PBIS CM Dashboard Page 1 of 4
PBIS Classroom Management Dashboard
Observer:__John Minjares___________ Date: _______________ Time: ________ to _______
School: _Sam Houston High School__ Teacher: 1 2 3 4 5 Grading Period: 1 2 3 4
Area of Focus
Classroom
Rules and
Consequences
Class-wide
Motivation
System
Activity
CHAMPs
Implementation
Tier 1
Strategies
Observed
Ratio of
Interactions
Measures

Classroom rules are aligned with school-wide Guidelines
For Success

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.

Consequences match the severity of the misbehavior

At least 1 Class-wide motivation system is clearly evident

Class-wide motivation system is actively implemented

Teacher reminds the class of the motivation system
Frequency: ______ x
Activity Observed: _______________________________

Students are reminded of voice levels for the activity

Teacher uses Attention Signals effectively

Transitions are orderly

CHAMPs or other behavior expectations are outlined for the activity (Y3+)

At least 1 element of CHAMPs or behavior expectations is clearly posted (Y3+): Poster ____ Power Point ____
Elmo _____ Overhead ____ Chart _____
Bulletin board _____ Other: ____________________

Expectations are clearly explained for the activity

Calm voice

Private discussion

Redirection

Classroom jobs

Pre-corrections

Reminder of rules

State changes

Proximity control

Visual cues

Positive praise
Positive ____________ Corrective ___________________

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 = 4-5
Yellow = 2-3
Red = 0-1
STATUS: __________
# items checked:_____
Green = 2-3
Yellow = 1
Red = 0
STATUS: __________
# items checked : ___
Green = 3
Yellow = 2
Red = 0-1
STATUS: __________
# items checked: ____
Green = 3
Yellow = 1-2
Red = 0
STATUS: __________
# items checked : ___
Green = 4 or more
Yellow = 2-3
Red = 0-1
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

PBIS CM Dashboard Page 3 of 4
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) o Teacher attempts to gain class attention with use of a visual and auditory signal o Students respond to the attention signal by focusing their attention on the teacher o Example: Clap with echo-clap response o 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).

PBIS CM Dashboard Page 4 of 4

Classroom jobs o Teacher has assigned classroom jobs (p. 131).

Pre-corrections 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, precorrection, “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 (2 nd ed.). Eugene, OR: Pacific Northwest.
Revised 12/10/2012