Information on implementing quality behavior systems in schools

1. The Hidden Achievement Factor:
Effects of Behavior Systems on Academic Outcomes
Stacy B. Morgan, M.S.
stacy@emergenttree.com

2. Understanding and
application of the
science of behavior
Team based
problem solving
Frequent analysis
of data trends
Aligned behavior
curriculum for all
students
Frequent
acknowledgement
of appropriate
behaviors
Consistent
responses to
behavioral
violations
Standardized
interventions
Individualized,
function-based
interventions OUTCOMES
ALL TIERS TIER ONE TIER TWO TIER THREE
X X X X X X X
Implementing ineffective
strategies, misunderstanding
of purpose of system
ReducedStudentProgress
X X X X X X X
Missing diverse perspectives,
incomplete knowledge of issue,
reduced staff buy-in
X X X X X X X
Delayed response to
student/campus need, Atrophy
of existing systems
X X X X X X X
Regression during campus
transitions, Inequality in
student services, Lack of
maintenance
X X X X X X X
Reduced instructional effect,
Punitive campus culture
X X X X X X X
Reduced instructional effect,
Student confusion on expected
behaviors
X X X X X X X
Disproportionate number of
students with significant
behaviors, Increased need for
teacher support
X X X X X X X
Elevated potential for crisis,
Increased risk of litigation,
Reduced focus on instruction
X X X X X X X X
Implementing comprehensive
behavior supports resulting in
student progress and improved
campus/district culture
Exponential
Progress
© 2014 Emergent Tree Education, Inc.

3. Limited Implementation Partial to High Levels of Implementation
LimitedKnowledge
Identify district staff to research process through Journal
Articles, OSEP center or various state websites.
Contact outside support such as University, Service
Center or Consultant support.
Attend behavior focused conferences such as TABS,
APBS, or TBS annual conferences.
Conduct training in foundational knowledge, science of
behavior
Focus on the purpose of critical features rather than
implementation
PartialtoHighLevels
ofKnowledge
Work with in-District staff to set up training, coaching
and evaluation systems
Identify pilot campuses with high probability of success
as part of long-term implementation strategies
Develop strategies for horizontal and vertical alignment
of systems
Integrate maintenance strategies through visibility,
funding, training and evaluation
Unaligned, Inconsistent
Practices
Pockets of quality practices,
Inability to explain effect
Pocket of quality practices,
Lack or large-scale buy-in
Aligned, Consistent Practices
© 2014 Emergent Tree Education, Inc.