliberately violates rules.
Student is in possession of, under the influence of, or
is using alcohol/illegal drugs/substances/nicotine.
Other major behaviors may include arson, bomb
threats, false alarms, forgery/theft/plagiarism, gang
affiliation, skipping class, possession of weapons, or
other serious behaviors.

Step 8:
Data-Based Decision Making

Make
informed
and Effective
Decisions

Behavioral

Positive

Interventions & Supports

STEP 8:

DATA-BASED DECISION MAKING

Creating internal support through an actively working expert team that results in quicker, higher-quality implementation.

Tiered Fidelity Inventory

FEATURE

1.12 Discipline Data:

Tier 1 team has instantaneous access to graphed reports
summarizing discipline data organized by the frequency of
problem behavior events by behavior, location, time of day,
and by individual student.

1.13 Data-based Decision Making:

Tier 1 team reviews and uses discipline data and academic
outcome data (e.g., Curriculum-Based Measures, state tests)
at least monthly for decision making.

Main Idea

Teams need the

right information
in the right form
at the right time
to make effective
decisions.

Data-Based Decision Making

Data is analyzed and used to guide decisions.

Office Discipline Referral data is reviewed on a monthly basis.

Suspension data is reviewed on a regular basis.
Data is shared with staff monthly.
SWPBIS team uses data to guide decisions regarding:

goal setting, resource allocation, gap analysis, progress monitoring, changes to practice

What can we analyze when we

look at suspension data?

Office Discipline Referrals (ODR)

That identify where suspensions are
coming from:
Classroom
Common areas
Library
Yard
Cafeteria
Time of day
Month
Who else was involved
Staff
Peers
Non-school personnel

Grade level
If the student has a disability
Type of Disability

Reason for referral that led to the suspension

Category (I, II or III)
Number of instructional days that have been lost
due to suspension.
What else???

POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORT (PBIS) CONCEPTS

CONTAINED IN THIS PRESENTATION ARE MODELED AFTER IDEAS FROM:

National Center on PBIS

CalTAC PBIS
www.pbiscaltac.org

LAUSD Discipline Foundations Policy

LAUSD: Division of Special Education

Jackie Mora
Specialist, Behavior Intervention
jacqueline.mora@lausd.net
Kristy Sato-Garcia

Behavior Specialist
krs6171@lausd.net

The time is always right to do

what is right.
~ Martin Luther King, Jr.