School-wide Evaluation Tool
(SET)
Implementation Manual
Version 2.0
February, 2012
Todd, A.W., Lewis-Palmer. T., Horner, R.H., Sugai, G.,
Sampson, N.K., & Phillips, D.
University of Oregon
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
TABLE OF CONTENTS
Introduction
Acknowledgments
i
ii
OVERVIEW OF THE SET
o Features of the SET
o Data Sources
o Human Subject Approval
o SET Research
o The SET Scoring guide
1-2
PREPARING FOR AND CONDUCTING THE SET
o Scheduling
o Arriving at the School
o Collecting the Information
o School Observations
o Overview of Interviews
3-6
SCORING THE SET
o Scoring and Calculating Interviews and Observations
o Scoring the Evaluation Questions
o Inter-Observer Reliability
o Matching Exercise
o Interview and Observation Examples
o Scoring Permanent Product Examples
CASE STUDY EXAMPLES INTRODUCTION
•
Case Study #1
•
Case Study #2
7-88
89-146
INTERPRETING AND SUMMARIZING THE SET RESULTS
o Integrating Multiple Data Sources
o School Level Analysis
o District Level Analysis
o Sending Results to the School
147-151
OTHER INFORMATION
o Frequently Asked Questions
o Self-Assessment Survey (SAS)
152-169
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
Introduction
The SET Implementation Manual was developed to provide guidance and technical
assistance to those who would like to use the School-wide Evaluation Tool (SET) to
assess a school’s fidelity of implementation of school-wide positive behavior support.
The intended audience includes school district, state level and research evaluators in
the area of school-wide positive behavior support that have experience in proactive
school-wide discipline procedures, assessment and evaluation strategies.
Organization of This Manual
This manual is divided into six major sections. Each section focuses on a different
component for completing the SET.

Overview of the SET
The overview describes the purpose and features of the SET. Data sources
needed for completing the SET and SET research are described.

Preparing for and Conducting the SET
This section provides more detail about preparing for and conducting the SET. A
task analysis from initial contact with the school to collecting information for
scoring the SET is described in detail.

Scoring the SET
This section provides scoring practice opportunities. Case studies are included for
calculating SET scores inter-observer agreement.

Case Studies
Two full school examples are included for scoring practice in this section.

Interpreting and Summarizing
This section provides scoring information and strategies for interpreting the SET
and procedures for reporting SET scores to the school.

Other Information
The final section contains the Self-Assessment Survey and Frequently Asked
Questions (FAQs).
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
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Acknowledgements
The authors of this manual wish to express their appreciation of the support provided in
part by the OSEP Center on Positive Behavioral Interventions and Support (PBIS), the
University of Oregon, and the project collaborators in Oregon, Hawaii, Illinois, and
Maryland for the feedback on the development of the School-wide Evaluation Tool
(SET) and this manual.
We would also like to acknowledge the following individuals for their support and
contributions: Jeff Sprague, Terry Scott, Tim Lewis, Celeste Rossetto Dickey, Susan
Barrett, Megan Cave and Marty Hurst.
Most importantly, we acknowledge the students, families, educators, and community
members who have been involved in the PBIS Project. Without their participation, the
enhancement and achievement of positive learning and instructional environments for
all students would not be possible.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2012
ii
Overview of the School-wide Evaluation Tool
(SET)
This section provides an overview of the SET including: (a) the purpose of the SET, (b)
the features of the SET, (c) the data sources needed for scoring the SET, (d) the SET
scoring guide, and (e) research related to the SET.
The SET is a research-validated instrument that is designed to assess and evaluate the
critical features of school-wide positive behavior interventions and support across an
academic school year.
The SET was designed:
 to determine the extent to which schools are already using School-wide
Positive Behavior Interventions Support (SW-PBIS),
 to determine if training and technical assistance efforts result in fidelity of
implementation when using SW-PBIS, and
 to determine if use of SW-PBIS procedures is related to valued change in the
safety, social culture, and violent behavior in schools.
By answering each evaluation question within the seven feature areas, the information
gathered from the SET can be used to (a) assess features that are in place, (b)
determine annual goals, (c) evaluate on-going efforts, (d) design and revise procedures,
and (e) compare year to year efforts in the area of school-wide PBIS. Information is
gathered through multiple sources including a review of school records, direct
observations, and staff and student interviews.
The SET is one means of evaluating a school’s fidelity of implementation on schoolwide discipline practices and systems. Its intended use is in conjunction with other
measures to create a multi-perspective of school status of SW-PBIS. For example,
combining SET results with office discipline referral patterns, staff survey results, safety
surveys, team checklist information, etc. is encouraged. For more information on
decision-making, please refer to the Interpreting and Summarizing section of this
manual and the PBIS.org website. For a data collection schedule, please refer to PBIS
Assessment.org.
Features of the SET
The SET evaluates a total of twenty-eight research questions across seven feature
areas. The feature areas include (a) expectations defined, (b) behavioral expectations
taught, (c) acknowledgement procedures, (d) correction procedures, (e) monitoring and
evaluation, (f) management, and (g) district-level support.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
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Data Sources used for the SET
Information necessary for the SET is gathered through multiple sources, including a
review of school records (including discipline handbook, school improvement plan for
goals related to safe and positive learning environment, instructional materials, meeting
minutes), observations, and brief staff and student interviews.
Scoring Guide
The SET Scoring Guide is used for scoring the calculated responses to twenty-eight
research questions, is organized by feature area, and is formatted to provide the
evaluation question and the criteria for scoring each question. Using the established
criteria, the SET evaluator determines a 0, 1, or 2 point score for each evaluation
question. The responses needed for scoring the SET evaluation questions guide the
process of preparing for and conducting the SET.
Human Subjects Approval
If you are conducting the SET as part of a research project, check with your institution’s
Internal Review Board about getting human subjects approval to use the SET as a
research tool.
SET Research
Vincent, C., Spaulding, S., & Tobin, T. J. (2010). A Reexamination of the Psychometric
Properties of the School-Wide Evaluation Tool (SET). Journal of Positive
Behavior Interventions, 12, 161-179, first published on February 27, 2009.
Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., &
Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial
assessing school-wide positive behavior support in elementary schools. Journal
of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G., & Boland, J .B.
(2004). The School-Wide Evaluation Tool (SET): A Research Instrument for
Assessing School-Wide Positive Behavior Support. Journal of Positive
Behavioral Interventions, 6(1), 3-12.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
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Preparing for and Conducting the SET
Scheduling the SET
Turning a formal research measure into an informal activity, without risking the integrity
and validity of the instrument is a challenge. Helping people understand the purpose
and process of the tool, as well as being fluent with interview questions is highly
important. Points to make in the initial conversation with the administrator when
scheduling the SET include:
1) The SET is a research tool that validates the results of the School-wide section
of the Self-Assessment Survey.
2) The SET measures the percentage of implementation in seven feature areas of
school-wide positive behavior interventions and support.
3) The SET takes about two hours to complete.
4) The process for conducting the SET involves:
a) a 30 minute interview with the administrator,
b) interviewing randomly selected staff (at least 10) and students (at least 15)
who are not actively engaged in instruction,
c) a tour of the school building, and
d) a review of school-wide discipline records including instructional materials for
teaching and correcting behavioral expectations, and the current school
improvement and action plan.
5) Ask the administrator to make an announcement in the staff bulletin (or whatever
procedure is used for staff announcements) telling the staff that you will be
walking around the school asking informal interview questions to staff and
students at the scheduled time. When staff members are aware of what you are
doing and can predict when you will be there, it is much easier for them to be
approached and asked the questions necessary for scoring the SET.
6) It is critical to interview the administrator as the first activity in conducting
the SET. Therefore, scheduling the SET must occur with the administrator’s
commitment to be interviewed for about 30 minutes. It is ideal to schedule the
administrator interview to begin about 30 minutes before the first student
break/recess or before the first lunch, so that students and staff are easily
available to interview (without interrupting instruction) after you complete the
administrator interview.
7) Send a friendly reminder to the administrator several days prior to the scheduled
SET date. This helps ensure administrator availability for the interview at the
scheduled time, as well as staff reminder of the activity.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
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Collecting the Information
Use the Administrator Interview Guide (see page 5 of the SET Scoring Guide) to record
the administrator’s interview responses. When the administrator interview is complete,
record responses to refer to later on the Interview and Observation Form. By doing this,
you will only need one piece of paper for recording the remaining interview responses
and school observations. At the end of the administrator interview, ask for the records
needed for later review. At the same time, ask for a place to leave the records while you
are conducting the SET, so that you do not have to interrupt the administrator again.
School Observations
Two SET evaluation questions (A2 and D3) require observations of posted school rules
and the school crisis intervention plan in seven to ten locations. The locations are listed
at the bottom of the Interview and Observation Form. For efficiency purposes, conduct
the observations while walking through the school interviewing the staff and students. If
a classroom is empty and unlocked, use it for one of the observed locations, to prevent
interruptions to instruction. If a teacher or student invites you in, feel free to visit and
make your observations while you are in the room.
Overview of Interviews
The SET interviews are easy to conduct if you are prepared, fluent and can turn the
interview into a conversation (without too much extraneous conversation). It is important
that instruction not be interrupted. Conducting staff and student interviews during break,
recess, and lunch make it much more feasible to respect instructional time. Since the
students are only asked two questions, it is easy to interview them while walking down
the hall, waiting in the lunch line, or waiting for an activity at recess or break. Staff can
be ‘caught’ and interviewed in the lunchroom, in halls, in the staff room, and on the
playground. Staff questions take about two minutes to complete, so it is critical to make
sure that staff can give you the time.
Being fluent in asking the interview questions so that you have very little to record
makes the whole process of conducting the SET much easier and enjoyable. The
Interview and Observation Form is a critical tool to be fluent with prior to going to the
school. SET data collectors need to get interview responses that are usable and
accurate when scoring a particular SET evaluation question.
Table 1 shows the connection between each SET evaluation question and the interview
questions asked. Use the administrator and additional interview questions located on
pages 5 and 6 of the SET Scoring Guide to connect a specific question with the
interview question used for scoring the evaluation question.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
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Table 1
SET Evaluation Question and Interview Connection
SET Evaluation Question
Interview Question #
Administrator
Staff
Team
B2. Do 90% of the staff asked state that teaching of behavioral expectations to students has occurred
this year?
B3. Do 90% of team members asked state that the school-wide program has been taught/reviewed
with staff on an annual basis?
B4. Can at least 70% of 15 or more students state 67% of the school rules?
B5. Can 90% or more of the staff asked list 67% of the school rules?
C2. Do 50% or more students asked indicate they have received a reward (other than verbal praise)
for expected behaviors over the past two months?
#12
D4. Do 90% of staff asked agree with administration on the procedure for handling extreme
emergencies (stranger with a gun)?
E2. Can the administrator clearly define a system for collecting & summarizing discipline referrals
(computer software, data entry time)?
E3. Does the administrator report that the team provides discipline data summary reports to the staff
at least three times per year?
#2
#8, #9
#8, #9
#1
#1
#11
#2
#3
C3. Do 90% of staff asked indicate they have delivered a reward (other than verbal praise) to students
for expected behavior over the past two months?
D2. Do 90% of staff asked agree with administration on what problems are office-managed and what
problems are classroom–managed?
#4
#4
#5
#5
#1, #2, #3
#18
#1
E4. Do 90% of team members asked report that discipline data is used for making decisions in
designing, implementing, and revising school-wide effective behavior support efforts?
F1. Does the school improvement plan list improving behavior support systems as one of the top 3
school improvement plan goals?
#20
#6
F2. Can 90% of staff asked report that there is a school-wide team established to address behavior
support systems in the school?
F3. Does the administrator report that team membership includes representation of all staff?
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
Student
#2
#13
5
F4. Can 90% of team members asked identify the team leader?
F5. Is the administrator an active member of the school-wide behavior support team?
F6. Does the administrator report that team meetings occur at least monthly?
F7. Does the administrator report that the team shares progress with the staff at least four times per
year?
G1. Does the school budget contain an allocated amount of money for building and maintaining
school-wide behavioral support?
G2. Can the administrator identify an out-of-school liaison in the district or state?
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
#17
#3
#14, #16
#15
#18
#21
#19
6
Scoring the SET
There are several parts to scoring the SET. This section provides exercises for aligning
evaluation questions with interview questions and scoring practice. Complete each
exercise as practice opportunities for calculating and scoring the SET research questions.
Each exercise has an answer key for checking accuracy. Fluency building activities
include:




The SET Matching Exercise, pages 9-12. This exercise matches the interview
questions with the evaluation questions for fluency in interviewing and response
recording.
Interview and Observation Forms, pages 19-43. Three examples with recorded
responses for calculation practice are provided.
Permanent Product Scoring Examples, pages 44-88. Ten examples are provided for
scoring questions needing a review of written material (questions B1, C1, D1, and F8.)
Case Studies, pages 89-146. Two full school examples are provided for complete
scoring practice. Use the date recorded on the SET scoring guide as the time frame for
scoring question F8. Use the responses on the Administrator Interview and Interview &
Observation Form, with the written materials to score the SET.
Scoring and Calculating Interviews and Observations
Scoring interview responses is simple if you are familiar with the evaluation question and
scoring criteria. The Interview and Observation Form is set up to use for all interviews and
observations after the administrator interview is completed. Following the sequence of
questions as listed on the form allows for a fluent conversation and easy recording. Most
SET questions requiring interview and observation information are self-explanatory,
however there are five questions that are not answered with a yes or no response and are
tricky to score. These are listed below with specific instructions for accurate scoring.
1. Asking students and staff the school rules (Questions B4 and B5):
 Record the number of school rules that each staff and student knows. For
example recording a 4/4 means the person knew all four rules, a score of
2/3 means that the student or staff knew two of the three rules, and a
score of 1/5, means that the interviewee knew one of five rules.
 Total the number of staff/students asked who knew 67% of the rules (2 of
3, 3 of 4, and 4 of 5).
 Calculate the percent of people responding who knew 67% of the rules.
 Use the calculated number to answer questions B4 and B5.
2. Asking staff what problems they would send to the office rather than dealing
with on their own (Question D2):
 After understanding the response of the administrator, you can simply
record a + for agreement with administrator or a 0 for disagreement on
the Interview and Observation Form for this staff question.
 Total the number of agreements
 Calculate the percent of staff agreement
 Use the calculated score to answer question D2.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
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3. Asking staff the procedure for dealing with a stranger with a gun (Question D4):
 Follow same process as listed for question D2
 Use the calculated score to answer question D4.
4. Asking team members to identify the team leader (Question F4):
 Follow same process as listed for question D2
 Use the calculated score to answer question F4.
Scoring the Evaluation Questions
There are two options for calculating feature and overall SET scores, on-line
(www.pbisassessment.org) or by hand. Each of the twenty-eight evaluation questions
require a 0, 1, or 2 score. The scoring criteria are listed within each evaluation question.
Use the administrator responses, the calculated interview and observation scores, and the
materials provided by the school to score each of the twenty-eight evaluation questions.
For each of the seven feature areas, add the total number of points scored and record the
total in the summary score box at the bottom of the scoring guide. Calculate the
percentage of points earned for each of the seven areas by dividing the total points
earned by the total points possible. This gives a percent of implementation score for each
of the seven feature areas. To calculate the Overall SET Implementation score, add the
percent earned for each of the seven feature areas to get a total, then divide that total
number by seven to calculate the Overall SET Implementation Score (mean of the
means). This is necessary since each feature area have different total possible scores.
The example below illustrates the total number of points scored for each feature area and
the percent earned. For instance, feature area B has a total of ten possible points. The
score in the example below, for feature B, shows that the school scored 8 of the 10
possible points, which calculates to 80%. This formula provides an implementation score
for each of the seven feature areas. The Overall SET Implementation score in the
example is 89%. Each of the percentage scores are added and divided by 7 (626 divided
by 7 equals 89).
Summary
Scores:
A= 4/4 100%
B= 8/10 80%
C= 5/6 83%
F= 14/16 88%
G= 4/4 100%
Mean= 626/7
D= 8/8 100%
E= 6/8 75%
89%
Inter-observer Reliability
As with all research projects, obtaining high inter-observer reliability scores strengthens
the usability/believability of those data. To get inter-observer reliability, have two people
score the SET simultaneously. Designate one person to be the primary SET data collector
and the other to be the reliability recorder. The primary person conducts and scores the
SET as usual. The reliability recorder simply records responses from interviews and
observations while following the lead data collector. Each data collector scores responses
and observations separately while using the same set of permanent products. When both
data collectors have completed their scoring, simply calculate a percent of matched scores
of the twenty-eight evaluation questions to determine the inter-observer reliability rating.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
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SET Matching Exercise
The purpose of the SET Matching Exercise is to build fluency in
interviewing and response recording. Match the interview
questions with the evaluation questions. Check your answers
with the answer key provided.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
9
SET MATCHING EXERCISE
Interview Questions
What information do you use for collecting
office disciplines referrals?
a) What data are collected?
b) Who collects those data?
What do you do with the office discipline
referral information?
c) Who looks at those data?
d) How often do you share them
with other staff and whom do
you share them with?
What type of problems do/would you refer
to the office rather than handling in the
classroom?
What is the procedure for handling
extreme emergencies in the building (i.e.
stranger with a gun?
What are the school rules/motto and what
are they called?
Have you received/given a “gotcha”
(positive referral) in the past 2 months?
Has the school-wide team
taught/reviewed the school wide program
to staff this year?
How often does the (PBIS) team meet?
Do you (administrator) attend team
meetings consistently?
Does the (PBIS) team provide faculty
updates on activities & data summaries?
Do you have an out-of-school liaison in
the state or district to support you on
positive behavior support systems
development?
Have you taught the school rules/behavior
expectations to your students this year?
What are your school improvement goals?
Evaluation Questions
B2. Do 90% of the staff asked state that teaching
of behavioral expectations to students has
occurred this year?
B3. Do 90% of team members asked state that
the school wide program has been
taught/reviewed with staff on an annual basis?
B4. Can at least 70% of 15 or more students state
67% of the school rules?
B5. Can 90% or more of the staff asked list 67%
of the school rules?
C2. Do 50% or more students asked indicate they
have received a reward (other than verbal
praise) for expected behaviors over the past
two months?
C3. Do 90% of staff asked indicate they have
delivered a reward (other than verbal praise)
to students for expected behavior over the
past two months?
D2. Do 90% of staff asked agree with
administration on what problems are officemanaged and what problems are classroom–
managed?
D4. Do 90% of staff asked agree with
administration on the procedure for handling
extreme emergencies (stranger in building
with a weapon)?
E2. Can the administrator clearly define a system
for collecting & summarizing discipline
referrals (computer software, data entry time)?
E3. Does the administrator report that the team
provides discipline data summary reports to
the staff at least three times/year?
F1. Does the school improvement plan list
improving behavior support systems as one of
the top 3 school improvement plan goals?
F5. Is the administrator an active member of the
school-wide behavior support team?
F6. Does the administrator report that team
meetings occur at least monthly?
G2. Can the administrator identify an out-of-school
liaison in the district or state?
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
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Answer Key
SET Matching Exercise
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
11
SET MATCHING EXERCISE (Answer Key)
Interview Questions
E2
What information do you use for collecting
office disciplines referrals?
e) What data are collected?
f) Who collects those data?
What do you do with the office
discipline referral information?
E2, E3
g) Who looks at those data?
h) How often do you share them
with other staff and whom do
you share them with?
D2
What type of problems do/would you refer
to the office rather than handling in the
classroom?
D4
What is the procedure for handling
extreme emergencies in the building (i.e.
stranger with a gun?
What are the school rules/motto and what
B4, B5 are they called?
C2, C3 Have you received/given a “gotcha”
(positive referral) in the past 2 months?
B3
F6
Has the school-wide team
taught/reviewed the school wide program
to staff this year?
How often does the (PBIS) team meet?
F5
Do you (administrator) attend team
meetings consistently?
E3
Does the (PBIS) team provide faculty
updates on activities & data summaries?
G2
Do you have an out-of-school liaison in
the state or district to support you on
positive behavior support systems
development?
B2
Have you taught the school rules/behavior
expectations to your students this year?
F1
What are your school improvement goals?
Evaluation Questions
B2. Do 90% of the staff asked state that teaching
of behavioral expectations to students has
occurred this year?
B3. Do 90% of team members asked state that
the school wide program has been
taught/reviewed with staff on an annual basis?
B4. Can at least 70% of 15 or more students state
67% of the school rules?
B5. Can 90% or more of the staff asked list 67%
of the school rules?
C2. Do 50% or more students asked indicate they
have received a reward (other than verbal
praise) for expected behaviors over the past
two months?
C3. Do 90% of staff asked indicate they have
delivered a reward (other than verbal praise)
to students for expected behavior over the
past two months?
D2. Do 90% of staff asked agree with
administration on what problems are officemanaged and what problems are classroom–
managed?
D4. Do 90% of staff asked agree with
administration on the procedure for handling
extreme emergencies (stranger in building
with a weapon)?
E2. Can the administrator clearly define a system
for collecting & summarizing discipline
referrals (computer software, data entry time)?
E3. Does the administrator report that the team
provides discipline data summary reports to
the staff at least three times/year?
F1. Does the school improvement plan list
improving behavior support systems as one of
the top 3 school improvement plan goals?
F5. Is the administrator an active member of the
school-wide behavior support team?
F6. Does the administrator report that team
meetings occur at least monthly?
G2. Can the administrator identify an out-of-school
liaison in the district or state?
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
12
Interview and Observation Calculation Practice
The purpose of the following 3 examples is to build accuracy in scoring interview responses and
observations. There are three completed Interview and Observation forms; one for Lincoln Middle
School, Elm Street Elementary, and Field Springs High School. Each example has five parts:
•
•
•
•
•
Description of the school
Completed SET Implementation Guide
Completed staff/student Interview & Observation Form
A blank scoring guide. Items that are shaded will not be answered for this activity.
Answer key
Using the completed Interview and Observation forms for the three examples, calculate the staff,
team member and student interview responses. Record your calculation on the interview and
observation form and then using the blank scoring guides for each school. Score only the unshaded SET evaluation questions: A2, B2-B5, C2, C3, D2-D4, E2-E4, F1-F7, G1 and G2. Use the
answer keys to check your answers.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
13
Example #1
Interview & Observations: Scoring Practice
Lincoln Middle School
The PBIS Coordinator in the neighboring Springfield School District asked you to complete a SET
at one of her schools. In exchange, she completed a SET at one of your schools. Her school,
Lincoln Middle School, is in their second year of PBIS school-wide implementation. This was the
third time they have had a SET data collector at their school and this will be their second “post”
implementation SET. After getting the administrator’s name and contact information, you went
through the Implementation Guide on page 2 of the SET instrument and arranged a date to
complete the SET.
While at the school, you interviewed the administrator, staff and students and completed your
observation walk-through. You wanted to be sure that you talked to students at all grade levels
and an even number of males and females, so you noted the gender (M or F) and grade (6, 7, or
8) of each student you talked to. The permanent product materials you need for scoring are in the
administrator’s office and she is talking with a student. Having a few minutes to wait, you decide to
score as much of SET as you can using the information you have collected through your
interviews and observations.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
14
School-wide Evaluation Tool
(SET)
Implementation Guide
School ________Lincoln
MS_________________________
District _______Springfield
SD #34____________________
Date ____2/12/2011______
State ______Nebraska_____
Step 1: Make Initial Contact
Identify school contact person & give overview of SET page with the list of products needed.
B. Ask when they may be able to have the products gathered. Approximate date: _____2/15/2011____
C. Get names, phone #’s, email address & record below.
A.
Name
Megan Smith _________________________________Phone _______(503) 123-4567_____
Email _______________msmith@springfieldsd.ne.org_____________________________________________
Products to Collect
1. _______
2. _______
3. _______
4. _______
5. _______
6. _______
7. _______
Discipline handbook
School improvement plan goals
Annual Action Plan for meeting school-wide behavior support goals
Social skills instructional materials/ implementation time line
Behavioral incident summaries or reports (e.g., office referrals, suspensions, expulsions)
Office discipline referral form(s)
Other related information
Step 2: Confirm the Date to Conduct the SET
A. Confirm meeting date with the contact person for conducting an administrator interview, taking a tour of the
school while conducting student & staff interviews, & for reviewing the products.
Meeting date & time: __________2/23/2011________________
Step 3: Conduct the SET
A.
B.
Conduct administrator interview.
Tour school to conduct observations of posted school rules & randomly selected staff (minimum of 10) and
student (minimum of 15) interviews.
C. Review products & score SET.
Step 4: Summarize and Report the Results
A. Summarize surveys & complete SET scoring.
B. Update school graph.
C. Meet with team to review results.
Meeting date & time: __________2/26/2011_______________
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
15
School-wide Evaluation Tool
(SET)
Scoring Guide
Example #1
School ___________________Lincoln
MS_____________________
District ___________________Springfield
Pre ______
Post
X
r
Date _____2/23/2011_____
SD #34_______________
State _____Nebraska______
SET data collector ________________You________________
Data Source
Feature
A.
Expectations
Defined
B.
Behavioral
Expectations
Taught
C.
On-going System
for Rewarding
Behavioral
Expectations
D.
System for
Responding to
Behavioral
Violations
Evaluation Question
1. Is there documentation that staff has agreed to 5 or fewer
positively stated school rules/ behavioral expectations?
(0=no; 1= too many/negatively focused; 2 = yes)
(circle sources used)
P= product; I= interview;
O= observation
Score: 0-2
Discipline handbook,
Instructional materials
Other ______________
P
2. Are the agreed upon rules & expectations publicly posted
in 8 of 10 locations? (See interview & observation form for
selection of locations). (0= 0-4; 1= 5-7; 2= 8-10)
Wall posters
Other ______________
O
1. Is there a documented system for teaching behavioral
expectations to students on an annual basis?
(0= no; 1 = states that teaching will occur; 2= yes)
Lesson plan books,
Instructional materials
Other ______________
P
Interviews
Other ______________
I
Interviews
Other ______________
I
2. Do 90% of the staff asked state that teaching of behavioral
expectations to students has occurred this year?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
3. Do 90% of team members asked state that the schoolwide program has been taught/reviewed with staff on an
annual basis?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
4. Can at least 70% of 15 or more students state 67% of the
school rules? (0= 0-50%; 1= 51-69%; 2= 70-100%)
5. Can 90% or more of the staff asked list 67% of the school
rules? (0= 0-50%; 1= 51-89%; 2=90%-100%)
1. Is there a documented system for rewarding student
behavior?
(0= no; 1= states to acknowledge, but not how; 2= yes)
2. Do 50% or more students asked indicate they have
received a reward (other than verbal praise) for expected
behaviors over the past two months?
(0= 0-25%; 1= 26-49%; 2= 50-100%)
3. Do 90% of staff asked indicate they have delivered a
reward (other than verbal praise) to students for expected
behavior over the past two months?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Is there a documented system for dealing with and
reporting specific behavioral violations?
(0= no; 1= states to document; but not how; 2 = yes)
2. Do 90% of staff asked agree with administration on what
problems are office-managed and what problems are
classroom–managed? (0= 0-50%; 1= 51-89%; 2= 90-100%)
3. Is the documented crisis plan for responding to extreme
dangerous situations readily available in 6 of 7 locations?
(0= 0-3; 1= 4-5; 2= 6-7)
4. Do 90% of staff asked agree with administration on the
procedure for handling extreme emergencies (stranger in
building with a weapon)?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
Interviews
Other ______________
Interviews
Other ______________
Instructional materials,
Lesson Plans, Interviews
Other ______________
I
I
P
Interviews
Other ______________
I
Interviews
Other ______________
I
Discipline handbook,
Instructional materials
Other ______________
P
Interviews
Other ______________
I
Walls
Other ______________
O
Interviews
Other ______________
I
16
Data Source
Feature
E.
Monitoring &
Decision-Making
F.
Management
G.
District-Level
Support
Summary
Scores:
(circle sources used)
P= product; I= interview;
O= observation
Evaluation Question
1. Does the discipline referral form list (a) student/grade, (b)
date, (c) time, (d) referring staff, (e) problem behavior, (f)
location, (g) persons involved, (h) probable motivation, & (i)
administrative decision?
(0=0-3 items; 1= 4-6 items; 2= 7-9 items)
2. Can the administrator clearly define a system for collecting
& summarizing discipline referrals (computer software, data
entry time)?
(0=no; 1= referrals are collected; 2= yes)
3. Does the administrator report that the team provides
discipline data summary reports to the staff at least three
times/year? (0= no; 1= 1-2 times/yr.; 2= 3 or more times/yr)
4. Do 90% of team members asked report that discipline data
is used for making decisions in designing, implementing, and
revising school-wide effective behavior support efforts?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Does the school improvement plan list improving behavior
support systems as one of the top 3 school improvement plan
goals? (0= no; 1= 4th or lower priority; 2 = 1st- 3rd priority)
2. Can 90% of staff asked report that there is a school-wide
team established to address behavior support systems in the
school? (0= 0-50%; 1= 51-89%; 2= 90-100%)
Score: 0-2
Referral form
(circle items present on the
referral form)
P
Interview
Other ______________
I
Interview
Other ______________
I
Interviews
Other ______________
I
School Improvement Plan,
Interview
Other ______________
P
I
Interviews
Other ______________
I
3. Does the administrator report that team membership
includes representation of all staff? (0= no; 2= yes)
Interview
Other ______________
I
4. Can 90% of team members asked identify the team
leader? (0= 0-50%; 1= 51-89%; 2= 90-100%)
Interviews
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
I
Annual Plan, calendar
Other ______________
P
Interview
Other ______________
I
Interview
Other ______________
I
5. Is the administrator an active member of the school-wide
behavior support team?
(0= no; 1= yes, but not consistently; 2 = yes)
6. Does the administrator report that team meetings occur at
least monthly?
(0=no team meeting; 1=less often than monthly; 2= at least
monthly)
7. Does the administrator report that the team reports
progress to the staff at least four times per year?
(0=no; 1= less than 4 times per year; 2= yes)
8. Does the team have an action plan with specific goals that
is less than one year old? (0=no; 2=yes)
1. Does the school budget contain an allocated amount of
money for building and maintaining school-wide behavioral
support? (0= no; 2= yes)
2. Can the administrator identify an out-of-school liaison in
the district or state? (0= no; 2=yes)
A=
F=
/4
B=
G=
/10
/4
C=
/6
Mean = /7
D=
/8
/16
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
17
E=
/8
Administrator Interview Guide
Let’s talk about your discipline system
2)
Do you collect and summarize office discipline referral information? Yes No If no, skip to #4.
3)
What system do you use for collecting and summarizing office discipline referrals? (E2) SWIS
a)
b)
Majors only
Who collects and enters those data? Bill—office assistant
What data do you collect?
4)
What do you do with the office discipline referral information? (E3)
a)
Who looks at those data? School Climate Committee
5)
What type of problems do you expect teachers to refer to the office rather than handling in the classroom/ specific
setting? (D2) violence, name calling, harassment
6)
What is the procedure for handling extreme emergencies in the building (i.e. stranger with a gun)? (D4)
b)
How often do you share them with other staff?
lockdown
Let’s talk about your school rules or motto
7)
Do you have school rules or a motto? Yes
8)
How many are there? 5
9)
Monthly at staff meeting
What are the rules/motto? (B4, B5) Be
There, Be-Ready
No If no, skip to # 10.
respectful, Be responsible, Follow Directions, Be
10)
What are they called? (B4, B5) Lincoln
High-Five
11)
Do you acknowledge students for doing well socially? Yes
12)
What are the social acknowledgements/activities/routines called (student of month, positive referral, letter home,
stickers, high 5's)? (C2, C3) Lincoln $5 Ticket or Lincoln High 5 Ticket—The $5 one’s
No If no, skip to # 12.
are good at the school store and the Lincoln High 5’s are put in a monthly
drawing for prizes.
Do you have a team that addresses school-wide discipline? If no, skip to # 19
13) Has the team taught/reviewed the school-wide program with staff this year? (B3) Yes No
14) Is your school-wide team representative of your school staff? (F3) Yes No (all grades,
certified and administrator)
classified,
15)
16)
Are you on the team? (F5) Yes No
How often does the team meet? (F6) monthly
17)
Do you attend team meetings consistently? (F5) Yes
18)
Who is your team leader/facilitator? (F4)
19)
Does the team provide updates to faculty on activities & data summaries? (E3, F7) Yes
If yes, how often? Monthly
20)
Do you have an out-of-school liaison in the state or district to support you on positive behavior support systems
development? (G2) Yes No
If yes, who? PBIS District Coordinator—Jack Richter
Charlotte
No “Get
there as often as I can.”
What are your top 3 school improvement goals? (F1) Technology,
School Climate
21)
No
Literacy, Math, Writing,
Does the school budget contain an allocated amount of money for building and maintaining school-wide
behavioral support? (G1) Yes No “We get some money each year from the district
used only for PBIS activities.”
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
18
that is
Lincoln MS Scoring Practice
1. Be Respectful 2. Be Responsible 3. Follow Directions 4. Be There 5. Be Ready
Interview and Observation Form
Staff questions (Interview a minimum of 10 staff members)
What are the
school
rules?
Record the #
of rules
known.
(B5)
1
2
3
4
5
6
7
8
9
10
5/5
5/5
5/5
5/5
5/5
4/5
3/5
4/5
5/5
5/5
11
12
13
14
15
Have you
taught the
school
rules/
behave.
exp. to
students
this year?
(B2)
Have you
given out
any Lincoln
5s/High
Fives
since
Winter
Break?
(2 mos.)
(C3)
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
Y
N
Y
What types of
student
problems do
you or would
you refer to the
office?
(D2)
What is the
procedure for
dealing with
a stranger
with a gun?
(D4)
(lockdown)
Fighting
Fighting
Harassment
Harassment
Violence
Violence
Fighting
+
+
+
+
+
+
+
+
0
+
+
+
+
Team member questions
Is there a team
in your school
to address
school-wide
behavior
support
systems?
(F2)
Are you
on the
team? If
yes, ask
team
questions
Does your
team use
discipline data
to make
decisions?
(E4)
Has your
team taught/
reviewed SW
program
w/staff this
year?
(B3)
What are
the (school
rules)?
Record the
# of rules
known
(B4)
Have you
received a
Lincoln
5s/High
Fives since
Winter
Break?
(C2)
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Total
Student questions
Who is the
team leader/
facilitator?
(F4)
Charlotte
Charlotte
Charlotte
Charlotte
3/5
2. 2/5
3. 4/5
4. 5/5
5. 5/5
6. 4/5
7. 5/5
8. 5/5
9. 5/5
10. 5/5
11. 5/5
12. 3/5
13. 3/5
14. 4/5
15. 4/5
1.
Y
N
F8
Y
N
F8
Y
N
M7
Y
N
M6
Y
N
F7
Y
N
M7
Y
N
F8
Y
N
F6
Y
N
M7
Y
N
M6
Y
N
F7
Y
N
F6
Y
N
M6
Y
N
M8
Y
N
F8
X
Location
Are rules & expectations posted?
(A2)
Is the documented crisis plan
readily available? (D3)
Front hall/
office
Class 1
Class 2
Class 3
Cafeteria
Library
Other setting
(gym, lab)
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
19
Hall 1
Hall 2
Hall 3
Y
Y
Y
N
X
N
X
N
X
Answer Key
Interview & Observation Calculation
Example #1
Lincoln Middle School
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
20
School-wide Evaluation Tool
(SET)
Scoring Guide
Example #1 Answer Key
School ___________________Lincoln
MS_____________________
District ___________________Springfield
Pre ______
Post
X
aska
Date _____2/23/2011_____
SD #34_______________
State _____Nebraska______
SET data collector ________________You________________
Data Source
Feature
A.
Expectations
Defined
B.
Behavioral
Expectations
Taught
C.
On-going System
for Rewarding
Behavioral
Expectations
D.
System for
Responding to
Behavioral
Violations
Evaluation Question
1. Is there documentation that staff has agreed to 5 or fewer
positively stated school rules/ behavioral expectations?
(0=no; 1= too many/negatively focused; 2 = yes)
(circle sources used)
P= product; I= interview;
O= observation
Score: 0-2
Discipline handbook,
Instructional materials
Other ______________
P
2. Are the agreed upon rules & expectations publicly posted
in 8 of 10 locations? (See interview & observation form for
selection of locations). (0= 0-4; 1= 5-7; 2= 8-10)
Wall posters
Other ______________
O
1. Is there a documented system for teaching behavioral
expectations to students on an annual basis?
(0= no; 1 = states that teaching will occur; 2= yes)
Lesson plan books,
Instructional materials
Other ______________
P
Interviews
Other ______________
I
Interviews
Other ______________
I
2
I
2
I
2
2. Do 90% of the staff asked state that teaching of behavioral
expectations to students has occurred this year?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
3. Do 90% of team members asked state that the schoolwide program has been taught/reviewed with staff on an
annual basis?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
4. Can at least 70% of 15 or more students state 67% of the
school rules? (0= 0-50%; 1= 51-69%; 2= 70-100%)
5. Can 90% or more of the staff asked list 67% of the school
rules? (0= 0-50%; 1= 51-89%; 2=90%-100%)
1. Is there a documented system for rewarding student
behavior?
(0= no; 1= states to acknowledge, but not how; 2= yes)
2. Do 50% or more students asked indicate they have
received a reward (other than verbal praise) for expected
behaviors over the past two months?
(0= 0-25%; 1= 26-49%; 2= 50-100%)
3. Do 90% of staff asked indicate they have delivered a
reward (other than verbal praise) to students for expected
behavior over the past two months?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Is there a documented system for dealing with and
reporting specific behavioral violations?
(0= no; 1= states to document; but not how; 2 = yes)
2. Do 90% of staff asked agree with administration on what
problems are office-managed and what problems are
classroom–managed? (0= 0-50%; 1= 51-89%; 2= 90-100%)
3. Is the documented crisis plan for responding to extreme
dangerous situations readily available in 6 of 7 locations?
(0= 0-3; 1= 4-5; 2= 6-7)
4. Do 90% of staff asked agree with administration on the
procedure for handling extreme emergencies (stranger in
building with a weapon)?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
Interviews
Other ______________
Interviews
Other ______________
Instructional materials,
Lesson Plans, Interviews
Other ______________
1
2
P
Interviews
Other ______________
I
2
Interviews
Other ______________
I
1
Discipline handbook,
Instructional materials
Other ______________
P
Interviews
Other ______________
I
Walls
Other ______________
O
Interviews
Other ______________
I
21
2
1
2
Data Source
Feature
E.
Monitoring &
Decision-Making
F.
Management
G.
District-Level
Support
Summary
Scores:
(circle sources used)
P= product; I= interview;
O= observation
Evaluation Question
1. Does the discipline referral form list (a) student/grade, (b)
date, (c) time, (d) referring staff, (e) problem behavior, (f)
location, (g) persons involved, (h) probable motivation, & (i)
administrative decision?
(0=0-3 items; 1= 4-6 items; 2= 7-9 items)
2. Can the administrator clearly define a system for collecting
& summarizing discipline referrals (computer software, data
entry time)?
(0=no; 1= referrals are collected; 2= yes)
3. Does the administrator report that the team provides
discipline data summary reports to the staff at least three
times/year? (0= no; 1= 1-2 times/yr.; 2= 3 or more times/yr)
4. Do 90% of team members asked report that discipline data
is used for making decisions in designing, implementing, and
revising school-wide effective behavior support efforts?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Does the school improvement plan list improving behavior
support systems as one of the top 3 school improvement plan
goals? (0= no; 1= 4th or lower priority; 2 = 1st- 3rd priority)
2. Can 90% of staff asked report that there is a school-wide
team established to address behavior support systems in the
school? (0= 0-50%; 1= 51-89%; 2= 90-100%)
Score: 0-2
Referral form
(circle items present on the
referral form)
P
Interview
Other ______________
I
Interview
Other ______________
I
Interviews
Other ______________
I
School Improvement Plan,
Interview
Other ______________
2
I
I
3. Does the administrator report that team membership
includes representation of all staff? (0= no; 2= yes)
Interview
Other ______________
I
4. Can 90% of team members asked identify the team
leader? (0= 0-50%; 1= 51-89%; 2= 90-100%)
Interviews
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
I
Annual Plan, calendar
Other ______________
P
Interview
Other ______________
I
Interview
Other ______________
I
A=
F=
/4
B=
G=
/10
4 /4
C=
/6
Mean = /7
D=
/8
/16
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
22
2
P
Interviews
Other ______________
5. Is the administrator an active member of the school-wide
behavior support team?
(0= no; 1= yes, but not consistently; 2 = yes)
6. Does the administrator report that team meetings occur at
least monthly?
(0=no team meeting; 1=less often than monthly; 2= at least
monthly)
7. Does the administrator report that the team reports
progress to the staff at least four times per year?
(0=no; 1= less than 4 times per year; 2= yes)
8. Does the team have an action plan with specific goals that
is less than one year old? (0=no; 2=yes)
1. Does the school budget contain an allocated amount of
money for building and maintaining school-wide behavioral
support? (0= no; 2= yes)
2. Can the administrator identify an out-of-school liaison in
the district or state? (0= no; 2=yes)
2
E=
2
2
2
1
2
2
2
2
/8
Example #1 Lincoln MS Scoring Practice Answer Key
1. Be Respectful 2. Be Responsible 3. Follow Directions 4. Be There 5. Be Ready
Interview and Observation Form
Staff questions (Interview a minimum of 10 staff members)
What are the
school
rules?
Record the #
of rules
known.
(B5)
1
2
3
4
5
6
7
8
9
10
5/5
5/5
5/5
5/5
5/5
4/5
3/5
4/5
5/5
5/5
11
12
13
14
15
Total
9/10=90%
Have you
taught the
school
rules/
behave.
exp. to
students
this year?
(B2)
Have you
given out
any Lincoln
5s/High
Fives
since
Winter
Break?
What types of
student
problems do
you or would
you refer to the
office?
(D2)
What is the
procedure for
dealing with
a stranger
with a gun?
(D4)
(lockdown)
Team member questions
Is there a team
in your school
to address
school-wide
behavior
support
systems?
(F2)
Are you
on the
team? If
yes, ask
team
questions
Does your
team use
discipline data
to make
decisions?
(E4)
Has your
team taught/
reviewed SW
program
w/staff this
year?
(B3)
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
Y
N
Y
Fighting
Fighting
Harassment
Harassment
Violence
Violence
Fighting
+
+
+
+
+
+
+
+
0
+
+
+
+
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Are rules & expectations posted?
(A2)
Is the documented crisis plan
readily available? (D3)
Have you
received a
Lincoln
5s/High
Fives since
Winter
Break?
(C2)
Y
Location
What are the
(school
rules)?
Record the #
of rules
known
(B4)
(2 mos.)
(C3)
Y
9/10=90%
Student questions
Who is the
team leader/
facilitator?
(F4)
8/10=80%
Front hall/
office
10/10= 100%
9/10=90%
10/10= 100%
Class 1
Class 2
Class 3
4/4= 100%
X
Cafeteria
Library
4/4= 100%
Other setting
(gym, lab)
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
Charlotte
Charlotte
Charlotte
Charlotte
4/4= 100%
3/5
2. 2/5
3. 4/5
4. 5/5
5. 5/5
6. 4/5
7. 5/5
8. 5/5
9. 5/5
10. 5/5
11. 5/5
12. 3/5
13. 3/5
14. 4/5
15. 4/5
1.
Y
N
F8
Y
N
F8
Y
N
M7
Y
N
M6
Y
N
F7
Y
N
M7
Y
N
F8
Y
N
F6
Y
N
M7
Y
N
M6
Y
N
F7
Y
N
F6
Y
N
M6
Y
N
M8
Y
N
F8
11/15= 73% 12/15= 80%
Hall 1
Hall 2
Hall 3
Y
Y
Y
X
N
N
X
N
X
7/10
5/7
23
Example #2
Interview & Observations: Scoring Practice
Elm Street Elementary
Elm Street Elementary is in the beginning stages of PBIS implementation. Their PBIS coach would
like to gather SET data prior to full implementation so that she can assess the level of
implementation of the school and how she can best support them in their efforts. Because the
school has not fully implemented PBIS, this SET will be marked as a “pre”.
The administrator said that teaching of school-wide expectations had not yet occurred with
students and that there is not an acknowledgement system in place. The administrator did indicate
that staff is aware of the new expectations and that the expectations are posted around the school.
Based on this information, you will not interview students and will ask five of the seven staff
interview questions. As a reminder, you crossed off two staff interview questions and both student
interview questions on the Interview and Observation Form.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
24
School-wide Evaluation Tool
(SET)
Implementation Guide
Elm Street Elementary
School
Watonka School District #5
District
Date _____2/28/2011_____
f
f
State
Wisconsin
Step 1: Make Initial Contact
Identify school contact person & give overview of SET page with the list of products needed.
C. Ask when they may be able to have the products gathered. Approximate date:
3/1/11 f
D. Get names, phone #’s, email address & record below.
B.
Name
Celeste Hardy
Email:
Chardy@watonka5.wis.us
Phone
(215) 123-4567
f
Products to Collect
1. _______
2. _______
3. _______
4. _______
5. _______
6. _______
7. _______
Discipline handbook
School improvement plan goals
Annual Action Plan for meeting school-wide behavior support goals
Social skills instructional materials/ implementation time line
Behavioral incident summaries or reports (e.g., office referrals, suspensions, expulsions)
Office discipline referral form(s)
Other related information
Step 2: Confirm the Date to Conduct the SET
B. Confirm meeting date with the contact person for conducting an administrator interview, taking a tour of the
school while conducting student & staff interviews, & for reviewing the products.
Meeting date & time:
3/7/11
f
Step 3: Conduct the SET
D. Conduct administrator interview.
E. Tour school to conduct observations of posted school rules & randomly selected staff (minimum of 10) and
student (minimum of 15) interviews.
F. Review products & score SET.
Step 4: Summarize and Report the Results
D. Summarize surveys & complete SET scoring.
E. Update school graph.
F. Meet with team to review results.
Meeting date & time:
3/14/11
f
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
25
f
School-wide Evaluation Tool
(SET)
Scoring Guide
Example #2
School ___________________Elm
Street Elementary____________
District ___________________ Watonka
Pre ___X__
Post ______
School District #5______
Date _____3/01/2011_____
State _____Wisconsin______
SET data collector ______You__________________________
Data Source
Feature
A.
Expectations
Defined
B.
Behavioral
Expectations
Taught
C.
On-going System
for Rewarding
Behavioral
Expectations
D.
System for
Responding to
Behavioral
Violations
Evaluation Question
1. Is there documentation that staff has agreed to 5 or fewer
positively stated school rules/ behavioral expectations?
(0=no; 1= too many/negatively focused; 2 = yes)
(circle sources used)
P= product; I= interview;
O= observation
Score: 0-2
Discipline handbook,
Instructional materials
Other ______________
P
2. Are the agreed upon rules & expectations publicly posted
in 8 of 10 locations? (See interview & observation form for
selection of locations). (0= 0-4; 1= 5-7; 2= 8-10)
Wall posters
Other ______________
O
1. Is there a documented system for teaching behavioral
expectations to students on an annual basis?
(0= no; 1 = states that teaching will occur; 2= yes)
Lesson plan books,
Instructional materials
Other ______________
P
Interviews
Other ______________
I
Interviews
Other ______________
I
2. Do 90% of the staff asked state that teaching of behavioral
expectations to students has occurred this year?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
3. Do 90% of team members asked state that the schoolwide program has been taught/reviewed with staff on an
annual basis?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
4. Can at least 70% of 15 or more students state 67% of the
school rules? (0= 0-50%; 1= 51-69%; 2= 70-100%)
5. Can 90% or more of the staff asked list 67% of the school
rules? (0= 0-50%; 1= 51-89%; 2=90%-100%)
1. Is there a documented system for rewarding student
behavior?
(0= no; 1= states to acknowledge, but not how; 2= yes)
2. Do 50% or more students asked indicate they have
received a reward (other than verbal praise) for expected
behaviors over the past two months?
(0= 0-25%; 1= 26-49%; 2= 50-100%)
3. Do 90% of staff asked indicate they have delivered a
reward (other than verbal praise) to students for expected
behavior over the past two months?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Is there a documented system for dealing with and
reporting specific behavioral violations?
(0= no; 1= states to document; but not how; 2 = yes)
2. Do 90% of staff asked agree with administration on what
problems are office-managed and what problems are
classroom–managed? (0= 0-50%; 1= 51-89%; 2= 90-100%)
3. Is the documented crisis plan for responding to extreme
dangerous situations readily available in 6 of 7 locations?
(0= 0-3; 1= 4-5; 2= 6-7)
4. Do 90% of staff asked agree with administration on the
procedure for handling extreme emergencies (stranger in
building with a weapon)?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
Interviews
Other ______________
Interviews
Other ______________
Instructional materials,
Lesson Plans, Interviews
Other ______________
I
I
P
Interviews
Other ______________
I
Interviews
Other ______________
I
Discipline handbook,
Instructional materials
Other ______________
P
Interviews
Other ______________
I
Walls
Other ______________
O
Interviews
Other ______________
I
26
Data Source
Feature
E.
Monitoring &
Decision-Making
F.
Management
G.
District-Level
Support
Summary
Scores:
(circle sources used)
P= product; I= interview;
O= observation
Evaluation Question
1. Does the discipline referral form list (a) student/grade, (b)
date, (c) time, (d) referring staff, (e) problem behavior, (f)
location, (g) persons involved, (h) probable motivation, & (i)
administrative decision?
(0=0-3 items; 1= 4-6 items; 2= 7-9 items)
2. Can the administrator clearly define a system for collecting
& summarizing discipline referrals (computer software, data
entry time)?
(0=no; 1= referrals are collected; 2= yes)
3. Does the administrator report that the team provides
discipline data summary reports to the staff at least three
times/year? (0= no; 1= 1-2 times/yr.; 2= 3 or more times/yr)
4. Do 90% of team members asked report that discipline data
is used for making decisions in designing, implementing, and
revising school-wide effective behavior support efforts?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Does the school improvement plan list improving behavior
support systems as one of the top 3 school improvement plan
goals? (0= no; 1= 4th or lower priority; 2 = 1st- 3rd priority)
2. Can 90% of staff asked report that there is a school-wide
team established to address behavior support systems in the
school? (0= 0-50%; 1= 51-89%; 2= 90-100%)
Score: 0-2
Referral form
(circle items present on the
referral form)
P
Interview
Other ______________
I
Interview
Other ______________
I
Interviews
Other ______________
I
School Improvement Plan,
Interview
Other ______________
P
I
Interviews
Other ______________
I
3. Does the administrator report that team membership
includes representation of all staff? (0= no; 2= yes)
Interview
Other ______________
I
4. Can 90% of team members asked identify the team
leader? (0= 0-50%; 1= 51-89%; 2= 90-100%)
Interviews
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
I
Annual Plan, calendar
Other ______________
P
Interview
Other ______________
I
Interview
Other ______________
I
5. Is the administrator an active member of the school-wide
behavior support team?
(0= no; 1= yes, but not consistently; 2 = yes)
6. Does the administrator report that team meetings occur at
least monthly?
(0=no team meeting; 1=less often than monthly; 2= at least
monthly)
7. Does the administrator report that the team reports
progress to the staff at least four times per year?
(0=no; 1= less than 4 times per year; 2= yes)
8. Does the team have an action plan with specific goals that
is less than one year old? (0=no; 2=yes)
1. Does the school budget contain an allocated amount of
money for building and maintaining school-wide behavioral
support? (0= no; 2= yes)
2. Can the administrator identify an out-of-school liaison in
the district or state? (0= no; 2=yes)
A=
F=
/4
B=
G=
/10
/4
C=
/6
Mean = /7
D=
/8
/16
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
27
E=
/8
Administrator Interview Guide
Let’s talk about your discipline system
22) Do you collect and summarize office discipline referral information? Yes No If no, skip to #4.
23) What system do you use for collecting and summarizing office discipline referrals? (E2) Pentamation
a)
b)
Suspensions and expulsions, Harassment, Bullying
Who collects and enters those data?
Sasha—School Secretary
What data do you collect?
24)
What do you do with the office discipline referral information? (E3)
a)
Who looks at those data? Administrator, School Counselor,
25)
What type of problems do you expect teachers to refer to the office rather than handling in the classroom/ specific
setting? (D2) violence, harassment, weapons, bullying
b)
26)
Behavior Specialist
How often do you share them with other staff? Don’t do this right now
What is the procedure for handling extreme emergencies in the building (i.e. stranger with a gun)? (D4) Close
windows, doors, call office—Code 3
Let’s talk about your school rules or motto
27) Do you have school rules or a motto? Yes
28) How many are there? 3
No If no, skip to # 10.
Be Safe, Be Kind, Be Respectful
30) What are they called? (B4, B5) The Three Bee’s
29)
What are the rules/motto? (B4, B5)
31)
32)
Do you acknowledge students for doing well socially? Yes No If no, skip to # 12.
What are the social acknowledgements/ activities/ routines called (student of month, positive referral, letter home,
stickers, high 5's)? (C2, C3) In development
Do you have a team that addresses school-wide discipline? If no, skip to # 19
33) Has the team taught/reviewed the school-wide program with staff this year? (B3) Yes No
34) Is your school-wide team representative of your school staff? (F3) Yes No need classroom
and classified staff represented
teachers
35)
36)
Are you on the team? (F5) Yes No
How often does the team meet? (F6)
37)
38)
Do you attend team meetings consistently? (F5) Yes No
Who is your team leader/facilitator? (F4) Administrator--Celeste
39)
Does the team provide updates to faculty on activities & data summaries? (E3, F7) Yes No
If yes, how often? ________________
Do you have an out-of-school liaison in the state or district to support you on positive behavior support systems
development? (G2) Yes No
If yes, who? Brenna Sims
40)
monthly
What are your top 3 school improvement goals? (F1) PBIS
Implementation, Technology
41)
Implementation, RTI
Does the school budget contain an allocated amount of money for building and maintaining school-wide
behavioral support? (G1) Yes No $200 per year from district
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
28
Elm Street Elementary Scoring Practice
1. Be Safe 2. Be Kind 3. Be Respectful
Interview and Observation Form
Staff questions (Interview a minimum of 10 staff members)
What are the
school rules?
Record the #
of rules
known.
(B5)
1
2
3
4
5
6
7
8
9
10
0/3
3/3
3/3
3/3
3/3
3/3
1/3
3/3
0/3
2/3
11
12
Have you
taught the
school
rules/
behave.
exp. to
students
this year?
(B2)
Y
Y
Y
Y
Y
Y
Y
Y
Y
N
N
N
N
N
N
Y
Y
Y
Y
Y
Y
Y
N
N
N
N
N
N
N
N
N
Y
N
N
Y
N
Y
15
N
Y
N
Y
Y
14
N
Y
Y
Y
13
N
Have you
given out any
___________
Since_______?
(2 mos.) (C3)
Y
N
N
N
N
Y
Y
Y
Y
What types of
student
problems do
you or would
you refer to the
office?
(D2)
What is the
procedure for
dealing with
a stranger
with a gun?
(D4)
Violence
Violence
Bullying
+
+
+
+
+
+
+
0
Code 3
Code 3
Code 3
+
0
+
+
+
+
(Code 3)
N
Team member questions
Is there a team
in your school
to address
school-wide
behavior
support
systems?
(F2)
Y
N
Y
Y
Y
Y
Y
N
Y
N
Y
N
Y
N
N
Y
N
N
Y
N
Has your
team taught/
reviewed SW
program
w/staff this
year?
(B3)
Y
Y
Y
Y
Y
Y
Y
Y
Y
N
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Total
N
Y
Y
N
N
Y
N
Y
Y
N
N
N
Y
Y
Y
Y
N
N
9.
Y
Y
Y
N
N
N
N
N
N
Y
Y
Y
Y
N
N
8.
Y
Y
6.
Y
N
N
N
5.
N
N
N
Y
4.
Y
Y
Y
N
3.
Have you
received a
______ since
________?
(C2)
7.
Y
Y
2.
N
N
N
Celeste
Celeste
N
N
Y
What are
the (school
rules)?
Record the
# of rules
known
(B4)
1.
N
Y
N
Student questions
Who is the
team leader/
facilitator?
(F4)
N
Y
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Does your
team use
discipline data
to make
decisions?
(E4)
N
Y
N
Y
N
Y
N
Y
N
Are you
on the
team? If
yes, ask
team
questions
10
11.
12.
N
13.
N
14.
N
15.
N
X
Location
Are rules & expectations posted?
(A2)
Is the documented crisis plan
readily available? (D3)
Front hall/
office
Class 1
Class 2
Class 3
Cafeteria
Library
Other setting
(gym, lab)
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
29
Hall 1
Hall 2
Hall 3
Y
Y
Y
N
X
N
X
N
X
Answer Key
Interview & Observation Calculation
Example #2
Elm Street Elementary
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
30
School-wide Evaluation Tool
(SET)
Scoring Guide
Example #2 Answer Key
School ___________________Elm
Street Elementary____________
District ___________________ Watonka
Pre ___X__
Post ______
School District #5______
Date _____3/01/2011_____
State _____Wisconsin______
SET data collector ______You__________________________
Data Source
Feature
A.
Expectations
Defined
B.
Behavioral
Expectations
Taught
C.
On-going System
for Rewarding
Behavioral
Expectations
D.
System for
Responding to
Behavioral
Violations
Evaluation Question
1. Is there documentation that staff has agreed to 5 or fewer
positively stated school rules/ behavioral expectations?
(0=no; 1= too many/negatively focused; 2 = yes)
(circle sources used)
P= product; I= interview;
O= observation
Score: 0-2
Discipline handbook,
Instructional materials
Other ______________
P
2. Are the agreed upon rules & expectations publicly posted
in 8 of 10 locations? (See interview & observation form for
selection of locations). (0= 0-4; 1= 5-7; 2= 8-10)
Wall posters
Other ______________
O
1. Is there a documented system for teaching behavioral
expectations to students on an annual basis?
(0= no; 1 = states that teaching will occur; 2= yes)
Lesson plan books,
Instructional materials
Other ______________
P
Interviews
Other ______________
I
Interviews
Other ______________
I
2
I
0
I
1
2. Do 90% of the staff asked state that teaching of behavioral
expectations to students has occurred this year?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
3. Do 90% of team members asked state that the schoolwide program has been taught/reviewed with staff on an
annual basis?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
4. Can at least 70% of 15 or more students state 67% of the
school rules? (0= 0-50%; 1= 51-69%; 2= 70-100%)
5. Can 90% or more of the staff asked list 67% of the school
rules? (0= 0-50%; 1= 51-89%; 2=90%-100%)
1. Is there a documented system for rewarding student
behavior?
(0= no; 1= states to acknowledge, but not how; 2= yes)
2. Do 50% or more students asked indicate they have
received a reward (other than verbal praise) for expected
behaviors over the past two months?
(0= 0-25%; 1= 26-49%; 2= 50-100%)
3. Do 90% of staff asked indicate they have delivered a
reward (other than verbal praise) to students for expected
behavior over the past two months?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Is there a documented system for dealing with and
reporting specific behavioral violations?
(0= no; 1= states to document; but not how; 2 = yes)
2. Do 90% of staff asked agree with administration on what
problems are office-managed and what problems are
classroom–managed? (0= 0-50%; 1= 51-89%; 2= 90-100%)
3. Is the documented crisis plan for responding to extreme
dangerous situations readily available in 6 of 7 locations?
(0= 0-3; 1= 4-5; 2= 6-7)
4. Do 90% of staff asked agree with administration on the
procedure for handling extreme emergencies (stranger in
building with a weapon)?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
Interviews
Other ______________
Interviews
Other ______________
Instructional materials,
Lesson Plans, Interviews
Other ______________
1
0
P
Interviews
Other ______________
I
0
Interviews
Other ______________
I
0
Discipline handbook,
Instructional materials
Other ______________
P
Interviews
Other ______________
I
Walls
Other ______________
O
Interviews
Other ______________
I
31
1
2
1
Data Source
Feature
E.
Monitoring &
Decision-Making
F.
Management
G.
District-Level
Support
Summary
Scores:
(circle sources used)
P= product; I= interview;
O= observation
Evaluation Question
1. Does the discipline referral form list (a) student/grade, (b)
date, (c) time, (d) referring staff, (e) problem behavior, (f)
location, (g) persons involved, (h) probable motivation, & (i)
administrative decision?
(0=0-3 items; 1= 4-6 items; 2= 7-9 items)
2. Can the administrator clearly define a system for collecting
& summarizing discipline referrals (computer software, data
entry time)?
(0=no; 1= referrals are collected; 2= yes)
3. Does the administrator report that the team provides
discipline data summary reports to the staff at least three
times/year? (0= no; 1= 1-2 times/yr.; 2= 3 or more times/yr)
4. Do 90% of team members asked report that discipline data
is used for making decisions in designing, implementing, and
revising school-wide effective behavior support efforts?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Does the school improvement plan list improving behavior
support systems as one of the top 3 school improvement plan
goals? (0= no; 1= 4th or lower priority; 2 = 1st- 3rd priority)
2. Can 90% of staff asked report that there is a school-wide
team established to address behavior support systems in the
school? (0= 0-50%; 1= 51-89%; 2= 90-100%)
Score: 0-2
Referral form
(circle items present on the
referral form)
P
Interview
Other ______________
I
Interview
Other ______________
I
Interviews
Other ______________
I
School Improvement Plan,
Interview
Other ______________
2
I
I
3. Does the administrator report that team membership
includes representation of all staff? (0= no; 2= yes)
Interview
Other ______________
I
4. Can 90% of team members asked identify the team
leader? (0= 0-50%; 1= 51-89%; 2= 90-100%)
Interviews
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
I
Annual Plan, calendar
Other ______________
P
Interview
Other ______________
I
Interview
Other ______________
I
A=
F=
/4
B=
G=
/10
/4
C=
/6
Mean = /7
D=
/8
/16
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
32
2
P
Interviews
Other ______________
5. Is the administrator an active member of the school-wide
behavior support team?
(0= no; 1= yes, but not consistently; 2 = yes)
6. Does the administrator report that team meetings occur at
least monthly?
(0=no team meeting; 1=less often than monthly; 2= at least
monthly)
7. Does the administrator report that the team reports
progress to the staff at least four times per year?
(0=no; 1= less than 4 times per year; 2= yes)
8. Does the team have an action plan with specific goals that
is less than one year old? (0=no; 2=yes)
1. Does the school budget contain an allocated amount of
money for building and maintaining school-wide behavioral
support? (0= no; 2= yes)
2. Can the administrator identify an out-of-school liaison in
the district or state? (0= no; 2=yes)
0
E=
1
0
2
2
2
0
2
2
/8
Example #2 Elm St. ES Scoring Practice Answer Key
1. Be Safe 2. Be Kind 3. Be Respectful
Interview and Observation Form
Staff questions (Interview a minimum of 10 staff members)
What are the
school rules?
Record the #
of rules
known.
(B5)
1
2
3
4
5
6
7
8
9
10
0/3
3/3
3/3
3/3
3/3
3/3
1/3
3/3
0/3
2/3
11
12
13
N
Y
N
Y
N
Y
N
Y
Y
Y
Y
Y
Y
Y
Y
N
N
N
N
N
N
N
Y
Y
Y
Y
Y
Y
Y
Y
N
N
N
N
N
N
N
N
What is the
procedure for
dealing with
a stranger
with a gun?
(D4)
Violence
Violence
Bullying
+
+
+
+
+
+
+
0
Code 3
Code 3
Code 3
+
0
+
+
+
+
(Code 3)
Team member questions
Is there a team
in your school
to address
school-wide
behavior
support
systems?
(F2)
Are you
on the
team? If
yes, ask
team
questions
Does your
team use
discipline data
to make
decisions?
(E4)
Has your
team taught/
reviewed SW
program
w/staff this
year?
(B3)
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
Y
N
Y
Y
N
Y
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
N
Y
N
Y
Y
Y
Y
Y
Y
Y
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
N
0/0=0%
Location
Are rules & expectations posted?
(A2)
Is the documented crisis plan
readily available? (D3)
Y
N
Y
Y
N
0/0=0%
10/10=100%
8/10=80%
8/10=80%
Front hall/
office
Class 1
Class 2
Class 3
N
Y
Y
N
N
Y
N
3/3=100%
X
Cafeteria
Library
Y
Y
12.
13.
14.
N
15.
N
3/3=100%
Other setting
(gym, lab)
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
33
11.
N
Y
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
10
N
Y
N
N
N
N
Y
Y
N
N
N
N
Y
Y
Y
Y
9.
Y
N
N
N
N
Y
6.
Y
N
N
N
5.
N
Y
Y
Y
4.
N
Y
8.
Y
N
3.
Y
N
N
Y
2.
N
N
N
Celeste
Celeste
Y
Y
Y
1.
Have you
received a
______ since
________?
(C2)
7.
Y
N
Frank
N
N
Y
What are
the (school
rules)?
Record the
# of rules
known
(B4)
N
N
N
Student questions
Who is the
team leader/
facilitator?
(F4)
N
Y
Y
7/10=70%
N
What types of
student
problems do
you or would
you refer to the
office?
(D2)
Y
Y
15
Have you
given out any
___________
Since_______?
(2 mos.) (C3)
Y
Y
14
Total
Have you
taught the
school
rules/
behave.
exp. to
students
this year?
(B2)
3/3=100%
0/0=0%
0/0=0%
Hall 1
Hall 2
Hall 3
Y
Y
Y
N
X
N
X
5/10
N
X
6/7
Example #3
Interview & Observations: Scoring Practice
Field Springs High School
Field Springs High School began implementing SW-PBIS 3 years ago. They were the first High
School in their area to implement PBIS and are very proud of what they have accomplished. The
administrator acknowledged in the SET interview that their biggest hurdle has been staff buy-in.
He let you know that you would probably run into some staff that would not have taught the schoolwide expectations and would not have given out any of the school-wide acknowledgments. He said
that a “philosophical shift” has occurred with most staff now more aware of the need to continue to
teach high school students social skills that will not only help the succeed in high school, but after
high school as well.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
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34
School-wide Evaluation Tool
(SET)
Implementation Guide
School ____________Field
Springs High School_______________
District ______________Spring
School District_________________
Date ____10/14//11______
State ______Montana_____
Step 1: Make Initial Contact
Identify school contact person & give overview of SET page with the list of products needed.
F. Ask when they may be able to have the products gathered. Approximate date: _____10/20/11______
G. Get names, phone #’s, email address & record below.
E.
Bert Ellison
Name
Email:
Phone
(208) 123-4567
f
bellis@springsd@ca.us.edu
Products to Collect
1. _______
2. _______
3. _______
4. _______
5. _______
6. _______
7. _______
Discipline handbook
School improvement plan goals
Annual Action Plan for meeting school-wide behavior support goals
Social skills instructional materials/ implementation time line
Behavioral incident summaries or reports (e.g., office referrals, suspensions, expulsions)
Office discipline referral form(s)
Other related information
Step 2: Confirm the Date to Conduct the SET
C. Confirm meeting date with the contact person for conducting an administrator interview, taking a tour of the
school while conducting student & staff interviews, & for reviewing the products.
Meeting date & time: __________10/20/11________________
Step 3: Conduct the SET
G. Conduct administrator interview.
H. Tour school to conduct observations of posted school rules & randomly selected staff (minimum of 10) and
student (minimum of 15) interviews.
I. Review products & score SET.
Step 4: Summarize and Report the Results
G. Summarize surveys & complete SET scoring.
H. Update school graph.
I. Meet with team to review results.
Meeting date & time: __________10/20/11_______________
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
35
School-wide Evaluation Tool
(SET)
Scoring Guide
Example #3
School ___________________Field
Springs High School________
District ___________________ Spring
Pre ______
Post ____X__
School District___________
Date _____10/20/2011_____
State _____Montana______
SET data collector ______You__________________________
Data Source
Feature
A.
Expectations
Defined
B.
Behavioral
Expectations
Taught
C.
On-going System
for Rewarding
Behavioral
Expectations
D.
System for
Responding to
Behavioral
Violations
Evaluation Question
1. Is there documentation that staff has agreed to 5 or fewer
positively stated school rules/ behavioral expectations?
(0=no; 1= too many/negatively focused; 2 = yes)
(circle sources used)
P= product; I= interview;
O= observation
Score: 0-2
Discipline handbook,
Instructional materials
Other ______________
P
2. Are the agreed upon rules & expectations publicly posted
in 8 of 10 locations? (See interview & observation form for
selection of locations). (0= 0-4; 1= 5-7; 2= 8-10)
Wall posters
Other ______________
O
1. Is there a documented system for teaching behavioral
expectations to students on an annual basis?
(0= no; 1 = states that teaching will occur; 2= yes)
Lesson plan books,
Instructional materials
Other ______________
P
Interviews
Other ______________
I
Interviews
Other ______________
I
2. Do 90% of the staff asked state that teaching of behavioral
expectations to students has occurred this year?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
3. Do 90% of team members asked state that the schoolwide program has been taught/reviewed with staff on an
annual basis?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
4. Can at least 70% of 15 or more students state 67% of the
school rules? (0= 0-50%; 1= 51-69%; 2= 70-100%)
5. Can 90% or more of the staff asked list 67% of the school
rules? (0= 0-50%; 1= 51-89%; 2=90%-100%)
1. Is there a documented system for rewarding student
behavior?
(0= no; 1= states to acknowledge, but not how; 2= yes)
2. Do 50% or more students asked indicate they have
received a reward (other than verbal praise) for expected
behaviors over the past two months?
(0= 0-25%; 1= 26-49%; 2= 50-100%)
3. Do 90% of staff asked indicate they have delivered a
reward (other than verbal praise) to students for expected
behavior over the past two months?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Is there a documented system for dealing with and
reporting specific behavioral violations?
(0= no; 1= states to document; but not how; 2 = yes)
2. Do 90% of staff asked agree with administration on what
problems are office-managed and what problems are
classroom–managed? (0= 0-50%; 1= 51-89%; 2= 90-100%)
3. Is the documented crisis plan for responding to extreme
dangerous situations readily available in 6 of 7 locations?
(0= 0-3; 1= 4-5; 2= 6-7)
4. Do 90% of staff asked agree with administration on the
procedure for handling extreme emergencies (stranger in
building with a weapon)?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
Interviews
Other ______________
Interviews
Other ______________
Instructional materials,
Lesson Plans, Interviews
Other ______________
I
I
P
Interviews
Other ______________
I
Interviews
Other ______________
I
Discipline handbook,
Instructional materials
Other ______________
P
Interviews
Other ______________
I
Walls
Other ______________
O
Interviews
Other ______________
I
36
Data Source
Feature
E.
Monitoring &
Decision-Making
F.
Management
G.
District-Level
Support
Summary
Scores:
(circle sources used)
P= product; I= interview;
O= observation
Evaluation Question
1. Does the discipline referral form list (a) student/grade, (b)
date, (c) time, (d) referring staff, (e) problem behavior, (f)
location, (g) persons involved, (h) probable motivation, & (i)
administrative decision?
(0=0-3 items; 1= 4-6 items; 2= 7-9 items)
2. Can the administrator clearly define a system for collecting
& summarizing discipline referrals (computer software, data
entry time)?
(0=no; 1= referrals are collected; 2= yes)
3. Does the administrator report that the team provides
discipline data summary reports to the staff at least three
times/year? (0= no; 1= 1-2 times/yr.; 2= 3 or more times/yr)
4. Do 90% of team members asked report that discipline data
is used for making decisions in designing, implementing, and
revising school-wide effective behavior support efforts?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Does the school improvement plan list improving behavior
support systems as one of the top 3 school improvement plan
goals? (0= no; 1= 4th or lower priority; 2 = 1st- 3rd priority)
2. Can 90% of staff asked report that there is a school-wide
team established to address behavior support systems in the
school? (0= 0-50%; 1= 51-89%; 2= 90-100%)
Score: 0-2
Referral form
(circle items present on the
referral form)
P
Interview
Other ______________
I
Interview
Other ______________
I
Interviews
Other ______________
I
School Improvement Plan,
Interview
Other ______________
P
I
Interviews
Other ______________
I
3. Does the administrator report that team membership
includes representation of all staff? (0= no; 2= yes)
Interview
Other ______________
I
4. Can 90% of team members asked identify the team
leader? (0= 0-50%; 1= 51-89%; 2= 90-100%)
Interviews
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
I
Annual Plan, calendar
Other ______________
P
Interview
Other ______________
I
Interview
Other ______________
I
5. Is the administrator an active member of the school-wide
behavior support team?
(0= no; 1= yes, but not consistently; 2 = yes)
6. Does the administrator report that team meetings occur at
least monthly?
(0=no team meeting; 1=less often than monthly; 2= at least
monthly)
7. Does the administrator report that the team reports
progress to the staff at least four times per year?
(0=no; 1= less than 4 times per year; 2= yes)
8. Does the team have an action plan with specific goals that
is less than one year old? (0=no; 2=yes)
1. Does the school budget contain an allocated amount of
money for building and maintaining school-wide behavioral
support? (0= no; 2= yes)
2. Can the administrator identify an out-of-school liaison in
the district or state? (0= no; 2=yes)
A=
F=
/4
B=
G=
/10
/4
C=
/6
Mean = /7
D=
/8
/16
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
37
E=
/8
Administrator Interview Guide
Let’s talk about your discipline system
42) Do you collect and summarize office discipline referral information? Yes No If no, skip to #4.
43) What system do you use for collecting and summarizing office discipline referrals? (E2) SWIS
a)
b)
44)
Majors & Minors
Who collects and enters those data? Erin—Office Assistant
What data do you collect?
What do you do with the office discipline referral information? (E3)
a)
Who looks at those data? School Climate Team
b)
How often do you share them with other staff? Monthly
Staff Meeting
45)
What type of problems do you expect teachers to refer to the office rather than handling in the classroom/ specific
setting? (D2) violence, physical aggression, weapons, drugs
46)
What is the procedure for handling extreme emergencies in the building (i.e. stranger with a gun)? (D4)
Lockdown
Let’s talk about your school rules or motto
47) Do you have school rules or a motto? Yes
48) How many are there? 5
49)
50)
51)
52)
No If no, skip to # 10.
Perseverance, Respect, Integrity, Diversity, Excellence
What are they called? (B4, B5) PRIDE
What are the rules/motto? (B4, B5)
Do you acknowledge students for doing well socially? Yes No If no, skip to # 12.
What are the social acknowledgements/ activities/ routines called (student of month, positive referral, letter home,
stickers, high 5's)? (C2, C3) PRIDE Cards
Do you have a team that addresses school-wide discipline? If no, skip to # 19
53) Has the team taught/reviewed the school-wide program with staff this year? (B3) Yes No
54) Is your school-wide team representative of your school staff? (F3) Yes No All grades,
represented
departments
55)
56)
Are you on the team? (F5) Yes No
How often does the team meet? (F6)
57)
58)
Do you attend team meetings consistently? (F5) Yes No
Who is your team leader/facilitator? (F4) Vice Principal--Bert
59)
Does the team provide updates to faculty on activities & data summaries? (E3, F7) Yes
If yes, how often? Monthly Staff Meeting
60)
Do you have an out-of-school liaison in the state or district to support you on positive behavior support systems
development? (G2) Yes No
If yes, who? Kelly Martin
61)
62)
bi-weekly
What are your top 3 school improvement goals? (F1)
Rate—PbIS infused throughout
No
Reduce Dropout Rate/Increase Graduation
Does the school budget contain an allocated amount of money for building and maintaining school-wide
behavioral support? (G1) Yes No
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
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38
Field Springs High School
1. Perseverance 2.Respect 3.Integrity 4. Diversity 5. Excellence
Interview and Observation Form
Staff questions (Interview a minimum of 10 staff members)
What are the
school rules?
Record the #
of rules
known.
(B5)
1.
5/5
2.
3.
1/5
5/5
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
2/5
5/5
4/5
3/5
5/5
5/5
5/5
Have you
taught the
school
rules/
behave.
exp. to
students
this year?
(B2)
Have you
given out any
Pride Cards
since the
beginning of
the school
year?
(2 mos.) (C3)
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
Y
N
Y
What types of
student
problems do
you or would
you refer to the
office?
(D2)
What is the
procedure for
dealing with
a stranger
with a gun?
(D4)
Physical/
Fights
Violence
Drugs,
Harass.
+
+
+
+
+
+
+
Lockdown
(Lockdown)
Lockdown
Lockdown
Lockdown
+
+
+
+
+
+
Team member questions
Is there a team
in your school
to address
school-wide
behavior
support
systems?
(F2)
Are you
on the
team? If
yes, ask
team
questions
Does your
team use
discipline data
to make
decisions?
(E4)
Has your
team taught/
reviewed SW
program
w/staff this
year?
(B3)
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Total
Student questions
Who is the
team leader/
facilitator?
(F4)
What are
the (school
rules)?
Record the
# of rules
known
(B4)
Bert
1. 5/5
Bert
2. 0/5
3. 0/5
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Bert
Bert
5/5
5/5
3/5
5/5
5/5
5/5
3/5
4/5
4/5
5/5
5/5
5/5
Have you
received a
Pride Card
since the
beginning
of the
school
year?
(C2)
Y
N
M10
Y
N
F12
Y
N
M11
Y
N
F10
Y
N
F11
Y
N
M9
Y
N
F9
Y
N
F12
Y
N
M12
Y
N
M11
Y
N
F10
Y
N
F11
Y
N
M9
Y
N
F9
Y
N
M12
X
Location
Are rules & expectations posted?
(A2)
Is the documented crisis plan
readily available? (D3)
Front hall/
office
Class 1
Class 2
Class 3
Cafeteria
Library
Other setting
(gym, lab)
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
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39
X
Hall 1
Hall 2
Hall 3
Y
Y
Y
N
N
X
N
X
Answer Key
Interview & Observation Calculation
Example #3
Field Springs High School
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
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40
School-wide Evaluation Tool
(SET)
Scoring Guide
Example # 3 Answer Key
School
District
Pre ______
Field Springs High School
Spring School District
Post X f
f
f
Date
10/20/2011
f
Montana
f
SET data collector _______________You______________
State
Data Source
Feature
A.
Expectations
Defined
B.
Behavioral
Expectations
Taught
C.
On-going System
for Rewarding
Behavioral
Expectations
D.
System for
Responding to
Behavioral
Violations
Evaluation Question
1. Is there documentation that staff has agreed to 5 or fewer
positively stated school rules/ behavioral expectations?
(0=no; 1= too many/negatively focused; 2 = yes)
(circle sources used)
P= product; I= interview;
O= observation
Score: 0-2
Discipline handbook,
Instructional materials
Other ______________
P
2. Are the agreed upon rules & expectations publicly posted
in 8 of 10 locations? (See interview & observation form for
selection of locations). (0= 0-4; 1= 5-7; 2= 8-10)
Wall posters
Other ______________
O
1. Is there a documented system for teaching behavioral
expectations to students on an annual basis?
(0= no; 1 = states that teaching will occur; 2= yes)
Lesson plan books,
Instructional materials
Other ______________
P
Interviews
Other ______________
I
Interviews
Other ______________
I
2
I
2
I
1
2. Do 90% of the staff asked state that teaching of behavioral
expectations to students has occurred this year?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
3. Do 90% of team members asked state that the schoolwide program has been taught/reviewed with staff on an
annual basis?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
4. Can at least 70% of 15 or more students state 67% of the
school rules? (0= 0-50%; 1= 51-69%; 2= 70-100%)
5. Can 90% or more of the staff asked list 67% of the school
rules? (0= 0-50%; 1= 51-89%; 2=90%-100%)
1. Is there a documented system for rewarding student
behavior?
(0= no; 1= states to acknowledge, but not how; 2= yes)
2. Do 50% or more students asked indicate they have
received a reward (other than verbal praise) for expected
behaviors over the past two months?
(0= 0-25%; 1= 26-49%; 2= 50-100%)
3. Do 90% of staff asked indicate they have delivered a
reward (other than verbal praise) to students for expected
behavior over the past two months?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Is there a documented system for dealing with and
reporting specific behavioral violations?
(0= no; 1= states to document; but not how; 2 = yes)
2. Do 90% of staff asked agree with administration on what
problems are office-managed and what problems are
classroom–managed? (0= 0-50%; 1= 51-89%; 2= 90-100%)
3. Is the documented crisis plan for responding to extreme
dangerous situations readily available in 6 of 7 locations?
(0= 0-3; 1= 4-5; 2= 6-7)
4. Do 90% of staff asked agree with administration on the
procedure for handling extreme emergencies (stranger in
building with a weapon)?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
Interviews
Other ______________
Interviews
Other ______________
Instructional materials,
Lesson Plans, Interviews
Other ______________
2
1
P
Interviews
Other ______________
I
1
Interviews
Other ______________
I
0
Discipline handbook,
Instructional materials
Other ______________
P
Interviews
Other ______________
I
Walls
Other ______________
O
Interviews
Other ______________
I
41
2
2
2
Data Source
Feature
E.
Monitoring &
Decision-Making
F.
Management
G.
District-Level
Support
Summary
Scores:
(circle sources used)
P= product; I= interview;
O= observation
Evaluation Question
1. Does the discipline referral form list (a) student/grade, (b)
date, (c) time, (d) referring staff, (e) problem behavior, (f)
location, (g) persons involved, (h) probable motivation, & (i)
administrative decision?
(0=0-3 items; 1= 4-6 items; 2= 7-9 items)
2. Can the administrator clearly define a system for collecting
& summarizing discipline referrals (computer software, data
entry time)?
(0=no; 1= referrals are collected; 2= yes)
3. Does the administrator report that the team provides
discipline data summary reports to the staff at least three
times/year? (0= no; 1= 1-2 times/yr.; 2= 3 or more times/yr)
4. Do 90% of team members asked report that discipline data
is used for making decisions in designing, implementing, and
revising school-wide effective behavior support efforts?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Does the school improvement plan list improving behavior
support systems as one of the top 3 school improvement plan
goals? (0= no; 1= 4th or lower priority; 2 = 1st- 3rd priority)
2. Can 90% of staff asked report that there is a school-wide
team established to address behavior support systems in the
school? (0= 0-50%; 1= 51-89%; 2= 90-100%)
Score: 0-2
Referral form
(circle items present on the
referral form)
P
Interview
Other ______________
I
Interview
Other ______________
I
Interviews
Other ______________
I
School Improvement Plan,
Interview
Other ______________
2
I
I
3. Does the administrator report that team membership
includes representation of all staff? (0= no; 2= yes)
Interview
Other ______________
I
4. Can 90% of team members asked identify the team
leader? (0= 0-50%; 1= 51-89%; 2= 90-100%)
Interviews
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
I
Annual Plan, calendar
Other ______________
P
Interview
Other ______________
I
Interview
Other ______________
I
A=
F=
/4
B=
G=
/10
/4
C=
/6
Mean = /7
D=
/8
/16
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
42
2
P
Interviews
Other ______________
5. Is the administrator an active member of the school-wide
behavior support team?
(0= no; 1= yes, but not consistently; 2 = yes)
6. Does the administrator report that team meetings occur at
least monthly?
(0=no team meeting; 1=less often than monthly; 2= at least
monthly)
7. Does the administrator report that the team reports
progress to the staff at least four times per year?
(0=no; 1= less than 4 times per year; 2= yes)
8. Does the team have an action plan with specific goals that
is less than one year old? (0=no; 2=yes)
1. Does the school budget contain an allocated amount of
money for building and maintaining school-wide behavioral
support? (0= no; 2= yes)
2. Can the administrator identify an out-of-school liaison in
the district or state? (0= no; 2=yes)
2
E=
2
2
2
2
2
2
2
2
/8
Example #3 Field Springs High School Scoring Practice Answer Key
1. Perseverance 2. Respect 3. Integrity 4. Diversity 5. Excellence
Interview and Observation Form
Staff questions (Interview a minimum of 10 staff members)
What are the
school
rules?
Record the #
of rules
known.
(B5)
Have you
taught the
school
rules/
behave.
exp. to
students
this year?
(B2)
Have you
given out any
Pride Cards
since the
beginning of
the school
year?
(2 mos.) (C3)
What types of
student
problems do
you or would
you refer to the
office?
(D2)
What is the
procedure for
dealing with
a stranger
with a gun?
(D4)
Physical/
Fights
Violence
Drugs,
Harass.
+
+
+
+
+
+
+
Lockdown
(Lockdown)
Team member questions
Is there a team
in your school
to address
school-wide
behavior
support
systems?
(F2)
Are you
on the
team? If
yes, ask
team
questions
Does your
team use
discipline data
to make
decisions?
(E4)
Has your
team taught/
reviewed SW
program
w/staff this
year?
(B3)
Student questions
Who is the
team leader/
facilitator?
(F4)
What are the
(school
rules)?
Record the #
of rules
known
(B4)
Have you
received a
Pride Card
since the
beginning
of the
school
year?
(C2)
1.
5/5
2.
3.
1/5
5/5
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
2/5
5/5
4/5
3/5
5/5
5/5
5/5
Total
7/10=70%
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
Y
N
Y
Lockdown
Lockdown
Lockdown
+
+
+
+
+
+
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
8/10=80%
Location
Are rules & expectations posted?
(A2)
Is the documented crisis plan
readily available? (D3)
5/10=50%
Front hall/
office
10/10=100%
10/10=100%
10/10=100%
Class 1
Class 2
Class 3
X
Cafeteria
4/4=100%
4/4=100%
Library
Other setting
(gym, lab)
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
43
Bert
1. 5/5
Bert
2. 0/5
3. 0/5
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Bert
Bert
4/4=100%
5/5
5/5
3/5
5/5
5/5
5/5
3/5
4/5
4/5
5/5
5/5
5/5
Y
N
M10
Y
N
F12
Y
N
M11
Y
N
F10
Y
N
F11
Y
N
M9
Y
N
F9
Y
N
F12
Y
N
M12
Y
N
M11
Y
N
F10
Y
N
F11
Y
N
M9
Y
N
F9
Y
N
M12
11/15=73%
6/15=40%
Hall 1
Hall 2
Hall 3
Y
Y
Y
N
X
N
X
N
X
9/10
7/7
Scoring Examples for Product Review
Six SET evaluation questions require examination of permanent products for scoring (records,
handbooks, documents, etc.). Four of these six questions require a thorough review of written
information and require distinct discrimination skills. The following examples provide practice for
scoring SET evaluation questions B1, C1, D1, and F8. Use the provided documents for each
example to score these questions. Use the answer key at the end of the section to check your
accuracy.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
44
Evaluation Question B1:
Is there a documented system for teaching behavioral expectations to students on an annual
basis?
(0=no; 1=states that teaching will occur; 2=yes)
Example 1:
Score ______
Example 2:
Score ______
Example 3:
Score ______
Evaluation Question C1:
Is there a documented system for rewarding student behavior?
(0=no; 1=states to acknowledge, but not how; 2=yes)
Example 4:
Score ______
Example 5:
Score ______
Evaluation Question D1:
Is there a documented system for dealing with and reporting specific behavioral violations?
(0=no; 1=states to document, but not how; 2=yes)
Example 6:
Score ______
Example 7:
Score ______
Example 8:
Score ______
Evaluation Question F8:
Does the team have an action plan with specific goals that is less than one year old?
(0=no; 2=yes)
Example 9:
Score ______
Example 10:
Score ______
Example 11:
Score ______
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
45
Example #1
Evaluation Question B1:
Is there a documented system for teaching behavioral expectations to students on an
annual basis?
(0=no; 1=states that teaching will occur; 2=yes)
Score: ______
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
46
EXPECTATIONS AND PROCEDURES
SETTING: BREEZEWAYS (WALKWAYS)
GOALS/EXPECTATIONS
-Students will use passageways safely
-Students will have respect for all others in learning or working areas.
-Students use their manners when entering and exiting doors.
EXAMPLES
BE SAFE
BE RESPECTFUL
-Keep hands, feet and objects to self
-Walk
-Stay to right
-Face forward
-Single file
-Respect office areas/classrooms in
session
-Hold door for person behind you
-Quiet voices
NON-EXAMPLES
-Walking too close to person in line in
front of you
-Running, speed-walking, skipping
-Walking on wrong side or in gutter area
-Running into bars by walking backward
-Walking next to friends
-Swinging around bars
-Climbing on rails
-Yelling in breezeways
-Going through wrong door
inappropriately (also not holding door)
-Peeking or tapping in windows of
classrooms or office
STUDENT ACTIVITIES AND FOLLOW-UP
-REINFORCE good behavior
-Discuss what walking in line looks like (hands, body to self, facing forward, voices
quiet)
-Discuss travel in breezeways before and after school with bikes, roller blades,
skateboards, scooters, rolling backpacks (walking, holding these items)
-Paw prints on double doors show which doors to go through
-Happy face/Sad face – signs used to show breezeway behavior (class set)
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
47
EXPECTATIONS AND PROCEDURES
SETTING: INSIDE RECESS
GOALS/EXPECTATIONS
-Students will make responsible choices during inside recess time.
-Students will be kind to others, share, use good sportsmanship and
respect other students’ activities.
-Students will demonstrate safe behaviors during inside recess times.
EXAMPLES
BE SAFE
BE RESPECTFUL
-Keep hands, feet and objects to self
-Walk
-Use materials safely
-Practice good sportsmanship
-Use inside voices
-Clean up area
-Be silent when signaled
-Take care of personal needs
NON-EXAMPLES
-Misuse of materials – tossing objects
-Running around in classroom
-Playing tag
-Moving from one activity to another
-Leaving toys and games out
-Yelling, shouting
-Forgetting to use the bathroom
-Excluding students from activities
-Hoarding materials
-Using inappropriate language or poor
sportsmanship
-Not cleaning up quickly when bell rings
STUDENT ACTIVITIES AND FOLLOW-UP
-REINFORCE good behavior
-Work with students on learning how to pick one activity and sticking with it
-List activities students may be involved with during inside recess
-Discuss examples of good sportsmanship
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
48
EXPECTATIONS AND PROCEDURES
SETTING: ARRIVAL, DISMISAL, BUS
GOALS/EXPECTATIONS
-Students will arrive and depart from school in a safe manner.
-Students will be responsible with equipment used to get to school.
-Students will be polite and kind to others arriving and departing from school.
EXAMPLES
BE SAFE
BE RESPECTFUL
-Walk safely to and from vehicle
-Walk bikes, carry skateboards, roller blades,
scooters, and rolling backpacks while in
designated areas
-Keep hands, feet and objects to self
-Follow directions of bus driver and
supervisors
-In morning, stand by classroom door until first
bell rings
-Arrive on time
-Leave promptly after school
-Walk orderly
-Use respectful greeting and departure
comments
NON-EXAMPLES
-Unsafe crossing of parking lot
-Riding bikes, scooters, skates, etc. in
designated off-limit areas
-Swinging or hitting others with backpacks
-Pushing to get on the bus
-Playing on bars by flag
-No helmet brought to school
-Running through grass
-Arriving too early or too late
-Dawdling after school
-Making comments to others that are hurtful
STUDENT ACTIVITIES AND FOLLOW-UP
-REINFORCE good behavior
-Discuss where and how to store items brought to school as transportation
-Make sure designated areas for bikes, skateboards, etc., are pointed out
-Bus safety sessions made available from district
-Discuss what respectful greetings an departure comments might be
-Discuss safety issues with bikes, skateboards, scooters (ex., helmets, pads, road hazards)
-Play Red Light, Green Light, using examples or non-examples (move only on safe and
respectful behaviors)
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
49
EXPECTATIONS AND PROCEDURES
SETTING: CAFETERIA
GOALS/EXPECTATIONS
-Students will be responsible for cleaning up and helping the cafeteria be a
pleasant place.
-Students will use manners and be respectful to others at lunch.
-Students will demonstrate safety in eating and being dismissed after lunch.
EXAMPLES
BE SAFE
BE RESPECTFUL
-Keep hands, feet and objects to self
-Walk
-Keep feed to self
-Stay seating while eating
-Clean up after self
-Wait quietly until dismissed
-Use good table manners
-Talk only to people near you
-Use an appropriate voice and respectful tone
NON-EXAMPLES
-Ignoring spills and slipping mishap
-Getting up frequently to get something
-Touching and playing with others in line or at
the table
-Running out and shouting at dismissal time
-Sharing or touching others’ food
-Talking loudly, making noises
-Playing rather than eating
-Leaving garbage and trays on tables
-Ignoring adult directions
-Disrespectful lunch talk
-Playing with food (in mouth or on plate)
-Too noisy at dismissal time
STUDENT ACTIVITIES AND FOLLOW-UP
-REINFORCE good behavior
-Discuss good table manners
-Seating chart (daily – Certain students with safe, respectful manners could be rewarded by
selecting a partner to sit by at a special table)
-Simon Says: Good dating manners
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
50
EXPECTATIONS AND PROCEDURES
SETTING: COMPUTER ROOM
GOALS/EXPECTATIONS
-Students will use the computers and equipment safely.
-Students will respect other student or staff work folders on the computer.
-Students will use their time and good behavior to maximize work/study time for
everyone.
EXAMPLES
BE SAFE
BE RESPECTFUL
-Walk carefully around computers, cords, and
Chairs
-Keep hands/fee, and objects to self
-Sit appropriately
-Use computers and materials appropriately
-Ask questions if not sure of procedures
-Wait your turn
-Use kind words and actions
-Listen to adult directions
-Raise your hand for help
-Use inside voices
-Open only your own folder
NON-EXAMPLES
-Tripping on cords
-Shoving chairs
-Reaching onto neighbor’s keyboard
-Banging on keyboard
-Sitting two students to a chair
-Moving icon to trash
-Calling out for help
-Belittling someone else for poor game
-Talking when adult is giving directions
-Laughing and screaming while playing
computer games
-Getting into others’ folders
STUDENT ACTIVITIES AND FOLLOW-UP
-REINFORCE good behavior
-Lessons on how to use icons, trash, etc. – appropriate to grade level
-Lessons on how to play games and use mechanics
-True/false computer test
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
51
Example #2
Evaluation Question B1:
Is there a documented system for teaching behavioral expectations to students on an
annual basis?
(0=no; 1=states that teaching will occur; 2=yes)
Score: ______
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
52
PBIS Implementation Schedule
September
Day One
All School Assembly – 30 minutes
•
•
•
•
•
Introduce the school-wide expectations –
BE SAFE, BE RESPONSIBLE, BE RESPECTFUL
School motto – “Always Safe, Always Caring”
Explain WOWs and WHOAs
Define appropriate assembly behavior, model right/wrong way to be in the
audience
Define appropriate walkway behavior, model right/wrong way
Classroom Instruction – Day 1, Week 1 – Arrival/Dismissal/Walkway Behavior (Repeat
Week 2)
•
•
•
Classroom teachers will devote 15-20 minutes to teach students the appropriate
walkway behaviors as well as identifying the two permitted entrances and exits for
the mornings and afternoons
These guidelines are to be reviewed and retaught (if needed) each day for at least
the first two weeks of school
Refer to Expectation Summary and Lesson Plans for specific expected walkway
behaviors
Day Two
Classroom Instruction – Day 2, Week 1 – Playground (Repeat Week 2)
•
•
By grade level, each class will go to the playground for a 20 minute class on
appropriate playground behavior
Three stations will be set up on the playground
1) Teacher will walk the class around the playground boundaries
2) Safe use of play structures and swing/tire swing will be explained and
modeled
3) P.E. instructor will teach good sportsmanship and the rules of playground
games such as: wall ball, four square, tether ball, kicking wall, “polite”
bump, etc.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
53
Day Three
Classroom Instruction – Day 3, Week 1 – Cafeteria (Repeat Week 2)
•
•
By grade level, each class will go to the cafeteria for a 15 minute class on
appropriate cafeteria behavior. Cafeteria rules will be posted on the cafeteria
walls. Fifth graders will model the appropriate behaviors
Refer to Expectation Summary and Responsible Cafeteria behavior for specific
cafeteria behaviors
Review these rules every 12 weeks
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
54
___________________________ Community School
Behavioral Expectation and Rule Summary
Classroom
Cafeteria
Be Safe
Be
Responsible
(Do the right thing
even when no one is
looking)
Playground
Hallways/Walkways/
Bus Area
Bathroom
Assemblies
Bike Area
Keep Hands and Feet to Self
• Come on time
• Come prepared
• Complete
assigned task
• Use materials
appropriately
• Keep the
floor dry
• Report spills
• Use two
hands while
carrying tray
• Walk
• Use ________
game rules
*rules may change
when it is wet
• Stay within
boundaries
• Use equipment
appropriately
• Use appropriate
language
• Only touch
others’ property
with permission
• Clean up
your area
• Follow quiet
signal
• Follow the
routine
• Empty trash
into garbage
• Two whistle blows
– stop playing and
line up
• Return equipment
when finished
• Walk on blacktop
• Always walk to the right
• Keep space between
yourself and others
• Keep your eyes forward
• Walk
• Wash your
hands when
finished
• Walk bike
on school
grounds
• Carry
scooter
Do What Adults Say
Be
Respectful
• Be aware and attentive
• Clean up
after yourself
• Use
bathroom
appropriately
• Flush the
toilet after
use
• Stay in your
• Only touch
assigned area
others’
until
property
dismissed
with
permission
• Use a quiet
voice
• Use a quiet
voice
• Keep your
body to
yourself
• Enter quietly
• Give
appropriate
responses
during
performances
Cooperate with Others
Speak Respectfully
• Finish work on
time
• Wait your turn
• Use good
manners
• Wait your
turn
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
• Play safe
• Use appropriate
language
• Take turns
• Wait your turn
• Use quiet voices
• Manage yourself in line
• Stay to the right
55
Example #3
Evaluation Question B1:
Is there a documented system for teaching behavioral expectations to students on an
annual basis?
(0=no; 1=states that teaching will occur; 2=yes)
Score: ______
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
56
Lesson Possibilities To Use With the Four Bees
School Rules
Be Kind
Be Safe
Be Responsible
Be Respectful
Expected Behaviors for Rules
Be Kind:
include others, use polite words, keep hands to self, help others, be
a friend
Be Safe:
hands and feet to self, walk in building, use material and equipment
appropriately
Be Responsible:
follow directions the first time, take turns, share with others, problem
solve, be a team player
Be Respectful:
be a good listener, treat others the way you want to be treated, allow
others to be different, acknowledge others’ ideas
A school-wide system of supports has been established that teaches, provides
opportunities to practice, and acknowledges student progress in meeting school
expectations. For example, we have developed the following to recognize and maintain
positive behavior:
Individual and Classroom AHA’s
School spirit assemblies
Self-manager programs
Our emphases is on encouraging students to become problem-solvers who are self
reliant.
Assemblies
Rules and Key Behaviors
Be Kind:
Let people talk, listen to the presenter
Clap appropriately when finished
Be Responsible:
Take turns asking
questions/answering questions
Be Safe:
Enter and exit gym in an orderly manner
Be Respectful:
Keep hands and feet to self
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Teaching Strategies
Review Rules and Behaviors (See sample lesson plans)
Ask students for examples
Role plays
Use older student to demonstrate
Use AHA’s (Individual and Classroom)
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BE KIND
SKILLS AND CRITICAL RULE
“Today, we are going to talk about ways to BE KIND to others in an assembly.”
• what are we going to talk about?
Ask students to define what BEING KIND means. Shape their responses into observable behaviors.
“There are several ways to BE KIND to others. For example, we can:
• let people talk, listen to the presenter
• clap appropriately when the presenter is finished
“What are some ways we can BE KIND in an assembly?”
Review above key behaviors and any other skills the students identify
DEMONSTRATION AND ROLE PLAY
Demonstration
“I am going to show you some ways to BE KIND and some ways to BE UNKIND. I want
you to watch me and see if you can tell if I am BEING KIND.
Following each demonstration, ask the students if you were BEING KIND.
Ask what you might do instead during non-examples.
Examples
1. Boo while the presenter is speaking
2. Listen while the presenter is speaking
3. Clap appropriately when the presenter is finished
4. Stay seated so that others can see
Role Plays
Set up a few practice sessions with your students (based on key behaviors of rule)
Or use older students to role play APPROPRIATE examples of the skill.
Following each role play, review with all students:
• “Was he/she being KIND?”
• “How do you know?”
REVIEW AND TEST
“Today we talked about BEING KIND in an assembly. There are lots of ways to BE
KIND.”
Ask students to identify key behaviors to BEING KIND.
HOMEWORK
“Today, we will be watching you during the assembly to see if you are BEING KIND to
others. After the assembly I will ask you to tell me what you did to BE KIND.
• what should you do during the assembly?
• what am I going to ask you?
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BE SAFE
SKILLS AND CRITICAL RULE
“Today, we are going to talk about ways to BE SAFE in an assembly.”
• what are we going to talk about?
Ask students to define what BEING SAFE means. Shape their responses into observable behaviors.
“There are several ways to BE SAFE in an assembly. For example, we can:
• enter and exit the gym in an orderly manner
“What are some ways we can BE SAFE in an assembly?”
Review above key behaviors and any other skills the students identify
DEMONSTRATION AND ROLE PLAY
Demonstration
“I am going to show you some ways to BE SAFE and some ways to BE UNSAFE. I want
you to watch me and see if you can tell if I am BEING SAFE.
Following each demonstration, ask the students if you were BEING SAFE.
Ask what you might do instead during non-examples.
Examples
1. Push others as you are going through the gym doors
2. Bump into others
3. Watching where you are walking
4. Appropriate and inappropriate ways to carry chairs
Role Plays
Set up a few practice sessions with your students (based on key behaviors of rule)
Or use older students to role play APPROPRIATE examples of the skill.
Following each role play, review with all students:
• “Was he/she being SAFE?”
• “How do you know?”
REVIEW AND TEST
“Today we talked about BEING SAFE in an assembly. There are lots of ways to BE
SAFE.”
Ask students to identify key behaviors to BEING SAFE.
HOMEWORK
“Today, we will be watching you during the assembly to see if you are BEING SAFE.
After the assembly I will ask you to tell me what you did to BE SAFE.
• what should you do during the assembly?
• what am I going to ask you?
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BE RESPONSIBLE
SKILLS AND CRITICAL RULE
“Today, we are going to talk about ways to BE RESPONSIBLE in an assembly.”
• what are we going to talk about?
Ask students to define what BEING RESPONSIBLE means. Shape their responses into observable
behaviors.
“There are several ways to BE RESPONSIBLE in an assembly. For example, we can:
• take turns asking questions and answering questions
“What are some ways we can BE RESPONSIBLE in an assembly?”
Review above key behaviors and any other skills the students identify
DEMONSTRATION AND ROLE PLAY
Demonstration
“I am going to show you some ways to BE RESPONSIBLE and some ways to BE
IRRESPONSIBLE. I want you to watch me and see if you can tell if I am BEING
RESPONSIBLE.
Following each demonstration, ask the students if you were BEING RESPONSIBLE.
Ask what you might do instead during non-examples.
Examples
1. Yell out a questions without waiting for your turn
2. Ask a question that has already been answered
3. Listen carefully while the presenter is answering your questions
Role Plays
Set up a few practice sessions with your students (based on key behaviors of rule)
Or use older students to role play APPROPRIATE examples of the skill.
Following each role play, review with all students:
• “Was he/she being RESPONSIBLE?”
• “How do you know?”
REVIEW AND TEST
“Today we talked about BEING RESPONSIBLE in an assembly. There are lots of ways
to BE RESPONSIBLE.”
Ask students to identify key behaviors to BEING RESPONSIBLE.
HOMEWORK
“Today, we will be watching you during the assembly to see if you are BEING
RESPONSIBLE. After the assembly I will ask you to tell me what you did to BE
RESPONSIBLE.
• what should you do during the assembly?
• what am I going to ask you?
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BE RESPECTFUL
SKILLS AND CRITICAL RULE
“Today, we are going to talk about ways to BE RESPECTFUL in an assembly.”
• what are we going to talk about?
Ask students to define what BEING RESPECTFUL means. Shape their responses into observable
behaviors.
“There are several ways to BE RESPECTFUL in an assembly. For example, we can:
• keep hands and feet to self
“What are some ways we can BE RESPECTFUL in an assembly?”
Review above key behaviors and any other skills the students identify
DEMONSTRATION AND ROLE PLAY
Demonstration
“I am going to show you some ways to BE RESPECTFUL and some ways to BE
DISRESPECTFUL. I want you to watch me and see if you can tell if I am BEING
RESPECTFUL.
Following each demonstration, ask the students if you were BEING RESPECTFUL.
Ask what you might do instead during non-examples.
Examples
1. Listen to the presenter
2. Bothering others around you
3. Talking to your friends while the presenter is speaking
Role Plays
Set up a few practice sessions with your students (based on key behaviors of rule)
Or use older students to role play APPROPRIATE examples of the skill.
Following each role play, review with all students:
• “Was he/she being RESPECTFUL?”
• “How do you know?”
REVIEW AND TEST
“Today we talked about BEING RESPECTFUL in an assembly. There are lots of ways to
BE RESPECTFUL.”
Ask students to identify key behaviors to BEING RESPECTFUL.
HOMEWORK
“Today, we will be watching you during the assembly to see if you are BEING
RESPECTFUL. After the assembly I will ask you to tell me what you did to BE
RESPECTFUL.
• what should you do during the assembly?
• what am I going to ask you?
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Example #4
Evaluation Question C1:
Is there a documented system for rewarding student behavior?
(0=no; 1=states to acknowledge, but not how; 2=yes)
Score: ______
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Park Lane Elementary School
E. B. S. Parent Information
EBS, or Effective Behavior Support, is a school-wide behavior system designed to promote
responsibility, caring, respect, and safety, and is an important element in the Park Lane
program. School rules are clearly defined and taught to all students. Students receive positive
reinforcement for following the rules and there is a system in place for dealing with problem
behaviors consistently.
The four school rules at Park Lane are:
• Be Safe
• Be Respectful
• Be Caring
• Be Responsible
These rules are meant to be simple, clear, and easy for students to remember. For each rule,
there are specific examples of how that rule is applied in various school settings. The
expectations for behavior in each school setting is written out in a behavior grid, included in this
packet.
Teaching Behavior
Each year, students are taught the specific expectations for behavior for each school setting
and have opportunities to practice what being safe, respectful, caring, and responsible in each
area. These rules are taught and reinforced by adults in settings throughout the school in
several ways:
1. Beginning of school EBS stations and Recess Rodeo, including classroom follow up.
2. Explicit teaching of “respect” during the year, most intensely in the fall.
3. Reteaching of school rules during booster activities during the year.
4. Second Step and Steps to Respect curriculum taught in the classrooms.
5. Reteaching of school rules during Rule School.
Positive Reinforcement
Students that are following the school rules are positively reinforced in several ways:
1. Adults reward students who make good choices by distributing High Fives in various
settings daily.
2. Weekly High Five drawings that reward two children from each classroom.
3. Specialists have incentive programs in their classes to reward students and classes.
4. Students, selected by staff, will receive a congratulatory letter from the school.
5. Booster activities and reward recesses occur each month throughout the year.
6. Teachers have established systems to reinforce positive behavior in the classroom.
Consequences and Discipline
We don’t expect any student to be perfect. Remember, children are not born knowing how to
behave correctly. Park Lane has a system in place for students when they are not following the
school rules.
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Level One Referrals
Level One behaviors are considered minor and are handled by the staff member in charge of
the setting in which the problem behavior occurs. The homeroom teacher is notified of all Level
One referrals.
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Example #5
Evaluation Question C1:
Is there a documented system for rewarding student behavior?
(0=no; 1=states to acknowledge, but not how; 2=yes)
Score: ______
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High Five
We Care
We Share
Child’s Name: ____________________________________________
Mr. Fowler
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Park Lane Elementary
POSITIVE REFERRAL
This student has done a SUPER JOB! Please read what is below!
________________________________________________ has been seen…
Being considerate/kind
Being respectful
Being responsible
Being honest
Doing outstanding school work/homework
Being positive
Other ____________________________________________________________________________
Date: __________________________________
Homeroom Teacher: ____________________________________________________________________
Staff Member Awarding Referral: _________________________________________________________
Remarks: ____________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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Example #6
Evaluation Question D1:
Is there a documented system for dealing with and reporting specific behavioral
violations?
(0=no; 1=states to document, but not how; 2=yes)
Score: ______
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Park Lane Elementary School
1150 Park Lane Drive
Eugene, OR 97403
TEL: (541) 687-3370
FAX: (541) 335-4883
INCIDENT REPORT
FYI
Minor
Major
Chronic Minor
Student(s): ________________________________ Referring Staff: ____________________
Date: _____________________________________ Time: ___________________________
Location:
Classroom
Cafeteria
Bus Loading Area
Other______
Playground
Restroom
Parking Lot
Commons
Hallway
Library
Gym
On Bus
Problem Behaviors (Check the most intrusive):
Minor/Warning
Tardy
Teasing/Harassing
Language (“____________”)
Class Disruption
Disrespect
Possible Motivation:
Obtain Peer Attention
Lying
Obtain Adult Attention
Fighting/Physical Aggression
Theft
Other____________
Avoid Tasks/Activities
Avoid Peers
Obtain Items/Activities
Other____________
Others Involved:
None
Peers
Staff
Teacher
Substitute
Other____________
____________________________________________________________________________
Administrative Action:
Time in Office
Detention
Loss of privilege
Parent Contact
Conference w/Parents
Conference w/Student
Loss of Recess/Activities
Written Apology
Formal Contract
Suspension
Other___________
Comments: _________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Level of Satisfaction with Office Response:
Good
Fair
Needs Attention
Request a Meeting
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Example #7
Evaluation Question D1:
Is there a documented system for dealing with and reporting specific behavioral
violations?
(0=no; 1=states to document, but not how; 2=yes)
Score: ______
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Evaluation Question D1
Example #7, Page 2
SCHOOL CONDUCT REFERRAL
Student’s Name: ___________________________ Date of Referral: ______________
Grade: _______ Room #: _______ Referral #: _________ Total: _______________
1. The purpose of this report is to inform you of disciplinary incident(s) concerning your
student.
2. You are urged to support the action taken by the school and to assist with the
corrective action initiated.
Reason for Referral (If Language, use EXACT Quote): __________________________
Teacher’s/Supervisor’s Signature: _____________________________ Date: _______
Parent Contacted: Yes_____ No_____
Date(s): ___________________
====================================================================
Office Use Only
Disposition of Referral:
1. Time Out of Class for _______________
2. In-School Suspension for __________
3. Suspended from School for __________
4. Recess Detention for _____________
5. Teacher should Call Home ___________
6. Other _________________________
Comments: ____________________________________________________________
_______________________
Administrator’s Signature
____________
Date
Copy Sent Home: Yes___ No___
Parent Sign and Return _________________________
Principal
(White)
Parent
(Yellow)
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(Pink)
Parent Need Not Sign
Supervisor
(Green)
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Evaluation Question D1
Example #7, Page 3
Correcting Inappropriate Behaviors
Staff observes
inappropriate
behavior
Correct and
document as
Level 2
(Staff)
No ----
Inform Principal and
decide additional
corrective action
(Staff and Principal)



Is it a
Level
1?
Correct
(Staff)
---Yes
Decide Possible Consequences
 Loss of Privileges
 Short timeout
 Positive practice
(Staff)
Notify parent
Negative consequences
Positive behavior support plan
(Staff and Principal)
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Example #8
Evaluation Question D1:
Is there a documented system for dealing with and reporting specific behavioral
violations?
(0=no; 1=states to document, but not how; 2=yes)
Score: ______
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III. Discouraging Inappropriate Behavior
Level I
Behaviors





Running on the sidewalks
 Disruptive transitions
Put downs/teasing
 Classroom disruption
Unsafe/rough play
 Littering
Out of assigned area
 Non-directed profanity
Failure to meet classroom/common area expectations
Correction Procedures
Students who engage in a Level I behavior will be asked to identify the inappropriate
behavior and describe the appropriate replacement behavior. Students may also receive
a mild consequence designed to discourage the inappropriate behavior from occurring in
the future.
Possible Consequences




Verbal correction
Time out
Loss of privileges
Corrective assignment
Level II
Behaviors


Repeated Level I behavior
Disrespect towards students, staff, and guests
Correction Procedures
Students who engage in a Level II behavior will be asked to identify the inappropriate
behavior and describe an appropriate replacement behavior. In addition, the student will
receive a mild consequence, parents will be notified by phone, and the inappropriate
behavior will be documented and entered into the SWIS data management system.
Level II behaviors may also result in an informal or formal behavior support plan.
Possible Consequences

Verbal correction
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
Loss of privileges
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Example #9
Evaluation Question F8:
Does the team have an action plan with specific goals that is less than one year old?
(0=no; 2=yes)
Score: ______
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Evaluation Question F8
Example #9, Page 1
Action Plan for Completion of Start-Up Activities
Activity
Activity Task Analysis
Who
a.
1. Establish
Commitment
•
Administrator
•
Top 3 goal
•
80% of faculty
•
Three year timeline
b.
c.
d.
e.
a.
2. Establish Team
•
Representative
•
Administrator
•
Effective team
operating
procedures
•
Audit of
teams/initiatives
b.
c.
d.
e.
a.
3. Self-Assessment
b.
•
EBS survey
•
Discipline data
•
Identification of
strengths, focus
•
Action Plan
developed
d.
•
Action Plan
presented to faculty
e.
c.
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When
a.
4. School-wide
Expectations
•
Define 3-5 schoolwide behavioral
expectations
•
Curriculum matrix
•
Teaching plans
•
Teach expectations
•
Define
consequences for
problem behavior
b.
c.
d.
e.
a.
5. School-wide
Classroom
Behavior
Supports
b.
* Expectations
taught
c.
* Routines
established
d.
*Reward System
e.
a.
6. Establish
Information
System
•
System for
gathering useful
information
•
Process for
summarizing
information
•
Process for using
information for
decision-making
b.
c.
d.
e.
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a.
7. Build Capacity for
Function-based
Support
•
•
Personnel with
behavioral expertise
Time and
procedures for
identification,
assessment, &
support
implementation
b.
c.
d.
e.
Team Implementation Checklist, v. 3.0, August, 2009
© 2001 George Sugai, Rob Horner, and Teri Lewis-Palmer
Educational & Community Supports
University of Oregon
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Example #10
Evaluation Question F8:
Does the team have an action plan with specific goals that is less than one year old?
(0=no; 2=yes)
Score: ______
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Evaluation Question F8
Example #10, Page 1
Current School Year (CSY) Action Plan for Completion of
Start-Up Activities
Activity
Activity Task Analysis
a. Inform staff at 1st meeting re: process
1. Establish
Commitment
•
Administrator
•
Top 3 goal
•
80% of faculty
•
Three year timeline
Who
SWPBST
When
8/14/CSY
(Team)
b. Get commitment from faculty
SWPBST
8/14/CSY
(Team)
c. Presentation will be made on early release
Wednesdays
SWPBST
8/14/CSY
(Team)
d. Yr 1 – Intro process
Yr 2 – Write. Revise. Plan
Yr 3 – Publish; plan; put in place
e.
a. Team will include:
8/14/CSY
2. Establish Team
Tom Teujillo, Principal; Karen Sisneros, Teacher
•
Representative
Leader; Diane Hyde, Counselor; Rick Grady, 5th
•
Administrator
Grade Teacher
•
Effective team
operating
procedures
b. Will meet on Fridays from 2:45 p.m. – 3:45 p.m.
•
Audit of
teams/initiatives
c. Will Admin EBS Survey, Tally results, Report
SWPBST
to faculty
(Team)
d. We will review and evaluate committees
(Team)
Oct, CSY
e. . Yr 1 – Intro PB Plan
(Team)
CSY plus 2 years
Yr 2 – Write. Revise. Plan
Yr 3 – Publish; plan; put in place
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Oct, Nov/CSY
a. Survey completed
(Team)
Oct, CSY
b. Discipline data gathered in EBS profile
Tom
Oct, CSY
3. Self-Assessment
EBS survey
•
Discipline data
•
Identification of
strengths, focus
c. Rick will present results
Rick
Oct, CSY
•
Action Plan
developed
d. Action plan is next to be addressed
(Team)
Nov, CSY
e. Work with faculty begins
(Team)
Nov, CSY
•
Action Plan
presented to faculty
a. Define remaining activities
(Team)
Jan, CSY
(Team)
Feb, CSY
4. School-wide
Expectations
•
Define 3-5 schoolwide behavioral
expectations
•
Curriculum matrix
•
Teaching plans
•
Teach expectations
•
Define
consequences for
problem behavior
b.
c.
d.
e.
a. Review and define process
5. Establish
Information
System
•
b.
System for
gathering useful
information
c.
•
Process for
summarizing
information
d.
•
Process for using
information for
decision-making
e.
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a.
6. Build Capacity for
Function-based
Support
•
•
Personnel with
behavioral expertise
Time and
procedures for
identification,
assessment, &
support
implementation
b.
c.
d.
e.
Team Implementation Checklist, v. 3.0, August, 2009
© 2001 George Sugai, Rob Horner, and Teri Lewis-Palmer
Educational & Community Supports
University of Oregon
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Example #11
Evaluation Question F8:
Does the team have an action plan with specific goals that is less than one year old?
(0=no; 2=yes)
Score: ______
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Action Planning Sheet
(Sugai & Lewis-Palmer, 06/09/2001)
Date: July 29, CSY
School: Alder Street Elementary School
Team Members: Janice Hartley, Principal; Patty Delp, Assistant Principal; Nancy
Gonzalez, Counselor; Claudia Taylor, 2nd Grade Teacher; Paula Spencer, Special
Educator; Gwen Montgomery, 4/5 Grade Teacher; Shannon Dixon, 3rd Grade Teacher
System
School-wide
Classroom
Nonclassroom
Individual Student
Other
AP Status
AP Priority
Extreme
High
Medium
Low
Other
New
Renewed
Continuing
Other
Specific Description of
Problem/Concern/Issue
High number of office referrals in
classrooms, on the playground, and on the
bus
Desired Measurable Outcomes/Changes
1. Decrease number of classroom
referrals by 10%
2. Decrease playground referrals by
10%
3. Decrease bus referrals by 10%
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Evidence Verifying Need for AP
Data collected through SWIS
Target Dates
08/27/CSY
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Intervention/Strategy/Practice to Achieve Outcome/Change
Outcome 1 (classroom)
 Reach general agreement on ‘behaviors and consequences’ with team/staff in
order to discourage inappropriate behaviors
 Continue to emphasize the teaching of what ‘respect, responsibility and ready’
means in each area (using the grid); continue to hand out tickets for following the
code as well as shopping at the ‘character store’; continue to emphasize positive
to negatives 5:1
 Use a hierarchy of reinforcers such as a kick-off assembly, quarterly
awards/lottery drawing, weekly buttons for each class to be worn by students with
highest number of tickets, consider flags to be passed around to classes with
exemplary behavior in others areas (lunch,…)
 Consider the use of other vehicles besides office referrals such as the Learning
Lab, talks with counselor/Assistant Principal, after school detention, check-in
check-out
 Staff development: Identify levels of behaviors/consequences, use of Learning
Lab to teach social skills, writing specific/measurable referrals
 Change entrance patterns to classes in the morning to increase
safety/organization
Outcome 2 (playground)
 Use creative scheduling to lessen number of children on playground
 Plan organized games and supply/teach rules along with help of PE teacher
 Teach school wide rules in this area
Outcome 3
 Implement one strategy such as ‘Best bus ride’ to address bus referrals
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Answer Key
Permanent Product Examples
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ANSWER KEY
Evaluation Question B1:
Is there a documented system for teaching behavioral expectations to students on an annual
basis?
(0=no; 1=states that teaching will occur; 2=yes)
Example 1:
Score 1
Example 2:
Score 2
Example 3:
Score 1
Evaluation Question C1:
Is there a documented system for rewarding student behavior?
(0=no; 1=states to acknowledge, but not how; 2=yes)
Example 4:
Score 2
Example 5:
Score 1
Evaluation Question D1:
Is there a documented system for dealing with and reporting specific behavioral violations?
(0=no; 1=states to document, but not how; 2=yes)
Example 6:
Score 1
Example 7:
Score 2
Example 8:
Score 2
Evaluation Question F8:
Does the team have an action plan with specific goals that is less than one year old?
(0=no; 2=yes)
Example 9:
Score 0
Example 10:
Score 2
Example 11:
Score 2
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Case Studies
Interview and Observation Calculation Practice
The purpose of the two following case studies (River Road Elementary K-5 and Prairie Mountain
K-8) is to build accuracy in scoring interview responses, observations, and permanent products.
For each case study there are 6 parts:
•
•
•
•
•
•
Description of the school
Completed SET Implementation Guide for the school
Completed Interview & Observation Form
Completed Administrator Interview Form
A blank scoring guide
A scored answer key with the correct calculations
Using the completed Administrator Interview Forms and the Interview and Observation Forms and
permanent products for each school, calculate the administrator, staff, team member and student
interview responses and record the scores for the 28 SET evaluation questions on the SET
Scoring Guide.
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Case Study #1
River Road Elementary School
SET Scoring Practice
River Road Elementary School has been implementing PBIS for the past 5 years. The school has
a history of strong PBIS implementation and is currently working on Tier 2 and Tier 3
implementation. Your interviews with the administrators, staff and students went smoothly and you
have recorded their responses. To ensure that you interviewed a representative sample of
students, you noted the gender and grade of each student interviewed.
As you walked the hallways of the school, you were able to note where the crisis plan and schoolwide rules were and were not posted and these observations were also recorded. The SW-PBIS
team leader and the administrator also provided you with all the materials they had available that
related to their PBIS system.
Score the 28 evaluation questions for River Road using the materials on the following pages and
listed below:
•
•
•
•
•
SET Implementation Guide
SET Scoring Guide
Administrator interview guide with recorded responses
Completed staff and student interview and observation form
River Road Elementary PBIS Handbook
Once you have completed your scoring, turn to the River Road answer key to check your answers.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
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School-wide Evaluation Tool
(SET)
Implementation Guide
School
River Road ES
Date
3/21/2010
District
Eugene School District
State
Oregon
Step 1: Make Initial Contact
Identify school contact person & give overview of SET page with the list of products needed. Admin:
B. Ask when they may be able to have the products gathered. Approximate date: 4/15/2010
C. Get names, phone #’s, email address & record below.
A.
Name
Mr. Principal
Email
mrprincipal@bethelschools.us.org
Phone
(503) 789-1011
Products to Collect
1. _______
2. _______
3. _______
4. _______
5. _______
6. _______
7. _______
Discipline handbook
School improvement plan goals
Annual Action Plan for meeting school-wide behavior support goals
Social skills instructional materials/ implementation time line
Behavioral incident summaries or reports (e.g., office referrals, suspensions, expulsions)
Office discipline referral form(s)
Other related information
Step 2: Confirm the Date to Conduct the SET
A. Confirm meeting date with the contact person for conducting an administrator interview, taking a tour of the
school while conducting student & staff interviews, & for reviewing the products.
Meeting date & time:
4/23/2010
Step 3: Conduct the SET
A.
B.
Conduct administrator interview.
Tour school to conduct observations of posted school rules & randomly selected staff (minimum of 10) and
student (minimum of 15) interviews.
C. Review products & score SET.
Step 4: Summarize and Report the Results
A. Summarize surveys & complete SET scoring.
B. Update school graph.
C. Meet with team to review results.
Meeting date & time: 5/1/2010
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91
School-wide Evaluation Tool
(SET)
Scoring Guide
School ________________________________________
Date __________
District _______________________________________
Pre ______
Post ______
State ___________
SET data collector ________________________________
Data Source
Feature
A.
Expectations
Defined
B.
Behavioral
Expectations
Taught
C.
On-going System
for Rewarding
Behavioral
Expectations
D.
System for
Responding to
Behavioral
Violations
E.
Monitoring &
Decision-Making
(circle sources used)
P= product; I= interview;
O= observation
Evaluation Question
1. Is there documentation that staff has agreed to 5 or fewer
positively stated school rules/ behavioral expectations?
(0=no; 1= too many/negatively focused; 2 = yes)
Score: 0-2
Discipline handbook,
Instructional materials
Other ______________
P
2. Are the agreed upon rules & expectations publicly posted
in 8 of 10 locations? (See interview & observation form for
selection of locations). (0= 0-4; 1= 5-7; 2= 8-10)
Wall posters
Other ______________
O
1. Is there a documented system for teaching behavioral
expectations to students on an annual basis?
(0= no; 1 = states that teaching will occur; 2= yes)
Lesson plan books,
Instructional materials
Other ______________
P
Interviews
Other ______________
I
Interviews
Other ______________
I
2. Do 90% of the staff asked state that teaching of behavioral
expectations to students has occurred this year?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
3. Do 90% of team members asked state that the schoolwide program has been taught/reviewed with staff on an
annual basis?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
4. Can at least 70% of 15 or more students state 67% of the
school rules? (0= 0-50%; 1= 51-69%; 2= 70-100%)
5. Can 90% or more of the staff asked list 67% of the school
rules? (0= 0-50%; 1= 51-89%; 2=90%-100%)
1. Is there a documented system for rewarding student
behavior?
(0= no; 1= states to acknowledge, but not how; 2= yes)
2. Do 50% or more students asked indicate they have
received a reward (other than verbal praise) for expected
behaviors over the past two months?
(0= 0-25%; 1= 26-49%; 2= 50-100%)
3. Do 90% of staff asked indicate they have delivered a
reward (other than verbal praise) to students for expected
behavior over the past two months?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Is there a documented system for dealing with and
reporting specific behavioral violations?
(0= no; 1= states to document; but not how; 2 = yes)
2. Do 90% of staff asked agree with administration on what
problems are office-managed and what problems are
classroom–managed? (0= 0-50%; 1= 51-89%; 2= 90-100%)
3. Is the documented crisis plan for responding to extreme
dangerous situations readily available in 6 of 7 locations?
(0= 0-3; 1= 4-5; 2= 6-7)
4. Do 90% of staff asked agree with administration on the
procedure for handling extreme emergencies (stranger in
building with a weapon)?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Does the discipline referral form list (a) student/grade, (b)
date, (c) time, (d) referring staff, (e) problem behavior, (f)
location, (g) persons involved, (h) probable motivation, & (i)
administrative decision?
(0=0-3 items; 1= 4-6 items; 2= 7-9 items)
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Interviews
Other ______________
Interviews
Other ______________
Instructional materials,
Lesson Plans, Interviews
Other ______________
I
I
P
Interviews
Other ______________
I
Interviews
Other ______________
I
Discipline handbook,
Instructional materials
Other ______________
P
Interviews
Other ______________
I
Walls
Other ______________
O
Interviews
Other ______________
I
Referral form
(circle items present on the
referral form)
P
Data Source
Feature
F.
Management
G.
District-Level
Support
Summary
Scores:
(circle sources used)
P= product; I= interview;
O= observation
Evaluation Question
2. Can the administrator clearly define a system for collecting
& summarizing discipline referrals (computer software, data
entry time)?
(0=no; 1= referrals are collected; 2= yes)
3. Does the administrator report that the team provides
discipline data summary reports to the staff at least three
times/year? (0= no; 1= 1-2 times/yr.; 2= 3 or more times/yr)
4. Do 90% of team members asked report that discipline data
is used for making decisions in designing, implementing, and
revising school-wide effective behavior support efforts?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Does the school improvement plan list improving behavior
support systems as one of the top 3 school improvement plan
goals? (0= no; 1= 4th or lower priority; 2 = 1st- 3rd priority)
2. Can 90% of staff asked report that there is a school-wide
team established to address behavior support systems in the
school? (0= 0-50%; 1= 51-89%; 2= 90-100%)
3. Does the administrator report that team membership
includes representation of all staff? (0= no; 2= yes)
4. Can 90% of team members asked identify the team
leader? (0= 0-50%; 1= 51-89%; 2= 90-100%)
5. Is the administrator an active member of the school-wide
behavior support team?
(0= no; 1= yes, but not consistently; 2 = yes)
6. Does the administrator report that team meetings occur at
least monthly?
(0=no team meeting; 1=less often than monthly; 2= at least
monthly)
7. Does the administrator report that the team reports
progress to the staff at least four times per year?
(0=no; 1= less than 4 times per year; 2= yes)
8. Does the team have an action plan with specific goals that
is less than one year old? (0=no; 2=yes)
1. Does the school budget contain an allocated amount of
money for building and maintaining school-wide behavioral
support? (0= no; 2= yes)
2. Can the administrator identify an out-of-school liaison in the
district or state? (0= no; 2=yes)
A = /4
F=
/16
B = /10
G=
/4
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
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C = /6
Mean = /7
93
Score: 0-2
Interview
Other ______________
I
Interview
Other ______________
I
Interviews
Other ______________
I
School Improvement Plan,
Interview
Other ______________
Interviews
Other ______________
Interview
Other ______________
Interviews
Other ______________
P
I
I
I
I
Interview
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
I
Annual Plan, calendar
Other ______________
P
Interview
Other ______________
I
Interview
Other ______________
I
D = /8
E = /8
Administrator Interview Guide
Let’s talk about your discipline system
1)
Do you collect and summarize office discipline referral information? Yes No If no, skip to #4.
2)
What system do you use for collecting and summarizing office discipline referrals? (E2) SWIS
a)
b)
3)
4)
5)
Minors & Majors
Who collects and enters those data? Alex—Office Assistant
What data are collected?
What do you do with the office discipline referral information? (E3)
a)
Who looks at those data? PBIS Team
b)
How often do you share it with other staff? 1 or 2x a year
What type of problems do you expect teachers to refer to the office rather than handling in the classroom/ specific
setting? (D2) Chronic issues, aggression, stealing, all behaviors on referral form
What is the procedure for handling extreme emergencies in the building (i.e. stranger with a gun)? (D4) Call
office and go into lockdown.
Let’s talk about your school rules or motto
6)
Do you have school rules or a motto? Yes
7)
How many are there? 3
8)
What are the rules/motto? (B4, B5)
9)
10)
11)
No If no, skip to # 10.
Be Safe, Be Kind, Be Responsible
What are they called? (B4, B5) The 3 B’s
Do you acknowledge students for doing well socially? Yes No If no, skip to # 12.
What are the social acknowledgements/ activities/ routines called (student of month, positive referral, letter home,
stickers, high 5's)? (C2, C3) Green Slips
Do you have a team that addresses school-wide discipline? If no, skip to # 19
12) Has the team taught/reviewed the school-wide program with staff this year? (B3) Yes No
13) Is your school-wide team representative of your school staff? (F3) Yes No 3 faculty including
14) Are you on the team? (F5) Yes No
15) How often does the team meet? (F6) Every other week
16) Do you attend team meetings consistently? (F5) Yes
No
1 admin.
Not consistently
17) Who is your team leader/facilitator? (F4) Melinda
18) Does the team provide updates to faculty on activities & data summaries? (E3, F7) Yes No
If yes, how often? _________________________________________________________________
19) Do you have an out-of-school liaison in the state or district to support you on positive behavior support systems
development? (G2) Yes No
If yes, who? Brenna at District office
20) What are your top 3 school improvement goals? (F1)
No documentation available
21) Does the school budget contain an allocated amount of money for building and maintaining school-wide behavioral
support? (G1) Yes No
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School-wide Evaluation Tool Manual, Version 2.0
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94
Be Safe, Be Kind, Be Responsible
Interview and Observation Form
Staff questions (Interview a minimum of 10 staff members)
What are the
school
rules?
Record the #
of rules
known.
(B5)
1.
3/3
3/3
1/3
3/3
3/3
0/3
3/3
3/3
3/3
3/3
Have you
taught the
school
rules/
behave.
exp. to
students
this year?
(B2)
Have you
given out
any Green
Slips
since
Winter
Break?
(2 mos.)
(C3)
Y
Y
N
N
Y
N
Y
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
11.
Y
N
Y
12.
Y
N
13.
Y
14.
15.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Y
What types of
student
problems do you
or would you
refer to the
office?
(D2)
Majors,
Bullying/
Phys.
Aggression
What is the
procedure
for dealing
with a
stranger
with a gun?
(D4)
Team member questions
Are you
on the
team? If
yes, ask
team
questions
+
+
N
N
+
Y
N
+
Y
N
+
Y
N
0
Y
N
+
Y
N
+
Y
N
+
Y
N
+
Y
N
N
Y
Y
N
N
Y
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Total
Are rules & expectations posted?
(A2)
Is the documented crisis plan
readily available? (D3)
Has your
team taught/
reviewed SW
program
w/staff this
year?
(B3)
Student questions
Who is the
team leader/
facilitator?
(F4)
What are
the (school
rules)?
Record the
# of rules
known
(B4)
Have you
received a
Green
SLips
since
Winnter
Break?
(C2)
Y
Y
Location
Does your
team use
discipline data
to make
decisions?
(E4)
Lockdown
+
+
0
+
+
0
+
+
+
+
N
Is there a team
in your school
to address
school-wide
behavior
support
systems?
(F2)
3/3
3/3
0/3
3/3
3/3
3/3
3/3
3/3
3/3
0/3
2/3
3/3
3/3
3/3
3/3
Melinda
Melinda
Melinda
Y
N
Y
N
Y
N
Y
N
Y
N
M1
Y
N
F1
Y
N
F2
Y
N
F3
Y
N
M3
Y
N
M1
Y
N
F4
Y
N
F5
Y
N
M4
Y
N
M5
Y
N
M5
X
Front hall/
office
Class 1
Class 2
Class 3
Cafeteria
Library
Other setting
(gym, lab)
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
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95
Hall 1
Hall 2
Hall 3
Y
Y
Y
N
X
N
X
N
X
F3
F2
F2
M4
Positive Behavior Interventions and
Supports
(PBIS)
River Road/El Camino del Rio Elementary
Staff Handbook
School-wide Rules:
Be Safe, Be Kind, Be Responsible
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PBIS Philosophy & Background
High expectations for academic excellence are the cornerstone of our instructional program at
River Road/El Camino del Rio Elementary school. However, we believe that for every child to
attain their full potential academically, they also need to develop their social behavioral skills. The
social behavioral expectations we teach at River Road are based on three key expectations: Be
Safe, Be Kind, and Be Responsible. We have incorporated these words into our positive
behavior intervention system (PBIS) so that the students/children can develop strong character,
become contributing members of our community, and make good behavioral choices on a daily
basis.
PBIS Components:
•
Research based and behaviorally tested system.
•
Systems approach: Supports that are needed to enable the accurate and durable
implementation of PBIS practices.
•
Practices: Interventions and strategies that are evidence-based.
•
Data-based decision making: Information that is used to identify status, need for change,
and effects of interventions.
•
Outcomes: Academic and social behavior targets that are endorsed and emphasized by
students, families and educators.
•
Three tiered approach for prevention.
•
Proactive strategies for defining, teaching, and supporting appropriate student behaviors.
•
Making targeted problem behaviors less effective, efficient, and relevant, and desired
behavior more functional.
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General River Road/El Camino del Rio Staff Agreements
School-wide Expectations: Devote the first two weeks of school to explicitly teaching and
interactively modeling the school-wide expectations of being safe, kind and responsible. In
addition to these school-wide expectations, the rules below are ones that all staff and students
are expected to understand and follow.
Toys
 Toys of any kind are not allowed in school. This includes trading/collectible cards.
 If a student earns a toy as a prize, it must be immediately placed in the child’s backpack
and taken home.
 Staff is expected to issue a warning the first time they see a student with a toy. If the
student does not put the toy away or continues to bring toys, staff will confiscate the
toy(s) and contact parents.
Hats
 Hats are not permitted inside the school building.
 Students will receive one warning. Hats will be confiscated if a student continues to wear
hats indoors.
 Hats are permitted during outdoor activities such as recess.
Intervention
 ALL staff will intervene if they see a student not following a school rule.
 ALL staff will teach and reinforce school wide expectations.
 ALL staff will use positive praise with students, this includes using green slips or other
classroom incentive systems.
 ALL staff will use data slips to record consequences that they have issued.
Traveling Around School
 Teachers will walk with their students to and from all destinations in the building.
 When traveling as a class, students and teachers are expected to be silent.
 Groups and classes are expected to stop at all intersections and allow individuals or
smaller groups to pass.
 Teachers will walk with their students to lunch and wait with them until every student has
entered through the cafeteria doors.
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SCHOOL WIDE SYSTEMS FOR POSITIVE AND PROBLEM
BEHAVIOR
GREEN SLIPS
• Green Slips are a school-wide tool used to recognize and praise students for choosing to do the right
thing.
• Green Slips must be tied to class and school-wide rewards.
• Green Slips are optional in the classroom. Teachers are free to use their own recognition system
(teacher bucks, treasure point cards, tickets, etc.). However, teachers must create a system in their
classroom for recognizing Green Slips earned outside the classroom (exchange green slips for
points, bucks, tickets, green slip bucket that earns a separate reward, etc.
GREEN SLIP CHALLENGES
• Green Slip Challenges are held every few months to reinforce class and school wide
expectations.
• Each classroom sets 2-3 goals they would like to work on and posts them outside their classroom
along with a big green slip game board and stickers.
• School staff checks in on the classrooms and place stickers on the game board when the classroom
is meeting one or more of their goals.
• Each class receives rewards for earning stickers during the challenge.
• Classroom teachers can give their own class stickers as well.
CLASSROOM REWARDS AND INCENTIVES
 Prize box
 Extra recess
 Celebration parties (popcorn, juice, treats)
 Movie Day (used rarely)
 Extra PE time
 Teacher does something silly (color hair,
 strange outfit, etc)
 Dance Revolution
 Indoor Recess/Choice Free Time
 Extra Computer Lab time
 Free Homework night
 Green Slip Sale (use green slips as currency)












Cooking
Free Books
Shining Stars
Certificates
Game Time
Pajama Day
Story Time
Buddy Class Time
Field Trips
Drawings for prizes
Garden Time
Special art project
DATA SLIPS
 Data Slips are used for documentation purposes. A data slip is not a consequence.
 Consequences for minor classroom managed problems are handled by the teacher.
 Every time a corrective consequence is issued, a Data Slip is completed for
documentation purposes.
 If problems persist, the student needs more support and a Tier II intervention needs to be
considered.
 Parents should be involved in the process and kept informed as much as possible.
 An Office Managed Referral is completed when a student earns 5 or more Data Slips
during a 2 week period for behavior that is seriously disruptive or problematic.
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River Road/El Camino del Rio
Green Slip
Student Name
Was caught being
Safe
Kind
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Responsible
100
RESPONDING TO STUDENT MISBEHAVIOR AT
River Road/El Camino del Rio Elementary
OBSERVATION OF A PROBLEM BEHAVIOR THAT IS FREQUENT OR INTENSE ENOUGH
THAT TIER I STRATEGIES ARE NOT WORKING
DETERMINE WHETHER BEHAVIOR IS OFFICE MANAGED OR CLASSROOM MANAGED
Office MANAGED
Staff MANAGED
fighting
assault
reckless endangerment: engaging in
conduct that creates a grave risk of
death or serious physical injury
harassment
chronic bullying including intimidation
committed obscene act
weapon
destruction of property
theft/possession of stolen property left
supervised area (missing)
disruption
disrespect
non-compliance
property misuse
physical contact
inappropriate language
lying
cheating
theft/possession of stolen property left
supervised area
trash/littering
name calling
bullying
For a classroom managed misbehavior: • give 2 warnings (if appropriate), then issue a
corrective consequence. Document consequences with data slips. If a student receives 3
consequences in a week for the same behavior, alert Renee or Allie so that steps can be taken
to solve the problem.
For an office managed problem behavior: • determine whether immediate assistance (e.g.,
physical aggression, imminent threat of aggression, prolonged tantrum, currently missing
student) is needed. If you need immediate assistance, contact the office for help, then complete
OFFICE REFERRAL FORM.
• if you do not need immediate assistance, complete the OFFICE REFERRAL FORM and turn it
in to the front office
• Renee or Allie with discuss the incident with you and the student to determine appropriate
consequences. They will also contact parents when needed.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
101
River Road Problem Behavior Incidence Flow Chart
OBSERVE PROBLEM BEHAVIOR THAT IS FREQUENT OR INTENSE ENOUGH
THAT TIER I MANAGEMENT STRATEGIES ARE NOT WORKING
1.
2.
CONTACT FAMILY IF
APPROPRIATE
COMPLETE RED DATA
SLIPS FOR
DOCUMENTATION
NO
YES
IMPLEMENT TIER 2
INTERVENTION
IS THERE ACTUAL
OR IMMINENT
PHYSICAL
AGGRESSION, OR
IS THERE A
PROLONGED
TANTRUM?
IS THE
BEHAVIOR
OFFICE
MANAGED?
IF THE PROBLEM CONTINUES….
NO
WRITE
OFFICE
REFERRAL
WAS TIME
GIVENFOR
INTERVENTION
TO DECREASE
PROBLEM
BEHAVIOR?
ADMINISTRATOR
MEETS WITH STAFF
MEMBER
WERE A
VARIETY (3-4) OF
INTERVENTIONS
ATTEMPTED?
ADMINISTRATOR/
STAFF MEMBER
DETERMINE NEXT
STEPS
ADMINISTRATOR
AND STAFF
MEMBER
IMPLEMENT NEXT
STEPS AND
CONTACT FAMILY
COMPLETE AN
IPBS REQUEST
FOR
ASSITANCE
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
102
YES
CONTACT
OFFICE
RIVER ROAD/EL CAMINO DEL RIO
OFFICE REFERRAL FORM
*Be Safe*
*Be Kind*
*Be Responsible*
STUDENT_________________________________________ GRADE ___________ DATE ______________
STAFF MEMBER__________________________________________ TIME OF INCIDENT________________
LOCATION
PROBLEM BEHAVIOR
Bus
Bus Loading Area
Cafeteria
Classroom
(Activity________)
Library
Office
Hallway
Restroom
Gym
Playground
Music Room
Other:_________
Fighting/Assault
Defiance/Disrespect
Abusive Language
Threat of physical harm
Harassment:
______________
Chronic bullying including
intimidation
 Weapon
 Destruction of property
 Theft/stolen property
 Discrimination
 ______________________
ENVIRONMENTAL
FACTORS
POSSIBLE FUNCTION
Gain peer attention
Gain adult attention
Gain/obtain item
Gain/obtain activity
Avoid peer(s)
Avoid adult(s)
Avoid seat work
 Avoid group work
 Avoid scheduled event
 __________________________
Adult request/directive
Oral instruction
Individual seat work
Small Group work
Whole Group work
Managing materials
External interruptions (guest, PA,
phone)
Classroom transition
Teasing from peer
Change in routine
Guest teacher
Assembly
 Recess
 __________________________
CHRONIC MINORS (ATTACH DATA)
Severe Disruption
Non-compliance
Inappropriate language
Property misuse
 _______________________________________
DESCRIPTION OF INCIDENT
Just before the incident:
_____________________________________________________________________________
Describe the incident. Include students and adults involved and witness accounts if needed.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
 I witnessed the incident.
 Incident reported to me by _________________________________

Just after the incident: ______________________________________________________________________
DATE OF LAST PARENT/GUARDIAN CONTACT______/______/______ CLASSROOM TEACHER
_________________________
ADMINISTRATOR ACTION TAKEN

Problem solving process/re-taught expectations

Parent contact Date: _______ Time: ________

Classroom management suggestion

Loss of activity/event

Refer to IPBS Team

Refer to counselor
Administrator Notes/Follow-Up:
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
103
White Copy:
Yellow Copy: Issued
Parent
Pink ___________
Copy: Classroom Teacher
Record
of Office
Consequences
by
For week ending _________
Date
Time
Time
Time
Time
Time
Time
Time
Time
Time
Student Name
Location
Class
Recess/Playground
Hall
Bathroom
Café
Bus Line
Other:
Class
Recess/Playground
Hall
Bathroom
Café
Bus Line
Other:
Class
Recess/Playground
Hall
Bathroom
Café
Bus Line
Other:
Class
Recess/Playground
Hall
Bathroom
Café
Bus Line
Other:
Class
Recess/Playground
Hall
Bathroom
Café
Bus Line
Other:
Class
Recess/Playground
Hall
Bathroom
Café
Bus Line
Other:
Class
Recess/Playground
Hall
Bathroom
Café
Bus Line
Other:
Class
Recess/Playground
Hall
Bathroom
Café
Bus Line
Other:
Class
Recess/Playground
Hall
Bathroom
Café
Bus Line
Other:
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
Behavior
Consequence
Disrespect/Non-Comp.
Disruption
Physical Contact
Property Misuse
Language
Other:
Reteach correct behavior
Apology Letter
Student Conference
Loss of Activity
Community Service
Other:
Disrespect/Non-Comp.
Disruption
Physical Contact
Property Misuse
Language
Other:
Reteach correct behavior
Apology Letter
Student Conference
Loss of Activity
Community Service
Other:
Disrespect/Non-Comp.
Disruption
Physical Contact
Property Misuse
Language
Other:
Reteach correct behavior
Apology Letter
Student Conference
Loss of Activity
Community Service
Other:
Disrespect/Non-Comp.
Disruption
Physical Contact
Property Misuse
Language
Other:
Reteach correct behavior
Apology Letter
Student Conference
Loss of Activity
Community Service
Other:
Disrespect/Non-Comp.
Disruption
Physical Contact
Property Misuse
Language
Other:
Reteach correct behavior
Apology Letter
Student Conference
Loss of Activity
Community Service
Other:
Disrespect/Non-Comp.
Disruption
Physical Contact
Property Misuse
Language
Other:
Reteach correct behavior
Apology Letter
Student Conference
Loss of Activity
Community Service
Other:
Disrespect/Non-Comp.
Disruption
Physical Contact
Property Misuse
Language
Other:
Reteach correct behavior
Apology Letter
Student Conference
Loss of Activity
Community Service
Other:
Disrespect/Non-Comp.
Disruption
Physical Contact
Property Misuse
Language
Other:
Reteach correct behavior
Apology Letter
Student Conference
Loss of Activity
Community Service
Other:
Disrespect/Non-Comp.
Disruption
Physical Contact
Property Misuse
Language
Other:
Reteach correct behavior
Apology Letter
Student Conference
Loss of Activity
Community Service
Other:
104
Answer Key
Case Study #1
River Road Elementary
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
105
Be Safe, Be Kind, Be Responsible
Interview and Observation Form
Staff questions (Interview a minimum of 10 staff members)
What are the
school
rules?
Record the #
of rules
known.
(B5)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
3/3
Total
8/10=80%
Have you
taught the
school
rules/
behave.
exp. to
students
this year?
(B2)
3/3
Y
Y
N
N
1/3
Y
3/3
Have you
given out
any Green
Slips
since
Winter
Break?
(2 mos.)
(C3)
Y
N
N
Y
Y
N
N
Y
N
Y
N
3/3
Y
N
Y
N
0/3
Y
N
Y
N
3/3
Y
N
Y
N
3/3
Y
N
Y
N
3/3
Y
N
Y
N
3/3
Y
N
Y
N
Y
Y
Y
Y
N
N
N
N
Y
N
9/10=90%
Location
Are rules & expectations posted?
(A2)
Is the documented crisis plan
readily available? (D3)
Y
Y
Y
Y
What types of
student
problems do you
or would you
refer to the
office?
(D2)
Majors,
Bullying/Phys
Aggression
What is the
procedure
for dealing
with a
stranger
with a gun?
(D4)
+
+
+
+
+
+
+
0
+
+
+
+
0 (never send)
+
+
0
+
+
+
+
Y
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Does your
team use
discipline data
to make
decisions?
(E4)
Has your
team taught/
reviewed SW
program
w/staff this
year?
(B3)
What are the
(school
rules)?
Record the #
of rules
known
(B4)
N
Class 1
Class 2
Class 3
N
Y
N
3/3
Y
N
Y
N
Y
N
Y
N
3/3
Y
N
F2
N
Melinda
0/3
Y
N
N
Melinda
3/3
Y
N
F2
M5
N
3/3
Y
N
M6
N
3/3
Y
N
F1
3/3
Y
N
N
3/3
Y
N
F8
F8
Y
N
M3
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
Y
Y
Y
Y
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
0/3
Y
N
N
2/3
Y
N
M4
F7
N
3/3
Y
N
F6
N
3/3
Y
N
M6
N
3/3
Y
N
M5
N
Y
Y
N
Y
Y
N
X
N
Y
N
Y
N
Y
N
Cafeteria
N
Y
N
Y
Y
Y
Y
Y
N
3/3= 100%
Y
N
3/3= 100%
Library
Other setting
(gym, lab)
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
106
Melinda
3/3
Y
Y
N
10/10=100%
9/10=90%
F3
Y
Y
N
8/10=80%
PM High
Fives/Pride
Card since
Spring
Break?
N
Y
N
Y
Have you
received a
Y
Y
N
Y
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2011
Student questions
Who is the
team
leader/
facilitator?
(F4)
(C2)
N
Y
N
Front hall/
office
Team member questions
Are you
on the
team? If
yes, ask
team
questions
Lockdown
N
Y
N
9/10=90%
Is there a team
in your school
to address
school-wide
behavior
support
systems?
(F2)
3/3
3/3= 100%
13/15=87%
Y
N M7
13/15=87%
Hall 1
Hall 2
Hall 3
Y
Y
Y
N
X
N
X
N
X
7/10
5/7
School-wide Evaluation Tool
(SET)
River Road ES Answer Key
School
River Road Es
Date
3/21/2010
District
Eugene School District
State
Oregon
Pre ______
Post
X
SET Data Collector You
Data Source
Feature
A.
Expectations
Defined
B.
Behavioral
Expectations
Taught
C.
On-going System
for Rewarding
Behavioral
Expectations
D.
System for
Responding to
Behavioral
Violations
(circle sources used)
P= product; I= interview;
O= observation
Evaluation Question
1. Is there documentation that staff has agreed to 5 or fewer
positively stated school rules/ behavioral expectations?
(0=no; 1= too many/negatively focused; 2 = yes)
Score: 0-2
Discipline handbook,
Instructional materials
Other ______________
P
2
2. Are the agreed upon rules & expectations publicly posted
in 8 of 10 locations? (See interview & observation form for
selection of locations). (0= 0-4; 1= 5-7; 2= 8-10)
Wall posters
Other ______________
O
1
1. Is there a documented system for teaching behavioral
expectations to students on an annual basis?
(0= no; 1 = states that teaching will occur; 2= yes)
Lesson plan books,
Instructional materials
Other ______________
P
2
Interviews
Other ______________
I
Interviews
Other ______________
I
2. Do 90% of the staff asked state that teaching of behavioral
expectations to students has occurred this year?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
3. Do 90% of team members asked state that the schoolwide program has been taught/reviewed with staff on an
annual basis?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
4. Can at least 70% of 15 or more students state 67% of the
school rules? (0= 0-50%; 1= 51-69%; 2= 70-100%)
Interviews
Other ______________
5. Can 90% or more of the staff asked list 67% of the school
rules? (0= 0-50%; 1= 51-89%; 2=90%-100%)
Interviews
Other ______________
1. Is there a documented system for rewarding student
behavior?
(0= no; 1= states to acknowledge, but not how; 2= yes)
2. Do 50% or more students asked indicate they have
received a reward (other than verbal praise) for expected
behaviors over the past two months?
(0= 0-25%; 1= 26-49%; 2= 50-100%)
3. Do 90% of staff asked indicate they have delivered a
reward (other than verbal praise) to students for expected
behavior over the past two months?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Is there a documented system for dealing with and
reporting specific behavioral violations?
(0= no; 1= states to document; but not how; 2 = yes)
Instructional materials,
Lesson Plans, Interviews
Other ______________
2. Do 90% of staff asked agree with administration on what
problems are office-managed and what problems are
classroom–managed? (0= 0-50%; 1= 51-89%; 2= 90-100%)
3. Is the documented crisis plan for responding to extreme
dangerous situations readily available in 6 of 7 locations?
(0= 0-3; 1= 4-5; 2= 6-7)
4. Do 90% of staff asked agree with administration on the
procedure for handling extreme emergencies (stranger in
building with a weapon)?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
107
2
2
I
2
I
1
P
2
Interviews
Other ______________
I
2
Interviews
Other ______________
I
2
Discipline handbook,
Instructional materials
Other ______________
P
2
Interviews
Other ______________
I
1
Walls
Other ______________
O
Interviews
Other ______________
I
1
2
Data Source
Feature
E.
Monitoring &
Decision-Making
F.
Management
G.
District-Level
Support
Summary
Scores:
(circle sources used)
P= product; I= interview;
O= observation
Evaluation Question
1. Does the discipline referral form list (a) student/grade, (b)
date, (c) time, (d) referring staff, (e) problem behavior, (f)
location, (g) persons involved, (h) probable motivation, & (i)
administrative decision?
(0=0-3 items; 1= 4-6 items; 2= 7-9 items)
2. Can the administrator clearly define a system for collecting
& summarizing discipline referrals (computer software, data
entry time)?
(0=no; 1= referrals are collected; 2= yes)
3. Does the administrator report that the team provides
discipline data summary reports to the staff at least three
times/year? (0= no; 1= 1-2 times/yr.; 2= 3 or more times/yr)
4. Do 90% of team members asked report that discipline data
is used for making decisions in designing, implementing, and
revising school-wide effective behavior support efforts?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Does the school improvement plan list improving behavior
support systems as one of the top 3 school improvement plan
goals? (0= no; 1= 4th or lower priority; 2 = 1st- 3rd priority)
2. Can 90% of staff asked report that there is a school-wide
team established to address behavior support systems in the
school? (0= 0-50%; 1= 51-89%; 2= 90-100%)
Score: 0-2
Referral form
(circle items present on the
referral form)
P
Interview
Other ______________
I
Interview
Other ______________
I
Interviews
Other ______________
I
School Improvement Plan,
Interview
Other ______________
2
3. Does the administrator report that team membership
includes representation of all staff? (0= no; 2= yes)
Interview
Other ______________
I
4. Can 90% of team members asked identify the team
leader? (0= 0-50%; 1= 51-89%; 2= 90-100%)
Interviews
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
I
8. Does the team have an action plan with specific goals that
is less than one year old? (0=no; 2=yes)
Annual Plan, calendar
Other ______________
P
1. Does the school budget contain an allocated amount of
money for building and maintaining school-wide behavioral
support? (0= no; 2= yes)
Interview
Other ______________
I
2. Can the administrator identify an out-of-school liaison in
the district or state? (0= no; 2=yes)
Interview
Other ______________
I
75%
44%
B = 9/10 90%
G = 4/4 100%
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
C = 6/6 100% D = 6/8
Mean = 572/7
82%
108
75%
2
0
I
I
A = 3/4
F = 7/16
1
P
Interviews
Other ______________
5. Is the administrator an active member of the school-wide
behavior support team?
(0= no; 1= yes, but not consistently; 2 = yes)
6. Does the administrator report that team meetings occur at
least monthly?
(0=no team meeting; 1=less often than monthly; 2= at least
monthly)
7. Does the administrator report that the team reports
progress to the staff at least four times per year?
(0=no; 1= less than 4 times per year; 2= yes)
2
E = 7/8
2
0
2
1
2
0
0
2
2
88%
Case Study #2
Prairie Mountain K-8
SET Scoring Practice
PBIS is an integral part of the culture at Prairie Mountain K-8. PBIS has been implemented district-wide
for several years, but the district is now facing a major budget shortfall that has left them without a PBIS
District Coordinator. The school is working hard to maintain a high level of implementation and along with
the other schools in the district will have their SET completed by an outside evaluator. You are the outside
evaluator assigned to complete the SET at the beginning of the school year.
The Prairie Mountain building is divided into an elementary and middle school. Each “school” occupies a
half of the building. In the past, two separate SETs were completed because the school had two separate
PBIS teams and two different administrators—one for the elementary and one for the middle school. With
budget cuts, Prairie Mountain consolidated their teams and the district allocated FTE for one
administrator. They now have one PBIS team, one administrator, one set of expectations and one
acknowledgement system for the entire building. This year they will have one SET evaluation completed
instead of two.
Given this information, you worked to divide your interviews and observations equally among the two parts
of the building to capture a complete picture of PBIS implementation across the building. Keeping track of
the grade and gender of the students and also noting if you talked to an elementary (e) or middle school
(ms) teacher was important.
Score the 28 evaluation questions for Prairie Mountain’s SET using the materials found on the following
pages of your handbook and as listed below:
•
•
•
•
•
SET Implementation Guide
SET Scoring Guide
Administrator interview guide with recorded responses
Completed staff and student interview and observation form
Prairie Mountain PBIS Handbook
Once you have completed your scoring, turn to the Prairie Mountain answer key on pages to
check your answers.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
109
School-wide Evaluation Tool
(SET)
Implementation Guide
School
Prairie Mountain K-8
Date
4/10/2010
District
Bethel School District
State
Oregon
Step 1: Make Initial Contact
Identify school contact person & give overview of SET page with the list of products needed. Admin:
E. Ask when they may be able to have the products gathered. Approximate date: 4/15/2010
F. Get names, phone #’s, email address & record below.
D.
Name
Ms. Principal
Email
msprincipal@bethelschools.us.org
Phone
(503) 123-4567
Products to Collect
1. _______
2. _______
3. _______
4. _______
5. _______
6. _______
7. _______
Discipline handbook
School improvement plan goals
Annual Action Plan for meeting school-wide behavior support goals
Social skills instructional materials/ implementation time line
Behavioral incident summaries or reports (e.g., office referrals, suspensions, expulsions)
Office discipline referral form(s)
Other related information
Step 2: Confirm the Date to Conduct the SET
B. Confirm meeting date with the contact person for conducting an administrator interview, taking a tour of the
school while conducting student & staff interviews, & for reviewing the products.
Meeting date & time:
4/23/2010
Step 3: Conduct the SET
D. Conduct administrator interview.
E. Tour school to conduct observations of posted school rules & randomly selected staff (minimum of 10) and
student (minimum of 15) interviews.
F. Review products & score SET.
Step 4: Summarize and Report the Results
D. Summarize surveys & complete SET scoring.
E. Update school graph.
F. Meet with team to review results.
Meeting date & time: 5/1/2010
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual, Version 2.0
University of Oregon, 2012
110
School-wide Evaluation Tool
(SET)
Scoring Guide
School ________________________________________
Date __________
District _______________________________________
Pre ______
Post ______
State ___________
SET data collector ________________________________
Data Source
Feature
A.
Expectations
Defined
B.
Behavioral
Expectations
Taught
C.
On-going System
for Rewarding
Behavioral
Expectations
D.
System for
Responding to
Behavioral
Violations
(circle sources used)
P= product; I= interview;
O= observation
Evaluation Question
1. Is there documentation that staff has agreed to 5 or fewer
positively stated school rules/ behavioral expectations?
(0=no; 1= too many/negatively focused; 2 = yes)
Score: 0-2
Discipline handbook,
Instructional materials
Other ______________
P
2. Are the agreed upon rules & expectations publicly posted
in 8 of 10 locations? (See interview & observation form for
selection of locations). (0= 0-4; 1= 5-7; 2= 8-10)
Wall posters
Other ______________
O
1. Is there a documented system for teaching behavioral
expectations to students on an annual basis?
(0= no; 1 = states that teaching will occur; 2= yes)
Lesson plan books,
Instructional materials
Other ______________
P
Interviews
Other ______________
I
Interviews
Other ______________
I
2. Do 90% of the staff asked state that teaching of behavioral
expectations to students has occurred this year?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
3. Do 90% of team members asked state that the schoolwide program has been taught/reviewed with staff on an
annual basis?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
4. Can at least 70% of 15 or more students state 67% of the
school rules? (0= 0-50%; 1= 51-69%; 2= 70-100%)
5. Can 90% or more of the staff asked list 67% of the school
rules? (0= 0-50%; 1= 51-89%; 2=90%-100%)
1. Is there a documented system for rewarding student
behavior?
(0= no; 1= states to acknowledge, but not how; 2= yes)
2. Do 50% or more students asked indicate they have
received a reward (other than verbal praise) for expected
behaviors over the past two months?
(0= 0-25%; 1= 26-49%; 2= 50-100%)
3. Do 90% of staff asked indicate they have delivered a
reward (other than verbal praise) to students for expected
behavior over the past two months?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Is there a documented system for dealing with and
reporting specific behavioral violations?
(0= no; 1= states to document; but not how; 2 = yes)
2. Do 90% of staff asked agree with administration on what
problems are office-managed and what problems are
classroom–managed? (0= 0-50%; 1= 51-89%; 2= 90-100%)
3. Is the documented crisis plan for responding to extreme
dangerous situations readily available in 6 of 7 locations?
(0= 0-3; 1= 4-5; 2= 6-7)
4. Do 90% of staff asked agree with administration on the
procedure for handling extreme emergencies (stranger in
building with a weapon)?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
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Interviews
Other ______________
Interviews
Other ______________
Instructional materials,
Lesson Plans, Interviews
Other ______________
I
I
P
Interviews
Other ______________
I
Interviews
Other ______________
I
Discipline handbook,
Instructional materials
Other ______________
P
Interviews
Other ______________
I
Walls
Other ______________
O
Interviews
Other ______________
I
Data Source
Feature
E.
Monitoring &
Decision-Making
F.
Management
G.
District-Level
Support
Summary
Scores:
(circle sources used)
P= product; I= interview;
O= observation
Evaluation Question
1. Does the discipline referral form list (a) student/grade, (b)
date, (c) time, (d) referring staff, (e) problem behavior, (f)
location, (g) persons involved, (h) probable motivation, & (i)
administrative decision?
(0=0-3 items; 1= 4-6 items; 2= 7-9 items)
2. Can the administrator clearly define a system for collecting
& summarizing discipline referrals (computer software, data
entry time)?
(0=no; 1= referrals are collected; 2= yes)
3. Does the administrator report that the team provides
discipline data summary reports to the staff at least three
times/year? (0= no; 1= 1-2 times/yr.; 2= 3 or more times/yr)
4. Do 90% of team members asked report that discipline data
is used for making decisions in designing, implementing, and
revising school-wide effective behavior support efforts?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Does the school improvement plan list improving behavior
support systems as one of the top 3 school improvement plan
goals? (0= no; 1= 4th or lower priority; 2 = 1st- 3rd priority)
2. Can 90% of staff asked report that there is a school-wide
team established to address behavior support systems in the
school? (0= 0-50%; 1= 51-89%; 2= 90-100%)
3. Does the administrator report that team membership
includes representation of all staff? (0= no; 2= yes)
4. Can 90% of team members asked identify the team
leader? (0= 0-50%; 1= 51-89%; 2= 90-100%)
5. Is the administrator an active member of the school-wide
behavior support team?
(0= no; 1= yes, but not consistently; 2 = yes)
6. Does the administrator report that team meetings occur at
least monthly?
(0=no team meeting; 1=less often than monthly; 2= at least
monthly)
7. Does the administrator report that the team reports
progress to the staff at least four times per year?
(0=no; 1= less than 4 times per year; 2= yes)
8. Does the team have an action plan with specific goals that
is less than one year old? (0=no; 2=yes)
1. Does the school budget contain an allocated amount of
money for building and maintaining school-wide behavioral
support? (0= no; 2= yes)
2. Can the administrator identify an out-of-school liaison in the
district or state? (0= no; 2=yes)
A = /4
F=
/16
B = /10
G=
/4
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C = /6
Mean = /7
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Score: 0-2
Referral form
(circle items present on the
referral form)
P
Interview
Other ______________
I
Interview
Other ______________
I
Interviews
Other ______________
I
School Improvement Plan,
Interview
Other ______________
Interviews
Other ______________
Interview
Other ______________
Interviews
Other ______________
P
I
I
I
I
Interview
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
I
Annual Plan, calendar
Other ______________
P
Interview
Other ______________
I
Interview
Other ______________
I
D = /8
E = /8
Administrator Interview Guide
Let’s talk about your discipline system
22) Do you collect and summarize office discipline referral information? Yes No If no, skip to #4.
23) What system do you use for collecting and summarizing office discipline referrals? (E2) SWIS &
a)
b)
24)
25)
Pentamation
Minors & Majors
Who collects and enters those data? Kelli—Office Assistant
What data do you collect?
What do you do with the office discipline referral information? (E3)
a)
Who looks at those data? Positive Behavior Support Team
b)
How often do you share it with other staff? At least monthly—sometimes more
What type of problems do you expect teachers to refer to the office rather than handling in the classroom/
specific setting? (D2) All problem behaviors listed on our major definitions sheet. Big ones are bullying/harassment, any
type
of physical aggression, drugs or alcohol
26)
What is the procedure for handling extreme emergencies in the building (i.e. stranger with a gun)? (D4) Call
office and go into lockdown.
Let’s talk about your school rules or motto
27) Do you have school rules or a motto? Yes
28) How many are there? 3
29) What are the rules/motto? (B4, B5)
30)
31)
32)
No If no, skip to # 10.
Safe, Respectful, Do our Personal Best
What are they called? (B4, B5) Prairie Mountain School Rules
Do you acknowledge students for doing well socially? Yes No If no, skip to # 12.
What are the social acknowledgements/ activities/ routines called (student of month, positive referral, letter
home, stickers, high 5's)? (C2, C3) Prairie Mountain High 5 Ticket and Pride Card
Do you have a team that addresses school-wide discipline? If no, skip to # 19
33) Has the team taught/reviewed the school-wide program with staff this year? (B3) Yes No
34) Is your school-wide team representative of your school staff? (F3) Yes No Most grades represented
and classified,
administration
35) Are you on the team? (F5) Yes No
36) How often does the team meet? (F6)
Every other week
37) Do you attend team meetings consistently? (F5) Yes
No
Missed one this year
38) Who is your team leader/facilitator? (F4) Justin
39) Does the team provide updates to faculty on activities & data summaries? (E3, F7) Yes No
If yes, how often? Monthly at staff meeting
40) Do you have an out-of-school liaison in the state or district to support you on positive behavior support systems
development? (G2) Yes No Laid off this year
If yes, who?
41) What are your top 3 school improvement goals? (F1)
Academic goals and school climate/PBIS goal around teaching
42) Does the school budget contain an allocated amount of money for building and maintaining school-wide behavioral
support? (G1) Yes No Used to get money from PBIS coach budget—now PTA raises money and sets aside
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1. Safe 2. Respectful 3. Do our Personal Best
Interview and Observation Form
Staff questions (Interview a minimum of 10 staff members)
What are the
school
rules?
Record the #
of rules
known.
(B5)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
3/3 (ms)
Have you
taught the
school
rules/
behave.
exp. to
students
this year?
(B2)
Have you
given out
any PM
High
Fives/Pride
Card
since
What types of
student
problems do you
or would you
refer to the
office?
(D2)
What is the
procedure
for dealing
with a
stranger
with a gun?
(D4)
(2 mos.)
(C3)
Majors,
Bullying/Haras
s/ Phys.
Aggression
Y
Physical agg.
+
Fighting
Spring
Break?
3/3 (ms)
Y
Y
N
N
3/3 (ms)
Y
N
Y
Y
N
N
3/3 (ms)
Y
N
Y
3/3 (es)
Y
N
3/3 (ms)
Y
3/3 (es)
+
N
N
Harass
+
Y
N
N
+
+
Y
N
Y
N
+
+
Y
N
N
Y
N
+
+
Y
N
Y
N
Y
N
+
+
Y
N
3/3(es)
Y
N
Y
N
+
+
Y
N
3/3(es)
Y
N
Y
N
+
+
Y
N
0/3(es)
Y
N
Y
N
+
0
Y
N
Y
Y
N
N
N
Y
Y
Y
Team member questions
Are you
on the
team? If
yes, ask
team
questions
Does your
team use
discipline data
to make
decisions?
(E4)
Has your
team taught/
reviewed SW
program
w/staff this
year?
(B3)
Student questions
Who is the
team leader/
facilitator?
(F4)
What are
the (school
rules)?
Record the
# of rules
known
(B4)
N
Y
N
N
Y
N
Y
Y
N
3/3
Y
N
N
3/3
Y
N
F2
0/3
Y
N
3/3
Y
N
F2
M5
3/3
Y
N
M6
3/3
Y
N
F1
3/3
Y
N
3/3
Y
N
F8
F8
3/3
Y
N
M3
N
0/3
Y
N
N
2/3
Y
N
M4
F7
N
3/3
Y
N
F6
N
3/3
Y
N
M6
Y
N
M5
Y
N
M7
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
Y
Y
Y
Y
Y
Y
N
N
N
Justin
Justin
Justin
Justin
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
3/3
Total
Are rules & expectations posted?
(A2)
Is the documented crisis plan
readily available? (D3)
PM High
Fives/Pride
Card since
Spring
Break?
(C2)
3/3
Location
Have you
received a
F3
Y
Y
Y
N
Is there a team
in your school
to address
school-wide
behavior
support
systems?
(F2)
X
Front hall/
office
Class 1
Class 2
Class 3
Cafeteria
Library
Other setting
(gym, lab)
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
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Hall 1
Hall 2
Hall 3
Y
Y
Y
N
X
N
X
N
X
Prairie Mountain School
K-8
Staff Handbook
2011-2012
(Modified for the purposes of this training manual)
Eugene, Oregon
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PBIS:
Background Information
The goal of PBIS is to prevent the development and the intensifying of problem behavior and
maximize academic success for all students.
W
•
•
•
•
•
•
•
hat is PBIS?
PBIS is an acronym for Positive Behavior Interventions and Support. It is a school-wide
integration of:
A systems approach for building capacity
A process for capacity building
A continuum of behavioral supports
Prevention focused efforts
Instructionally focused behaviors
Empirically sound practices
Assessment information analyzed and utilized on a frequent basis
A Year of Possibilities
180 days of opportunities
1,125 hours of opportunities
67,500 minutes of opportunities
4,050,000 seconds of opportunities
Prairie Mountain school will pursue a singular vision
of student success by becoming learning
organizations with a strong commitment to their own personal and professional growth.
The mission of the PBIS team is to positively affect behavior, to support staff, facilitate
community, and live our K-8 vision.
PBIS-SW has 5 Critical Components
1. Clear Expectations
 As defined in the rules matrix
2. Explicit Instruction
 Each area in the matrix is accompanied by a lesson plan.
 A schedule for teaching and re-teaching behaviors is used.
3. A system for encouraging appropriate behavior
 Reward or recognition system, including a Reinforcement Menu for encouraging positive and
appropriate behaviors.
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4. A system for discouraging inappropriate behavior
 A Correction Menu for how to respond to and correct Level One, Level Two, and Level Three
behaviors.
5. A data collection system
 Answering two important questions. Are we…
1) Doing what we said we would do?
2) Achieving the student outcomes we said we would achieve?
 The data collection system analyzes data gathered from the districts Behavior Tracking Forms to
monitor and adjust adult responses and school focus in responding to student problem behavior.
Five Big Ideas
1. All children can learn and are always learning!
 Children are learning all the time. If you work around children, you are a teacher.
“There is nothing so esteem building as consistent success,
nothing so demoralizing as chronic failure.” - Dale R. Myers
2. School is responsible for preparing students for life.
 Schools should teach important life lessons.
3.
School expectations must be explicit, and taught to all children.
4.
The only way to change student behavior is to change adult behavior.
 We create the environments in which behaviors arise.
5.
Things aren’t always as they appear!
 Human perception is often flawed. It is important to use data.
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Our school rules are:
We are Safe
We are Respectful
We Do Our Personal Best
Good Rules are Important
•
They reveal the values of the school.
•
They provide guidelines for success. We teach students the desired behavior, rather than telling
students what not to do.
•
They are critical lower order social skills. They are the basic building blocks of successful
relationships and communities.
•
They can increase staff consistency.
•
They can reduce problem behavior.
•
They can increase school safety.
What Makes Good Rules
 Simple and easy to remember.
 Positively stated: What we want students to do.
 Applicable to everyone, staff and students.
 Monitored & enforced by all.
 Consistently applied.
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Explicitly Taught Expectations
How do we teach social behavior?
You teach behavior the same way you teach academics.
1. Create clear behavioral expectations.
2. Communicate clearly to students what we want.
3. Explicitly model desired behavior & provide practice opportunities.
4. Monitor Student Behavior.
5. Provide Performance Feedback.
When do we teach behavior?
•
At the beginning of school year or activity.
•
Often enough to achieve and maintain fluency.
•
Before times when problem behaviors tend to increase.
•
Ongoing throughout the year (judicious review).
•
At teachable moments.
Where do we teach behavior?
•
Where you want the behavior performed.
•
Everywhere in the school.
•
Imbedded in other school activities.
Why do we teach behavior?
•
They are necessary skills for success in life.
•
Many students arrive at school without these important skills.
•
They are the basis for a positive and safe climate.
•
Doing so increases opportunities to teach other skills.
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MATRIX of School Rules & Expectations
Our matrix serves two purposes:
1. Helps the school community “get on the same page”
2. Serves as the basis for writing school rule lesson plans
PBIS: Lesson Plans
•
•
•
•
•
•
•
•
All the time/Everywhere
Bathroom
Caforium/Meals in Creeks
Hallways/Lockers
Playground/Sports Fields
Arrival and Dismissal
Assemblies
Bus
Lifeskills:
Month
September
October
November
December
January
February
March
April
May
June
Lifeskill(s)
Friendship/Cooperation
Responsibility/Organization
Problem Solving/Pride
Caring/Courage
Sense of Humor/Common Sense
Effort/Initiative
Patience/Perseverance
Curriosity/Flexibility
Integrity
Resourcefulness
Prairie Mountain Mission Statement:
At Prairie Mountain School We RESPECT One Another, Work as a COMMUNITY, and LEARN Together
to SUCCEED Today and Tomorrow.
Prairie Mountain Pledge:
I’m safe and respectful to everyone, Blue
I’m actively learning until the job is done. Purple
I only put up, I never put down, Green
My personal best I give all around.
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School Rules and Expectations: Guidelines for Success
Be Safe
All the time, everywhere
 Keep hands, feet,
body, and objects
to yourself
(romantic/play
fighting/bullying).
 Use supplies and
equipment as
intended.
 Stay in assigned
area (teach about
loitering).
 Spitting is
unsanitary and
unhealthy. Spit in
a tissue.
 Walk your wheels
and park them in
designated area.
 Drugs, tobacco,
alcohol,
paraphernalia
and weapons are
illegal on school
grounds.
 Report problems
to adults.
 Toys stay at
home, except with
teacher
permission.
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University of Oregon, 2012
Be Respectful








121
We Do Our Personal
Best
Remove hats
 Be kind to others.
and hoods in
 Be polite (use words
classrooms.
such as please, thank
Be kind to
you and excuse me).
others.
 Use positive and
Follow adult
appropriate language
directions first
(no put downs, no
time.
profanity).
Be polite:
 Be honest and fair.
“please” “thank  Be on time.
you” “excuse
 Put your best effort in
me”.
all you do (academics
Dress
and behavior).
according to
 Follow the Prairie
the dress
Mountain Lifeskills.
code.
Use voice and
volume that
fits the place.
Use positive
and
appropriate
language (no
cussing).
Sexual, racial,
gender, and
sexual
orientation
harassment
are illegal.
Bathroom
 Walk.
 Go, Flush, Wash,
Dry, Leave.
 Report problems
to adults.
Cafeteria
 Walk facing
forward.
 Sit on your
bottom with feet
on the floor.
 Keep hands, feet
and food to
yourself.
 Eat your own
food.
 Stay off the stage
and risers.
 Avoid the folded
tables.
Hallways
 Students, walk
facing forward.
 Keep hands, feet
and objects to
self.
 Avoid and report
hazards to staff
(doors, puddles,
trash, spills).
 Avoid yellow door
hazards.
 Use equipment
correctly.
 Walk and run in
appropriate
areas.

Playground/Sports
Fields
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 Knock on door
before
entering stall.
 Clean up after
yourself.
 Leave
promptly.
 Graffiti is
vandalism and
therefore
illegal.
 Be polite, use
please, thank
you, and
excuse me.
 Sit on your
bottom with
feet on the
floor.
 Keep hands,
feet and food
to yourself.
 Eat your own
food.
 Stay off the
stage and
risers.
 Avoid the
folded tables.
 Be courteous,
allow others to
pass.
 Use voice and
volume that fits
the place.
 Be considerate
of classes in
session.
 Leave it clean.
 Put trash in trash
container.
 Keep the water in the
sink
 Sign out in room and
carry pass.
 Clogging toilets or
sinks is vandalism and
therefore illegal.
 Follow
directions.
 Share and take
turns.
 Play by the
rules.
 Encourage and
practice good
sportsmanship.
 Put equipment away
properly.
 Use restroom during
122
 Students, keep food
in the cafeteria.
 Clean up your area.
 Stay in your place in
your line.
 Sit at your assigned
table.
 Stay seated until
dismissed.
 Stack trays neatly
 Throw garbage away
in garbage/compost/
recycling receptacles.
 Sign your real name
on the lunch list.
 Hold sports and play
equipment.
 Have correct hall
pass.
 Go directly and
promptly to your
destination.
Arrival
Dismissal
Office
 Stay in assigned
places.
 Stay where an
adult can see
you.
 Alert adults of all
strangers or stray
animals.
 Keep off
structures in
extreme weather.
 Farm area access
is supervised
only.
 Avoid throwing
rocks and other
dangerous
objects.
 Use sidewalks and
cross walks .
 Walk your wheels
 Always stop, look,
listen before
crossing.
 Stay behind the
yellow bus line.
 Students, stay on
student side of
counter.
 Stay clear of the
doors.
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 Be patient and
polite.
 Leave
landscaping in
place.
 Use respectful
language and
tone of voice.
recess or break time.
 Ask for permission to
leave the yard during
recess.
 Inform others of the
rules politely.
 Line up as instructed
or when whistle
blows.
 Use kind words
and actions.
 Wait for
permission
before boarding
the bus.
 Allow and
assist the
younger and/or
disabled
children to
board first.
 Wait calmly
and take turns.
 Respect others
property.
 Sit quietly and
wait patiently
for your turn.
 State your
purpose
politely.
 Use polite
words and
actions.
 Follow
directions the
first time.
 Go directly home or to
After School Programs
after school.
 Arrive on time and
leave on time.
 Students need preapproved permission to
go places other than
home.
123
 Only be in the office for
office business or
emergencies.
 Present a pass and
state your business.
Library
Assemblies
Computer Lab and
computers in classroom
Athletic Events/ Special
Events
 Use an indoor
voice.
 Enter and exit
 Use quiet
quietly and calmly.
voices.
 Keep chair and
 Follow
table legs on floor.
computer rules.
 Follow library
rules.
 Follow the
directions of the
librarian and
the adults.
 Enter and exit in
 Applaud or clap
an orderly fashion.
politely.
 Go directly to
 Face forward
{assigned areas.}
and listen to
(need)
presentation.
 Keep hands and
 Use
feet to self.
appropriate
 Respect personal
language.
space.
 Remove hats
and hoods.
 Be proud and
prompt when
receiving
awards.
 No food or drink
 Sit on chairs.
next to computers.  Share
equipment and
 Use internet with
space.
signed parental
 Work quietly
permission form
 Ask permission
on file and adult
to use sound.
supervision or
specific
 Use sound/
permission.
headphones at
appropriate level.
 Children should be  Stay off court
supervised by
with street
parent/guardian or
shoes.
responsible
 Be courteous to
person.
other teams
 All assembly rules
and spectators
apply.
or presenters.
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 Treat books with care.
 Put books away where
you found them or ask
for help.
 Follow directions.
 Remind others to
follow directions.
 Be a good example.
 Wait to be dismissed
by adult in charge.
 Report to class and
come to assembly with
teacher.
 Use computers to
accomplish only
school tasks.
 Be efficient with your
work.
 Return materials to
proper places neatly.
 Print only with
permission.
 Non participants
stay off of
court/field during
game.
Field Trips
Day Trips
Field Trips
Overnight
 Permission slips
are turned in in a
timely manner.
 Prescription
medications will be
readily available.
 1st Aide kits will be
stocked.
 Use seatbelts
when required.
 Communicate and
stay with assigned
chaperone.
 Head counts are
to be taken before,
during and after.
 Alcohol, drugs,
weapons, tobacco
are illegal on
school grounds or
during all school
functions.
 School rules still
apply for your
safety.
 Chaperones must
follow school
rules.
 Curfews are to be
followed by adults
and students.
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 Communicate
with
chaperones.
 Communicate
all
whereabouts.
 Remember that
you are
representing
our school and
our community
to the world.
125
 Romantic displays of
affection are not
appropriate.
 Electronic devices
may be used only in
designated areas
with supervisors
permission.
 Pack required and
appropriate items.
 Be responsible with
your money (Budget
your $).
System for Encouraging Desired
Behavior
Reinforcement Menu
R
esearch by Rath & Clifton (2004) indicates that individuals who receive regular
recognition and praise
•
•
•
•
Increase their individual productivity.
Are more likely to stay with their organization.
Receive higher loyalty and satisfaction.
Have better safety records.
Refer to this Reinforcement Menu for ideas of how to recognize and reward students for
following the rules on the matrix with small, medium, and large rewards.
Small
Medium
Large
•
Say “Thank you”
•
Pride Card/High Five
•
Positive call home
•
Star sticker
•
Talk to them
•
•
Verbal
•
Give them time
Positive referral to the
office
•
Pat on shoulder
•
Pay attention
•
•
Smile
•
Eye contact
Picture on the Student
of the Month/Student
of Price boards
•
Praise
•
Teacher’s helper
•
Raffle prices
•
Use humor (not
sarcasm)
•
Line leader
•
Lifeskill Award
•
•
Extra game
•
Thank you note
Listen to them
•
•
Extra recess or choice
time
•
School supplies
Notice them
•
Small school supply
items
•
School supplies
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How to use Pride Cards/Hallway High Fives
1.
Name of coupons:

Upper Grades: High Fives/Pride Cards

Elementary School: Pride Cards
2. Who can give the coupons out?
 Any adult who has been trained in PBIS use of reinforcements.
 Any adult can give it to any student outside of their classroom.
 Teachers need their own classroom management system.
3. How many are given out at one time?
 One ticket at a time (never more than 1 ticket per action).
4. Who are they given to?
 All students who are demonstrating any behaviors that is safe, respectful, or personal best.
 Staff will not give tickets to students who ask for them.
5. What may students do with Pride Cards/High Fives?
At the Upper Grades:
 Classroom System/Menu for Pride Card/High Five Use
 Thursday Pizza Drawing (2 students per grade 6-8)
 Thursday Pride store
o 10 pride cards/High Fives=popcorn pass
o 10 Pride cards/High Fives=front of the lunch line pass
At the Elementary grades:
 Classroom System/Menu for Pride Card
 Prize Card, Drawing 2 students frome ach classroom
 Pride Store
o 10 pride cards/High Fives=popcorn pass
o 10 Pride cards/High Fives=front of the lunch line pass
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Scripts for Encouraging Desired Behavior
1. Thank you for _____ (specific behavior). It shows that you have been _____ (Safe, Respectful or
Personal Best).
2. Thank you for _____ (specific behavior). That’s a great example of being _____ (S, R, PB).
3. I really appreciate how you _____. That’s a wonderful example of being _____ (S, R, PB).
4. By being _____ (specific behavior) in the library you show a good example of being _____ (S, R,
PB).
5. Thank you, _____ (name) for _____ (specific behavior) That’s showing _____ (S, R, PB).
6. Thank you, _____ (name) for _____ (specific behavior). You’re showing a good example of being
_____ (S, R, PB).
Prairie Mountain
Pride Card
Prairie Mountain
High Five
Student Name
Student Name
We are Safe, We are Respectful,
We Do Our Personal Best
We are Safe, We are Respectful,
We Do Our Personal Best
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_________________________________’s Reinforcement Menu
Pizza Drawings at lunch on Thursdays!
High Fives
Earns
10
10
Popcorn pass
Front of the Lunch Line Pass
_________________________________’s Reinforcement Menu
Prize cart visits on Friday’s to draw two lucky students.
Pride Cards
Earns
10
10
Popcorn pass
Front of the Lunch Line Pass
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System for Discouraging
Undesired Behavior
Our goal is to use positive feedback and acknowledgement when students follow the
rules, and corrective feedback and consequences when they are not following the rules.
We want to use rule violations as an opportunity to teach correct behavior and increase
students’ repertoire of possible appropriate responses.
Correction Menu
Refer to the Correction Menu for suggestions on how to respond to different levels of
misbehavior. These levels are also articulated on the Prairie Mountain Behavior Tracking
Form.
Level One: Pre-tracking Form
(For the Record)
•
•
•
•
•
•
•
•
•
•
•
Level Two
Restate direction
• Parent Contact
(Note/Phone/Email)
Redirect to task
• Conference
Reteach
w/Student
Differential Reinforcement
• Reteach
(Ignoring negative behavior
• Alternative class
while paying attention to
time out
what you want)
• Contract w/Student
Nonverbal cue to task
• Loss of Privilege
Notice
• Restate direction +
Hand on shoulder
mild consequences
Proximity
Thank you to nearby student • Time-out from
positive
who is doing desired
reinforcement
behavior
“The Look”
Clearly state
choices/options
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Level Three
• Parent Contact
(Note/Phone/Email)
• Conference w/Student
• Reteach
• Alternative class time out
• Contract w/Student
• Loss of Privilege
• Restitution
• Detention/Suspension
• Contact Law
Enforcement
• TAT/SST
Scripts for Correction
“Thank You for Desired Behavior”
Try this: When
a student is not meeting expectations, such as wearing a hat in the
cafeteria (against the rules), the adult can say, “Thank you for taking your hat off,”
looking at the student, smiling and walk away. Stop look back and if the student
has the hat off, can say or mouth “thank you.”
Try this: When
a student is yelling in the library, the teacher can find another student
nearby who is not yelling and can say, “Thank you for using an indoor voice.” If the
other student starts using an indoor voice, the adult can say “thank you for using an
indoor voice.”
Script for “Reteach”
Student is talking during a lesson. Adult gives a reminder of the rule,
“Please show respect by paying attention to the lesson. Attention means being
silent and listening.” If ignoring and differential redirection is not working, then
teacher can say, “I expect that all the students will show respect by giving full
attention to this lesson. Attention means that students are listening and silent
during the lesson. We will discuss this lesson together at a later point, if we need
to. (Students name), what does giving attention to a lesson mean? “Student
answers. Adult says, “Thank you, I am glad that we all understand this now.”
Try this:
Script for Correction Cycle
1. What are the rules?
2. Was your behavior safe, respectful, and responsible?
3. What do you need to do?
4. Are you willing to do that?
Scripts for Redirecting:

“What are you suppose to be doing right now?”

“We are on page 3, please read the first paragraph out loud”

“Laura, please go to the board and show us how to do problem #12.”

Stand next to student and point to where you are in the book or on the page.

“Stop. Look at me. What should you be doing right now?”

“Where are you supposed to be right now? Are you there? So what do you
need to do now?”
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Does Punishment Work?
1. It is only effective in the presence of the punishing agent.
Increased Covertness: When the adults are not present, then the students act out.
2. It requires greater resources to be effective:
Results in increasing severity spiral, and requires constant vigilance.
3. It may produce unintended negative consequences:
Damage to relationship, anger & aggression, mean world syndrome.
4. You get more of what you pay attention to.
Pay attention to desired behavior more often than undesired behavior.
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Data-Based Decision Making
What is SWISTM?
T
he School-Wide Information System (SWIS) is a web-based information system designed to
help school personnel to use Behavior Tracking Form data to design school-wide and
individual student interventions. The three primary elements of SWIS™ are:
•
an efficient system for gathering information
•
a web-based computer application for data entry and report generation
•
a practical process for using information for decision making
Every month we look at the big 5
1. Average Referrals per day per month
2. Referrals by Problem Behavior Report
3. Referrals by Location Report
4. Referrals by Time Report
5. Referrals by Student Report
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Definitions for Behavior Tracking Form
Minor Problem
Behavior
Defiance/Disrespect/
Non-compliance
(M-Disrespt)
Disruption
(M-Disruption)
Dress Code
Violation
(M-Dress)
Inappropriate
Language
(M-Inapp Lan)
Other
(M-Other)
Physical Contact/
Physical Aggression
(M-Contact)
Property Misuse
(M-Prpty Misuse)
Tardy
(M-Tardy)
Technology Violation
(M-Tech)
Definition
Student engages in brief or low-intensity failure to respond to
adult requests.
Student engages in low-intensity, but inappropriate
disruption.
Student wears clothing that is near, but not within, the dress
code guidelines defined by the school/district.
Student engages in low-intensity instance of inappropriate
language.
Student engages in any other minor problem behaviors that
do not fall within the above categories.
Student engages in non-serious, but inappropriate physical
contact.
Student engages in low-intensity misuse of property.
Student arrives at class after the bell (or signal that class has
started).
Student engages in non-serious but inappropriate (as defined
by school) use of cell phone, pager, music/video players,
camera, and/or computer.
Major Problem
Behavior
Abusive Language/
Inappropriate
Language/ Profanity
(Inapp Lan)
Arson
(Arson)
Bomb Threat/
False Alarm
(Bomb)
Definition
Student delivers verbal messages that include swearing,
name calling or use of words in an inappropriate way.
Student plans and/or participates in malicious burning of
property.
Student delivers a message of possible explosive materials
being on-campus, near campus, and/or pending explosion.
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Major Problem
Behavior
Defiance/Disrespect/
Insubordination/
Non-Compliance
(Disrespect)
Disruption
(Disruption)
Dress Code Violation
(Dress)
Fighting
(Fight)
Forgery/ Theft
(Forge/Theft)
Gang Affiliation
Display
(Gang Display)
Harassment/Bullying
(Harass)
Inappropriate Display
of Affection
(Inapp affection)
Inappropriate
Location/ Out of
Bounds Area
(Out Bounds)
Lying/Cheating
(Lying)
Other Behavior
(Other)
Physical Aggression
(PAgg)
Definition
Student engages in refusal to follow directions, talks back
and/or delivers socially rude interactions.
Student engages in behavior causing an interruption in a class
or activity. Disruption includes sustained loud talk, yelling, or
screaming; noise with materials; horseplay or roughhousing;
and/or sustained out-of-seat behavior.
Student wears clothing that does not fit within the dress code
guidelines practiced by the school/district.
Student is involved in mutual participation in an incident
involving physical violence.
Student is in possession of, having passed on, or being
responsible for removing someone else's property or has
signed a person’s name without that person’s permission.
Student uses gesture, dress, and/or speech to display
affiliation with a gang.
Student delivers disrespectful messages* (verbal or gestural)
to another person that includes threats and intimidation,
obscene gestures, pictures, or written notes.
*Disrespectful messages include negative comments based
on race, religion, gender, age, and/or national origin;
sustained or intense verbal attacks based on ethnic origin,
disabilities or other personal matters.
Student engages in inappropriate, consensual (as defined by
school) verbal and/or physical gestures/contact, of a sexual
nature to another student/adult.
Student is in an area that is outside of school boundaries (as
defined by school).
Student delivers message that is untrue and/or deliberately
violates rules.
Student engages in problem behavior not listed.
Student engages in actions involving serious physical contact
where injury may occur (e.g., hitting, punching, hitting with an
object, kicking, hair pulling, scratching, etc.).
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Major Problem
Behavior
Property
Damage/Vandalism
(Prop dam)
Skip class
(Skip)
Truancy
(Truan)
Tardy
(Tardy)
Technology Violation
(Tech)
Use/Possession of
Alcohol
(Alcohol)
Use/Possession of
Combustibles
(Combust)
Use/Possession of
Drugs
(Drugs)
Use/Possession of
Tobacco
(Tobacco)
Use/Possession of
Weapons
(Weapons)
Extra Info
Extra Info 1:
Harassment
Extra Info. 2:
Hallway
Extra Info. 3:
Administrative
Decision
Definition
Student participates in an activity that results in destruction or
disfigurement of property.
Student leaves or misses class without permission.
Student receives an ‘unexcused absence’ for ½ day or more.
Student is late (as defined by the school) to class or the start
up of the school day (and Tardy is not considered a minor
problem behavior in the school).
Student engages in inappropriate (as defined by school) use
of cell phone, pager, music/video players, camera, and/or
computer.
Student is in possession of or is using alcohol.
Student is in possession of substances/objects readily
capable of causing bodily harm and/or property damage
(matches, lighters, firecrackers, gasoline, lighter fluid).
Student is in possession of or is using illegal
drugs/substances or imitations.
Student is in possession of or is using tobacco.
Student is in possession of knives or guns (real or look alike),
or other objects readily capable of causing bodily harm.
Extra Info is a field that SWIS TM offers for schools to more clearly
define categories within SWIS. Schools have three options
available for Extra Info codes. Examples are listed below.
Type of harassment observed during the incident (e.g. racial,
sexual, religious, gender).
Specific location of ‘hallway’ where the incident occurred (e.g.
west wing).
Additional administrative decision regarding the incident.
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Locations
Art Room
(Art)
Bathroom/Restroom
(Bathrm)
Bus
(Bus)
Bus Loading Zone
(Bus zn)
Cafeteria
(Café)
Classroom
(Class)
Commons/Common
area
(Common)
Computer Lab
(Comp)
Gym
(Gym)
Hallway/Breezeway
(Hall)
Library
(Library)
Locker Room
(Locker rm)
Music Room
(Music rm)
Off-Campus
Office
(Office)
Other Location
(Other)
Parking Lot
(Park lot)
Playground
(Plygd)
Special Event/
Assembly/Field Trip
(Special evt)
Definition
The area used for art classes and activities.
Areas used by students for taking care of personal needs.
The area inside the bus.
The area used for bus loading and unloading.
The area used for breakfast and lunch.
Areas used for instructional purposes.
Areas shared by students and staff for specific activities.
Area used for group computer classes and activities.
Areas used for physical education activities.
Areas designated for passing from one activity/class to
another.
The area designated for research and study.
The area used by students to prepare for and completing
physical education classes and/or sporting events.
The area used by students for music activities (e.g. music
class, choir, band)
An area beyond the property boundary of the school and not
affiliated with a school activity.
The area used by school staff for primary school business
and management.
The location for problem behavior event occurs in a location
that is not listed
Areas used for parking vehicles during school hours.
The outside area used for recess breaks.
Areas used for infrequent activities that occur in and/or out of
school.
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Stadium
Unknown Location
(Unknown)
Vocational Room
(Voc Rm)
Area used for athletic/special events.
The location of problem behavior event is not known or
undetermined.
The area of a school used for vocational classes and
activities.
Possible Motivation
Avoid Adult
(Avoid a)
Avoid Peer(s)
(Avoid p)
Definition
Student engages in problem behavior(s) to get away from
adult(s).
Student engages in problem behavior(s) to get away
from/escape peer(s).
Avoid Tasks/Activities
(Avoid task)
Student engages in problem behaviors(s) to get away/escape
from tasks and/or activities.
Obtain Adult Attention
(Ob a attn)
Obtain items/Activities
(Ob itm)
Obtain Peer Attention
(Ob p attn)
Student engages in problem behavior(s) to gain adult(s)
attention.
Student engages in problem behavior(s) to gain items and/or
activities.
Student engages in problem behavior(s) to gain peer(s)
attention.
Possible motivation for referral is not listed above. Staff
using this area will specify the possible motivation for this
student’s problem behavior.
Other
(Other)
Unknown Motivation
(Unknown)
Others Involved
None
(None)
Other
(Other)
Peers
(Peers)
Staff
(Staff)
Substitute
(Substitute)
Teacher
(Teacher)
Unknown
(Unknown)
Student engages in problem behavior(s) for unclear reasons.
Definition
Student engages in problem behavior incident alone.
Student engages in problem behavior with person not listed
above.
Student engages in problem behavior incident with peer(s).
Student engages in problem behavior incident with staff.
Student engages in problem behavior incident with
substitute.
Student engages in problem behavior incident with teacher.
It is unclear if any others were involved in incident.
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Administrative
Decision
Bus Suspension
(Bus susp)
Community Service
(Comm svc)
Conference with
Student
(Conf)
Expulsion
(Expul)
Definition
Consequence for referral results in 1-3 day period when
student not allowed on the bus.
Consequence for referral results in involvement in community
service activities or projects.
Consequence for referral results in student meeting with
administrator, teacher, and/or parent (in any combination).
Consequence for referral results in student being dismissed
from school for one or more days.
Individualized
Instruction
(Intruct)
Consequence for referral results in student receiving
individualized instruction specifically related to the student’s
problem behaviors.
Consequence for referral results in a period of time spent
In-School Suspension
away from scheduled activities/classes during the school
(In-sch susp)
day.
Loss of Privilege
Consequence for referral results in student being unable to
(Loss priv)
participate in some type of privilege.
Consequence for referral results in administrative decision
Other Admin. Decision
that is not listed. Staff using this area will specify the
(Other)
administrative action taken.
Out-of-School
Consequence for referral results in a 1-3 day period when
Suspension
student is not allowed on campus.
(Out-sch susp)
Parent Contact
Consequence for referral results in parent communication by
(Parent)
phone, email, or person-to-person about the problem.
Restitution/Communit Consequence for referral results in apologizing or
y Service
compensating for loss, damage, or injury; community
(Restitution)
services.
Saturday School
Consequence for referral results in student attending classes
(Sat sch)
on a Saturday.
Time in Office
(Office)
Time Out/Detention
(Detent)
Unknown Admin.
Decision
(Unknown)
Consequence for referral results in student spending time in
the office away from scheduled activities/classes.
Consequence for referral results in student spending time in
a specified area away from scheduled activities/classes.
Consequence is not known or undetermined.
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Prairie Mountain Positive Behavior Support
School Improvement Goals & Action Plan 2011-12
Goal: To create and maintain a safe learning environment by:
•
•
•
Pre-teaching, directing, and reinforcing safe and respectful behaviors.
Redirecting inappropriate (unsafe/disrespectful) behavior and teaching replacement
behaviors.
80% of students to complete the year with 0-1 behavior reports.
Goal
Assigned
Activities/Strategies
To
Teach social
Counselor
behavior curriculum
Teacher
House
Leadership
Resources
Timeline
Talk about
Touch
Second
Steps
Steps to
Respect
Violence
Prevention
Location
Rotation
New Student
Lessons
Year- Long
Develop and
Implement lesson
plans and schedule
for teaching schoolwide expectations
across settings.
All staff
Develop and
implement a system
for encouraging
desired behavior
Develop and
implement a system
for discouraging
undesired behavior
Maintain staff
communication and
involvement
PBIS Team
All Staff
Pride
Cards/High
Fives
Daily/Monthly
AM
Announcements
PBIS Team
All Staff
Behavior
Tracking
Forms
Year-Long
PBIS Team
All Staff
All staff inservice
PBIS
Handbooks
August Monthly
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September
January, April
As needed
Outcome/Performance
Measurement
Students attain
strategies to recognize,
refuse and report
concerns related to
interpersonal conflict
Survey Student (pre and
post) to collect
measureable data.
Lesson Plans developed
and used school wide to
promote behavior and
decrease unsafe
behaviors.
All students understand
the expectations for safe
and respectful behavior
across all settings.
PBIS handbook will
show our plan for
encouraging desired
behavior.
PBIS handbook will
show our plan for
discouraging undesired
behavior.
Comprehensive Staff
handbook with
resources.
Answer Key
Case Study #2
Prairie Mountain K-8th
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Prairie Mountain Answer Key 1. Safe 2. Respectful 3. Do our Personal Best Interview and Observation Form
Staff questions (Interview a minimum of 10 staff members)
What are the
school
rules?
Record the #
of rules
known.
(B5)
Have you
taught the
school
rules/
behave.
exp. to
students
this year?
(B2)
Have you
given out
any PM
High
Fives/Prid
e Card
since
Spring
Break?
(2 mos.)
(C3)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Total
3/3 (ms)
3/3 (ms)
Y
Y
N
N
Y
N
N
Y
Y
N
N
3/3 (ms)
Y
3/3 (ms)
Y
N
Y
3/3 (es)
Y
N
3/3 (ms)
Y
3/3 (es)
What types of
student
problems do you
or would you
refer to the
office?
(D2)
Majors,
Bullying/Har
ass/ Phys.
Aggression
What is the
procedure
for dealing
with a
stranger
with a gun?
(D4)
Is there a team
in your school
to address
school-wide
behavior
support
systems?
(F2)
Does your
team use
discipline data
to make
decisions?
(E4)
Has your
team taught/
reviewed SW
program
w/staff this
year?
(B3)
Student questions
Who is the
team
leader/
facilitator?
(F4)
What are the
(school
rules)?
Record the #
of rules
known
(B4)
Have you
received a
PM High
Fives/Pride
Card since
Spring
Break?
(C2)
Physical agg.
+
Fighting
+
Y
Y
N
N
Harass
+
Y
N
N
+
+
Y
N
Y
N
+
+
Y
N
N
Y
N
+
+
Y
N
Y
N
Y
N
+
+
Y
N
3/3(es)
Y
N
Y
N
+
+
Y
N
3/3(es)
Y
N
Y
N
+
+
Y
N
0/3(es)
Y
N
Y
N
+
0
Y
N
Y
N
Y
N
Y
N
3/3
Y
N
Y
N
Y
N
Y
N
3/3
Y
N
Y
N
Y
N
Y
N
Justin
0/3
Y
N
N
Justin
3/3
Y
N
F2
M5
N
3/3
Y
N
M6
N
3/3
Y
N
F1
Y
N
Y
Y
N
Y
Y
N
Y
N
Y
N
Y
N
N
Y
N
N
Y
N
Y
Y
Y
Y
Y
N
Justin
N
Justin
F3
F2
3/3
Y
N
3/3
Y
N
F8
F8
3/3
Y
N
M3
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
0/3
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
2/3
Y
N
M4
F7
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
3/3
Y
N
F6
N
3/3
Y
N
M6
N
3/3
Y
N
M5
Y
Y
9/10=90%
Team member questions
Are you
on the
team? If
yes, ask
team
questions
N
N
Y
N
9/10=90%
Location
Are rules & expectations posted?
(A2)
Is the documented crisis plan
readily available? (D3)
Y
Y
N
Y
N
Y
N
9/10=90%
Front hall/
office
N
Y
Y
N
Y
Y
N
10/10=100%
10/10=100%
9/10=90%
Class 1
Class 2
Class 3
N
Y
N
Y
N
X
Cafeteria
N
Y
N
Y
Y
Y
N
4/4= 100%
Y
N
3/4= 75%
Library
Other setting
(gym, lab)
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
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3/3
4/4=100%
13/15= 87%
M7
Y
N
13/15= 87%
Hall 1
Hall 2
Hall 3
Y
Y
Y
N
X
N
X
N
X
8/10
5/7
School-wide Evaluation Tool
(SET)
Scoring Guide
Prairie Mountain Answer Key
School
Prairie Mountain
Date
4/23/2010
District
Bethel School District
State
Oregon
Pre ______
Post
X
SET Data Collector You
Data Source
Feature
A.
Expectations
Defined
B.
Behavioral
Expectations
Taught
C.
On-going System
for Rewarding
Behavioral
Expectations
D.
System for
Responding to
Behavioral
Violations
Evaluation Question
1. Is there documentation that staff has agreed to 5 or fewer
positively stated school rules/ behavioral expectations?
(0=no; 1= too many/negatively focused; 2 = yes)
(circle sources used)
P= product; I= interview;
O= observation
Score: 0-2
Discipline handbook,
Instructional materials
Other ______________
P
2
2. Are the agreed upon rules & expectations publicly posted
in 8 of 10 locations? (See interview & observation form for
selection of locations). (0= 0-4; 1= 5-7; 2= 8-10)
Wall posters
Other ______________
O
2
1. Is there a documented system for teaching behavioral
expectations to students on an annual basis?
(0= no; 1 = states that teaching will occur; 2= yes)
Lesson plan books,
Instructional materials
Other ______________
P
2
Interviews
Other ______________
I
Interviews
Other ______________
I
2. Do 90% of the staff asked state that teaching of behavioral
expectations to students has occurred this year?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
3. Do 90% of team members asked state that the schoolwide program has been taught/reviewed with staff on an
annual basis?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
4. Can at least 70% of 15 or more students state 67% of the
school rules? (0= 0-50%; 1= 51-69%; 2= 70-100%)
Interviews
Other ______________
5. Can 90% or more of the staff asked list 67% of the school
rules? (0= 0-50%; 1= 51-89%; 2=90%-100%)
Interviews
Other ______________
1. Is there a documented system for rewarding student
behavior?
(0= no; 1= states to acknowledge, but not how; 2= yes)
2. Do 50% or more students asked indicate they have
received a reward (other than verbal praise) for expected
behaviors over the past two months?
(0= 0-25%; 1= 26-49%; 2= 50-100%)
3. Do 90% of staff asked indicate they have delivered a
reward (other than verbal praise) to students for expected
behavior over the past two months?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Is there a documented system for dealing with and
reporting specific behavioral violations?
(0= no; 1= states to document; but not how; 2 = yes)
Instructional materials,
Lesson Plans, Interviews
Other ______________
2. Do 90% of staff asked agree with administration on what
problems are office-managed and what problems are
classroom–managed? (0= 0-50%; 1= 51-89%; 2= 90-100%)
3. Is the documented crisis plan for responding to extreme
dangerous situations readily available in 6 of 7 locations?
(0= 0-3; 1= 4-5; 2= 6-7)
4. Do 90% of staff asked agree with administration on the
procedure for handling extreme emergencies (stranger in
building with a weapon)?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
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University of Oregon, 2012
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1
I
2
I
2
P
2
Interviews
Other ______________
I
2
Interviews
Other ______________
I
2
Discipline handbook,
Instructional materials
Other ______________
P
2
Interviews
Other ______________
I
2
Walls
Other ______________
O
Interviews
Other ______________
I
145
1
2
Data Source
Feature
E.
Monitoring &
Decision-Making
F.
Management
G.
District-Level
Support
Summary
Scores:
(circle sources used)
P= product; I= interview;
O= observation
Evaluation Question
1. Does the discipline referral form list (a) student/grade, (b)
date, (c) time, (d) referring staff, (e) problem behavior, (f)
location, (g) persons involved, (h) probable motivation, & (i)
administrative decision?
(0=0-3 items; 1= 4-6 items; 2= 7-9 items)
2. Can the administrator clearly define a system for collecting
& summarizing discipline referrals (computer software, data
entry time)?
(0=no; 1= referrals are collected; 2= yes)
3. Does the administrator report that the team provides
discipline data summary reports to the staff at least three
times/year? (0= no; 1= 1-2 times/yr.; 2= 3 or more times/yr)
4. Do 90% of team members asked report that discipline data
is used for making decisions in designing, implementing, and
revising school-wide effective behavior support efforts?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Does the school improvement plan list improving behavior
support systems as one of the top 3 school improvement plan
goals? (0= no; 1= 4th or lower priority; 2 = 1st- 3rd priority)
2. Can 90% of staff asked report that there is a school-wide
team established to address behavior support systems in the
school? (0= 0-50%; 1= 51-89%; 2= 90-100%)
Score: 0-2
Referral form
(circle items present on the
referral form)
P
Interview
Other ______________
I
Interview
Other ______________
I
Interviews
Other ______________
I
School Improvement Plan,
Interview
Other ______________
2
I
I
3. Does the administrator report that team membership
includes representation of all staff? (0= no; 2= yes)
Interview
Other ______________
I
4. Can 90% of team members asked identify the team
leader? (0= 0-50%; 1= 51-89%; 2= 90-100%)
Interviews
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
I
8. Does the team have an action plan with specific goals that
is less than one year old? (0=no; 2=yes)
Annual Plan, calendar
Other ______________
P
1. Does the school budget contain an allocated amount of
money for building and maintaining school-wide behavioral
support? (0= no; 2= yes)
Interview
Other ______________
I
2. Can the administrator identify an out-of-school liaison in
the district or state? (0= no; 2=yes)
Interview
Other ______________
I
A = 4/4 100%
F = 100/16 100%
B = 9/10 90%
G = 2/4 50%
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University of Oregon, 2012
C = 6/6 100% D = 7/8 87.5%
Mean = 627.50 /7 = 89.7%
146
2
2
P
Interviews
Other ______________
5. Is the administrator an active member of the school-wide
behavior support team?
(0= no; 1= yes, but not consistently; 2 = yes)
6. Does the administrator report that team meetings occur at
least monthly?
(0=no team meeting; 1=less often than monthly; 2= at least
monthly)
7. Does the administrator report that the team reports
progress to the staff at least four times per year?
(0=no; 1= less than 4 times per year; 2= yes)
2
E = 8/8
2
2
2
2
2
2
2
2
2
0
100%
Introduction
The SET produces a summary score and a subscale score for each of the seven feature
areas of school-wide positive behavior support. The summary SET score is a general
index of school-wide implementation, while each of the seven subscale scores provide a
subscale index of the implementation level for that feature area. Schools scoring 80% on
the general index and 80% on the subscale index for teaching behavioral expectations are
implementing school-wide positive behavior support at a universal level with fidelity. The
School-Wide Evaluation Tool (SET): A Research Instrument for Assessing School-Wide
Positive Behavior Supports (Horner, Todd, Lewis-Palmer, Irvin, Sugai, & Boland, 2004) is
included in the Overview and provides information about SET reliability and validity. Refer
to the publication when asked reliability and validity questions.
Integrating Multiple Data Sources
Using data for decision-making is a best practice; however, using data sources in isolation
is not. While the SET measures the general index of SWPBS implementation and is a
strong research tool, it does not provide staff or student perception, student progress
information, or a format for action planning. As a result we conducted a construct validity
test between the Self-Assessment Survey (SW features) (see other information) and the
SET, across 35 schools. These two indexes for measuring SWPBS implementation have
been correlated using a Pearson r = .75 score. Using multiple data sources together
works well when a school is making data-based decisions.
School Level Analysis
We encourage schools to use the Self-Assessment Survey (SAS) as the annual measure
of progress and action planning needs. If the school is involved in documenting change
and sustainability across time as part of a research effort, conducting the SET in those
schools is a good idea. Schools scoring 80% on the SET general index and 80% on the
subscale index for teaching behavioral expectations are implementing school-wide positive
behavior support at a universal level. Schools maintaining an 80%-80% score across
years are sustaining team-based SWPBS efforts, creating a positive culture in the school,
and making data-based decisions that are linked to larger school-wide efforts.
Juxtaposing SET scores with achievement scores and office discipline referral rates
integrates multiple sources of data for program improvement and development purposes.
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School-wide Evaluation Tool Manual
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147
Figures 1 and 2 provide an example of SET results at a school level for one year. Figure 1
illustrates that the school’s general index is 90% with 100% on the subscale for teaching,
giving the school a 90/100. Whereas Figure 2 illustrates 88% for the general index with
100% for the subscale for teaching, giving the school an 88/100 score.
Figure 1
Figure 2
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148
District Level Analysis
Sharing the SET general index scores at a district level provides information on the
implementation of the program within each school as well as across schools within a
district, region, or by age group levels (elementary, middle, high). Juxtaposing SET scores
with achievement scores and office discipline referral rates integrates multiple sources of
data for program improvement and development purposes.
Figure 3 uses the general index for nine elementary schools in a district. Two schools
scored 71-80%, five schools scored 81-90%, and three schools scored 91-100%.
Figure 3
2011-12 ,
N=9
Mean%
0-10
11-20
21-30
31-40
41-50
51-60
61-70
71-80
81-90
91-100
0
0
0
0
0
0
0
2
5
3
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149
Figure 4 illustrates an aggregation of subscale scores for nine elementary schools for
three years across a five year period. These data show a decrease in implementation
fidelity in all subscale areas except for monitoring and evaluation and district level support.
Figure 4
District-wide SET
Subscale Report
Elementary
ExpDefin
ExpTaugh
RwSys
VnSys
MoniEval
LeaderSupp
DstSupp
200708,N=9
100.0%
100.0%
98.1%
97.2%
98.6%
100.0%
100.0%
200910,N=9
100.0%
98.9%
100.0%
100.0%
98.6%
97.2%
94.4%
201112,N=9
87.5%
78.3%
83.3%
80.2%
97.9%
84.4%
91.7%
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150
Sending Results to the School
Schools are always anxious to see the results, especially when an external evaluator
conducts the SET. When a SET is conducted for the first time and the school has not
implemented SWPBS, the SET score becomes a pre-score and basically validates staff
perception as summarized on the Self-Assessment Survey. Sharing the SET results to
pre-implementation schools is best done descriptively or at a team meeting when the SelfAssessment Survey information is available for simultaneous explanation.
When the SET is conducted as a post-implementation measure, schools really want to see
the results. Always share the data with a brief written purpose of the SET and explanation
of the scores, referring to the 80%-80% guideline. Congratulate schools on efforts and
progress. In addition, provide some suggestions for areas of improvement and the
encouragement to sustain what is already in place.
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151
Frequently Asked Questions
Preparing for the SET
Q. Do I need to have all interviews set up before going to conduct the SET?
A. No, just the administrator interview. However, some schools may want to set up an
interview schedule for you. Either following a specific schedule or finding staff and
students after the administrator interview is fine.
Q. Do I need to interview the administrator first?
A. Yes, but if that cannot happen, you need three pieces of information in order to conduct
the SET (expectations, what they are called, how are students acknowledged). If you can’t
complete the full administrator interview before you conduct the SET, get the three critical
pieces of information and complete the interview later.
Q. What do I tell administrators when they ask how the SET will be used?
A. The data will be sent back to the administrator for them to use to document changes in
PBS in their school. SET data is also used at the district-level and state-level. School
names are stripped and identified by number in a state or school district. SET data has
been used by the school, the school board, and at statewide levels. Also refer to the next
section in this manual and the SET paper in the Overview section.
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152
Frequently Asked Questions
Conducting the SET
Q. What happens if I can’t find 15 students and 10 staff?
A. It is easier to find students than staff. If you have difficulty locating students, go to the
next lunch or break area, the library, or outside the bathroom (catch them on the way out!).
If you can only find 8-9 staff members and their answers are consistent, score the
evaluation question based on those responses. If the answers are not consistent or you
don’t have at least 8 staff, go to the office and ask the administrator for assistance in
finding more staff. If all these steps fail, use what you have to score the SET.
Q. What if it’s a ‘hectic’ day and staff cannot find the materials for you to review?
A. Make arrangements to have the information mailed to you or for you to pick up later in
the week. If that does not work, score the SET using the information that you have.
Q. When I have completed the SET, do I need to take the materials with me for future
reference?
A. Not necessarily. If you score the SET while at the school, you can return the materials
when you’ve finished. If you do not score the SET at the school, you will need to have the
materials to refer to while scoring and will need to take them with you. You may want to
keep examples of forms, materials, etc. to use as models for other schools, no matter
when you score the SET. If this is the case, make sure to ask permission to share the
materials.
Q. What do I do if I am given information with student names?
A. Always be cautious about taking any documents with sensitive information (i.e. student
names). If you are handed a document with sensitive information you should review it,
make comments to the administrator, thank them for the information, and then let them
know that you do not need to keep the document. That way you can maintain
confidentiality.
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153
Q. What do I do if someone won’t answer my questions?
A. Thank them for their time and move on to another person. Ask people if they have time
for a few questions and let them know that you are working with a group of staff at their
school and that it will only take a couple of minutes. It is helpful if the administrator has
announced to the staff that the SET evaluation will be taking place and asks them to talk to
the interviewers if asked. Make sure they know that their responses are anonymous.
Q. What do I do if the student does not speak English?
A. Get a student or staff to interpret, or smile, nod, and move on.
Q. What do I do if the staff or student has just moved to the school, or they are a student
teacher?
A. Typically, we don’t interview volunteers. However, since we are supposed to select
students and staff randomly, if someone is new, it is good to only interview them if they
have been there a week or more.
Q. How do I handle eager volunteers and groups of students?
A. Ask the group to go one at a time, or focus on one specific student to score, but let all
students in the group answer.
Q. What if the administrator wants to escort you or get a student to take you around the
school?
A. This is the administrator’s call. Let them decide how they want you to handle the
interviews and observations. The best word of caution, in this case, is to make sure the
administrator isn’t helping answer the questions with body language cues, or verbally
reminding students and staff that ‘these are the things we talk about on the
announcements.’
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Q. How much prompting do I give students and staff for answering the questions?
A. Always make sure to give enough information so that people know what you are asking.
If they don’t understand the question, reframe it. If they begin answering with the ‘no
running, no gum list’, ask them to stop and think about the rules that tell them what to do.
Always make people feel successful. Refrain from scoring until you are walking away,
smile and thank them for their help.
Q. What do I say when people ask me what I am doing?
A. Answer that you work with the team in the school and are checking to see how things
are going.
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155
. Frequently Asked Questions
Scoring the SET
Q. What if I know they are doing an activity and have material because I work with them,
but they don’t mention it or can’t find the written product?
A. If it is a written product, ask someone to find it for you. If they don’t mention something
during the interview, you can ask a general question (e.g., are you doing something else
that we should know about?). If they don’t mention the activity, or cannot produce the
material, base your score on the information and materials they provide, not your prior
knowledge.
Q. How do I handle student responses that focus on their specific classroom or specific
setting rules rather than the school-wide ones?
A. The SET that you are conducting focuses on school-wide rather than classroom-wide.
Score the answers to school-wide questions, but not the ones that refer to classroom or
specific setting rules.
Q. When do I score the SET?
A. Score the SET before leaving the school. Completing the scoring prior to leaving
ensures that you have all information needed and gives you an opportunity to track down
missing information, if there is any.
Q. What does ‘documented crisis plan posted’ really mean?
A. If it is posted or visible, score as a yes/2, if the teacher is present and the crisis plan is
not visible, ask for it, if the teacher can give it to you it is scored as yes/2. The purpose is
to have the information available to use when a crisis occurs.
Q. What do I do if the score is 89% and the cut off for a 1 or 2 is 90%?
A. Score the evaluation question as a 1. Eighty-nine percent is NOT 90%. In most cases, it
will not affect either the feature or the total score.
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156
Q. How do we handle question F1 about the top three school improvement goals when
there are 4-6 goals written and they are not ‘weighted’?
A. If there are four or more school improvement goals, they typically are specific with
academic areas covering more than one goal statement. We suggest organizing the goals
as themes (i.e. academic goals, technology goals and behavioral goals) as a way to score
this SET question.
Q. What if the administrator thinks that the team is representative and others don’t?
A. There are several questions like this one that refer to administrative report. It is up to
the administrator to decide on the answer to those questions. We are interested in their
perspective.
Q. Where does the allocated money need to come from?
A. Anywhere; it does not have to be a positive behavior support line item. If a parent group
donates money each year, and it is allocated and available, the school would score a 2 on
this question.
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Frequently Asked Questions
Interpreting and Summarizing SET data
Q. When and how do I give the SET results to the administrator?
A. When you leave the school, you should check out with the administrator. Give
a quick informal debrief by telling them a few things that are really good and a
few things that came up when talking to people. Never give the scoring guide to
them. Later on provide a graph with some text explanation. People need to be
reminded what the SET is, the data sources used, how to interpret the graph,
and next steps to take. Help them use the results for implementation, funding and
accountability purposes.
Q. What do the SET scores mean?
A. The SET produces a summary score and a score for each of the seven
feature areas of school-wide positive behavior support. The summary SET score
provides a general index of school-wide implementation, while each of the seven
feature scores provide a specific index of the level of implementation for that
feature. Schools scoring 80% on the general index and 80% on the specific index
for teaching behavioral expectations are implementing school-wide positive
behavior support at a universal level.
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PBIS Self Assessment Survey (SAS)
Assessing and Planning Behavior Support in Schools
Online Entry
Purpose of the Survey
The PBIS Self Assessment Survey (SAS) is used by school staff for initial and annual
assessment of effective behavior support systems in their school. The survey examines the
status and need for improvement of four behavior support systems: (a) school-wide discipline
systems, (b) non-classroom management systems (e.g., cafeteria, hallway, playground), (c)
classroom management systems, and (d) systems for individual students engaging in chronic
problem behaviors. Each question in the survey relates to one of the four systems.
Survey results are summarized and used for a variety of purposes including:
1.
2.
3.
4.
5.
annual action planning,
internal decision making,
assessment of change over time,
awareness building of staff, and
team validation.
The survey summary is used to develop an action plan for implementing and sustaining effective
behavioral support systems throughout the school (see “Developing a PBIS Annual Action
Plan”).
Conducting the SAS
Who completes the survey?
Initially, the entire staff in a school completes the SAS. In subsequent years and as an on-going assessment and planning tool, the SAS can be
completed in several ways:
•
•
•
All staff at a staff meeting in a computer lab
Individuals from a representative group
Team member-led focus group.
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When and how often should the survey be completed?
Since survey results are used for decision making and designing an annual action plan
in the area for effective behavior support, most schools have staff complete the survey at the
end or the beginning of the school year.
How is the survey completed?
1. Complete the survey independently online.
2. Schedule 20-30 minutes to complete the survey.
3. Base your rating on your individual experiences in the school. If you do not work in
classrooms, answer questions that are applicable to you.
4. Mark (i.e., “√” or “X”) on the left side of the page for current status and the right side
of the page for the priority level for improvement for each feature that is rated as
partially in place or not in place and rate the degree to which improvements are
needed (i.e., high, medium, low) (right hand side of survey).
5. To assess behavior support, first evaluate the status of each system feature (i.e. in
place, partially in place, not in place) (left hand side of survey). Next, examine each
feature:
a. “What is the current status of this feature (i.e. in place, partially in place, not in
place)?”
b. For each feature rated partially in place or not in place, “What is the priority for
improvement for this feature (i.e., high, medium, low)?”
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Summarizing the Results from the SAS
The results from the SAS are used to (a) determine the status of PBIS in a school and
(b) guide the development of an action plan for improving PBIS. The resulting action plan can
be developed to focus on any one or combination of the four PBIS system areas.
Analyzing and Prioritizing the Results
The objective of this phase is for teams to narrow the focus of Action Plan activities.
Teams also may want to include other data or information (e.g., office discipline referrals,
behavior incident reports, attendance) to refine their decisions. Use the SAS Summary to
guide and document your analysis. In general, the following guidelines should be considered:
Step 1: Using the SAS Total Score Report, rate the overall perspective of PBIS implementation
by circling High, Med., or Low for each of the four system areas.
Step 2: Using the SAS Subscale Report, list the two highest rated subscales and two lowest
subscales.
Step 3: Using the SAS Individual Items Report, list the three major strengths in each of the
four system areas.
Step 4: Using the SAS Individual Items Report, list the three major areas in need of
development.
Step 5: For each system, circle one priority area for focusing development activities.
Step 6: Circle or define the activities for this/next year’s focus to support the area selected for
development
Step 7: Specify system(s) to sustain (S) & develop (D).
Using the SAS Summary Information to Develop the PBIS Annual Action Plan
The objective of this phase is to develop an action plan for meeting the school
improvement goal in the area of school safety. Multiple data sources will be integrated when
developing the action plan. The SAS Summary page summarizes the SAS information and will
be a useful tool when developing the PBIS Annual Action Plan. The PBIS Annual Action Plan
process can be obtained by contacting the first author of this document.
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(PBIS) Self Assessment Survey
Assessing and Planning Behavior Support in Schools
Name of school
Date
District
State
Person Completing the Survey:
 Administrator
 Special Educator
 Parent/Family member
 General Educator
 Counselor
 School Psychologist
 Educational/Teacher Assistant  Community member
 Other
1. Complete the survey independently.
2. Schedule 20-30 minutes to complete the survey.
3. Base your rating on your individual experiences in the school. If you do not work in
classrooms, answer questions that are applicable to you.
To assess behavior support, first evaluate the status of each system feature (i.e. in place,
partially in place, not in place) (left hand side of survey). Next, examine each feature:
a. “What is the current status of this feature (i.e. in place, partially in place, not in
place)?”
b. For those features rated as partially in place or not in place, “What is the priority for
improvement for this feature (i.e., high, medium, low)?”
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SCHOOL-WIDE SYSTEMS
Current Status
In
Place
Partial
in
Place
Not in
Place
Feature
School-wide is defined as involving
all students, all staff, & all settings.
Priority for
Improvement
High
Med
Low
1. A small number (e.g. 3-5) of positively & clearly
stated student expectations or rules are defined.
2. Expected student behaviors are taught directly.
3. Expected student behaviors are rewarded
regularly.
4. Problem behaviors (failure to meet expected
student behaviors) are defined clearly.
5. Consequences for problem behaviors are
defined clearly.
6. Distinctions between office v. classroom
managed problem behaviors are clear.
7. Options exist to allow classroom instruction to
continue when problem behavior occurs.
8. Procedures are in place to address
emergency/dangerous situations.
9. A team exists for behavior support planning &
problem solving.
10. School administrator is an active participant on
the behavior support team.
11. Data on problem behavior patterns are
collected and summarized within an on-going
system.
12. Patterns of student problem behavior are
reported to teams and faculty for active decisionmaking on a regular basis (e.g. monthly).
13. School has formal strategies for informing
families about expected student behaviors at
school.
14. Booster training activities for students are
developed, modified, & conducted based on
school data.
15. School-wide behavior support team has a
budget for (a) teaching students, (b) on-going
rewards, and (c) annual staff planning.
16. All staff are involved directly and/or indirectly
in school-wide interventions.
17. The school team has access to on-going
training and support from district personnel.
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Current Status
In
Place
Partial
in
Place
Not in
Place
Priority for
Improvement
Feature
School-wide is defined as involving
all students, all staff, & all settings.
High
Med
Low
18. The school is required by the district to report
on the social climate, discipline level or student
behavior at least annually.
Name of School ____________________________________________
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NONCLASSROOM SETTING SYSTEMS
Current Status
In
Plac
e
Parti
al in
Plac
e
Not
in
Plac
e
Priority for
Feature
Non-classroom settings are defined as
particular times or places where supervision
is emphasized (e.g., hallways, cafeteria,
playground, bus).
High
Med
Low
1. School-wide expected student behaviors
apply to non-classroom settings.
2. School-wide expected student behaviors
are taught in non-classroom settings.
3. Supervisors actively supervise (move,
scan, & interact) students in non-classroom
settings.
4. Rewards exist for meeting expected
student behaviors in non-classroom settings.
5. Physical/architectural features are
modified to limit (a) unsupervised settings,
(b) unclear traffic patterns, and (c)
inappropriate access to & exit from school
grounds.
6. Scheduling of student movement ensures
appropriate numbers of students in nonclassroom spaces.
7. Staff receives regular opportunities for
developing and improving active supervision
skills.
8. Status of student behavior and
management practices are evaluated
quarterly from data.
9. All staff are involved directly or indirectly in
management of non-classroom settings.
Name of School ____________________________________________
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CLASSROOM SYSTEMS
Current Status
In
Plac
e
Parti
al in
Plac
e
Not
in
Plac
e
Feature
Classroom settings are defined as
instructional settings in which teacher(s)
supervise & teach groups of students.
Priority for
Improvement
High
Med
Low
1. Expected student behavior & routines in
classrooms are stated positively & defined
clearly.
2. Problem behaviors are defined clearly.
3. Expected student behavior & routines in
classrooms are taught directly.
4. Expected student behaviors are
acknowledged regularly (positively
reinforced) (>4 positives to 1 negative).
5. Problem behaviors receive consistent
consequences.
6. Procedures for expected & problem
behaviors are consistent with school-wide
procedures.
7. Classroom-based options exist to allow
classroom instruction to continue when
problem behavior occurs.
8. Instruction & curriculum materials are
matched to student ability (math, reading,
language).
9. Students experience high rates of
academic success (> 75% correct).
10. Teachers have regular opportunities for
access to assistance & recommendations
(observation, instruction, & coaching).
11. Transitions between instructional & noninstructional activities are efficient & orderly.
Name of School ____________________________________________
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INDIVIDUAL STUDENT SYSTEMS
Current Status
In
Plac
e
Parti
al in
Plac
e
Not
in
Plac
e
Feature
Individual student systems are defined as
specific supports for students who engage in
chronic problem behaviors (1%-7% of
enrollment)
Priority for
Improvement
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 ____________
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SAS Summary
School: ______________________________________________
Date: _________________
Use the SAS Total Score, Subscale Score, and Individual Item Score Reports to develop an accurate summary & determine initial focus area
priorities
Overall Perception
For each system
area, follow the
steps as outlined
below
1. Use SAS Total
Score Report rate
overall perspective
of PBIS
implementation &
circle High, Med. or
Low
2. Using SAS Individual
Items Report to list three
major strengths
3. Using the SAS
Individual Item
Report to list three
major areas in need
of development.
School-wide
Non-classroom
Classroom
Individual Student
High
Med
Low
High
Med
Low
High
Med
Low
High
Med
Low
a.
a.
a.
a.
b.
b.
b.
b.
c.
c.
c.
c.
a
a.
a.
Targeted group or
Individual interventions
a.
b.
b
b.
c.
c
c.
b.
4. For each system,
circle one priority
area for focusing
development
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activities
5. Circle or define
activities for
this/next year’s
focus to support
area selected for
development
a. Organize a team
b. Define/teach school rules
c. Define consequence systems for
appropriate & inappropriate
behavior
d. Define a measurement system
linked to school improvement goal
e. Establish communication cycles
with other school teams
f. Develop implementation plan
a. Define/teach routines
b. Supervisor booster training &
feedback sessions
c. Data management
d. Maintain team & communication
cycle with other school teams
e. Develop implementation plan
a. Define/teach routines/ link with
school wide rules
b. Classroom staff boosters &
feedback sessions for creating
effective strategies/materials
c. Data management
d. Maintain team & communication
cycle with other school teams
e. Develop implementation plan
a. Process for referral & support
plan design, implementation &
monitoring
b. Plan to develop & use FBA to
support skills
c. Data management
d. Maintain team & communication
cycle with other school teams
e. Develop implementation plan
6. Specify system(s)
to: sustain (S) &
develop (D).
7. Use the PBIS Annual Action Planning form for determining management, design & implementation activities in the selected focus
areas.
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