SAS Evaluation and Action Planning
Question
System; School-wide
1. A small number of expectations and rules
are clearly stated
2. Expected student behaviors are directly
taught
3. Expected student behaviors are
rewarded regularly
4. Problem behaviors are defined clearly
5. Consequences for problem behaviors
defined
6. Distinction between office managed and
classroom managed behavior
7. Options exist for classroom instruction to
continue when problem behaviors occur
Artifacts or possible action
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Matrix
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Lesson plans, teaching schedule
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School-wide positive reward system
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Majors and Minors are categorized and
clearly defined
Menu of consequences for inappropriate
behavior
Major and Minor chart
Behavior levels
Behavior level chart
Menu of consequences
Opportunities for students to respond
increased
Active Supervision
Change environment to provide sensory
area
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8. Procedures are in place for dangerous or
serious situations
9. A team exists to address behavior
10. School Administrator is an active
participant of the team
11. Data on problem behavior patterns are
collected and summarized - ongoing
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12. Patterns of student problem behavior are
reported to teams
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13. School has formal strategies for
informing families about expected
student behavior
14. Booster training activities for students
are developed and conducted based on
data
15. SWPBS has a budget
16. All staff are involved directly and
indirectly in school-wide interventions
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Safety plan
Emergency plan
Tier 1 team roster (tier 2 team roster)
Administrator attends training and
meetings regularly
Big 5 data is reviewed at least monthly
and used for decision making. Shared
with staff
Big 5 data – students identified based on
# of ODRs or minor discipline referrals
are brought to the attention of the Tier 1
or Tier 2 team
Standard agenda item
Newsletter
Web-site
Student handbook
Teaching schedule with open areas to be
completed based on what Big 5 data is
reporting
Suggestions – Soda money, PTA, local
businesses
Evidence that School-wide Lessons have
been taught
School-wide and Classroom Observations
Percentage of staff distributing tangibles
on a monthly basis
Evidence that Classroom Expectations
and Procedures have been taught and
reinforced
17. School team has access to on-going
training and support from district
personnel
18. The school reports to the district; social
climate, discipline level or student
behavior annually
Non-classroom
1. School-wide expected behavior applies to
non-classroom settings
2. Lesson plans are taught in context
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PD schedule allows time for SW-PBS
updates and training.
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Board meetings
School summary data reported to
Superintendent
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Matrix
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3. Active Supervision
4. Rewards exist for meeting expected
behaviors
5. Physical features are modified for safety
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6. Scheduling of student movement ensures
appropriate numbers of students in nonclassroom spaces
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Students are taught in the location the
routine or rule is associated with
Staff taught to move, scan, and interact
Tangible or rewards for positive behavior
are given in non-classroom settings
Physical space is rearranged as needed to
ensure safety
Schedule transitions to decrease the
number of students in Non-Classroom
Settings
Procedures are developed and taught for
Non-Classroom Settings.
PD schedule (resources to teach this
practice may be found among the 8
Effective Classroom Practices at
PBISmissouri.org)
Big 5 data reported by location and
problem behavior to staff
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7. Staff receives regular opportunities for
developing and improving active
supervision skills
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8. Status of student behavior and
management practices are evaluated
quarterly from data
9. All staff are involved in management of
non-classroom settings
Classroom
1. Expected student behavior & routines in
classrooms are stated positively and
defined clearly
2. Problem behaviors are defined clearly
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3. Expected student behavior and routines
in classrooms are taught directly
4. Expected student behaviors are
acknowledged regularly (4 to 1)
5. Problem behaviors receive consistent
consequences
6. Procedures for expected & problem
behaviors are consistent with SW
procedures
7. Classroom based options exist to allow
classroom instruction to continue when
problem behavior occurs
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8. Instruction & curriculum materials are
matched to student ability
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Problem statement is shared with staff to
determine focus area
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Rules and routines are posted in
classrooms and follow the OMPUA
guidelines
Problem behaviors are observable and
measureable
Lesson plans for each rule and routine is
taught using direct instruction format
Specific positive feedback is given by staff
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Menu of possible consequences
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Matrix
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Teachers are trained in the 8 Effective
Classroom practices
Proactive approach to discipline
Teachers have a menu of consequences
which allow instruction to continue
Teachers have been trained in the
Effective practices of Activity Sequencing,
Providing Choice and Task Difficulty
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9. Students experience high rates of
academic success
10. Teachers have regular opportunities for
access to assistance & recommendations
11. Transitions between instructional & noninstructional activities are efficient and
orderly
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Improvement in academics compared to
discipline data is shared with the staff
Multi year comparisons
Observations
Instruction or PD
Coaching
Walk-Throughs
Missouri SW-PBS Classroom Observation
Tools
Student/Classroom Observation
Peer Feedback Through Observations
Self -Assessments
Routines and Procedures are evident