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©Terrance M. Scott, 2004
PBIS PLANNING WORKSHEET
School:
Date:
Team Members:
TEAM PLANNING AND ORGANIZATION
Systemic Organization, Structure, and Buy-in
Considerations – Team must:
1. be representative of staff and have active administrative involvement and support
2. gather baseline information about school climate and issues
3. present PBS to school stakeholders (staff, faculty, parents, etc.)
4. achieve agreement to move forward among critical mass of school (80% rule of
thumb)
5. insure the availability of funds and resources to support the process
PBIS Survey Items: Team Planning and Organization #1-11
Our Needs – what do we need to have in place to make this happen and what are the
priorities? (number needs to the left in terms of priority)
Action Plan: Implementation Steps
Who and When
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©Terrance M. Scott, 2004
SCHOOL-WIDE IMPLEMENTATION I
(Non-Classroom)
Consensus: Adoption of Agreed Upon Strategies (rules, routines, arrangements)
Considerations – school must:
1. meet as a whole to discuss PBS implementation
2. determine who, what, when, where, and why of problem behavior
3. determine routines and arrangements that must be in place to make plan work
school-wide (i.e., transitions, supervision, numbers, etc.)
4. develop procedures and put into place for responding to emergencies
PBIS Survey items: School-Wide Implementation I #1-10
Our Needs – what do we need to have in place to make this happen and what are the
priorities? (number needs to the left in terms of priority)
Action Plan: Implementation Steps
Who and When
3
©Terrance M. Scott, 2004
SCHOOL-WIDE IMPLEMENTATION II
(Non-Classroom)
Developing Teaching Plans
Considerations - School must:
1. develop 3-5 positively stated “big ideas” as school expectations
2. determine what the school-wide rules will be in connection with larger schoolwide expectations (create matrix connecting rules to big ideas)
3. plan to teach expectations via the matrix (school-wide expectations and the
related example behaviors by location)
4. teach examples directly (model, demonstrate, practice) in each location / context
5. develop plans to encourage, prompt, and remind students on a very regular basis
6. develop plans for revisiting expectations as indicated by data
7. see that school-wide expectations are taught in classrooms
PBIS Survey items: School-Wide Implementation II
#1-5
Our Needs – what do we need to have in place to make this happen and what are the
priorities? (number needs to the left in terms of priority)
Action Plan: Implementation Steps
Who and When
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©Terrance M. Scott, 2004
SCHOOL-WIDE IMPLEMENTATION III
(Non-Classroom)
Encouragement Procedures: Tied to School-Wide Rules
Considerations – School must:
1. determine procedures for naturally acknowledging appropriate behaviors in the
school at large and in the classroom
2. determine if, what, when, and how artificial reinforcers will be used
3. determine how reinforcement might be individualized for specific students or
behaviors
4. evaluate their ability to deliver reinforcement in a consistent manner
PBIS Survey items: School-Wide Implementation III
#1-5
Our Needs – what do we need to have in place to make this happen and what are the
priorities? (number needs to the left in terms of priority)
Action Plan: Implementation Steps
Who and When
5
©Terrance M. Scott, 2004
SCHOOL-WIDE IMPLEMENTATION IV
(Non-Classroom)
Discouraging Misbehavior: minor consequences and office referrals
Considerations – School must:
1. determine procedures for responding to inappropriate behaviors
2. teach consequences for inappropriate behavior
3. determine a continuum of possible consequences relative to the seriousness of
behavior (e.g., office vs. classroom response)
4. determine what behaviors warrant a formal discipline referral vs. a report
5. evaluate their ability to deliver negative consequences in a consistent manner
6. teach techniques for defusing disruption without excluding student from class
PBIS Survey items: School-Wide Implementation IV #1-5
Our Needs – what do we need to have in place to make this happen and what are the
priorities? (number needs to the left in terms of priority)
Action Plan: Implementation Steps
Who and When
6
©Terrance M. Scott, 2004
SCHOOL-WIDE IMPLEMENTATION V
(Non-Classroom)
Monitoring Plans: Developing a School-Wide Monitoring System
Considerations – School must:
1. must develop system for monitoring student behavior across all areas of the
school
2. develop specific school-wide goals that can be measured by school data
3. regularly update and graphically display data
4. collect not only office referral data but other information to help evaluate the
culture of the school and degree of “lifestyle change”
PBIS Survey items: School-Wide Implementation V #1-5
Our Needs – what do we need to have in place to make this happen and what are the
priorities? (number needs to the left in terms of priority)
Action Plan: Implementation Steps
Who and When
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©Terrance M. Scott, 2004
SCHOOL-WIDE IMPLEMENTATION VI
(Non-Classroom)
Formative Evaluation Procedures
Considerations – School must:
1. develop data-based decision rules by which to evaluate their progress
2. evaluate the implementation of the plan using the TIC or SET
3. develop a process for team to evaluate data on a monthly basis
4. see that team evaluates objectives by data and make decisions in accordance
with data
5. see that team evaluates data for new problem issues
6. see that team evaluates data to identify students at risk of larger failure
7. see that data-based decisions are reported to entire school
PBIS Survey items: School-Wide Implementation VI #1-5
Our Needs – what do we need to have in place to make this happen and what are the
priorities? (number needs to the left in terms of priority)
Action Plan: Implementation Steps
Who and When
8
©Terrance M. Scott, 2004
CLASSROOM SYSTEMS
Behavior Support Systems Individualized by Classroom
Considerations – Classrooms must:
1. teach expectations in a direct manner
2. formulate expectations in matrix to connect to school-wide “big ideas”
3. develop reinforcement procedures
4. develop procedures for responding to inappropriate behavior and emergencies
5. develop routines and arrangements to facilitate student success
6. monitor behavior and make decisions based on data
PBIS Survey items: Classroom Systems
#1-15
Our Needs – what do we need to have in place to make this happen and what are the
priorities? (number needs to the left in terms of priority)
Action Plan: Implementation Steps
Who and When
9
©Terrance M. Scott, 2004
INDIVIDUAL STUDENT SYSTEMS
Interventions for challenging students: Initial considerations
Considerations – School must:
1. determine criteria and procedures for identifying students in need of small group
or individualized interventions
2. develop process for referring students
3. develop a meeting protocol, time, and location
4. use structured forms to keep meetings efficient and effective
5. develop staff fluency with a range of simple intervention alternatives
6. identify and serve small groups of students in social skills group instruction
7. identify persons to assist with more formal assessment and intervention
procedures
PBIS Survey items: Individual Student Systems 1-12
Our Needs – what do we need to have in place to make this happen and what are the
priorities? (number needs to the left in terms of priority)
Action Plan: Implementation Steps
Who and When