Figure 1 SchoolWide Support Systems

1
Figure 1School-Wide Support Systems

• 3 Levels of Intervention
• Elementary School in Good Shape
• 1-5 Intensive
• 5-10 Targeted
• 80-90 Universal
• Addison - Year 1
• 16 Intensive
• 16 Targeted
• 68 Universal

2
Figure 2Average Referrals Per Day Year 1 Year
2
3
Figure 3Referrals by Type of Behavior September
to January
4
Figure 4Average Referrals Per Day for Classroom
September to February
5
Figure 5Average Referrals Per Day for Bus
September to February
6
Figure 6Status Priority by Area Addison
Status response scale 1 not in place to 3 in
place Priority response scale 1 low priority to
3 high priority
7
Figure 7School-Wide Support Systems

• 3 Levels of Intervention
• Elementary School in Good Shape
• 1-5 Intensive
• 5-10 Targeted
• 80-90 Universal
• Bryant - Year 1
• 8 Intensive
• 14 Targeted
• 78 Universal

8
Figure 8Average Referrals Per Day Year 1 Year
2
9
Figure 9Referrals by Type of Behavior September
to January
10
Figure 10Status Priority by Area Bryant
Status response scale 1 not in place to 3 in
place Priority response scale 1 low priority to
3 high priority
11
Figure 11Average Referrals Per DayPer Student
12
Table 1School Safety RiskResponse scale 1 not
at all to 4 extensively

• Addison M
• Year 1 Fall (n27)
• Poverty 3.85
• Fights 3.58
• Bullying 3.56
• Year 2 Fall (n38)
• Poverty 3.68
• Fights 3.47
• Bullying 3.32

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Table 2School Safety ProtectiveResponse scale
1 not at all to 4 extensively

• Addison M
• Year 1 Fall
• Acceptance of diversity 3.23
• Professional development 3.16
• Supervision of students across settings 3.04
• Year 2 Fall
• High expectations for student learning 3.59
• Professional development 3.38
• Effective student-teacher relationships 3.32

14
Table 3Ratings of problem and pro-social
behaviorsResponse Scale 1 strongly disagree to
6 strongly agree
15
Table 4Intervention Rating ScaleResponse Scale
1 strongly disagree to 6 strongly agree
16
Table 5High Priority for Improvement PBIS Team
Member Ratings of Implementation (n7)
Response scale 1 low priority, 2 medium
priority, 3 high priority
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Table 6Focus Groups with Teachers and Staff
Year 1 Addison

• Benefits
• Gives the school a common language
• Challenges
• Lack of consistent implementation across
  teachers, and across locations
• Does not address angry and violent behavior
  problems or students with severe or chronic
  problems
• Ideas to Improve
• School-wide boosters
• More teacher training in classroom management
• Need parent involvement - e.g., PBIS newsletter
  to parents

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Table 7School Safety RiskResponse scale 1 not
at all to 4 extensively

• Bryant M
• Year 1 Fall (n43)
• Poverty 3.79
• Fights 3.53
• Bullying 3.45
• Year 2 Fall (n37)
• Poverty 3.81
• Gang activity 3.51
• Fights 3.50

19
Table 8School Safety ProtectiveResponse scale
1 not at all to 4 extensively

• Bryant M
• Year 1 Fall
• Acceptance of diversity 3.23
• Professional development 3.21
• High expectations for student learning 3.19
• Year 2 Fall
• High expectations for student learning 3.35
• Supervision of students across settings 3.29
• Student support services 3.25

20
Table 9Ratings of problem and prosocial
behaviorsResponse Scale 1 strongly disagree to
6 strongly agree
21
Table 10Intervention Rating ScaleResponse
Scale 1 strongly disagree to 6 strongly agree
22
Table 11High Priority for Improvement PBIS Team
Member Ratings of Implementation (n6)
Response scale 1 low priority, 2 medium
priority, 3 high priority
23
Table 12Ratings of PBIS implementationResponse
Scale 1 highly dissatisfied to 6 highly satisfied