School

Scoring guide for Benchmarks of Quality for SWPBS.

The Benchmarks of Quality for SWPBS has been developed in Florida's Positive Behavior Support project. The tool is designed to access and monitor PBS team activities.

This document is a 52 page handbook focusing on giving students the tools to reduce bullying behavior through the blending of school-wide positive behavior support, explicit instruction, and a redefinition of the bullying construct.

The document includes 1) Top 17 Classroom Management Strategies that should be emphasized in every classroom, 2) Effective Teaching Strategies, 3) Promoting Positive & Effective Learning Environments Classroom Checklist, 4) Effective Classroom Plan, and 5) ENVIRONMENTAL INVENTORY Checklist.

Classroom Management Self-Assessment measures extent to which effective classroom management practices are in place. The assessment consists of 10 items to check.

Revised version of classroom management checklist. Classroom Management Self-Assessment measures extent to which effective classroom management practices are in place. The assessment consists of 10 items to check.

The EBS Survey 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 three behavior support systems: (a) school-wide discipline, (b) non-classroom management systems, and (c) systems for individuals students engaging in chronic behaviors.

A sample letter explaining SWPBS system, school behavior rules, and behavior consequences to parents.

A sample letter to parents for PBS program. The letter explains schoolwide expectations and school rules for safe environment to Arvada middle school parents in Colorado.

A sample letter to parents to explain schoolwide expectations and acknowledgement system.

A Spanish version of sample letter to parents for PBS program. The letter explains schoolwide expectations and school rules for safe environment to Arvada middle school parents in Colorado.

A sample letter explaining SWPBS system to parents. The letter provides parents with detailed behavior expectations at each school setting such as hallway, gym, and library.

The FACTS is a two-page interview used by school personnel who are building behavior support plans. The FACTS is intended to be an efficient strategy for initial functional behavioral assessment. The FACTS is completed by people (teachers, family, clinicians) who know the student best, and used to either build behavior support plans, or guide more complete functional assessment efforts. The FACTS can be completed in a short period of time (5-15 min). Efficiency and effectiveness in completing the forms increases with practice.

The F-BSP is a planning tool for used by school personnel who are building a behavior support plan using function based behavioral assessment. This form was written by Horner and Crone 2005. This also has a Competing Pathway Chart or Competing Behavior Chart available for planning purposes.

Non-Classroom Management Self-Assessment measures extent to which effective non-classroom management practices are in place. The assessment consists of 8 items to check.

The Oregon School Safety Survey is an instrument developed to obtain an efficient index of perceived school safety. This survey provides a summary of "risk factors" and "protective factors" that can be useful in determining training and support needs related to school safety and violence prevention.

The Oregon School Safety Survey is an instrument developed to obtain an efficient index of perceived school safety. This survey provides a summary of "risk factors" and "protective factors" that can be useful in determining training and support needs related to school safety and violence prevention.

This self-assessment has been designed to serve as a multi-level guide for creating action plans and evaluating implementation at the school, state and/or district level.

The EBS Survey 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 three behavior support systems: (a) school-wide discipline, (b) non-classroom management systems, and (c) systems for individuals students engaging in chronic behaviors.

Team Member Rating Form of the Benchmarks of Quality for SWPBS. The Benchmarks of Quality for SWPBS has been developed in Florida's Positive Behavior Support project. The tool is designed to access and monitor PBS team activities.

Scoring Form of the Benchmarks of Quality for SWPBS. The Benchmarks of Quality for SWPBS has been developed in Florida's Positive Behavior Support project. The tool is designed to access and monitor PBS team activities.

The School-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of school-wide effective behavior support across each academic school year. This is old version of SET. New version 2.1 is available.

The School-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of school-wide effective behavior support across each academic school year. The SET results are used to: 1) assess features that are in place, 2) determine annual goals for school-wide effective behavior support, 3) evaluate on-going efforts toward school-wide behavior support, 4) design and revise procedures as needed, and 5) compare efforts toward school-wide effective behavior support from year to year. Information necessary for this assessment tool is gathered through multiple sources including review of permanent products, observations, and staff (minimum of 10) and student (minimum of 15) interviews or surveys.
Request a copy of the SET Implementation Manual (please note there is a $25.00 fee for the printing cost of this manual)

This guide answers your questions about conducting the SET and gives three case studies. Open the Implementation Guide and then click on the links within the Guide. Be sure to use the back arrow to return to the Implementation Guide.

SET implementation manual Part 3- Preparing for and conducting the SET. The content includes 1) Scheduling, 2) Arriving at the School, 3) Collecting the Information, 4) Overview of Interviews, 5) School Observations, 6) Leaving the School, and 7) Frequently Asked Questions.

SET implementation manual- Part 4 Case Study Examples Introduction 

SET implementation manual- Part 5 case#1

SET imiplementation guide- part 6 case#2

SET implementation manual- part 7 case #3

SET implementation manual- Part 8 Interpreting and Summarizing Results. The content includes 1) Integrating Multiple Data Sources, 2) School Level Analysis, 3) District Level Analysis, 4) Sending Results to the School, 5) Using Data for Systems Change Handout, and 6) Frequently Asked Questions.

SET implementation manual- Part 9 Other Information. The content includes 1) Frequently Asked Questions and 2) EBS Self-Assessment Survey.

This document is prepared for individuals who are implementing School-wide Positive Behavior Support (PBS) in Districts, Regions or States. The purpose of the document is to provide a formal structure for evaluating if School-wide PBS implementation efforts are (a) occurring as planned, (b) resulting in change in schools, and (c) producing improvement in student outcomes.

The purpose of this guide is to give SWPBS leadership teams a supplemental organizational tool for reviewing and planning their implementation activities. A self-assessment is provided to guide teams in their action planning.

The purpose of this blueprint is to provide implementers with definitions, descriptions, and guidelines that allow for accurate and durable implementation of school-wide positive behavior support (SW-PBS) practices and systems.

The purpose of this interview is to assess the extent to which the elements of a behavior support plan fit the contextual features of your school environment. The interview asks you to rate (a) your knowledge of the elements of the plan, (b) your perception of the extent to which the elements of the behavior support plan are consistent with your personal values, and skills, and (c) the school's ability to support implementation of the plan.