PBIS CM Dashboard Page 1 of 4
PBIS Classroom Management Dashboard
Observer:__John Minjares___________ Date: _______________ Time: ________ to _______
School: _Sam Houston High School__ Teacher: 1
Area of Focus
Consequences
Class-wide
Motivation
System
Activity
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4
5
Grading Period: 1
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CHAMPs
Implementation
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Classroom rules are clearly posted
Majority of classroom rules positively state what students
are expected to do
There are no more than 6 classroom rules.
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3
4
Status
Green = 4-5
Yellow = 2-3
Red = 0-1
STATUS: __________
Consequences match the severity of the misbehavior
At least 1 Class-wide motivation system is clearly evident # items checked:_____
Class-wide motivation system is actively implemented
Green = 2-3
Yellow = 1
Red = 0
STATUS: __________
# items checked: ___
Teacher uses Attention Signals effectively
Green = 3
Yellow = 2
Red = 0-1
Transitions are orderly
STATUS: __________
CHAMPs or other behavior expectations are outlined for
the activity (Y3+)
# items checked: ____
At least 1 element of CHAMPs or behavior expectations
is clearly posted (Y3+): Poster ____ Power Point ____
Elmo _____ Overhead ____ Chart _____
Bulletin board _____ Other: ____________________
Green = 3
Yellow = 1-2
Red = 0
Students are reminded of voice levels for the activity
STATUS: __________
Expectations are clearly explained for the activity
Calm voice
Redirection
Pre-corrections
State changes
Visual cues
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Private discussion
Classroom jobs
Reminder of rules
# items checked:
___
Green = 4 or more
Yellow = 2-3
Red = 0-1
Proximity control
Positive praise
Positive ____________ Corrective ___________________
Ratio of
Interactions
2
Classroom rules are aligned with school-wide Guidelines # items checked: ____
For Success
Teacher reminds the class of the motivation system
Frequency: ______ x
Activity Observed: _______________________________
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Tier 1
Strategies
Observed
3
Measures
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Classroom
Rules
and
2
At least 3 to 1 ratio of positive or non-contingent
interactions to corrective actions
Students are corrected privately
*Passing Score: 4 out of 6 Areas of Focus are GREEN
STATUS: __________
# items checked: ___
Green = 2
Yellow = 1
Red = 0
STATUS: __________
Revised 12/10/2012
PBIS CM Dashboard Page 2 of 4
Classroom Management for Year 3+ Schools Scoring Guide
Classroom Rules and Consequences
 Classroom rules are aligned with school-wide Guidelines for Success (GFS)
o Guidelines for Success are 3-5 positively stated school-wide expectations that apply to
both the students and faculty.
o The staff was involved in the development of the GFS (usually the PBIS Team) and at
least 80% of the school staff and faculty voted to adopt the GFS for the campus.
o Classroom rules directly define each of the campus’s GFS. An example is GFS= Be
safe. Class rule= Keep hands and feet to yourself, which defines safety in the
classroom.
 Classroom rules are clearly posted (p. 118)
o Rules poster is in a prominent location that is easily found in the classroom
o Print and size is reasonably visible so that a majority of the students can see it from any
location in the room.
 Majority of classroom rules positively state what students are expected to do (p. 117)
o Rules should describe SPECIFIC and OBSERVABLE behavior that can result in
undesirable consequences if unacceptable behaviors occur.
o Effective classroom rules outline what students can do to prevent most unsafe
misbehavior in the classroom.
o At least 80% of the rules should be stated positively for credit.
 There are no more than six classroom rules (p. 116)
 Consequences match the severity of the misbehavior (p. 128)
o The most effective corrective actions are “direct, brief and explicit” (p. 119).
o Consequence fits even the mildest example of the rule violation and is consistent.
o Example: If a student talks out of turn, request time owed for the number of minutes the
student was talking.
Class-wide Motivation System
 At least one class-wide motivation system is clearly evident (p. 306)
o A class-wide motivation system is an organized and systematic set of procedures
designed to have a positive impact on ALL of the students in your class.
o System is in a prominent location or is easily found within the classroom or building
o Examples of systems include: BINGO, ticket or lottery system, token economy, etc.
 Class-wide motivation system is actively implemented
o When the class behaves appropriately, the teacher rewards the class with positive
reinforcement or reward/incentive.
 Teacher reminds the class of the motivation system
o Teacher can refer to the class-wide motivation system before, during or after the activity
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Activity
 Students are reminded of voice levels for the activity (p. 155)
o Voice level is designated before or during the activity in either verbal or visual format
o Teacher reminds the students of the designated voice level once the threshold is
reached
o Examples: Level 0= Silence, Level 1= Whisper, etc.
 Teacher uses Attention Signals effectively (p. 76)
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Teacher attempts to gain class attention with use of a visual and auditory signal
Students respond to the attention signal by focusing their attention on the teacher
Example: Clap with echo-clap response
Non-example: Teacher uses Clap signal and less than 40% of the students echo-clap
response and pay attention while others continue their activity
 Transitions are orderly (p. 165)
o Transitions are when students move from one activity to another or from one task to
another.
o Evidence of orderly transitions include:
 Once direction is given at least 80% of the students quickly engage in the
transition activity.
 Transition appears to be routine and well-practiced.
CHAMPs Implementation
 CHAMPs or other behavior expectations are outlined for the activity (Year 3+) (p. 151)
o Example: Use of the CHAMPs, MAC, ACHIEVE or other school-wide acronym for
behavioral expectations is evidently in use.
o Teacher specifies or has previously taught behavioral expectations for the activity.
 At least one element of CHAMPs or other behavior expectations is clearly posted (Year 3+)
(p. 151)
o Poster, Power Point slide, Elmo, Transparency, Chart or Bulletin board, etc. is in a
prominent location that is easily found in the classroom
o Print and size is reasonably visible so that a majority of the students can see it from any
location in the room.
 Expectations are clearly explained for the activity
o If the teacher does not use CHAMPs, behavioral expectations are explicitly outlined for
the class by either visual or verbal means.
Tier 1 Strategies Observed
 Calm voice
o Teacher uses a calm voice when addressing students who are misbehaving.
 Private discussion
o Teacher speaks to the student quietly about expectations for behavior (p. 129).
 Redirection
o Teacher gently guides the students directly, briefly and explicitly back to what he or she
should be doing (p. 386).
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 Classroom jobs
o Teacher has assigned classroom jobs (p. 131).
 Pre-corrections
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o Teacher cues the class/student of behavioral expectations BEFORE a previously
problematic activity/transition in an effort to increase the probability that appropriate
behavior will occur (p. 387).
Reminder of rules (p. 119)
o Teacher refers to class rules, CHAMPs or other expectations during the
activity/transition in an effort to redirect misbehavior.
State changes
o Teacher observes the class becoming restless and directs the class to move in a
manner that constitutes a change in the current physical or mental state. Example:
quick dance move, quick discussion with partner, etc.
Proximity control
o In an effort to indirectly correct misbehavior, the teacher moves closer to the area of the
room where the off-task behavior is occurring.
Visual cues
o Teacher uses picture cards, signs or posters that depict the expectations for the
activity/transition.
Positive praise
o Teacher uses positive praise toward students who are modeling appropriate behavior in
the classroom (p. 124).
Ratio of Interactions
 Positive or non-contingent interactions (p. 279)
o Positive interactions: Teacher interacts with and gives feedback to students when they
have accomplished or demonstrated improvement on important behavioral or academic
goals.
o Non-contingent positive interactions: Time, attention and effort given to the student
regardless of performance in class to show the student that he or she is valuable.
o Examples include: smile, pat on the back, greetings or showing an interest in their
thoughts, feelings and activities.
 Corrective interactions
o Teacher interacts with and gives attention and/or corrective feedback to students when
they are misbehaving.
o Examples include: “Sit down,” “Stop talking,” “How many times do I have to…”
 At least 3 to 1 ratio of positive non-contingent interactions to corrective actions (p. 298)
o For every corrective action, there were at least three positive or non-contingent
interactions or attention given to the student/class.
 Individual students are corrected privately (p. 119)
o Private correction refers to use of a calm voice and low tone when addressing a student
who is misbehaving and is within close proximity.
 Can be a conference, visual or verbal cue, pre-correction, “secret signal” or a
combination of the aforementioned.
o Teacher corrects misbehavior as privately as possible at least 80% of the time.
Sprick, R. (2009). CHAMPS: A proactive and positive approach to classroom management (2nd ed.). Eugene, OR: Pacific Northwest.
Revised 12/10/2012
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