National Technical Assistance Center on

Positive Behavioral Interventions and Supports

TRAINING AND PROFESSIONAL DEVELOPMENT BLUEPRINT FOR POSITIVE

BEHAVIORAL INTERVENTIONS AND SUPPORTS1

Timothy J. Lewis
Susan Barrett
George Sugai
Robert H. Horner
Barbara S. Mitchell
Danielle Starkey

Version 3: August 2016

1
The Center is supported by a grant from the Office of Special Education Programs, with additional
funding from the Safe and Drug Free Schools Program, US Department of Education
(H326S980003). Opinions expressed herein are those of the authors and do not necessarily reflect the
position of the US Department of Education, and such endorsements should not be inferred.

PD Blueprint.v3 1
 TABLE OF CONTENTS

Preface..............................................................................................................................................3
Purpose.............................................................................................................................................4
Enhancements ..................................................................................................................................5
Rationale & Intended Users .............................................................................................................5
Section I: Establish an Effective Professional Development System ..............................................7
A. Introduction .......................................................................................................................................... 7
B. Steps to Develop a Professional Development System ........................................................................ 9
1. Self-Assess District Implementation ................................................................................................. 9
2. Self-Assess Current Professional Development Capacity ................................................................ 9
3. Use Assessment Results to Design a Professional Development Action Plan ............................... 11
4. Link PBIS Professional Development Action Plan to District Improvement Plan ......................... 12
5. Evaluate Plan ................................................................................................................................... 12
Section II: Decide on Core Content ...............................................................................................13
A. Introduction ........................................................................................................................................ 13
B. Tier I Exploration ................................................................................................................................ 14
C. Tier I Installation through Sustainability ............................................................................................ 15
D. Tier II Exploration .............................................................................................................................. 16
E. Tier II Installation through Sustainability ........................................................................................... 17
F. Tier III Exploration ............................................................................................................................. 18
G. Tier III Installation through Sustainability ......................................................................................... 19
Section III: Develop Key Skill Sets to Provide Professional Development ..................................21
A. Introduction ........................................................................................................................................ 21
B. Tier I ................................................................................................................................................... 22
C. Tier II .................................................................................................................................................. 23
D. Tier III................................................................................................................................................. 24
Section IV: Monitor and Evaluate the Professional Development System ...................................25
Implications for Regional and State Supports ...............................................................................26
Conclusion .....................................................................................................................................27
References ......................................................................................................................................28
Appendix A: Sample District Team Training Plan ........................................................................29
Appendix B: Guiding Questions Across Phases of Implementation .............................................31
Appendix C: Essential District Staff Functions related to PD .......................................................35
Appendix D: Training and Coaching Assessment .........................................................................35
Appendix E: Consumer Guide to External PBIS Professional Development................................35

PD Blueprint.v3 2
 PREFACE

The National Technical Assistance Center on Positive Behavioral Interventions and Supports
(PBIS) was established in 1997 by the Office of Special Education Programs, U.S. Department
of Education, and is comprised of a collaboration of university and resource partners. The
primary purpose of the PBIS Center is to gather and disseminate evidence-based behavioral
interventions and practices that enhance the social behavior development, school climate, and
safety of all students, especially students who are at risk of or display problem behavior within
the school context. The Center emphasizes the adoption and implementation of these practices
within a structured systems approach that is characterized by (a) data-based decision making, (b)
team-based coordination and implementation, (c) fidelity and integrity of implementation, (d)
continuum of evidence-based decision making, (e) continuous progress monitoring, and (f)
regular universal screening.

The OSEP Center on Positive Behavioral Interventions and Supports is grateful to the students,
educators, administrators, families, support providers, researchers, and teacher trainers who have
worked tirelessly to improve educational outcomes for all students and who have contributed to
our understanding of the critical practices and systems of positive behavior support.

These training materials have been developed to assist schools in their efforts to improve school
climate and positive behavior support for all students. Sale of all or portions of these materials is
forbidden without expressed written permission by the OSEP Center for Positive Behavioral
Interventions and Supports. However, we encourage personal photocopying and use of these
materials, and ask that the Center be cited as the source. Updated current copies can be viewed at
www.pbis.org.

Recommended Citation
Lewis, T.J., Barrett, S., Sugai, G., & Horner, R. H., Mitchell, B.S., & Starkey, D. (2016).
Training and professional development blueprint for positive behavioral interventions
and supports. Eugene, OR: National Technical Assistance Center on Positive Behavior
Interventions and Support. Retrieved from www.pbis.org

PD Blueprint.v3 3
 PURPOSE

The purpose of this Training and Professional Development Blueprint for Positive Behavioral
Interventions and Supports is to provide an overview of essential features of professional
development and the basic logic of building internal district systems capacity for implementing
effective practices and making sound data decisions. Districts are provided with strategies and
tools to self-assess and determine needed resources. The Blueprint is not intended to serve as a
professional development curriculum or set of training and support materials. Descriptions of
key features enable school district leadership teams to build a system of professional
development that is responsive to school team needs. In addition, implications for regional and
state supports are briefly discussed.

PBIS implementation drivers or elements are summarized in the following figure (see details in
the Implementation Blueprint for Positive Behavioral Interventions and Supports
http://www.pbis.org/blueprint/implementation-blueprint). These elements are considered when
conducting activities related to resource mapping and practice alignment and integration and
implementation action planning, especially in regard to sustainable and generalizable practice
use. This Training and Professional Development Blueprint focuses specifically on (a) Training
and Professional Development, (b) Coaching and Technical Assistance, and (c) Local Content
Expertise.

Policy*&* Personnel*
Visibility*&* Poli7cal*
Funding* Systems* Readiness*&*
Dissemina7on* Support*
Alignment* Selec7on*

LEADERSHIP*TEAM*
Planning,*Implementa7on,*&*Coordina7on*

Training*&* Coaching*&* Evalua7on*&* Local*

Professional* Technical* Performance* Content*
Development* Assistance* Feedback* Exper7se*

Local*Implementa7on*Demonstra7ons*

Readers should refer to the Implementation and Evaluation Blueprints as content and material
related to both are not reviewed within this document and are essential to benefiting from content
within this Blueprint.

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 ENHANCEMENTS

Two major enhancements are reflected in this version of the Training and Professional
Development Blueprint. First, supporting materials and tools have been added to assist district
leadership teams in planning for and implementing core PBIS content. In addition, detail has
been provided on essential features of an effective professional development system.
Second, given what we have learned about PBIS over the last 20 years, the Center Blueprint
series has expanded: (a) Evaluation, (b) Professional Development, (c) Technical Assistance, and
(d) Implementation. This expansion streamlines the content included in the Training and
Professional Development Blueprint. Users are encouraged to refer to all four Blueprints.

RATIONALE AND INTENDED USERS

To date, several examples of school teams successfully implementing PBIS have been
documented through randomized control treatment research (Bradshaw, Reinke, Brown, Bevans,
& Leaf, 2008; Horner, Sugai, Smolkowski, Todd, Nakasato, & Esperanza, 2009), descriptive
and quasi-experimental studies (Duda, Dunlap, Fox, Lentini, & Clarke, 2004; Lewis, Colvin, &
Sugai, 2000), and case studies (Bohanan, 2006; Chapman & Hofweber, 2000). The basic logic of
PBIS and essential features within, such as teaching expected behaviors and providing high rates
of positive feedback, have been clearly linked to improved student outcomes. The remaining
challenge is to build capacity within independent school districts across the United States to
assist with the development, implementation, problem solving, and maintenance of school team
efforts to build a complete continuum of behavioral supports.

While relying on “experts” to deliver training and provide on-going technical assistance is a
long-standing model within education (Guskey, 2000), PBIS stresses building “expertise” across
all educators within a school through the problem-solving team model. To build expertise across
a wide range of teachers, administrators, and staff, districts must build a parallel process that has
the capacity to deliver quality training and provide on-going technical assistance. As noted in the
Implementation Blueprint, in addition to building PBIS teams, districts and states are also
advised to build a Leadership Team that will allow them to be responsive to school team needs.

The intended USERS for the Training and Professional Development Blueprint fall into three
main, sometimes overlapping, categories.
1. Educators and administrators involved in direct PBIS implementation at the district,
regional and/or state level.
2. Personnel developers who prepare educators and administrators to implement PBIS by
providing supports for training, coaching, coordination, and evaluation.
3. Technical assistance providers who build self-sustaining capacity to implement PBIS
practices and systems fully.

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The remainder of this Blueprint is organized into four major sections:

Section I Establish an Effective Professional Development System

A. Introduction
B. Steps to Develop a Professional Development System
1. Self-Assess District Implementation
2. Self-Assess Current Professional Development Capacity
3. Use Assessment Results to Design a Professional Development
Action Plan to Implement PBIS
4. Link PBIS Professional Development Action Plan to District
Improvement Plan
5. Evaluate Plan

Section II Decide on Core Content

A. Introduction
B. Tier I Exploration
C. Tier I Installation Through Sustainability
D. Tier II Exploration
E. Tier II Installation Through Sustainability
F. Tier III Exploration
G. Tier III Installation Through Sustainability

Section III Develop Key Skill Sets to Provide Professional Development

A. Introduction
B. Tier I
C. Tier II
D. Tier III

Section IV Monitor and Evaluate the Professional Development System

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 Section I. Establish an Effective Professional Development System

A. Introduction

In this section, essential internal capacity developing features of district level professional
development process are addressed, especially for school leadership teams. The focus is on
outcomes at the school level relative to phases of implementation and tier levels and
development of a standard set of days/hours of in-service and technical assistance.

Prior to providing training or technical assistance to a school team, district leadership teams
should assess the school’s level of content and implementation readiness. Successful
implementation of a complex process, like PBIS, requires district and school leadership teams to
move through five phases (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005). An overview of
the phases of implementation linked to the continuum of PBIS implementation with examples
professional development focal points are summarized in the following table.

Table 1 - Stages and Focal Points of District PBIS Professional Development

Phase of School Team Implementation Target

Implementation Tier I Tier II Tier III
Exploration and What is PBIS? How What do we need to have What do we need to
Adoption will it address our in place to start a Tier II have in place to start a
concerns and are we system? Tier III system?
committed to it?
Installation What are the essential Tier II team established Tier III team
features of PBIS and and interventions based established with
how do we put PBIS in on data targeted. assessment and
place? intervention
development process
created.
Initial Implementation Put minimal features in One or two Tier II Basic FBA-PBS
place such as teaching interventions in place. process in place with
expectations. some community
connections.
Full Implementation All components of Tier Tier II process and range Tier III process and
1 in place. of interventions in place. range of interventions
in place.
Innovation & Tier 1 process and Tier II process and Tier III process and
Sustainability supports annually supports annually supports annually
reviewed and revised reviewed and revised reviewed and revised
based on data. based on data. based on data.

• Exploration and Adoption – Securing agreement within the school to pursue a

change in practice and self-assessing capacity to implement.

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 • Installation - Establishing initial systems, data-decisions, and practices that will be
required to implement PBIS to the degree change in student behavior is evident.
• Initial Implementation - Targeting an element within the tier to allow all within
the school to begin implementation on a manageable scale.
• Full Implementation - Operating all systemic components and a range of
interventions that are responsive to patterns noted within the school’s data.
• Innovation and Sustainability - Revising and updating practices and systems to
sustain student outcomes within each tier in response to changes in student
behaviors, significant staff or administration turn-over, or other challenges that
often affect school implementation efforts.

B. Steps to Develop a Professional Development System

To build their professional development capacity, district leadership teams must understand,
measure, and tailor supports based on team readiness across all professional development
activities using the phases of implementation within tiers of PBIS. In addition, all professional
development activities should produce measurable outcomes that reflect (a) team implementation
fidelity and (b) desirable student outcomes. Failure to account for these two fundamental
professional development outcomes is likely to result in school teams, for example, taking on too
much too soon; decreased interest, commitment, and participation; omitting key professional
development features; failure to adapt to changing conditions and progress data; and ultimately,
limited implementation integrity and limited student benefit.

Bearing in mind the two fundamental aspects of all professional development activities, targeting
school team readiness and focusing on measurable outcomes, district leadership teams should
follow these basic steps in the establishment of their professional development system:

1. Self-Assess District Implementation

2. Self-Assess Current Professional Development

Capacity

3. Use Assessment Results to Design a Professional

Development Action Plan to Implement PBIS

4. Link PBIS Professional Development Action Plan

to District Improvement Plan

5. Evaluate Plan

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1. Self-Assess District Implementation. District leadership teams assess the depth and breadth
of current PBIS efforts across their district. Summaries from the School-wide Assessment Survey
(SAS), the School-wide Evaluation Tool (SET), and/or the Tiered Fidelity Inventory (TFI) can
provide an index of how many schools are implementing PBIS and their levels within the
continuum (see the Evaluation Blueprint for complete descriptions and use of these and other
tools). If the majority of schools have Tier I in place, the implication for professional
development planning becomes innovation and sustainability at the Tier I level and
exploring/adopting at the Tier II and III levels (see sample district plans in Appendix A).

2. Self-Assess Current Professional Development Capacity. A primary responsibility of the

district leadership team is to create and execute a plan for providing professional development to
all district employees. As stated in the Implementation Blueprint the District Leadership Team
has representation from the appropriate range of stakeholders (e.g., personnel that can leverage
resources and influence policy, special education, general education, families, mental health,
administration, higher education, professional development, evaluation and accountability.) The
majority of training efforts are directed at building PBIS leadership teams that also must have the
appropriate range of stakeholders. To coordinate these training and technical assistance efforts,
districts will need to determine (a) what current staff have skills and experience needed to
implement PBIS, (b) what financial resources are needed to implement, and (c) how much time
must be dedicated to providing professional development (see Appendix B for a list of essential
functions PBIS district staff should fulfill, Appendix C for a list of guiding questions to assist in
action planning)

Key to effective professional development is the efficient use of within district personnel with
behavioral expertise specific to the PBIS process. District leadership teams are encouraged to
think in terms of the expertise and roles versus specific and unique staff positions and titles. For
example, the district coordinator, coaches, and team leaders from fully implementing schools can
provide training to teams at the installation and initial implementation phases. Likewise, existing
resources, such as, school psychologists, behavior consultants, or school counselors can be
tapped to fulfill PBIS coaching functions. Useful self-assessment determine (a) what behavior
expertise exist within the district, (b) what skill sets will existing behavioral experts need to
implement PBIS, and (c) who and how many personnel are needed to meet district demand. As
outlined in the Implementation Blueprint, districts should work toward three levels of PBIS
support: (a) district coordinator, (b) trainers, and (c) coaches/technical assistance provider.

The District Coordinator has a pivotal role of overseeing the PBIS professional development,
implementation, and evaluation efforts within the district, and is responsible for:
• Evaluating district–wide efforts
• Linking school needs (data based) to district professional development plan
• Making data decision rules to identify needed supports with/across schools
• Delivering effective professional development/training skills
• Mapping district policy to essential features of PBIS
• Linking district PBIS plan to state improvement plan
• Planning and facilitating District Leadership Team meetings

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 • Communicating across district
• Providing resources (experts and materials)
• Codifying practices into policy
• Coordinate coach monthly meetings

Three levels of professional development activities should be provided to promote school team
outcomes: (a) exploratory overviews of PBIS and assist school’s self-assessment to determine
readiness, (b) organized training around the 3 tiers of PBIS, and (c) on-going and readily
available technical assistance for school teams.

As part of the district’s self-assessment, personnel identify within district who can provide
training to school teams. Initially, districts capitalize on training events offered through their
state PBIS initiative and/or contact their state or national Center on PBIS designee (see pbis.org
“state map”) for trainers who can assist with the first cohort of school teams modeling best
practice, and provide technical assistance to within district trainers.

Trainers are responsible for delivering content that leads to measurable outcomes among
participating school teams. To maximize the effectiveness of organized training, trainers should
first develop fluency with the essential content features of PBIS. In addition, trainers should
develop fluency with related skills, such as, presenting, facilitating activities, progress
monitoring, and planning follow-up activities, not on finding the most “entertaining” trainer. The
focus is on achieving key outcomes for teams and organizing trainings to serve as facilitated
school team action planning work time. Training should be organized around short modules with
clearly defined outcomes and follow these basic steps:

1. Provide definitions and describe key

components of essential feature.

2. Select and present a range of examples of

essential feature.

3. Provide opportunities for general

questions/clarifications.

4. Schedule opportunity for school team to

apply information through structured activities.

5. Develop Action Plan steps.

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Within the PBIS professional development process, two types of technical assistance or
“coaching” are recommended: (a) “external” and (b) “internal.” Coaching is comprised of a set
of professional development functions that are most often the responsibilities of existing
personnel (e.g., program supervisors, school psychologists, social workers, special educators,
administrators). Although individuals engaged in coaching are often referred to as “PBIS
coaches,” it is important to focus on developing “coaching” capacity within an organization
rather than hiring new personnel or establishing new positions. Individuals who assume PBIS
Coaching “positions” or roles are “technical assistant providers” who provide direct
assistance to school teams and prompt, support, and reinforce content and skills acquired during
professional development events and activities. .

External coaching is the responsibility of district personnel with behavioral and PBIS expertise
who do not have specific teaching or administrative duties within a school building. External
coaches should have experience with the PBIS process and behavioral expertise beyond most
district faculty and staff. School psychologists, behavioral consultants, special educators are
often tasked with serving as external coaches. The primary role of the external coach is to
provide individual school team technical assistance by:
• Attending District Leadership Team meetings
• Attending school team meetings
• Making data decision rules to identify needed supports with/across schools
• Providing resources expertise and examples
• Assisting with material development
• Organizing internal coach meetings and trainings
• Assisting with the overall district PBIS process such as conducting the School-wide
Evaluation Tool (SET) evaluation or Tiered Fidelity Inventory (TFI)
• Prompting and assisting school teams to complete required information and data the
district will need to plan and evaluate (e.g., Team Implementation Checklist (TIC);
internal behavioral data such as time out of class)

Internal coaching is the responsibility of school building-based personnel who do not have
direct teaching duties (e.g., assistant principal, school counselor) and receive additional training
to serve as a direct resource to his/her colleagues on the PBIS team. Internal coaches primarily
serve as the link between the district PBIS initiative and the school team. Internal coaches should
be someone within the school building who already is partly responsible for social behavior
issues and has flexibility in the school day. Internal coaches have many of the same
responsibilities as external coaches (e.g., attending meetings, prompting, reminding, reinforcing)
only applied at the school team level. In addition, internal coaches provide technical assistance
by:
• Serve as resources for the school team during PBIS meetings
• Point person between the school team and external coach with respect to asking for
additional assistance
• Provide PBIS leadership within the school building, and assist with problem solving.

District leadership teams consider how to allocate the necessary funding to implement PBIS. In
particular, a financial commitment is made, for example, to:
• Hiring of additional personnel

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 • Coordination with departments responsible for hiring and training non-certified staff
(cafeteria workers, bus drivers, instructional aides, etc.)
• Providing substitutes for team members attending training
• Funding for district coaches to attend regional, state and/or national conferences
• Conducting local professional development event (e.g., training, webinars)
• Securing data systems for efficient data management and decision making
• Purchasing curriculum and other resource materials and services

District leadership teams consider allotting the necessary time for PBIS training. For instance
what is the current district schedule for professional development (e.g. early release days,
dedicated days on the district calendar)? If current schedule is not sufficient, how will the district
schedule days for training? How many substitutes are available and needed for training?
Leadership teams must organize and provide time beyond initial professional development
events (e.g., action planning, booster sessions, on-site coaching, evaluation).

3. Use Assessment Results to Design a Professional Development Action Plan to Implement

PBIS. When self-assessment activities are complete, district leadership teams should create an
action plan with two foci: (a) moving school teams through the phases of implementation across
the continuum and (b) identifying skill sets, training activities, and technical assistance to
address weaknesses in current within district PBIS behavioral expertise. Regional and state
educational agencies, along with national forums, are targeted to build expertise. PBIS Core
Content (See Section 2) guides development of professional development targets, activities, and
outcomes within the Action Plan (see Appendix A for sample district team-training plans).

To further assist district leadership teams with the development of a comprehensive professional
development plan, guiding questions, tools and supports, activities, and desired outcomes are
provided in Appendix D. The guiding questions are organized by phase of implementation and
considered relative to continuum tier (Tier I, Tier II, Tier III) in the district’s self-assessment.

4. Link PBIS Professional Development Action Plan to District Improvement Plan. To

reduce redundancies, inefficiencies, and conflicting messages, the district leadership team
indicates within their Professional Development Action Plan how PBIS activities address larger
and related district improvement goals. For example, if the goal is to reduce suspensions and
expulsions, the team indicates how universal to individual PBIS are targeted to reduce behavioral
challenges. Similarly, the team emphasizes how PBIS efforts can enhance academic related
behaviors (e.g., increases in time in instruction) and overall achievement (Horner, Sugai, Todd,
& Lewis-Palmer, 2005; Lassen, Steele, & Sailor, 2006; Luiselli, Putnam, Handler, & Feinberg,
2005). The goal is to align and integrate all professional development efforts across the district to
leverage consistent and improved outcomes and efficient use of resources. Ideally, every
professional development activity has clearly articulated goals relative to the district
improvement plan and linkages across professional development efforts (e.g., PBIS, academic
instruction).

6. Evaluate Plan. In addition to district goal alignment and integration, the district
PBIS professional development action plan should have clear formative and summative

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evaluation measures, tools, schedules, and processes to assess progress (see Evaluation
Blueprint for specific examples). Each action goal should have two components.

First, a plan for checking school team mastery and implementation should be developed. For
example, to assess the Installation Phase of Tier I level professional development activities,
school teams provide copies of products, such as, (a) matrix of expectations, (b) lesson plans and
teaching schedule, (c) reinforcement strategy, and (d) an action plan.

Second, a plan for monitoring student outcomes should be included all professional
development activities. For example, school teams create regular reports on office discipline
referrals, attendance, and academic achievement. A list of school products and student outcome
data is reviewed on an on-going basis by the District Leadership Team to allow for adjustments
in support (e.g., increased coaching targeted to common problem spots across school teams,
refresher trainings to build school team fluency). These data should be reviewed annually to
determine the overall effectiveness of current professional development (e.g., what worked well,
and didn’t, what additional training and technical assistance supports are needed, what links to
community and external agencies should be developed).

District Leadership Team should use annual evaluations, for example, to adjust their Professional
Development Action Plan, communicate with regional or state-wide PBIS initiatives, and
determine external supports to assist with the modified action plan. See Section IV for more
information regarding Evaluation.

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 Section II: Decide on Core Content

A. Introduction

All professional development activities within district are focused on establishing the core
knowledge of school teams to implement PBIS with fidelity. The initial professional
development content and activities (exploration phase) are focused on the:

• Essential features of PBIS (see Implementation Blueprint).

• Purpose and rationale of district implementation of PBIS (i.e., connect points to district
improvement plan outcomes).
Commitment of school (e.g., forming a team, on-going training) and district (e.g., on-
going technical assistance).
Achieving implementation commitment of at least 80% of staff at each school

Once the above are achieved, professional development activities shift toward the next phase of
implementation and across the continuum. Readiness to move to more advanced phases is based
on achievement of measurable student outcomes.

An overview of training content knowledge across various tiers and phases of implementation is
provided in Table 2 for both district and school team training In addition, materials and tools for
supporting content acquisition and expected team training outcomes are also indicated.

District teams also consider how, when and what training content is needed for other district
personnel (e.g., non-certified educational staff, cafeteria workers, bus drivers, office personnel)
who require training to understand, participate in, and support PBIS implementation.

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 Table 2 - Core Training Content Across the PBIS Continuum

B. Tier 1 Exploration - Readiness

Training Content Supporting Materials / Tools Team Outcomes

Implementation Blueprint District Leadership Team outcomes: a) basic

Definition of PBIS (data, practice, systems)
Evaluation Blueprint knowledge of PBIS b) rationale for
Essential components of PBIS: a) define
State training curriculum materials (Missouri, implementation of PBIS c) agreement to
expected behavior (e.g. matrix, schoolwide
Oregon, Florida, Maryland, Wisconsin, etc.) support and implement PBIS d) 3-5 year
procedures, classroom rules) b) directly teach
PBIS.org overview training materials commitment d) roles and responsibilities of
expected behavior c) recognize students
District Leadership Team defined, e)
following expected behavior, d) discourage
revise/write pertinent district policies, f)
inappropriate behavior e) data based decision
communicate with community and families
making
Implementation Blueprint features: a)
School Outcomes: a) basic knowledge of PBIS
implementation fidelity b) continuum of
b) rationale for implementation of PBIS c)
evidence-based interventions c) content
80% buy-in among staff, d) a 3-5 year
expertise and fluency, d) Leadership Team
commitment e) development of a School
implementation and coordination, d) continuous
Leadership Team
progress monitoring e) universal &
comprehensive screening f) cultural and
contextual relevance
Rationale including: a) general for improving
school climate and discipline b) current issues at
district and individual schools c) anticipated
outcomes
Commitments / “Costs”
Involvement in state / region initiative (if
applicable)
Next steps to begin, including District and
School Leadership Teams formed

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 C. Tier 1 Innovation through Sustainability - Implementation

Training Content Supporting Materials / Tools Team Outcomes

• Orientation and training plan for ALL staff and

• Science of behavior PBIS.org:
students (new staff/students)
• Definition of PBIS (data, practice, systems) o Getting Started Workbook
o Classroom Self-Assessment • Team roles/agendas/minutes/
• Team process / effective meetings
State training curriculum materials (Missouri, action plan/administrator attends and promotes
• Action planning
• Administrator support Oregon, Connecticut, Florida, Wisconsin, etc.) • Behaviors defined and posted: Schoolwide
• Communication/ dissemination Exemplars and examples on PBIS websites matrix, nonclassroom procedures, classroom
• Essential components of PBIS and examples (Maryland, Florida, Connecticut, Oregon, rules & procedures
(define expectations, teach, recognize, Wisconsin, etc.) • Teaching plan: lessons, schedule
discourage) • Schoolwide and all classrooms have systems to
• Ongoing monitoring and data-based decision acknowledge student mastery of behaviors:
making high rates of praise, “tickets”, goal setting,
• Effective classroom practices: a) define and teach celebrations
rules & procedures, b) high rates of recognition • Response to problem behavior: flowchart,
of appropriate behavior, c) strategies to office & classroom managed behaviors
discourage inappropriate, d) active supervision, defined, office discipline referral form
e) opportunities to respond, f) providing choice, • Plan for active supervision in nonclassroom
g) task difficulty settings and classrooms
• Fidelity of implementation • Teachers know and use multiple opportunities
• Student, family and community to respond
involvement/communication • Teachers offer choice to prevent problem
• Connections to academics and other initiatives behavior
• Teachers use strategies to assist students with
difficult academic tasks
• Information management system (e.g. SWIS)
used to make decisions
• Fidelity of implementation is measured with
the SAS, SSS and the TFI on PBIS Apps
• Plan to involve student, families and
community
• On-going communication /dissemination plan
• Plan to integrate school initiatives
MASTERY = 80% on TFI

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D. Tier II Exploration - Readiness

Training Content Supporting Materials / Tools Team Outcomes

Implementation Blueprint
Tier I review and connections between Tier I
Evaluation Blueprint District Leadership Team outcomes: a) basic
and II: a) increasing intensity and frequency of
State training curriculum materials (Missouri, knowledge of PBIS Tier II b) rationale for
essential components of Tier I (targeted
Oregon, Florida, Maryland, Wisconsin, etc.) implementation of PBIS Tier II c) reallocation
behaviors defined, more frequent teaching,
PBIS.org: of personnel and roles d) revise/write pertinent
increased positive specific feedback, consistent
o Tier II Readiness Indicators and district policies
responses to problem behavior) b) need for
Guidelines
consistent documentation of minor behaviors c)
School Outcomes: a) understanding the
team process
connections between Tier I and II b) Readiness
Data based readiness for Tier II: documentation
for Tier II is documented through data c)
of Tier I implementation
understanding of the Tier II process d)
Process of Tier II: a) student identification
rationale for implementation of PBIS, Tier II e)
process, b) collect & review data to clarify the
80% buy-in among staff, f) a 3-5 year
problem behavior & identify function of
commitment g) development / reorganization
behavior, c) select & provide interventions that
of a Tier II Leadership Team
match function, d) monitor student progress &
make decisions
Rationale including: a) prevention of the
development of new problem behaviors, b)
decrease the frequency and/or intensity of
problem behaviors c) standardized strategies
needed to support students who do not respond
to Tier I d) anticipated outcomes
Commitments / “Costs”
Involvement in state / region initiative (if
applicable)
Next steps to begin

PD Blueprint.v3 17
E. Tier 2 Installation through Sustainability - Implementation

Training Content Supporting Materials / Tools Team Outcomes

• Catalog of current Tier II practices School Outcomes

• Tier I review and connections between Tier I
• Tier II implementation plan • Understanding of the connections between Tier
and II: a) increasing intensity and frequency of
• Tier II process plan I and II
essential components of Tier I (targeted
• State training curriculum materials (Missouri, • Tier II team roles/agendas/minutes/
behaviors defined, more frequent teaching,
Oregon, Florida, Maryland, Wisconsin, etc.) action plan/administrator participates and
increased positive specific feedback consistent
• Social skills curriculum materials promotes / communication plan for staff,
responses to problem behavior) b) need for
• Responding to Problem Behavior in Schools: students and families
consistent documentation of minor behaviors c)
The Behavior Education Program (Crone, • Information management system(s) consistently
Tier II team process
Hawken & Horner) book and videotapes used to assist with student identification and
• Process of Tier II: a) student identification
• Check & Connect training materials progress monitoring
process, b) collect & review data to clarify the
• First Steps to Success training materials • Student identification process in place
problem behavior & identify function of
behavior, c) select & provide interventions that o Teacher nomination form and process
match function, d) monitor student progress & o Decision rules decided to use existing school
make decisions data
• Rationale including: a) prevention of the o Standardized screening instrument
development of new problem behaviors, b) • Process in place to collect and review relevant
decrease the frequency and/or intensity of student data to clarify problem behavior and
problem behaviors c) standardized strategies identify function
needed to support students who do not respond • Use student data to select function-based
to Tier I d) anticipated outcomes interventions that match student needs
• Research-based intervention essential features: • Collect, graph and interpret student progress
o Check-In/Check-Out monitoring data to continue, intensify,
o Social Skills Group discontinue, fade or successfully exit
o Check & Connect intervention
o First Steps to Success • Evaluation of Tier II system completed
• Stake-holder input o implementation fidelity
• Communication (staff, parents, community) o social validity
• Train & support staff on process and practices o student outcomes
• Implementation fidelity o progress monitoring
• Role of the coach/technical assistance • Training and support for all staff and staff
implementing & monitoring interventions
MASTERY = 80% on TFI

PD Blueprint.v3 18
F. Tier III Exploration – Readiness

Training Content Supporting Materials / Tools Team Outcomes

• Implementation Blueprint • District Leadership Team Outcomes: a) basic

• Tier I and II review and connections between
• Evaluation Blueprint knowledge of PBIS Tier III b) rationale for
Tier I, II and III
• State training curriculum materials (Missouri, implementation of PBIS Tier III c) alignment
• Data based readiness for Tier III: of forms and processes between special
Oregon, Florida, Maryland, Wisconsin, etc.)
Documentation of Tier I and II implementation education and general education, d)
• PBIS.org:
• Process of Tier III: a) define the problem assign/reassign personnel to implement Tier III
o Basic FBA to BSP: Trainer’s Manual
behavior b) conduct assessment for behavior process, e) establish/redefine interagency
o Leading a Team from a FBA to a BSP
support planning (FBA), c) design an collaboration, agreements and services, and f)
individualized behavior support plan (BSP), d) revise/write pertinent district policies
ensure fidelity of implementation, e) monitor School Outcomes: a) understanding of the
plan impact on student behavior, f) Tier III connections between Tier I, II and III b)
team process Readiness for Tier III is documented through
• Rationale including: a) prevention of the data c) understanding of the Tier III process d)
development of new problem behaviors, b) staff understand rationale for implementation
decrease the frequency and/or intensity of of PBIS, Tier III e) 80% buy-in among staff, f)
problem behaviors c) individualized strategies a 3-5 year commitment g) development /
needed to support students who do not respond reorganization of a Tier III Leadership Team
to Tier I and II d) anticipated outcomes
• Commitments / “Costs”
• Interagency collaboration
• Involvement in state / region initiative (if
applicable)
• Next steps to begin

PD Blueprint.v3 19
G. Tier III Installation through Sustainability – Implementation

Training Content Supporting Materials / Tools Team Outcomes

• Implementation Blueprint • Understanding of the connections between Tier

• Tier I and II foundations/systems are
• Evaluation Blueprint I, II and III
maintained
• State training curriculum materials (Missouri, • Tier III team has roles/agendas/minutes/
• Tier III team process to establish clear
Oregon, Florida, Maryland, Wisconsin, etc.) action plan/administrator participation and
process, have a quick response to requests for
• PBIS.org: promotes / communication plan for staff,
assistance, communicate regularly with staff
o Basic FBA to BSP: Trainer’s Manual students and families
and provide training and coaching to staff
o Leading a Team from a FBA to a BSP • Tier III Team responds quickly to teacher
• Family participation in process
requests (48 hours)
• Resource allocation / behavioral expertise (10
• Tier III team provides additional
hrs per week)
supports/coaching to staff directly involved
• Formal documentation of process, procedures, with student and implementing BSP
policies
• Tier III teams supported by coach and receives
• Tier III process: a) student identification ongoing training
process, b) define the problem behavior, c)
• Families are invited to participate in Tier III
conduct functional behavior assessment
process
(FBA), d) design an individualized behavior
• Administrator allocates time for staff with
support plan (BSP), e) ensure fidelity of
behavioral expertise
implementation of BSP, f) monitor impact on
student behavior • Staff/student handbook outlining Tier III
process
• Evaluation of entire Tier III system
• Information management system(s)
• Community connection
consistently used to assist with student
• Dissemination plan for key educators and
identification and progress monitoring (e.g.
family
SWIS, ISIS SWIS)
• Multiple ways to identify students in place
(screening, nomination, data, etc)
• Process in place to define the problem behavior
with teachers and family
• Process in place to conduct FBAs

PD Blueprint.v3 20
G. continued

Training Content Supporting Materials / Tools Team Outcomes

School Outcomes:
• Process in place to develop and implement
BSPs that operationally define problem
behavior, use summary statements, define
replacement behavior, include prevention
strategies, strategies to address function of
problem behavior, environmental
modifications, responses when appropriate
behavior is displayed and responses when
problem behavior is displayed
• Process in place to collect measures to ensure
fidelity of implementation of BSPs
• Collect, graph and interpret individual student
progress monitoring data to continue, intensify,
discontinue, fade or change BSP.
• Staff are familiar with and connect with district
and community resources and agencies to
provide support to students and families.
• Evaluation of Tier III system
o implementation fidelity
o social validity
o student outcomes
o progress monitoring
• Training and support for all staff and staff
implementing & monitoring BSP
• Regular communication with families
MASTERY = 80% on TFI

PD Blueprint.v3 21
 Section III: Develop Key Skill Sets to Provide Professional Development

A. Introduction

To enhance their current professional development capacity, district teams must understand and
assess the content knowledge existing and needed by trainers and coaches, who are responsible
for delivery of the training content and providing technical assistance, guidance, modeling, and
expert advice to school PBIS leadership teams and staff. An overview of essential training and
coaching skills and content knowledge related to the PBIS continuum is provided in Table 3.

PD Blueprint.v3 22
 Table 3 - Essential Trainer and Coach Skill Sets Across the Continuum of PBIS

B. Tier I

Trainer and Coach Content Knowledge Supporting Materials & Team Outcomes Related to Trainer and
Tools Coach Skill Set
• Definition, essential features and rationale for PBIS • Team roles / agendas / minutes /action plan /
• On-line course(s)
• Implementation Blueprint features administrator attends and promotes
• PD Blueprint
• Basics of applied behavior analysis/science of behavior • Behaviors defined and posted: Schoolwide
• Implementation Blueprint matrix, nonclassroom procedures, classroom rules
• Team process / effective meetings
• Evaluation Blueprint & procedures
• Action planning
• State/District • Teaching plan: lessons, schedule
• Administrator support
Implementation • Schoolwide and all classrooms have systems to
• Communication/ dissemination Workbook acknowledge student mastery of behaviors: high
• Model school examples: • Team Training Workbook rates of praise, “tickets”, goal setting, celebrations
o Matrices Examples • Response to problem behavior: flowchart, office
o Classroom rules & procedures & classroom managed behaviors defined, office
o Lessons, teaching plans, teaching schedules discipline referral form
o Recognitions systems (e.g. “tickets”, celebrations) • Plan for active supervision in nonclassroom
o System to discourage misbehavior (flow chart, office settings and classrooms
and staff managed defined, office discipline referral • Teachers know and use multiple opportunities to
form & process) respond
• Multiple data collection systems for ongoing monitoring and • Teachers offer choice to prevent problem
data-based decision making (School Wide Information System behavior
[SWIS], PBIS Apps) • Teachers use strategies to assist students with
difficult academic tasks
• Effective classroom practices
• Information management system (e.g. SWIS)
• Student, family and community involvement/communication used to make decisions
• Connections to academics and other initiatives • Fidelity of implementation is measured with the
• Implementation fidelity measures (Self-Assessment Survey, SAS, SSS and the TFI on PBIS Apps
School Safety Survey and Tiered Fidelity Inventory)

PD Blueprint.v3 23
C. Tier II

Trainer and Coach Content Knowledge Supporting Materials & Tools Team Outcomes Related to Trainer and Coach
Skill Set
• Understanding of the connections between Tier
• Connections between Tier I and II (e.g. tie • Implementation Blueprint
I and II
social skills group curriculum to matrix) • Evaluation Blueprint
• Tier II team roles/agendas/minutes /
• Tier II team process (effective meetings, • State/District Implementation Workbook action plan/administrator participates and
action planning, administrator support, • Social skills curriculum materials promotes / communication plan for staff,
communication and dissemination) • Responding to Problem Behavior in Schools: students and families
• Methods of identifying students (nominations, The Behavior Education Program (Crone, • Information management system(s)
data decision rules and standardized screening Hawken & Horner) book and videotapes consistently used to assist with student
instruments) • Check & Connect training materials identification and progress monitoring
• Basic applied behavioral analysis / Science of • First Steps to Success training materials • Student identification process in place
behavior (antecedent, observable behavior,
o Teacher nomination form and process
consequences, and functions of behavior)
o Decision rules decided to use existing
• Relevant student data needed to clarify school data
problem behavior and function of behavior o Standardized screening instrument
• Planning and implementation of research • Process in place to collect and review relevant
based Tier II interventions: student data to clarify problem behavior and
o Social skill group identify function
o Check In Check Out • Use student data to select function-based
o Check & Connect interventions that match student needs
o First Steps to Success • Collect, graph and interpret student progress
• Progress monitoring tools (CICO SWIS, monitoring data to continue, intensify,
Excel) and how to interpret student data discontinue, fade or successfully exit
• Tier II system evaluation: intervention
o implementation fidelity • Evaluation of Tier II system completed
o social validity o implementation fidelity
o student outcomes o social validity
o progress monitoring o student outcomes
o progress monitoring

PD Blueprint.v3 24
D. Tier III

Trainer and Coach Content Knowledge Supporting Materials & Team Outcomes Related to Trainer and
Tools Coach Skill Set
• PD Blueprint • Understanding of the connections between Tier I, II
• Tier III team process (purpose of Tier III team and action and III
• Implementation Blueprint
teams, effective meetings, action planning, administrator • Tier III team has roles/agendas/minutes/
support, communication and dissemination, how to respond in • Evaluation Blueprint
action plan/administrator participation and
a timely manner, how to provide coaching to staff on • State/District Implementation promotes/communication plan for staff, students and
implementation, how to involve families) Workbook families
• Models of how to allocate time for staff • PBIS.org: • Tier III Team responds quickly to teacher requests (48
• Methods of identifying students (nominations, data decision o Basic FBA to BSP: hours)
rules and standardized screening instruments) Trainer’s Manual • Tier III team provides coaching to staff directly
o Leading a Team from a involved with student and implementing BSP
• Advanced applied behavioral analysis
FBA to a BSP • Tier III teams supported by coach and receives
• How to define the problem behavior ongoing training
• Components needed and how to conduct a functional behavior • Families are invited to participate in Tier III process
assessment (FBA) • Administrator allocates time for staff with behavioral
• Components needed and how to write a behavior support plan expertise Information management system(s)
(BSP) that operationally define problem behavior, use consistently used to assist with student identification
summary statements, define replacement behavior, include • Multiple ways to identify students in place (screening,
prevention strategies, strategies to address function of problem nomination, data, etc.)
behavior, environmental modifications, responses when • Process in place to define the problem behavior with
teachers and family
appropriate behavior is displayed and responses when problem
• Process in place to conduct FBAs
behavior is displayed
• Process in place to develop and implement BSPs
• District and community resources and agencies to support • Staff are familiar with and connect with district and
students and families community resources and agencies to support students
• Methods and data used to measure fidelity of implementation and families.
of BSPs • Process in place to collect measures to ensure fidelity
• Progress monitoring tools (ISIS SWIS, Excel) and how to of implementation of BSPs
interpret student data • Collect, graph and interpret individual student progress
• Methods and data used to evaluate the Tier III system (Tiered monitoring data to continue, intensify, discontinue,
fade
Fidelity Inventory; social validity surveys; attendance,
or change BSP.
discipline referrals and other student outcome measures)
• Evaluation of Tier III system
• Methods to training and communicate with all staff and o implementation fidelity
families o social validity
o student outcomes
• Training and support for all staff and staff
implementing & monitoring BSP
• Regular communication with families

PD Blueprint.v3 25
 Section IV. Monitor & Evaluate the Professional Development System

The final consideration in developing a comprehensive professional development plan is the on-
going evaluation of efforts. Throughout this Blueprint school team outcomes and possible tools
to measure impact have been noted relative to the training or coaching event. Districts are
encouraged to refer to the Evaluation Blueprint for strategies to organize, analyze, and make
data-based decisions relative to their impact on team implementation and student outcomes.
Table 4 below provides an overview of key evaluation questions to assist in decision-making.

Table 4 – Evaluation Guiding Questions

Evaluation Question Tool or Data Source

Are school teams implementing PBIS with fidelity as a Tiered Fidelity Inventory
result of district professional development?

As a result of participating in PBIS training and Office Discipline Referrals /

receiving coaching, are student outcomes improving? Suspensions
Attendance
Achievement
School climate surveys

Are school teams ready to move to next tier? Tiered Fidelity Inventory (TFI)
Readiness Data/Inventory

Are schools maintaining PBIS efforts (annual review)? Tiered Fidelity Inventory (TFI)
Student Outcome Data

Are successes and struggles across all school teams Professional Development Action
within the district used to revise district professional Plan
development action plan? Evaluation Plan
District Leadership Team Review

Are there resources within the region or state to assist Region/State Action Plan
district professional development efforts? Region/State professional
Development Plan

PD Blueprint.v3 26
 IMPLICATIONS FOR REGIONAL AND STATE SUPPORTS

The focus of the Training and Professional Development Blueprint is on how school districts can
build internal capacity to train and support PBIS school team efforts. A similar and parallel
approach to professional development is recommended for development of regional and state
system capacity to support district leadership teams. The logic emphasizes the same core
elements of essential outcomes, relevant data for decision-making, empirically supported
practices, and efficient implementation systems. In addition, priority is given to expertise
development, implementation fidelity, meaningful student outcome progress, and local
implementation capacity

Regional/State Leadership Teams must establish on-going supports that focus on school
districts to avoid assuming the primary role of training and technical assistance to
individual schools. The rationale is pragmatic best practice in that most states simply do not
have the resources to train and provide direct technical assistance to individual schools. By
directly using local resources to support in-district professional development providers, the
region or state can focus their supports and exponentially increase their impact across schools.

Currently 48 states have PBIS initiatives that have developed a wide range of supports to
districts and schools within their states. For example, the Missouri School-wide Positive
Behavior Support initiative has placed SWPBS consultants within nine Regional Professional
Development Centers (RPDC). The regional SWPBS consultants provide training and technical
assistance to participating districts within their regions through development and dissemination
of training materials; organization of trainings and meetings with district coordinators, trainers
and coaches; and coordination of summer institutes that provides professional development and
networking opportunities. In addition, Missouri SWPBS has hired a state coordinator and a web
and data-base manager who provide overall organization and coordination to the initiative. Tier
II/III experts also have been established who are responsible for developing comparable
professional development materials and activities and to disseminating them regional through a
co-presentation model designed to increase their training fluency and to establish regional and
district Tier II/III practice and system capacity. The Tier II/III consultants also provide technical
assistance to regional consultants and district coordinators and coaches. Across all professional
development activities within the state, the focus is on building a continuum of expert
implementation and professional development capacity – state to region to district to school.

Regional and state agencies follow the basic logic of this Blueprint and engage in a similar self-
assessment and action planning process with the schools, districts, and regions. Region/states
also build a similar system of professional development supports at the coordinator, trainer, and
coach levels. A similar process is followed across all levels: (a) assess expertise levels; (b)
determine level of demand across the district, region, or state; (c) identify phase of school
implementation within the continuum; and (d) specify optimal organization of resources to meet
district need across the region or state.

PD Blueprint.v3 27
 CONCLUSION

While the ideal is to build professional development within district using existing or added
resources, the reality is that many districts do not have the capacity to achieve within district
autonomy. The solutions to this situation are varied, for example, partnering with neighboring
districts, using regional or state professional development resources, contracting with private
firms or individuals. Districts must evaluate the degree to which any, or all of these, alternative
sources of professional development follow best practices as outlined in this Blueprint. In
Appendix C, a brief “consumer guide” to PBIS is provided for states/regions/districts to review
and evaluate the fit and appropriateness of external professional development in building
capacity at the school team level. The bottom line remains – will a PBIS professional
development activity increase a school teams capacity to sustain implementation a practice
with high fidelity and achieve meaningful student academic and social behavior change?

This Blueprint was developed to directly address this question by emphasizing the following
points:

1. Assess and specify clear, measurable school team outcomes - not how to train or
what to say during training.
2. Focus on phases of implementation within the tiers of the PBIS continuum.
3. Give priority to school readiness for training and technical assistance.
4. Assess effectiveness, efficiency, and relevance when selecting, delivering, and
enhancing professional development content and support, especially within
available technologies and existing professional development structures.
5. Refer to the essential features at each level of continuum
6. Ensure that providers of professional development have content mastery,
implementation experiences, relevant examples, effective presentation skills, and
comprehensive professional development strategies.
7. Develop continuum of professional development capacity from state to region to
district to school.
8. Use self-assessment and continuous progress data to shape school, district, regional,
and state professional development plans.
9. Align and integrate professional development resources, activities, and outcomes
across initiative, programs, and organizational structures.

PD Blueprint.v3 28
 REFERENCES

Bohanon, H., Fenning, P., Carney, K., Minnis, M., Anderson-Harriss, S., Moroz, K., Hicks, K.,
Kasper, B., Culos, C., Sailor, W., & Piggott, T. (2006).School-wide application of
positive behavior support in an urban high school: A case study. Journal of Positive
Behavior Interventions, 8(3), 131-145
Bradshaw, C., Reinke, W., Brown, L., Bevans, K., & Leaf, P. (2008). Implementation of school-
wide positive behavioral interventions and supports (PBIS) in elementary schools:
Observations from a randomized trial. Education and Treatment of Children, 31, 1-26.
Chapman, D., & Hofweber, C., (2000). Effective behavior support in British Columbia. Journal
of Positive Behavior Interventions, 2 (4), 235-237.
Duda, M.A., Dunlap, G., Fox, L., Lentini, R., & Clarke, S. (2004). An experimental evaluation
of positive behavior support in a community preschool program. Topics in Early
Childhood Special Education 24(3), 143-155.
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005).
Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South
Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation
Research Network (FMHI Publication #231).
Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press,
Inc.
Horner, R., Sugai, G., Smolkowski, K., Todd, A., Nakasato, J., & Esperanza, J. (2009). A
Randomized Control Trial of School-wide Positive Behavior Support in Elementary
Schools. Journal of Positive Behavior Interventions, 11(3), 133-144.
Horner, R.H., Sugai, G., Todd, A.W., & Lewis-Palmer, T. (2005). School-wide positive behavior
support. In L. Bambara & L. Kern (Eds.) Individualized supports for students with
problem behaviors: Designing positive behavior plans. (pp. 359-390) New York:
Guilford Press.
Lassen, S., Steele, M., & Sailor, W. (2006). The relationship of school-wide positive behavior
support to academic achievement in an urban middle school. Psychology in Schools
43(6), 701-712.
Lewis, T. J., Colvin, G., & Sugai, G. (2000). The effects of precorrection and active supervision
on the recess behavior of elementary school students. Education and Treatment of
Children, 23, 109-121.
Luiselli, J. K, Putnam, R. F, Handler, M. W, & Feinberg, A. B. (2005). Whole-School Positive
Behaviour Support: Effects on student discipline problems and academic performance.
Educational Psychology 25(2-3), 183-198.
Sugai, G., Horner, R. H., Dunlap, G. Hieneman, M., Lewis, T. J., Nelson, C. M., Scott, T.,
Liaupsin, C., Sailor, W., Turnbull, A. P., Turnbull, H. R., III, Wickham, D. Reuf, M., &
Wilcox, B. (2000). Applying positive behavioral support and functional behavioral
assessment in schools. Journal of Positive Behavioral Interventions, 2, 131-143

PD Blueprint.v3 29
 APPENDIX A

Sample District Training Plans

PD Blueprint.v3 30
 Sample District PBIS
5-Year Deployment Plan

Year 1 Year 2 Year 3 Year 4 Year 5

Elementary Cohort

Phase Prep & Emerging Emerging Advanced Tier 2 Intervention Tier 3 Foundations Tier 3 Advanced
Cadre 1 4 Training Days 4 Training Days 2 Training Days 4 Training Days 4 Training Days
Cadre 2 4 Training Days 4 Training Days 2 Training Days 4 Training Days 4 Training Days
Cadre 1 & 2 Together 2 Training Days Tier 2 Systems *Check-in/Check-out
2 Training Days SWIS-CICO SWIS-ISIS
Additional Interventions: Boys Town Social Skills, First Step to Success, &
CW-FIT
Secondary Cohort

Phase Prep & Emerging Emerging Advanced Tier 2 Systems Tier 3 Foundations

6 Training Days 4 Training Days 2 Training Days 4 Training Days

Tier 2 Intervention Tier 3 Advanced
2 Training Days 4 Training Days
*Check & Connect
Additional Interventions: Boys Town Social Skills &
RENEW
District Tier 3 Team – School Psychologists, PBIS Coaches, & Special Education Administrator

Phase Tier 3 Systems Tier 3 Foundations Tier 3 Advanced

3 Training Days Joins Elementary Joins Elementary Cohort

Cohort
Joins Secondary Cohort

Total # of Days
10 16 11 12 12

PD Blueprint.v3 31
 PBIS Training Plan

New Cohort

Readiness Phase Proposed Date Staff Trained Content Delivery method Next Steps with individual task
with estimated assignments
time
Readiness: Part I February District and School • Introduce Core Features of PBIS FTF (Face to Assign Coach,
Leaders • Review School Readiness Face) 2 hours Set up site visit to collect baseline
Requirements including SWIS information
• Establish Expectations
• Clarify Roles of Key staff (External
Coach, Internal Coach, Admin,
School Leadership Team)
• Define Role of Family and Student
Readiness Part II February- March District and School • Conduct Tiered Fidelity Walk School Tour TFI/SET assessor provides feedback to
Leaders, PBIS through or SET ½ day administrator, sets up next readiness
Coaches tasks
SWIS Readiness March-April District and School • SWIS Readiness FTF SWIS:
Webinar Leaders, PBIS Complete School Information Form,
Coaches Sign Licensing Agreement
On site Readiness March-April District, School • ID Summer Dates (work with FTF 2 days Admin and Coach will finalize PD
and Leaders, district to determine training dates calendar
Preparing/Planning Coaches 1 day for leadership and coaches, 2 Admin will Communicate readiness plan
for Summer Training SWIS data users days for teams, 1-2 days for with staff
planning, 30 minutes) SWIS data entry users conduct SWIS
• Develop 2 year PD Calendar (2 fluency activities
hours) ID date for EBS staff Survey
• Establish Leadership Team (recruit
over several weeks: 2 hours)
• Register for PBIS Assessment
Account (overview 20 minutes,
paperwork 2 minutes)
• Train SWIS data system (2.5-3
hours)
3 parts: 1.)Developing a coherent
data collection system- up to 6
months, 2.) SWIFT at SWIS training,
2.5 hours, 3.) data based decision
making- develops during team
meetings

PD Blueprint.v3 32
Readiness March- June District Leaders, • Administer EBS staff Survey ( FTF Review TIPS meeting process
Late Spring Admin, Coaches support from coach, 20 minutes for Ensure staff complete EBS survey
Ongoing Video staff to complete) Gather discipline data, climate data and
conferences, • Prepare for Summer Training EBS results to bring to training
webinars, email (planning meeting with coach to
exchange reviewing discipline data, EBS Staff
survey, and school strategic plan: 3
hours)
• Determine role and function of
leadership team in implementation
(2 hours)- use TIPS process to select
roles

Summer Training Proposed Date Staff Trained Content Delivery Next Steps with individual task
and Planning method assignments
with
estimated
time
Coaches Training Summer External and FTF, 1 Be prepared to take the lead with the
Internal Coaches 1. Overview and Introductions Day school leadership team during the next
2. Tier 1 Components and Critical Features two days.
3. Facilitation and Coaching 101
4. SWIS and TIPS
5. Fidelity Tools and Data Collection

School Leadership Summer School Leadership New Team Training Modules- anchored to Tiered FTF, 2
Team Training Team and Coaches Fidelity Inventory and activity based (i.e. Re- Days Leadership Team has time to develop the
thinking discipline, resource mapping, working following products:
smarter) 1. 3-5 Expectations
2. School Teaching matrix
• NTT Overview 3. Social Behavior lesson plans
• NTT 1.1, 1.2 ppt 4. Acknowledgement plan
• NTT 1.3 ppt 5. Office Referral form in final format
• NTT 1.4 ppt 6. Data collection process (who writes
• NTT 1.5 ppt referrals, where do they go, who enters,
• NTT 1.7 ppt what is a minor/major, etc.)
7. Procedures for informing
• NTT 1.10. 1.11 ppt
families/students about PBIS
• NTT 1.12 ppt
8. Plan for kicking off PBIS with staff
• NTT 1.14, 1.15 ppt prior to SY and plan for kick off with
• Workbook students on the first day of school
• Tiered Fidelity Inventory and Action Planner Other key discussion items
• Tiered Fidelity Implementation Snapshots How team members can communicate
with staff members throughout the

PD Blueprint.v3 33
 summer in order to get “some” staff
input whenever possible. (It is ideal to
get staff input for every component).

School Leadership Summer School Leadership FTF, 2 • Continue finalizing

Team Planning Team and Coaches School Leadership Teams uses Kick off template Days implementation plan and PBIS
to plans for kickoff events (students and staff) products
Ensure all items are in place: • Get input from staff
• Share SAS staff survey results • Coach assesses fidelity of
• Secure staff commitment to implementation products (i.e. expectations
• Review School Implementation Plan with positively stated, rules and
specific measurable goals behavior examples are
• Establish Staff Expectations operationally defined)
• Finalize plan to teach school community
(staff, students, families) new process

School Leadership Summer All Staff Train all staff on core features, present how PBIS FTF, Prior Gather staff feedback
Team Faculty Kick will be delivered and supported to students
Off returning

Year 1 Proposed Date Staff Trained Content Delivery method Next Steps with individual task
Implementation with estimated time assignments
Student Kick Off First day of Students Expectations, Rules, Routines taught in context, School Leadership Gather Student feedback
school acknowledgement/feedback system team determines how
content is delivered
Family Training Within first Families Expectations, Rules, Routines taught in context, FTF during BTS Ensure families have ongoing
month of school acknowledgement/feedback system night/communication communication, feedback and
home, school participation
website, newsletter

PD Blueprint.v3 34
PD Days Varies School Classroom Components 4-5 Days over SY • Leadership trains school
Leadership Team staff on classroom
and Coaches • Define classroom rules, align them to components
schoolwide expectations, teach the • Coach uses Classroom
rules, and acknowledge rule following Walk through/CCU to track
(follow up to summer training) implementation
• Define classroom routines, teach
routines, acknowledge routine
following
• Develop a continuum of strategies to
acknowledge appropriate behavior:
o Establish minimum ratio of
4:1 positive specific
feedback (adult attention)
o Provide positive specific
feedback consistently to
reinforce students ‘ use of
academic skills, classroom
rules and procedures
• Develop a continuum of strategies for
responding to inappropriate behavior:
o Prompt (identify error)
o Re-teach
(expectation/rule/concept)
o Provide choice (where,
when, how work is done)
• Employ active supervision (move,
scan, interact)
• Provide multiple opportunities to
respond (OTR)

Booster Sessions Varies Varies Team uses progress monitoring data and discipline FTF • Continue to progress
data to determine specific skill building sessions- monitor fidelity
Team uses TFI modules to assist with booster • Increase support for staff
sessions who need additional
support
Coaches Trainings Monthly Coaches Topics vary based on need FTF Use coaching log to track
progress
• Function Based Thinking
• Data for Decision Making

PD Blueprint.v3 35
 • Facilitation
• TIPS
• Establishing a Classroom system to support
installation of classroom components
(classroom observation, performance
feedback)
• Using the Tiered Fidelity to measure progress
and adjust action plan

PD Blueprint.v3 36
 APPENDIX B – GUIDING QUESTIONS

Guiding Questions Across Phases of Implementation to Assist with the Development of a

District Professional Development Action Plan

Exploration Phase
Guiding Questions Activities Outcomes
Is there a need for • Review multiple data sources • Request technical assistance
change? from national center
• Exploration team meets with TA
Center provider

What current • Gap Analysis: The function of a • Barriers and enablers to

practices and Gap Analysis is to identify the implementation identified (e.g.,
initiatives exist gap between current key individuals, other initiatives
that are facilitators performance and desired and systems in place)
or barriers? performance; the contingencies
that account for the gap; and
activities that will close the gap

What is innovation • Meet with TA Center provider, • Exploration team decides to

and does it address review outcomes from model proceed
our problem? schools/districts • Determine most effective use of
current resources that will allow
the system to achieve the goal
• Determine how system will build
from existing products, strategy,
skills, experience.

How do we plan • Exploration team establishes • Systems, evidence-based

for meeting cycle practices, and data tools likely to
implementation? be necessary for implementation
in their state/district (what it takes
to implement effectively)
• Exploration team familiar with
implementation blueprint

Is the team ready • Review needs, review what has • Team chooses to move to
to begin been learned about innovation installation
installation of
innovation?

PD Blueprint.v3 37
Installation
Guiding Questions Activities Outcomes
What individuals • Provide overview of innovation to • Key stakeholders (individuals
have authority to key individuals, make them aware of with authority to allocate
reallocate innovation and how it addresses need resources and affect policy)
resources/facilitate and links with improvement plan identified and commitments are
implementation and
secured (e.g., management team)
connect with state
improvement plan

Who will guide • Meet with key stakeholders and • Implementation team established
implementation? potential implementers • Coordinator with fluency in
• Identify members for implementation blueprint
implementation team (work to established
allocate FTE)
• Stakeholders sign off on
implementation plan
What does • Develop long-term implementation • Plan for building coaching
implementation of plan (coordinator, coach, training, capacity developed
the innovation evaluation) • Long-term implementation plan
involve?
established based on
implementation blueprint

Initial Implementation
Who are initial • Readiness checklist used • Initial implementers selected
implementers? • State/District Superintendent invites
school administrators to Overview
Event

How do we begin • Plan, schedule, and coordinate • District Team formed to support
implementation? trainings* for: and guide effort
1. State/District Team Members • Administrator complete initial
2. Behavior Support Coaches training, active participant in
3. Administrators
implementation
4. School Teams
*Initial Training Conducted by external • Initial schools are implementing
TA provider innovation
*Local Trainers are assigned and begin •
“Train the Trainer” Process

How do we monitor • Tool(s) identified for monitoring • Evaluation plan implemented and
fidelity and fidelity and used to guide training data system identified
outcomes? and monitor implementation
• Outcome data system identified (e.g.,
SWIS) and used with exemplar
schools

PD Blueprint.v3 38
Full Implementation
Guiding Questions Activities Outcomes
• How do we build • Exemplar schools identified • Local capacity around
local and trained coaching, training and TA is
training/coaching • First cohort of coaches developed
capacity? identified and trained by Local • Plan for scaling/TOT is in
stakeholders place
• Build plan for training trainers

• What resources do • Develop marketing plan • Needed resources are secured

we need to add more • Assess existing resources and • Action plan used to guide full
schools? identify needs implementation
• Integrate innovation with
professional development
activities
• Revise action plan for full
implementation
• Reallocation of roles

• How do we sustain • Select recognition program • Recognition program instituted

fidelity and positive • Collect and analyze data • Data summaries and
outcomes over time? • Coaches and trainers use cost/benefit analyses used to
blueprint to guide monitor outcomes
implementation initially and
over time
• Facilitators fluent with data
tools (e.g., SWIS, progress
monitoring tools) established
and providing TA to schools
• Outcome data used to guide
modifications of training and
TA

What do we still need • Plan for ongoing collaboration • All schools at minimum
from the TA Center? • Secure financial resources for implementation criteria or
conference planning/attending better within targeted tier

PD Blueprint.v3 39
Innovation and Sustainability
Guiding Questions Activities Outcomes
How do we braid • Needs assessment conducted • Formal process exists to blend
innovation with annually to determine new initiatives with SWPBS
new/existing professional development needs using logic of systems and
initiatives? • Professional development outcome measures necessary
provided matched to needs for implementation of the new
assessment (evidence-based) practice
• Leadership committee established • Local context adapted to as
(in state or district) to monitor needed (e.g., new initiatives)
incoming initiatives and blend
with innovation

How do we become • Assess what is and is not working • Multiple methods for
more efficient and in TA model receiving/providing training
effective? • Modify training/TA provision as and TA developed and
needed implemented
• Monitor fidelity and outcomes as • Advancements in knowledge
innovation is adapted and skill provided to overall
system
• Innovation continues to be
implemented with high degree
of fidelity
• Outcomes are maintained or
enhanced over time

How do we share • Identify who needs information— • Systems, practices, and

what we have who to share with outcomes shared
learned? • Funding secured for
innovation for long-term

PD Blueprint.v3 40
 APPENDIX C

Essential District PBIS Staff Functions

District/Lead Coordinator

• Improve District Leadership

o Form/Facilitate/Coordinate District Leadership Team (team has
authority to lead effort)
o Develop operating procedures (i.e., assign roles, meeting schedule,
communication /dissemination system, formal process for selecting and
eliminating practices)
o Develop site selection and readiness criteria
o Support the formation of Building Leadership Teams

• Coordinate District Planning

o Facilitate annual District Capacity Assessment
o Lead Development of District Evaluation Plan
o Lead development of Implementation Plan
o Ensure Building Improvement Plan/Goals are linked to the State and
District Improvement Plan/Goals
o Work with other district personnel/stakeholders (families, community)
to coordinate initiatives

• Conduct Performance Assessments

o Discipline data system that allows daily access to reports on status of
office discipline referral (ODR) activity (e.g., SWIS.org)
§ How many ODRs for major infractions?
§ What were these ODRs for?
§ Where did these ODRs occur?
§ When did these ODRs occur?
§ How many students have
• 0 to 1 major ODR?
• 2 to 5 major ODR?
• More than 6 major ODR?
§ Disaggregate data by student groups (e.g., ethnicity, IEP, grade
level)
o Ensure all schools have access to PBIS Apps.
o Ensure appropriate district level personnel get SWIS (or comparable data
–base) Coordinator training.
o Schedule/Coordinate schools to take fidelity measures.
o Work with District personnel to adapt current staff performance
assessments to include PBIS and behavioral expertise (e.g. teacher
evaluation include effective classroom practice data)
• Ensure hiring practices

PD Blueprint.v3 41
 o Position announcements, interviews and selection criteria state
preference for individuals with knowledge and skill in multi-tiered
systems of support
o Include PBIS content into orientation of new administrators, faculty, staff
o Coordinate the establishment of employee evaluation and professional
development plans to continuously strengthen skills
• Coordinate the provision of staff training
o Develop and manage budget for staff professional development.
o Coordinate professional development for all staff (administrators, PBIS
coaches, teachers, bus drivers, food service, custodian, etc.)
§ Establish cadres of schools at various implementation phases
o Professional development combined with coaching support
o Coordinate the collection of training effectiveness data
• Hire and supervise PBIS coaches
o Provide regular training and support to PBIS Coaches
o Monitor amount of TA per school
o Conduct PBIS coaches’ performance evaluation
• Regularly review building and district data
o Establish procedures for the District Leadership Team to have access to
building data
o Lead the District Leadership Team to use data for decision making
• Facilitate administration of District PBIS efforts
o Use effect team meeting process with the District Leadership Team
o Facilitate the District Leadership Team to establish guidance documents
to select evidence based practices
o Coordinate the development and implementation of a District
Communication Plan.
§ Ensure effective and regular In-district communication.
§ Coordinate regular district status reports to the School Board
§ Coordinate regular information to the community and other
outside entities (e.g. State Department of Education)

PBIS Coaches Roles

• Ongoing technical assistance to buildings
• Attend building SW-PBIS meetings
• Tailor curriculum for contextual fit
• Classroom/building level coaching
• Coordinate PBIS Assessments

PBIS Coach Training

• Overview/Essential components of SW-PBS
• PBIS Assessments
• Curriculum Content
• How to provide high quality professional development
• Common challenges/myths

PD Blueprint.v3 42
 • Proper team meeting protocol
• Coaching skills
• Clear job description

PBIS Coach Competencies

• Understanding of teaming and adult learning
• Knowledge of ABA
• Knowledge of local school culture
• School team facilitation
• Communication and public speaking skills
• Conflict resolution
• Data knowledge
• Delegation

PD Blueprint.v3 43
 APPENDIX D

PBIS Trainer/Coach Assessment – Tier 1, 2, & 3

Purpose: The purpose of the PBIS Trainer/Coach Assessment is to assess the current level of
knowledge and skills of PBIS Trainers/Coaches across Tiers I, II, and III. The results from this
assessment can be used for personal goal development and/or to assist districts/states in
developing targeted professional development opportunities for Trainers/Coaches.

Intended Users: Districts, States, or other organizations that have PBIS Trainers/Coaches
designated to provide direct service to school buildings.

Scoring: Criteria for scoring each item on the assessment reflects the current level of knowledge
that the Trainer/Coach has developed to date (0 = Not In Place, 1 = Partially In Place, 2 = In
Place).

Action Planning with Results: Results from the PBIS Trainer/Coach Assessment should be
used by the individual Trainer/Coach to develop priority action steps for personal growth. In
addition, districts/states should use the collective data from all Trainers/Coaches within the
organization to develop an action plan for professional development.

PD Blueprint.v3 44
Tier I – Training, Technical Assistance & Data Collection

Criteria
Content Knowledge/Skill Outcome (0 = Not In Place,
1 = Partially In Place,
2 = In Place)
Basics of Applied Behavior Analysis Trainers/Coaches have basic foundational 0 = Trainers/Coaches do not have basic foundational knowledge
knowledge of Applied Behavior Analysis of Applied Behavior Analysis.
including: 1 = Trainers/Coaches have knowledge of some foundational
• ABCs of behavior pieces of Applied Behavior Analysis, including at least 2 of the
• Functional behavioral assessment logic following:
• Data Collection • ABCs of behavior
• Functional Assessment
• Data Collection
2 = Trainers/Coaches have foundational knowledge of Applied
Behavior Analysis, including:
• ABCs of behavior
• Functional Assessment
• Data Collection
Understanding and training fluency of Trainers/Coaches understand the essential 0 = Trainers/Coaches do not have a clear understanding and/or
PBIS essential components. components and are able to train fluently on the training fluency of the essential components PBIS.
content, including: 1 = Trainers/Coaches have a clear understanding and training
• Clarifying expected behavioral fluency of some, but not all of the essential components of
expectations and rules PBIS.
• Teaching plan 2 = Trainers/Coaches have a clear understanding and training
• Acknowledgement systems fluency of all essential components of PBIS.
• Responses to problem behavior
• Effective classroom practices

Utilize Standardized Training Content Trainers/Coaches have access to and utilize 0 = Trainers/Coaches do not utilize standardized training
standardized training content for all Core Tier 1 content for Core Tier I Trainings.
Trainings. 1 = Trainers/Coaches utilize standardized training content for
some Core Tier I Trainings, but less than 80%.
2 = Trainers/Coaches utilize standardize training content for at
least 80% of Core Tier I Trainings.
Provide targeted Technical Assistance Trainers/Coaches use school implementation data 0 = Trainers/Coaches do not review school implementation data
using data (SET, TFI, SAS) to determine technical assistance when considering technical assistance, or provide no targeted
needs of participating schools. technical assistance to schools.
1 = Trainers/Coaches provide technical assistance to schools but

PD Blueprint.v3 45
 do not utilize implementation data to target specific school
needs.
2 = Trainers/Coaches use school implementation data (SET,
TFI, SAS) to determine technical assistance needs of
participating schools and provide related technical assistance.
Analyze Core Data Reports with SW- Trainers/Coaches are fluent in using Core Data 0 = Trainers/Coaches are not fluent with using Big 5 Data
PBIS Teams and assist in data-based Reports to drive schoolwide interventions and can Reports to drive schoolwide interventions.
problem solving assist teams with problem solving and action 1 = Trainers/Coaches are fluent with using Big 5 Data Reports
planning around monthly Core Data Reports to drive schoolwide interventions, but are unable to assist teams
including disaggregating by student groups. with problem solving and action planning around that data.
2 = Trainers/Coaches are fluent in using Big 5 Data Reports to
drive schoolwide interventions and can assist teams with
problem solving and action planning around monthly Big 5 Data
Reports.
Conduct Schoolwide Evaluation Tool Trainers/Coaches are trained in conducting the 0 = Trainers/Coaches are not trained in conducting the
(SET) Schoolwide Evaluation Tool (SET) and SETs are Schoolwide Evaluation Tool (SET).
completed in all buildings that have been 1 = Trainers/Coaches are trained to conduct the Schoolwide
implementing PBIS for at least 1 year and qualify Evaluation Tool (SET), but are currently not conducting it for at
for a SET. least 80% of qualifying schools.
2 = Trainers/Coaches are trained to conduct the Schoolwide
Evaluation Tool (SET) and are currently conducting it for at
least 80% of qualifying schools.
Assist in Tiered Fidelity Inventory Trainers/Coaches are trained in assisting schools 0 = Trainers/Coaches are not trained to assist with
Administration in administering the Tier I Subscale of the Tiered administration of the Tiered Fidelity Inventory (TFI).
Fidelity Inventory (TFI) and conduct the TFI 1 = Trainers/Coaches are trained to assist with the
Walkthrough when applicable. administration of the Tier I Subscale of the TFI and the TFI
Walkthrough, but do not currently assist schools.
2 = Trainers/Coaches are trained to assist with the
administration of the Tier I Subscale of the TFI and provide
direct assistance to schools, including conducting the TFI
Walkthrough when applicable.
Utilize PBIS Assessments Trainers/Coaches are trained PBIS Assessment 0 = Trainers/Coaches are not trained PBIS Assessment
(www.pbisapps.org) Coordinators that open/close surveys (SET, TFI, Coordinators.
SSS, SAS) following the data collection schedule. 1 = Trainers/Coaches are trained PBIS Assessment
All schools participate in required surveys per Coordinators, but are not opening/closing survey following the
training level. data collection schedule OR have less than 80% of schools
participating in required surveys.
2 = Trainers/Coaches are trained PBIS Assessment
Coordinators, are opening/closing survey following the data

PD Blueprint.v3 46
 collection schedule, and have 80% of schools participating in
required surveys.
Facilitate SWIS (School-wide Trainers/Coaches are trained SWIS Facilitators 0 = Trainers/Coaches are not trained SWIS Facilitators.
Information System) Accounts that update school accounts regularly. 1 = Trainers/Coaches are trained SWIS Facilitators, but SWIS
Accounts are not updated regularly.
2 = Trainers/Coaches are trained SWIS Facilitators and SWIS
Accounts are updated regularly.

Total Score on Tier I Section: _________ / __________

PD Blueprint.v3 47
Tier II – Training, Technical Assistance & Data Collection

Criteria
Content Knowledge/Skill Outcome (0 = Not In Place,
1 = Partially In Place,
2 = In Place)
Effective Tier II Team processes Trainers/Coaches are knowledgeable in effective 0 = Trainers/Coaches do not have knowledge of effective Tier II
Tier II Team processes including: Team processes.
• Team Roles/Responsibilities 1 = Trainers/Coaches have knowledge of some effective Tier II
• Standardized Agenda Template Team process, but not all.
• Action Planning 2 = Trainers/Coaches have knowledge of effective Tier II Team
• Communication Methods processes including: Team Roles/Responsibilities, Standardized
Agenda Templates, Action Planning and Communication
Methods.
Methods of identifying students for Trainers/Coaches are knowledgeable in multiple 0 = Trainers/Coaches do not have knowledge of methods for
Tier II supports methods for identifying students in need of Tier II identifying students in need of Tier II supports.
supports, including: 1 = Trainers/Coaches have some knowledge of methods for
• Existing School Data identifying students in need of Tier II supports.
• Teacher Nomination 2 = Trainers/Coaches have knowledge in multiple methods for
• Universal Screening identifying students in need of Tier II supports, including:
existing school data, teacher nomination, and universal
screening.
Relevant student data needed to Trainers/Coaches are able to assist schools in 0 = Trainers/Coaches are not able to assist schools in identifying
clarify problem behavior and function identifying and reviewing relevant student data and reviewing relevant student data needed to determine
of behavior needed to determine problem behavior and problem behavior and function of behavior.
function of behavior. 1 = Trainers/Coaches are able to assist schools in identifying
and reviewing relevant student data needed to determine either
problem behavior OR function of behavior.
2 = Trainers/Coaches are able to assist schools in identifying
and reviewing relevant student data needed to determine BOTH
problem behavior and function of behavior.
Planning for and implementing Trainers/Coaches are knowledgeable in methods to 0 = Trainers/Coaches are not knowledgeable in methods to plan
research based Tier II Interventions. plan for and implement research based Tier II for and implement research based Tier II Interventions.
Interventions including: 1 = Trainers/Coaches are knowledgeable in methods to plan for
• Social Skills Intervention Groups and implement at least 2 research based Tier II Interventions.
• Check-In, Check-Out 2 = Trainers/Coaches are knowledgeable in methods to plan for
• Check & Connect and implement more than 2 research based Tier II Interventions.
• First Step to Success

PD Blueprint.v3 48
Progress monitoring tools (ex. CICO- Trainers/Coaches are fluent with progress 0 = Trainers/Coaches are not fluent with progress monitoring
SWIS) and how to interpret student monitoring tools (ex. CICO-SWIS) that can be tools that can be used to graph intervention data.
data used to graph intervention data and are able to 1 = Trainers/Coaches are fluent with progress monitoring tools
assist schools in interpreting student data. (ex. CICO-SWIS) that can be used to graph intervention data,
but are not currently assisting schools in interpreting student
data.
2 = Trainers/Coaches are fluent with progress monitoring tools
(ex. CICO-SWIS) that can be used to graph intervention data
and are currently assisting schools in interpreting student data.
Methods and data used to evaluate the Trainers/Coaches are knowledgeable in Tier II 0 = Trainers/coaches are not knowledgeable in Tier II system
Tier II system system evaluation including: evaluation.
• Implementation fidelity 1 = Trainers/coaches are knowledgeable in some components of
• Social validity Tier II system evaluation.
• Student outcomes 2 = Trainers/Coaches are knowledgeable in Tier II system
• Progress monitoring evaluation including:
• Implementation fidelity
• Social validity
• Student outcomes
• Progress monitoring
Provide targeted Technical Assistance Trainers/Coaches use school implementation data 0 = Trainers/Coaches do not review school implementation data
using data (SET, TFI, SAS) to determine technical assistance when considering technical assistance, or provide no targeted
needs of participating schools. technical assistance to schools.
1 = Trainers/Coaches provide technical assistance to schools but
do not utilize implementation data to target specific school
needs.
2 = Trainers/Coaches use school implementation data (SET,
TFI, SAS) to determine technical assistance needs of
participating schools and provide related technical assistance.
Assist in Tiered Fidelity Inventory Trainers/Coaches are trained in assisting schools 0 = Trainers/Coaches are not trained to assist with
Administration in administering the Tier II Subscale of the Tiered administration of the Tiered Fidelity Inventory (TFI).
Fidelity Inventory (TFI) and conduct the TFI 1 = Trainers/Coaches are trained to assist with the
Walkthrough when applicable. administration of the Tier II Subscale of the TFI and the TFI
Walkthrough, but do not currently assist schools.
2 = Trainers/Coaches are trained to assist with the
administration of the Tier II Subscale of the TFI and provide
direct assistance to schools, including conducting the TFI
Walkthrough when applicable.
Total Score on Tier II Section: _________ / __________

PD Blueprint.v3 49
Tier III – Training, Technical Assistance & Data Collection

Criteria
Content Knowledge/Skill Outcome (0 = Not In Place,
1 = Partially In Place,
2 = In Place)
Advanced Applied Behavioral Trainers/Coaches have advanced knowledge of 0 = Trainers/Coaches do not have advanced knowledge of
Analysis Applied Behavior Analysis including: Applied Behavior Analysis.
• ABCs of behavior 1 = Trainers/Coaches have knowledge of some advanced pieces
• Functional Behavioral Assessment of Applied Behavior Analysis, including at least 2 of the
• Behavioral Support Planning following:
• Environmental Manipulations • ABCs of behavior
• Data Collection & Progress Monitoring • Functional Behavioral Assessment
• Behavioral Support Planning
• Environmental Manipulations
• Data Collection & Progress Monitoring
2 = Trainers/Coaches have advanced knowledge of Applied
Behavior Analysis, including:
• ABCs of behavior
• Functional Behavioral Assessment
• Behavioral Support Planning
• Environmental Manipulations
• Data Collection & Progress Monitoring
Effective Tier III Team processes Trainers/Coaches are knowledgeable in effective 0 = Trainers/Coaches do not have knowledge of effective Tier
Tier III Team processes including: III Team processes.
• Team Roles/Responsibilities 1 = Trainers/Coaches have knowledge of some effective Tier III
• Standardized Agenda Template Team process, but not all.
• Action Planning 2 = Trainers/Coaches have knowledge of effective Tier III Team
• Communication Methods processes including: Team Roles/Responsibilities, Standardized
Agenda Templates, Action Planning and Communication
Methods.
Methods of identifying students for Trainers/Coaches are knowledgeable in multiple 0 = Trainers/Coaches do not have knowledge of methods for
Tier III supports methods for identifying students in need of Tier III identifying students in need of Tier III supports.
supports, including: 1 = Trainers/Coaches have some knowledge of methods for
• Existing School Data identifying students in need of Tier III supports.
• Nonresponse to Tier II Intervention 2 = Trainers/Coaches have knowledge in multiple methods for

PD Blueprint.v3 50
 • Teacher Nomination identifying students in need of Tier III supports, including:
• Universal Screening existing school data, nonresponse to Tier II intervention, teacher
nomination, and universal screening.
Components needed to conduct a Trainers/Coaches are fluent in the components 0 = Trainers/Coaches are not fluent in the components needed to
Functional Behavioral Analysis (FBA) needed to conduct a FBA, including: conduct a FBA.
• Record Review 1 = Trainers/Coaches are fluent in at least 2 of the components
• Interviews needed to conduct a FBA.
• Context Analysis 2 = Trainers/Coaches are fluent in the components needed to
• ABC Observations conduct a FBA, including:
• Record Review
• Interviews
• Context Analysis
• ABC Observations
Components needed to write a Trainers/Coaches are fluent in the components 0 = Trainers/Coaches are not fluent in the components needed to
Behavior Support Plan (BSP) needed to write a BSP, including: write a BSP.
• Competing Behavior Pathway 1 = Trainers/Coaches are fluent in at least 4 of the components
• Setting Event Strategies needed to write a BSP.
• Antecedent Strategies 2 = Trainers/Coaches are fluent in the components needed to
• Intervention Strategies write a BSP, including:
• Consequence Strategies • Competing Behavior Pathway
• Safety Plans • Setting Event Strategies
• Implementation Plan • Antecedent Strategies
• Monitoring & Evaluating Methods • Intervention Strategies
• Generalization & Maintenance Strategies • Consequence Strategies
• Safety Plans
• Implementation Plan
• Monitoring & Evaluating Methods
• Generalization & Maintenance Strategies
Methods and data used to measure Trainers/Coaches are knowledgeable in methods 0 = Trainers/Coaches are not knowledgeable in methods and
fidelity of implementation of BSPs and data used to measure fidelity of data used to measure fidelity of implementation of BSPs.
implementation of BSPs, including: 1 = Trainers/Coaches are knowledgeable in one of the methods
• Self-monitoring techniques used to measure fidelity of implementation of BSPs.
• Direct observations 2 = Trainers/Coaches are knowledgeable in methods and data
used to measure fidelity of implementation of BSPs, including:
• Self-monitoring techniques
• Direct observations

Progress monitoring tools (ex. ISIS- Trainers/Coaches are fluent with progress 0 = Trainers/Coaches are not fluent with progress monitoring

PD Blueprint.v3 51
SWIS) and how to interpret student monitoring tools (ex. ISIS-SWIS) that can be used tools that can be used to graph intervention and fidelity data.
data to graph intervention and fidelity data and are able 1 = Trainers/Coaches are fluent with progress monitoring tools
to assist schools in interpreting student data. (ex. ISIS-SWIS) that can be used to graph intervention and
fidelity data, but are not currently assisting schools in
interpreting student data.
2 = Trainers/Coaches are fluent with progress monitoring tools
(ex. ISIS-SWIS) that can be used to graph intervention and
fidelity data and are currently assisting schools in interpreting
student data.
Methods and data used to evaluate the Trainers/Coaches are knowledgeable in Tier III 0 = Trainers/coaches are not knowledgeable in Tier III system
Tier III system system evaluation including: evaluation.
• Implementation fidelity 1 = Trainers/coaches are knowledgeable in some components of
• Social validity Tier III system evaluation.
• Student outcomes 2 = Trainers/Coaches are knowledgeable in Tier III system
• Progress monitoring evaluation including:
• Implementation fidelity
• Social validity
• Student outcomes
• Progress monitoring
Provide targeted Technical Assistance Trainers/Coaches use school implementation data 0 = Trainers/Coaches do not review school implementation data
using data (SET, TFI, SAS) to determine technical assistance when considering technical assistance, or provide no targeted
needs of participating schools. technical assistance to schools.
1 = Trainers/Coaches provide technical assistance to schools but
do not utilize implementation data to target specific school
needs.
2 = Trainers/Coaches use school implementation data (SET,
TFI, SAS) to determine technical assistance needs of
participating schools and provide related technical assistance.
Assist in Tiered Fidelity Inventory Trainers/Coaches are trained in assisting schools 0 = Trainers/Coaches are not trained to assist with
Administration in administering the Tier III Subscale of the Tiered administration of the Tiered Fidelity Inventory (TFI).
Fidelity Inventory (TFI) and conduct the TFI 1 = Trainers/Coaches are trained to assist with the
Walkthrough when applicable. administration of the Tier III Subscale of the TFI and the TFI
Walkthrough, but do not currently assist schools.
2 = Trainers/Coaches are trained to assist with the
administration of the Tier III Subscale of the TFI and provide
direct assistance to schools, including conducting the TFI
Walkthrough when applicable.

Total Score on Tier III Section: _________ / __________

PD Blueprint.v3 52
 APPENDIX E

Consumer Guide to Contracting for Positive Behavioral Interventions &

Supports Professional Development
Training
1. Training requires schools to assemble a team including a YES / NO
building administrator
2. Each training session provides clear and measurable school YES / NO
team outcomes
3. Training sessions designed to allow school teams to build on YES / NO
current successful strategies
4. Training emphasizes the SW-PBIS problem solving logic: YES / NO
Data, Practices & Systems
5. Training includes district personnel to develop local capacity YES / NO
(trainer of trainers)
6. Training focuses on continuum of behavioral supports YES / NO
(universal, tier II, tier III)
7. Training tailored based on school team self-assessment YES / NO
including phase of implementation
8. Training uses readily available materials/resources or allows YES / NO
district to reproduce materials
9. Training includes local trainers within the first year YES / NO
10. Training mirrors state initiative and/or utilizes state YES / NO
recommended measures

Trainer(s)
11. Trainers have worked directly with school teams across all YES / NO
phases of implementation and continuum
12. Trainers familiar with range of evidence-based practices and YES / NO
does not promote a singular or limited approach
13. Trainers readily share training materials with district to build YES / NO
local capacity
14. Trainers have worked directly with a trainer-of-trainer model YES / NO
15. Trainers have experience working with district leadership YES / NO
teams to action plan
16. Trainers have experience training and coordinating external YES / NO
and internal coaching

Self-Assessment/ Evaluation
17. Training plan includes an iterative process to measure school YES / NO
team progress that includes a) fidelity of implementation and
b) student outcomes
18. Clear measurable objectives established for each training YES / NO
activity
19. Training includes direct technical assistance to district YES / NO
leadership to reach full implementation and sustainability

PD Blueprint.v3 53