Outcomes School Safety Survey (SSS) Identify safety status, needs and change over time Annually All building level staff complete and review; Anonymous data are retrieved by PA PBS evaluators via secure website Office Discipline Referrals (ODR) Evaluate impact on rates of problem behavior Monthly (by team), Quarterly (shared with staff), Annually shared with PAPBS evaluators Enter in SWIS or other data system; If schools use SWIS, their annual SWIS data are automatically accessed by PAPBS evaluators via secure website ; or School district and building level database “Big Five Reports”: Avg Referrals per Day per Month Referrals by Problem Behavior Referrals by Location Referrals by Time Referrals by Student System of Assessment (PSSA) Evaluate impact on academic performance Annually PAPBS evaluators retrieve via public access Value Added Assessment System (PVAAS) Evaluate impact on annual academic growth Annually PAPBS evaluators retrieve via public access Safe Schools Evaluate impact on violence and weapons possession on school property Annually PAPBS evaluators retrieve via public access School Profile Total Students Student attendance rate Staff attendance rate LRE per 3 reporting categories Referrals for special education eligibility determination Newly identified special education identifications OSS/ISS Used to identify changes over time with implementation Annually School/District Point of Contact (POC) submit to PAPBS evaluators
7 11 3 4. Problem behaviors (failure to meet expected student behaviors) are defined clearly. 6 4 4 8 9 5. Consequences for problem behaviors are defined clearly. 11 3 3 Step 1c. For each system area, calculate a total summary by counting the total number of responses for a column (e.g., In place: 9 + 2 + …..) and dividing that number by the total number of responses for the row (e.g., In place + Partial + Not in place) as illustrated in example 1c. Example 1c. Current Status Feature Priority for Improvement In Place Partial in Place Not in Place School-wide is defined as involving all students, all staff, & all settings. High Med Low 9 7 4 1. A small number (e.g. 3-5) of positively & clearly stated student expectations or rules are defined. 4 4 3 2 6 12 2. Expected student behaviors are taught directly. 10 4 6 7 9 3 3. Expected student behaviors are rewarded regularly. 6 6 7 11 3 4. Problem behaviors (failure to meet expected student behaviors) are defined clearly. 6 4 4 8 9 5. Consequences for problem behaviors 11
In Place Partial in Place Not in Place Individual student systems are defined as specific supports for students who engage in chronic problem behaviors (1%-7% of enrollment) High Med Low 1. Assessments are conducted regularly to identify students with chronic problem behaviors. 2. A simple process exists for teachers to request assistance. 3. A behavior support team responds promptly (within 2 working days) to students who present chronic problem behaviors. 4. Behavioral support team includes an individual skilled at conducting functional behavioral assessment. 5. Local resources are used to conduct functional assessment-based behavior support planning (~10 hrs/week/student). 6. Significant family &/or community members are involved when appropriate & possible. 7. School includes formal opportunities for families to receive training on behavioral support/positive parenting strategies. 8. Behavior is monitored & feedback provided regularly to the behavior support team & relevant staff. Name of School ____________________________________________ Date _____________
BENCHMARKS OF QUALITY (Revised) SCORING GUIDE Benchmark 3 points 2 points 1 point 0 points 1. Team has administrative support Administrator(s) attended training, play an active role in the PBIS process, actively communicate their commitment, support the decisions of the PBIS Team, and attend all team meetings. Administrator(s) support the process, take as active a role as the rest of the team, and/or attend most meetings Administrator(s) support the process but don’t take as active a role as the rest of the team, and/or attends only a few meetings. Administrator(s) do not actively support the PBIS process. 2. Team has regular meetings (at least monthly) Team meets monthly (min. of 9 one-hour meetings each school year). Team meetings are not consistent (5-8) monthly meetings each school year). Team seldom meets (fewer than five monthly meetings during the school year). 3. Team has established a clear mission/purpose Team has a written purpose/mission statement for the PBS team (commonly completed on the cover sheet of the action plan). No mission statement/purpose written for the team. 4. Faculty are aware of behavior problems across campus through regular data sharing Data regarding school-wide behavior are shared with faculty monthly (min. of 8 times per year). Data regarding school-wide behavior are occasionally shared with faculty (3-7 times per year). Data are not regularly shared with faculty. Faculty may be given an update 0-2 times per year 5. Faculty are involved in establishing and reviewing goals Most faculty participate in establishing PBIS goals (i.e. surveys, “dream”, “PATH”) on at least an annual basis. Some of the faculty participates in establishing PBIS goals (i.e. surveys, “dream”, “PATH”) on at least an annual basis. Faculty does not participate in establishing PBIS goals. 6. Faculty feedback is obtained throughout year Faculty is given opportunities to provide feedback, to offer suggestions, and to make choices in every step of the PBIS process (via staff surveys, voting process, suggestion box, etc.) Nothing is implemented without the majority of faculty approval. Faculty are given some opportunities to provide feedback, to offer suggestions, and to make some choices during the PBIS process. However, the team also makes decisions without input from staff. Faculty are rarely given the opportunity to participate in the PBS process (fewer than 2 times per school year).
7. Discipline process described in narrative format or depicted in graphic format Team has established clear, written procedures that lay out the process for handling both major and minor discipline incidents. (Includes crisis situations) Team has established clear, written procedures that lay out the process for handling both major and minor discipline incidents. (Does not include crisis situations.) Team has not established clear, written procedures for discipline incidents and/or there is no differentiation between major and minor incidents. 8. Discipline process includes documentation procedures There is a documentation procedure to track both major and minor behavior incidents (i.e., form, database entry, file in room, etc.). There is not a documentation procedure to track both major and minor behavior incidents (i.e., form, database entry, file in room, etc.). 9. Discipline referral form includes information useful in decision making Information on the referral form includes ALL of the required fields: Student’s name, date, time of incident, grade level, referring staff, location of incident, gender, problem behavior, possible motivation, others involved, and administrative decision. The referral form includes all of the required fields, but also includes unnecessary information that is not used to make decisions and may cause confusion. The referral form lacks one or more of the required fields or does not exist. 10. Problem behaviors are defined Written documentation exists that includes clear definitions of all behaviors listed. All of the behaviors are defined but some of the definitions are unclear. Not all behaviors are defined or some definitions are unclear. No written documentation of definitions exists. 11. Major/minor behaviors are clearly differentiated Most staff are clear about which behaviors are staff managed and which are sent to the office. (i.e. appropriate use of office referrals) Those behaviors are clearly defined, differentiated and documented. Some staff are unclear about which behaviors are staff managed and which are sent to the office (i.e. appropriate) use of office referrals) or no documentation exists. Specific major/minor behaviors are not clearly defined, differentiated or documented. 12. Suggested array of appropriate responses to major (office-managed) problem behaviors There is evidence that all administrative staff are aware of and use an array of predetermined appropriate responses to major behavior problems. There is evidence that some administrative staff are not aware of, or do not follow, an array of predetermined appropriate responses to major behavior problems.
42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms Evident in most classrooms (>75% of classrooms) Evident in many classrooms (50-75% of classrooms) Evident in only a few classrooms (less than 50% of classrooms) 43. Classroom routines and procedures are explicitly identified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal) Evident in most classrooms (>75% of classrooms) Evident in many classrooms (50-75% of classrooms) Evident in only a few classrooms (less than 50% of classrooms) 44. Expected behavior routines in are taught Evident in most classrooms (>75% of classrooms) Evident in many classrooms (50-75% of classrooms) Evident in only a few classrooms (less than 50% of classrooms) 45. Classroom teachers use immediate and specific praise Evident in most classrooms (>75% of classrooms) Evident in many classrooms (50-75% of classrooms) Evident in only a few classrooms (less than 50% of classrooms)
46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgement of inappropriate behaviors Evident in most classrooms (>75% of classrooms) Evident in many classrooms (50-75% of classrooms) Evident in only a few classrooms (less than 50% of classrooms) 47. Procedures exist for tracking classroom behavior problems Evident in most classrooms (>75% of classrooms) Evident in many classrooms (50-75% of classrooms) Evident in only a few classrooms (less than 50% of classrooms) 48. Classrooms have a range of consequences/ interventions for problem behavior that are documented and consistently delivered Evident in most classrooms (>75% of classrooms) Evident in many classrooms (50-75% of classrooms) Evident in only a few classrooms (less than 50% of classrooms) 49. Students and staff are surveyed about PBS Students and staff are surveyed at least annually (i.e. items on climate survey or specially developed PBIS plan survey), and information is used to address the PBIS plan. Students and staff are surveyed at least annually (i.e. items on climate survey or specially developed PBIS plan survey), but information is not used to address the PBIS plan. Students and staff are not surveyed.
50. Students and staff can identify expectations and rules Almost all students and staff can identify the school-wide expectations and rules for specific settings. (can be identified through surveys, random interviews, etc…) at least 90% Many students and staff can identify the school-wide expectations and rules for specific settings. at least 50% Few of students and staff can identify the expectations and rules for specific settings OR Evaluations are not conducted less than 50% 51. Staff use referral process (including which behaviors are office managed vs. which are teacher managed) and forms appropriately Almost all staff know the procedures for responding to inappropriate behavior, use forms as intended and fill them out correctly. (can be identified by reviewing completed forms, staff surveys, etc…) at least 90% know/use Many of the staff know the procedures for responding to inappropriate behavior, use forms as intended and fill them out correctly. at least 75% know/use Some of the staff know the procedures for responding to inappropriate behavior, use forms as intended and fill them out correctly. at least 50% know/use Few staff know the procedures for responding to inappropriate behavior, use forms as intended and fill them out correctly OR Evaluations are not conducted. less than 50% know/use 52. Staff use reward system appropriately Almost all staff understand identified guidelines for the reward system and are using the reward system appropriately. (can be identified by reviewing reward token distribution, surveys, etc…) at least 90% understand/use Many of the staff understand identified guidelines for the reward system and are using the reward system appropriately. at least 75% understand/use Some of the staff understand identified guidelines for the reward system and are using the reward system appropriately. at least 50% understand/use Few staff understand and use identified guidelines for the reward system OR Evaluations are not conducted at least yearly or do not assess staff knowledge and use of the reward system. less than 50% understand/use 53. Outcomes (behavior problems, attendance, and morale) are documented and used to evaluate PBIS plan There is a plan for collecting data to evaluate PBIS outcomes, most data are collected as scheduled, and data are used to evaluate PBIS plan. There is a plan for collecting data to evaluate PBIS outcomes, some of the scheduled data have been collected, and data are used to evaluate PBIS plan. There is a plan for collecting data to evaluate PBIS outcomes; however nothing has been collected to date. There is no plan for collecting data to evaluate PBIS outcomes.