Jason E Harlacher - An Educators Guide to Schoolwide Positive Behavioral Inteventions and Supports: Integrating All Three Tiers (Swpbis Strategies)

AN EDUCATORS GUIDE TO

Schoolwide
Positive
Behavioral
Interventions
and Supports

INTEGRATING ALL THREE TIERS

JASON E. HARLACHERBILLIE JO RODRIGUEZ

Copyright 2018 by Marzano Resources

Materials appearing here are copyrighted. With one exception, all rights are reserved. Readers may reproduce only those pages marked Reproducible. Otherwise, no part of this book may be reproduced or transmitted in any form or by any means (electronic, photocopying, recording, or otherwise) without prior written permission of the publisher and the authors.

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Printed in the United States of America

Library of Congress Control Number: 2017906378

ISBN: 978-0-9903458-7-9

Text and Cover Designer: Laura Cox

Acknowledgments

T he content of this book comes from a variety of sources, including research, our personal experience working in schools, our work as trainers of Schoolwide Positive Behavioral Interventions and Supports (SWPBIS), and an array of organizations that train on SWPBIS and offer examples of schools using SWPBIS on their respective websites. We want to explicitly thank the following organizations, as their examples and work are referenced throughout this book.

Florida PBIS (now FLPBIS: MTSS)

Colorado Department of Education, RTI/PBIS Unit (now MTSS)

Midwest PBIS

MIBLSI

Washoe County School District

Springfield Public Schools

Maryland PBIS

Nevada PBIS

PBIS Technical Assistance Center

RTI Innovations Conferences

On a personal note, I have to thank my classmates, professors, and colleagues within the field, beginning with my time in Davis School District in Farmington, Utah. I was a new intern in school psychology, and it was there that my close friend and colleague Heidi shared her use of the Principals 200 Club at one of her schools. That was my first introduction to the idea of SWPBIS, although we didnt call it that at that time. That idea was one of the reasons I enrolled at the University of Oregon as a doctoral student. It was at Oregon that my passion for improving schools grew, and it was there that I had the honor of being an advisee of Dr. Kenneth W. Merrell. Although he left us many years ago, I carry his influence with me to this day. He taught me to always focus on the student and the school, and along with my other professors, I learned the value of changing the system in order to impact behavior. It is my hope that this book answers a need of practitioners for not just the conceptual knowledge of SWPBIS, but also its practical application. As ecological behaviorists, my classmates, colleagues, and I are always asking What does it look like? and I hope this book can answer that in respect to SWPBIS.

Jason Harlacher

For me, the journey into positive behavior support and schools began with an amazing child, Corey, who taught me how to think about the world differently. After learning on my feet the value of stating expectations positively rather than saying what not to do, I was lucky enough to establish mentors, peers, and colleagues who have helped me grow in my understanding of behavior and the systems that can positively influence outcomes for all. My journey has included both purposeful and serendipitous turns, and I am thankful for those who saw potential in me, for those who challenged me to think differently about how the world works, and for those who gave me the chance to try out my work in the real world. Through these experiences, I have gained an understanding of what SWPBIS can look like. I hope this book will be a resource for those who, like me, are passionate about making changes that can have a large, positive impact on outcomes for students.

Billie Jo Rodriguez

Marzano Resources would like to thank the following reviewers:

Melani Amaris

Manager, Student Services

San Jose Unified School District

San Jose, California

Susan Bruhl

Director of Student Support Services

Addison Northeast Supervisory Union

Bristol, Vermont

Kelly McNabb

District PBIS Coach

Cobb County School District

Marietta, Georgia

Laura Mooiman

Program Specialist for PBIS

Napa Valley Unified School District

Napa, California

Table of Contents

Reproducible pages are in italics.

About the Authors

Jason E. Harlacher, PhD, is a consultant, researcher, and adjunct professor with over twelve years of experience in education. He works full time as a Multi-Tiered System of Supports (MTSS) Specialist with the Colorado Department of Education (CDE). Prior to joining CDE, Dr. Harlacher worked as a school psychologist, a response to intervention (RTI) consultant, and the state director for positive behavior support of Nevada (now Nevada PBIS). He is the sole author of Designing Effective Classroom Management and a coauthor of Practitioners Guide to Curriculum-Based Evaluation in Reading. He presents nationally on schoolwide prevention models and has published articles on RTI, social-emotional learning, and classroom interventions. Dr. Harlacher earned a bachelors degree in psychology from Ohio University, a masters degree in school psychology from Utah State University, and a doctorate in school psychology from the University of Oregon.

Billie Jo Rodriguez, PhD, NCSP, BCBA, is a practicing school psychologist, district positive behavior support coach, and adjunct professor with over eleven years of education experience. She currently works for Springfield Public Schools and teaches coursework in special education and school psychology at the University of Oregon. She has sixteen peer-reviewed publications in refereed journals as well as ten additional publications in the areas of Multi-Tiered System of Supports, (MTSS), functional behavior assessment and support planning, and Positive Behavioral Interventions and Support (PBIS). Prior to joining Springfield Public Schools as a school psychologist and Positive Behavior Support coach, Dr. Rodriguez worked as an assistant professor in school psychology at the University of Texas at San Antonio and as a behavior specialist for Clackamas Education Service District. Dr. Rodriguez has served on a team coordinating Tier Two and Three PBIS supports for a state-funded Oregon Department of Education grant, has served on the Oregon Coaches Network, and has participated in the Texas Behavior Support network. Dr. Rodriguez presents nationally in the areas of MTSS, functional behavior assessment and intervention development, and PBIS. She earned a bachelors degree in psychology from the University of Central Arkansas, a masters degree in special education from the University of Oregon, and a doctorate in school psychology, also from the University of Oregon.