The goals for days 1 and 2 are to provide teams with main ideas that define school-wide PBS (a) whole school approach to behavior support, (b) investment in preventing problem behavior (c) the value of actively teaching and rewarding expected behaviors, (d) establishing environments that are predictable, (e) the use of different practices for different levels (primary, secondary, tertiary) of behavior support (f) implementation of the systems needed to support evidence-based practices, (g) commitment to on-going self-evaluation to reach a criterion that will benefit students, and (h) the collection and use of data for decision-making

School teams typically will enter training with a commitment to improving student behavior, but with limited detail about the substantive features of School-wide PBS. They should leave the second day of training able to (a) define the core features of School-wide PBS, (b) define the steps to implementation of School-wide PBS, (c) self-assess the extent to which they already are using School-wide PBS practices and systems, and (d) clear steps by which they will build an action plan and implement School-wide PBS in their school.

• Define core features of PBS
• Define three-tiered prevention model
• Identify examples of School-wide PBS implementation.

• Identify the failure of a zero-tolerance policy
• Define the evaluation outcomes from other schools

• Define the six steps to School-wide PBS Implementation
• Self-Assess using the TIC
• Determine the extent to which School-wide PBS is appropriate for their school
• Determine how to use the EBS Survey to assess whole-school impressions, and build a formal action plan.

• Main ideas behind data-based decision-making
• How to apply a problem-solving model
• Core features of an effective and efficient office discipline referral information system.
• Basic question-asking process for making decisions from data
• How to gain access to a data system if needed.

• Define the features of specific, non-classroom settings
• Define features of behavior support for specific settings
• Define a process for self-assessing the specific setting behavior support practices for a school.

• Define the critical features of effective team meetings.
• Self- assess the extent to which team meetings meet expected criteria
• Define action plan for ensuring effective team meetings.

• Teams should complete the Team Implementation Checklist, and build a plan to use the EBS Survey with their whole faculty.
• Teams should complete the School Safety Survey
• Teams should leave with the structure for a formal action plan for the academic year, and a detailed action plan until the next training event.

The third day of training will typically occur at least 2-3 months after the initial trainings. The teams will have had time to conduct the EBS Survey, use the TIC, and determine the feasibility of School-wide PBS implementation

Schools that are not ready to commit to School-wide PBS implementation may now opt out of training, and coaching and training resources can be reallocated toward those schools that are ready to move forward.

The third day of training should review the main ideas of School-wide PBS, give the teams the opportunity to report on their accomplishments, and add new content to improve the implementation process.

Focus on Classroom behavior support practices and the process of responding to escalating problem behavior patterns in school.

Meet with coaches prior to training, and (a) provide an opportunity to review advances and roadblocks, (b) provide an overview of next training content, (c) provide opportunity for collaborative problem solving

• Public review of the status of each team (if < 10 teams then do individual reports, if > 10 teams consider a poster session)
• Review main ideas guiding School-wide PBS
• Review current research results

• Define the core features of effective behavior support in classrooms
• Provide a self-evaluation tools that teams can use with individual teachers
• Develop an action plan for improving classroom practices on a school-wide basis

• Introduce the Colvin model of escalating behavior
• Define practices that exacerbate problem behavior
• Define the core features of a system of negative responses to problem behavior.
• Provide a self-assessment tool for assessing responses to problem behavior

• Define the core features of an effective bully proofing approach
• Define the consistency between School-wide PBS and Bully Proofing efforts
• Define the process for teaching the four core Bully Proofing skills
• Define the process for self-assessing if bully proofing is in place

• Complete Team Implementation Checklist
• Review status of Team Action Plan
• Define specific activities to be completed before next training event.

Day 4 of training provides an introduction to the secondary (targeted) and tertiary (intensive individual) behavior support elements of School-wide PBS. These content areas will receive more detailed review in Year 2, but should be introduced during Year 1 to avoid the misrule that School-wide PBS does not address individual student supports.

Meet with coaches prior to training, and (a) provide an opportunity to review advances and roadblocks, (b) provide an overview of next training content, (c) provide opportunity for collaborative problem solving

• Provide an opportunity to teams to report on their progress and the road-blocks they have encountered.
• Provide a review of PBS core ideas, examples from other states, and current research reports.

• Define “function-based support” and the research basis for function-based support
• Define the cascading model by which assessment, support design and support implementation are integrated
• Define the core features of an effective behavior support plan
• Define the roles of a behavior support planning team
• Define the data collected to monitor (a) if a plan is implemented, and (b) if the plan is effective

• Define the logic and core features of Targeted Interventions.
• Introduce the Check-in/Check-out (BEP) model
• Provide research results related to targeted interventions
• Provide a self-assessment tool for determining if a targeted intervention is appropriate for a school, and how to build targeted intervention planning into a school action plan.

• Define status of current action plan
• Build “bridge plan” for moving into Year 2.
• Identify specific support/actions needed from state, trainers, coach, team leaders.