ACRONYM
BAT
Positive Behavior Intervention Support (PBIS)
Guide to Commonly Used Acronyms and Terms
TERM
DEFINITION
Benchmarks for
Advanced Tiers
BIP/BSP
Behavior Intervention
Plan/
Behavior Support plan
BoQ
School-Wide
Benchmarks of Quality
CC&E
Check Connect & Expect
CICO
Check In Check Out
Data Based DecisionMaking
DPR
FBA
Daily Progress Report
Functional Behavior
Assessment
Self assessment for school teams to assess
the implementation status of Tier 2 and
Tier 3 behavior support systems .
A function –based individual student
behavior plan designed by a support team
to guide implementation of interventions
and support to students identified as nonresponsive to school-wide and targeted
group interventions.
Provides school-based teams with a way to
assess and identify areas of strength and
weakness in Tier One for establishing
future action plans.
A UW research-based targeted group
intervention program which includes daily
student progress monitoring with regular
positive support from adult coach.
Data system within School-Wide
Information System (SWIS) to track and
monitor student progress on Check Connect
& Expect (CCE.)
Using data from SWIS and/or other school
data, such as academic information to make
and evaluate student, classroom, and
school-wide decisions.
A form used to monitor progress of
students participating in targeted group
interventions; the form includes schoolwide expectations, a point scale, and
behavior rubric.
Data collected and analyzed to assist in
creating a Behavior Intervention Plan (BIP)
for a student with intensive needs.
ISS
Individual Student
System
ISSET
Individual Student
Systems Tool
Major Behavior
Problems
Minor Behavior
Problems
ODR
PBIS
Office Discipline
Referral
Positive Behavior
Intervention Support
PBIS
Planning Team
PBS
POR
Positive Behavior
Support
Positive office Referral
Data system within School-Wide
Information System (SWIS) to track and
monitor individual student progress with
Behavior Intervention Plan (BIP.)
Available 2011
Research tool designed to assess the
implementation status of Tier 2 and Tier 3
systems within a school by an outside
evaluator.
A pattern of minor infractions/referrals,
intentional, dangerous, habitual, unsafe
actions (used in SWIS.)
First time offenses, developmentally
typical, unintentional, accidental unsafe
physical action, not purposeful (used in
SWIS.)
self explanatory
The Behavior System within Response to
Intervention (RTI): A proactive,
preventative approach to increasing
positive behavior through direct
instruction. Uses three tiered intervention
approach, research based interventions and
data based decision making.
Planning Team meets at least monthly to
implement school-wide expectations,
discipline and help make data driven
decision-making.
(Used interchangeably with PBIS; note
NTPS uses “PBIS.”)
Referral to school office for using positive
behavior used a positive reinforcement for
some students.
RTI
Response to
Intervention
SET
School-Wide Evaluation
Tool
SSBD
Systematic Screening
for Behavior Disorders
SST/CST
Student Study Team/
Child Study Team
SWIS
School-Wide
Information System
SWPBS
School-Wide Positive
Behavior Support
TIC
Team Implementation
Checklist
An approach to helping all students learn.
Provides academic and behavior
interventions in a three tiered approach,
using research based interventions and
data based decision making. (Note: RTI
refers to academic and behavior systems.
Often the academic system is referred to
as RTI and the behavior system as PBIS.)
Annual assessment of school-wide PBIS
which includes an interview with school
staff and students about school-wide
expectations and discipline policies by an
outside evaluator.
Annual or bi-annual school-wide behavior
screening to identify students “at risk” and
in need of PBIS secondary and tertiary
interventions.
A school-based team implementing,
monitoring, and evaluating behavior support
systems and individual student response to
secondary and tertiary interventions.
On-line data base that tracks school-wide
discipline Office Discipline Referral data
developed by the University of Oregon.
A systems approach for establishing the
social culture and behavioral supports
needed for schools to be effective learning
environments for all students. Used
interchangeably with PBIS.
Guides PBIS Team activities throughout
the year; action planning and identifying
technical assistance needs.
Tier Three
Behavior Support Team develops
interventions for working with most
Intensive/Individualized
intensive students in the school through an
Supports
individualized function-based support plan
“Red Zone”
(FBA, BIP.)
A secondary level of intervention for all
Tier Two
students not responding to the schoolTargeted Group
wide/classroom support systems. Early
Interventions
identification of “at-risk” students
“Yellow Zone”
continues building efficient and rapid
supports known by all staff and applied to a
specific group of students.
School-wide interventions occurring across
Tier One
Universal Interventions all settings with all students. Practices and
systems focused on preventing problem
“Green Zone”
behaviors. Formation of PBIS Planning
Team, school-wide expectations, discipline
and implementation of SWIS and data
driven decision-making.
Tier Two
The purpose of the inventory is to assist
Action Planning
Tier Two Leadership teams in a) assessing
Checklist
current status, b) determining items to add
to the Team Action Plan and c) developing
suggested artifacts and documentation to
evaluate outcomes.