Foundational Content

The MO SW-PBS Handbook provides the foundational knowledge required to implement SW-PBS at all three tiers.

The following content aligns with the new MO SW-PBS Handbook

Training Content Description
Tool Description
Function Based Thinking: Overview
Presentation on Function Based Thinking. FBT can help staff to select effective strategies based on the possible functionb behind the student’s behavior.
HO1: ABC Schoolwide Planning
Companion handout to assist schools in planning for a functional approach to behavior.

Tier 1 Content

The following content aligns with the  MO SW-PBS Tier 1 Implementation Guide

T1C1 Common Philosophy and Purpose for Behavior Training Materials

IG Chapter 1 Common Philosophy and Purpose for Behavior

Standard PowerPoint Presentation Lesson/Outcome Standard Handouts & Resources
Common Philosophy and Purpose Lesson 1: Exploring Beliefs
This lesson focuses on the scope and challenges of education today, the benefits of an instructional approach to discipline, and examining what staff truly believe about student discipline in order to create a shared philosophy about behavior.

By the end of this lesson, participants will explore beliefs about discipline and establish your building’s “why”.

HO Action Plan

HO Tier 1 Action Planning Checklist

HO Tier 1 Artifacts Rubric

HO1 Example & Activity-Beliefs
Common Philosophy and Purpose Lesson 2: Common Mission
This lesson will prepare your team to verify that your school and/or district mission addresses the development of student social competence. Having a clear why, and frequently revisiting your why, helps to guide minute-to-minute as well as long-range planning and implementation, while keeping the goals in sight.

By the end of this lesson, participants will review and/or create a mission statement to verify that it addresses the development of student social competence.

HO2 Example: High School Mission Statement
Common Philosophy and Purpose Lesson 3: Common Vision
This lesson will prepare your team to verify that your school and/or district vision statement addresses the development of student social competence.

By the end of this lesson, participants will review and/or create a vision statement to verify that it addresses the development of student social competence.

HO3 Example & Activity: Vision Statement
Common Philosophy and Purpose Lesson 4: Staff Commitment
This lesson will focus on strategies to help obtain commitment to the work from all stakeholders as well as the importance of putting your work in writing to create your philosophy of discipline.

By the end of this lesson, participants will gain and document staff commitment to SW-PBS as you draft your philosophy of discipline.

HO4 Example & Our Beliefs, Mission, and Vision

HO5 Activity: Philosophy of School Discipline
Leadership for Behavior Training Materials

IG Chapter 2 Leadership for Behavior

Standard PowerPoint Lesson/Outcome Standard Handouts & Resources
Leadership Lesson 1: Leadership Team
The purpose of the Tier 1 SW-PBS Leadership Team is to provide leadership for the development, implementation, and evaluation of universal procedures in the entire building for all students and staff. This lesson will provide information and examples on creating a representative SW-PBS Leadership Team for your school.

By the end of this lesson, participants will create a SW-PBS Leadership Team that is representative of the school.

HO Action Plan

HO Tier 1 Action Planning Checklist

HO Tier 1 Artifacts Rubric

HO1 Leadership Team Composition
Leadership Lesson 2: Meeting Schedule
This lesson will highlight the importance of establishing a SW-PBS Leadership Team meeting schedule that involves a minimum of one meeting per month, usually an hour in length, and prioritizing these meetings on the school calendar.
By the end of this lesson, participants will create a SW-PBS Leadership Team meeting schedule.
HO2 Example: Team Meeting Dates

HO3 Activity: Team Meeting Dates
Leadership Lesson 3: Working Agreements
This lesson will highlight the importance of working agreements, provide examples, and give guidance on developing these ground rules for SW-PBS Leadership team meetings.

By the end of this lesson, participants will create clearly defined working agreements.

HO4 Team Working Agreements
Leadership Lesson 4: Meeting Agenda
This lesson will walk through the important elements of an effective agenda and provide a template for the SW- PBS Leadership team to utilize. This same template can be used to store meeting notes related to agenda items. 

By the end of this lesson, participants will create a standard meeting agenda and format.

HO5 Example Meeting Agenda

HO6 Activity Meeting Agenda
Leadership Lesson 5: Decision Making
This lesson describes the need for clear decision-making procedures for the SW-PBS Leadership Team. Having established procedures will assist in making sure the team, and staff, do not get stuck in indecision or spend time in prolonged discussions with no clear process on how to make a final decision.
HO7 Common Approaches to Decision Making

HO8 Consensus Strategies
Leadership Lesson 6: Roles
This lesson will describe the key team member roles that will be needed on your SW-PBS Leadership Team and set your team up for deciding who will be responsible for each of those roles. 

By the end of this lesson, participants will create team member roles.

HO9 Team Roles

HO10 Communication Plan

HO11 Activity Communication Plan
Clarifying Expected Behaviors Training Materials

IG Chapter 3 Clarifying Expected Behaviors

Standard PowerPoint Lesson/Outcome Standard Handouts & Resources
Clarifying Lesson 1: Select Schoolwide Expectations
Schools have curricula to guide the teaching of each and every subject. No teacher would be expected to teach math, reading, or the sciences without one. The curriculum ensures that all teachers are working in harmony toward the same end goals. And yet for the social behavioral development of our students, much has been left up to individual teachers and staff to determine what social behavior will be encouraged, allowed, or disallowed. Without a curriculum to guide what we want our students to achieve socially, little consistent teaching and monitoring can occur. With a proactive and instructional approach to discipline, we first develop a social behavioral curriculum.

By the end of this lesson, participants will select three to five schoolwide expectations that define success for all students and are applicable in all settings (e.g., respectful, cooperative, safe, kind).

HO Action Plan

HO Tier 1 Action Planning Checklist

HO Tier 1 Artifacts Rubric

HO 1 Valued Expectations, Character Traits and Attitudes

HO 2 Determining Weighted Vote

HO 3. Example Weighted Vote

HO 4 Discussion Notes to Engage Staff
Clarifying Lesson 2: Create Schoolwide Matrix
This lesson describes the process of further defining your schoolwide expectations and creating your matrix of specific behaviors/rules for every setting in your school. The specificity should be clear for teachers and students to know exactly what is to be done. Here you are answering the question, “What does [respect, responsibility, best effort, etc.] look like in all settings, in our [hallways, cafeteria, playground, commons, etc.] and in our classrooms?” 

By the end of this lesson, participants will create a matrix of specific behaviors/rules to further clarify each schoolwide expectation for every setting.

HO 5 Blank Matrix

HO 6 Example Elementary Schoolwide Expectations

HO 7 Example Preschool Schoolwide Expectations

HO 8 Example High School Schoolwide Expectations

HO 9 Creating Rules for All Settings
Clarifying Lesson 3: Develop Procedures in Non-Classroom Settings
This lesson describes the process for defining non-classroom procedures. Clearly defined procedures allow staff to teach and supervise consistently and predictably. When students can predict the events throughout their school day, they are more likely to be engaged and less likely to display problem behavior.

By the end of this lesson, participants will determine procedures for each of the school’s non-classroom settings (e.g., arrival/departure, hallways, cafeteria, recess, restrooms, assemblies, etc.).

HO 10 Missouri School Example Procedures List

HO 11 Non Classroom Procedure Worksheet

HO 12 Action Planning Checklist

HO 13 Writing Non Classroom Procedures
Teaching Expected Behavior Training Materials

IG Chapter 4 Teaching Expected Behavior

Standard PowerPoint Lesson/Outcome Standard Handouts & Resources
Lesson 1: Plan Process to Write Lessons
This lesson focuses on developing a common understanding of why teaching social behavioral skills in schools is important and how to plan the process of engaging staff in writing lesson plans for all components of the social behavioral curriculum.

By the end of this lesson, participants will understand why teaching social behavioral skills is important and plan a process for engaging all staff in writing lesson plans.

HO Action Plan

HO Tier 1 Action Planning Checklist

HO Tier 1 Artifacts Rubric
Lesson 2: Develop Lesson Plans to Intitially Teach
This lesson will guide you through the process of developing high quality lesson plans to initially teach acquisition of the expected behaviors outlined in the social behavioral curriculum.

 By the end of this lesson, participants will create a set of lesson plans to initially teach acquisition of expected behaviors.

HO1 Example Preschool Lesson Follow Directions

HO2 Example Elementary Lesson Follow Directions

HO3 Example Middle School Lesson Following Directions 06.12.2020

HO4 Example High School Lesson Following Directions 06.12.2020

HO5 Example Elementary Cafeteria Procedures Lesson Plan

HO6 Example Secondary Cafeteria Procedures Lesson Plan 06.12.2020

HO7 Acquisition Lesson Plan Template
Lesson 3: Develop Booster Lessons
After you have developed acquisition level lesson plans for your social behavioral curriculum, it is important to consider ways to help students maintain the newly acquired skills. When students show fluency in their use of social behaviors from your matrix, teaching may transfer to more periodic maintenance or “booster” lessons. This lesson describes the process of developing “booster” lessons for maintenance of expected behavior.

By the end of this lesson, participants will create a set of booster lessons for maintenance of expected behaviors.

Lesson 3: Develop Booster Lessons

HO8 Example Maintenance Middle Lesson Follow Directions

HO9 Example Maintenance High School Lesson Follow Directions

HO10 Example Maintenance Secondary Cafeteria Procedure Lesson Plan
HO11 Maintenance Lesson Plan Template
Lesson 4: Teaching Schedule
Teaching social behavior must be ongoing to increase the likelihood that all students will display appropriate behavior in all settings.  This lesson will guide SW-PBS Leadership Teams in the creation of an annual teaching schedule that allows for lessons to be taught in response to data indicated needs. 

By the end of this lesson, participants will develop and share a schedule for teaching expected behaviors.

HO12 Example Teaching Schedule

HO13 Teaching Schedule Activity

Tier 1 Action Plan

Tier 1 Action Plan Checklist

Tier 1 Artifact Rubric

Encouraging Expected Behaviors Training Materials

IG Chapter 5 Encouraging Expected Behaviors

Standard PowerPoint Lesson/Outcome Standard Handouts & Resources
Lesson 1: Understand the Importance and Impact of Positive Consequences  This lesson provides the practices needed to build a comprehensive system to encourage and motivate students as they are learning the expected behaviors, and then to maintain those skills as students become more fluent in their use.

By the end of this lesson, participants will understand the importance and impact of positive consequences on student behavior and school climate.

Lesson 2: Use Preferred Adult Behavior Teacher and staff attention have a powerful influence on the behavior of individuals, and small and whole groups of students. Adult attention helps create a positive and safe learning environment.

This lesson focuses on how staff’s use both, non-contingent and contingent attention to recognize students’ efforts to meet academic and behavioral expectations

Topic in Action: My Favorite Teacher
Lesson 3: Teach Staff to Effectively Use Positive Specific Feedback Positive relationships are not sufficient to change and sustain behavior. Students need clear, specific feedback on their use of the schoolwide expectations and any other behaviors such as acts of kindness, compassion, helpfulness, and general positive citizenship that are extended reflections of your expectations. This lesson focuses on a type of contingent attention, specific positive feedback, and how to teach staff to use it effectively. 

By the end of this lesson, participants will teach staff to effectively use positive specific feedback.

Writing Positive Specific Feedback (PSF) Statement
Lesson 4: Develop a School-wide System Previously we discussed how to provide adult contingent and noncontingent attention, positive specific feedback, and tangible reinforcers. 

This lesson focuses on the importance of pulling all of these strategies together to create and document a comprehensive schoolwide system to encourage expected behavior.

Schoolwide System to Encourage Expected Behavior

Strategies to Encourage Staff and Families

Lesson 5: Monitoring the Use of Positive Specific Feedback This lesson describes the importance of having methods to monitor staff’s use of encouragement strategies with students when developing a schoolwide encouragement system.

By the end of this lesson, participants will develop methods to monitor staff’s use of encouragement strategies with students

Frequency and Type of Student Interactions

Discouraging Unexpected Behaviors Training Materials

Standard PowerPoint Lesson/Outcome Standard Handouts & Resources
Lesson 1: Defining office-managed and staff-managed behaviors When it comes to discipline, it does not make sense for educators to use the criminal justice model first, before employing what they were professionally prepared to use—teaching and mentoring approaches.”1

This lesson describes the importance of defining what behaviors should be managed by staff members using an instructional approach, and what behaviors are serious enough that they warrant an office referral and should be addressed by school administrators. Creating common definitions of staff-managed (or minor) and office-managed (or major) unexpected behaviors is essential to creating the consistent response to unexpected behavior that is the hallmark of SW-PBS implementation.

HO Action Plan

HO Tier 1 Action Planning Checklist

HO Tier 1 Artifacts Rubric

  • Missouri Middle School Office Managed Behaviors
  • Office-managed Behavior
  •  Staff-managed Behaviors Handout
Lesson 2: Developing an Office Discipline Referral form and clarifying procedures surrounding its use Once you have listed and defined what constitutes office-managed behaviors, it is important to develop a process to document behavior incidents. Documentation not only provides some legal protections, it also provides data that can be used to improve climate and behavioral outcomes for students (more information on using discipline data to improve climate and behavioral outcomes for students can be found in the DBDM for behavior PLM, the MO SW-PBS Handbook and The Tier 1 Implementation Guide). This lesson describes the importance of having an effective office discipline referral (ODR) form and a process for using it consistently. The essential data fields necessary for an effective ODR form will be discussed along with the importance of clarifying procedures surrounding its use. Staff agreement on office-managed behaviors and data collection will create consistency for all stakeholders.

By the end of this lesson, participants will develop An Office Discipline Referral Form and clarify procedures surrounding the use of the Office Discipline Referral Form

Preschool Behavior Incident Form

Elementary Office Discipline Referral Form

 High School Office Discipline Referral Form

 Missouri Middle School Office Discipline Referral Procedures

Lesson 3: Monitor and Document “Minor”/Staff Managed Behavior This lesson provides a rationale and guidance for developing a process to monitor and document minor/staff-managed behavior. 

By the end of this lesson, participants will develop a process to monitor “minor” student behavior.

Schoolwide System to Discourage Unexpected Behavior Intensity Levels Chart

Missouri Middle School Minor Infractions Log

Minor Infraction Log (blank)

High School Office Discipline Referral Form (originally used in lesson 2)

Lesson 4: Responding to “Minor” Behaviors This lesson describes general considerations for responding to unexpected behavior, as well as guidance to teams for developing a continuum of instructional strategies for responding to staff-managed, or “minor”, unexpected behavior.

By the end of this lesson, participants will eEncourage use of strategies to discourage unexpected “minor” behavior (ETLP #4).

Indirect Strategies to Discourage Minor Unexpected Behavior

Direct Strategies to Discourage Minor Unexpected Behavior

Example Procedures and Consequences

Unexpected Behavior Scenarios

Lesson 5: Develop a Schoolwide System to Discourage Unexpected Behavior This lesson takes all of the information provided in Lessons 1-4, and describes how to put it all together into a cohesive continuum of schoolwide procedures for discouraging unexpected behavior that focuses on teaching.

 By the end of this lesson, participants will develop a cohesive, written set of schoolwide procedures for monitoring and discouraging unexpected behaviors.

Missouri Middle School Discouraging Continuum

Schoolwide System to Discourage Unexpected Behavior Definitions

Schoolwide System to Discourage Unexpected Behavior Intensity Levels Chart (originally used in lesson

DBDM for Behavior Training Materials

IG Chapter 7 DBDM for Behavior

Standard PowerPoint Lesson/Outcome School/Partner Exemplars
Lesson 1: DBDM Overview
This session provides an overview of data base decision-making. It discusses the importance of using a data and a standard data based decision-making protocol, and provides guidance for selecting a data based decision-making protocol.

At the end of this lesson, participants will …

  • understand the importance of DBDM for improving outcomes for students.
  • know how different levels within an organization can use DBDM to achieve important goals
  • understand the essential steps of the DBDM process.
HO1_4 Corners

HO2_Key Terms and Phrases

HO3_Progress Monitoring Decision Tree

HO4_Compass Points

HO5_DBDM Overview References
Lesson 2 DBDM for School and District Improvement
This lesson uses guiding questions provided by Tilly (2008) as a proxy for a standard DBDM protocol, to demonstrate how to use a DBDM protocol for school or district improvement.

At the end of this lesson, you will…

  • have a basic understanding of data-based decision making
  • understand what needs to be in place so that you can use data to make decisions that improve district or schoolwide behavior and climate.
HO1_Key Terms and Phrases

HO2_What’s Your Data?

HO3_Progress Monitoring Decision Tree

HO4_ Got It_Need It

HO5_References
Lesson 3: DBDM/Solution Plan: Using ODR Data to Improve Outcomes for Students
This lesson demonstrates how to use contextual data around office discipline referrals to plan schoolwide interventions that improve behavioral outcomes for students.

By the end of this lesson, you will be able to…

  • review Office Discipline Referral (ODR) Data to identify a problem.
  • analyze schoolwide ODR data to define context surrounding the problem.
  • select targeted, evidence-based practices to address the problem.
  • review data to monitor and adjust plans.
  • evaluate plan success.
HO1_Key Terms and Phrases

HO2_Pause and Reflect #1 Handout

HO3_Blank DBDM/Solution Plan Form

HO4 Completed DBDM/Solution Plan

HO5_Pause and Reflect #2 Handout

HO6_Results Indicators

HO7_Decision Making Flow

HO8_SWOT
Lesson 4: Integrating Academic and Behavioral Data
This is a three part lesson that describes two options for incorporating academic and behavior data for decision making in grade or content alike collaborative teams; these include a combined MTSS (alternating academic and behavior data based decision-making) and an integrated MTSS (analyzing both academic and behavior data simultaneously for an integrated approach).

At the end of this session, you will…

  • review the science of behavior, and how academic skills and behavior are interrelated.
  • learn about two options for a collaborative data team to integrate Academic and Behavior data in a process of DBDM
  • review and analyze academic and behavioral data to make decisions that improve academic and/or behavioral outcomes for students.
  • select evidence-based practices that address student needs identified from data analysis.
HO1_Key Terms and Phrases

HO2_DBDM Solution Plan

HO3_Solution Components

HO4_Compass Points

HO5_Why to What

HO6_ Making Decisions from Academic and Behavior Data

HO7_Decision Making Flow

HO8_ Got It_Need It

HO Action Plan

HO Tier 1 Action Planning Checklist

HO Tier 1 Artifacts Rubric

HO1: Using ETLPs to Increase Student Success

ETLPs ZIP

Standard PowerPoint Lesson/Outcome Standard Handouts & Resources Additional Training Ideas School/Partner Exemplars
Content Coming Soon!

Listed below is a comprehensive list of MO SW-PBS Tier 1 Resources. Download a full copy of the 2018-2019 MO SW-PBS Tier 1 Team Workbook.

MO SW-PBS Schools have a positive, proactive and instructional approach to discipline. When all staff share in a proactive instructional approach, all school settings are more predictable and supportive of appropriate student behavior.

Tool Description
1.0 MO SW-PBS Tier 1 Workbook Ch 1 Common Philosophy Common Philosophy and Purpose chapter from the MO SW-PBS Tier 1 Team Workbook.
1.1 Essential Components Key Points Chart to summarize the key points about each MO SW-PBS Essential Component.
1.2 Antecedent or Consequence Activity Determining Antecedent or Consequence activity worksheet.
1.3 Tier 1 Universal Support Checklist Checklist that includes the skills and products that are pivotal to MO SW-PBS Tier 1 implementation.
1.4 Blank Action Plan MO SW-PBS Tier 1 Action Plan template for Tier 1 Team use.
1.5 Tier 1 Artifacts Rubric Rubric for assessing Tier 1 systems and practices.

Successful school improvement efforts share one commonality–strong leadership. MO SW-PBS schools depend on a supportive administrator, a strong leadership team, and at least 80% of staff commitment and active engagement to successfully implement SW-PBS.

Tool Description
2.0 MO SW-PBS Tier 1 Workbook Ch 2 Leadership Leadership chapter from the MO SW-PBS Tier 1 Team Workbook.
2.1 Blank Team Agenda Sample Tier 1 Team Agenda template.
2.2 Team Roles and Responsibilities Descriptions of Tier 1 Team roles and corresponding responsibilities.
2.3 Blank Communication Plan Form used to help teams develop a plan to communicate to various stakeholders.
2.4 Blank Working Smarter Template Form used to identify all current initiatives or improvement efforts specifically related to improved outcomes for students.

MO SW-PBS Schools identify 3-5 broad expectations and define these expectations with specific behaviors in schoolwide, non-classroom, and classroom settings. This provides staff with a common and consistent language.

Tool Description
3.0 MO SW-PBS Tier 1 Workbook Ch 3 Clarifying Clarifying Expected Behavior chapter from the MO SW-PBS Tier 1 Team Workbook.
3.1 Example Preschool Matrix Example preschool level matrix of schoolwide expectations and behaviors/rules.
3.2 Example Elementary Matrix Example elementary level matrix of schoolwide expectations and behaviors/rules.
3.3 Example High School Matrix Example high school level matrix of schoolwide expectations and behaviors/rules.
3.4 Some Valued Behaviors and Attitudes List of valued behaviors and attitudes that can be used when selecting 3-5 schoolwide expectations.
3.5 Determining Weighted Vote Tool for figuring weighted vote.
3.6 Blank Matrix Blank matrix template for team use.
3.7 Discussion Notes to Engage Staff Structured format for deciding plan to engage staff in development of schoolwide expectations and behaviors/rules.
3.8 Blank Non-Classroom Procedures Template Structured format for deciding what non-classroom procedures need to be reviewed and who will be involved in that review.
3.9 Considerations for Classroom Procedures Structured format for deciding what classroom procedures need to be reviewed and who will be involved in that review.

Students must be directly taught expected behaviors. MO SW-PBS Schools develop systems to effectively and efficiently teach students these behaviors on an ongoing basis.

Tool Description
4.0 MO SW-PBS Tier 1 Workbook Ch 4 Teaching Teaching Expected Behavior chapter from the MO SW-PBS Tier 1 Team Workbook.
4.1 Sample Preschool Lesson: Following Directions Example preschool level lesson plan on Responsibility – Following Directions.
4.2 Sample Elementary Lesson: Following Directions Example elementary level lesson plan on Responsibility – Following Directions.
4.3 Sample Middle School Lesson: Following Directions (Initial Teaching for Acquisition) Example middle school level acquisition lesson plan on Responsibility – Following Directions.
4.4 Sample Middle School Lesson: Following Directions (Maintenance “Booster”) Example middle school level maintenance lesson plan on Responsibility – Following Directions.
4.5 Sample High School Lesson: Following Directions (Initial Teaching for Acquisition) Example high school level acquisition lesson plan on Responsibility – Following Directions.
4.6 Sample High School Lesson: Following Directions (Maintenance “Booster”) Example middle school level maintenance lesson plan on Responsibility – Following Directions.
4.7 Sample Elementary Cafeteria Procedures Lesson Plan Elementary cafeteria procedures lesson plan example.
4.8 Sample Secondary Cafeteria Procedures Lesson Plan (Initial Teaching for Acquisition) Secondary cafeteria procedures acquisition lesson plan example.
4.9 Sample Secondary Cafeteria Procedures Lesson Plan (Maintenance “Booster”) Secondary cafeteria procedures maintenance lesson plan example.
4.10 Blank Acquisition Lesson Plan Template Blank acquisition lesson plan template for team use.
4.11 Blank Maintenance “Booster” Lesson Plan Template Blank maintenance lesson plan template for team use.
4.12 Teaching Schedule Example year-long teaching schedule that allows for decisions to be made based on data.

Students need specific positive feedback and reinforcement in order to learn and maintain appropriate behavior. MO SW-PBS Schools develop and implement systems that encourage all adults to provide all students with high rates of specific positive feedback for appropriate behavior.

Tool Description
5.0 MO SW-PBS Tier 1 Workbook Ch 5 Encouraging Encouraging Expected Behavior chapter from the MO SW-PBS Tier 1 Team Workbook.
5.1 Specific Positive Feedback Role play Role play to assist staff in gaining fluency in providing specific positive feedback.
5.2 Description of Schoolwide System for Encouraging Expected Behavior Description of a schoolwide continuum for encouraging expected behavior.
5.3 Example Schoolwide System to Encourage Expected Behavior in High School Example of a system for encouraging expected behavior in high school.
5.4 Blank Schoolwide System to Encourage Expected Behavior Blank Template to assist schools in developing a continuum for encouraging expected behaviors.
5.5 Blank Frequency and Type of Student Interactions Observation A tool for monitoring the ratio of specific positive feedback to corrective or negative interractions.

MO SW-PBS Schools develop standard procedures for responding to inappropriate student behavior. These procedures help staff avoid overreacting to inappropriate behaviors, avoid unnecessary exclusion of students from the learning environment, add an instructional component to address inappropriate behavior, and create predictable environments for students.

Tool Description
6.0 MO SW-PBS Tier 1 Workbook Ch 6 Discouraging Discouraging Inappropriate Behavior chapter from the MO SW-PBS Tier 1 Team Workbook.
6.1 Blank Office Managed Behaviors Blank template for defining office managed behaviors
6.2 Preschool Office Behavioral Report Example preschool level office behavioral report.
6.3 Elementary Office Discipline Referral Form Example elementary level office discipline referral form.
6.4 High School Office Discipline Referral Form Example high school level office discipline referral form.
6.5 Indirect and Direct Strategies to Discourage Minor Inappropriate Behavior Continuum of strategies  for discouraging classroom  managed (minor) behaviors.
6.6 Inappropriate Behaviors Strategy Role Play Activity to assist staff  in developing fluency in using indirect and  direct strategies  for  discouraging classroom managed behaviors.
6.7 Blank Minor Infractions Log Sample template for monitoring classroom managed (minor) behaviors.
6.8 Example Schoolwide System to Discourage Inappropriate Behavior Flowchart Example flowchart describing school procedures for discouraging inappropriate behaviors.
6.9 Example Behavior Intensity Levels Chart Example table that describes school procedures for discouraging inappropriate behaviors based on the intensity of the behavior.
6.10 A-B-C Blank Template A-B-C chart for working through antecedents and consequences when inappropriate behavior occurs.
The efficient and effective collection and use of data to drive decision making is key to successful implementation of SW-PBS. MO SW-PBS Schools use data to make important decisions that target adult actions to address student needs. Data is used to monitor student outcomes and implementation fidelity.

Directions for the new School Climate Survey for  students.

Tool Description
7.0 MO SW-PBS Tier 1 Workbook Ch 7 Monitoring Ongoing Monitoring chapter from the MO SW-PBS Tier 1 Team Workbook.
7.1_Data Collection At-A-Glance Summary of all MO SW-PBS Data Collection Tools with the purpose of each.
7.2_Tier 1–Universal Supports Data Collection, Reporting, Analysis and Action Planning Tool to action plan systems for collecting and analyzing common SW-PBS data sources.
7.3_ Blank Missouri Data Based Decision Making Model Form Guide for using office discipline referral data for making  schoolwide decisions.
7.4_Blank Solution Plan Guide used in  conjunction with Missouri Data Based Decision Making Form for selecting evidence based practices to improve student behavior, based on analysis of office discipline referral data.
7.5_Missouri Middle School Big 5 ODR Report Example Big 5 ODR Report.
7.6_Questions to Ask After Focus Areas Are Selected Questions to guide analysis of focus problem.
7.7 Big 5 Generator Excel Spreadsheet that provides summary monthly and cumulative Big 5 Data charts. Provides information for teams to make simple problem statements.  
7.8 Per Day Generator Excel Spreadsheet calculator to determine median rate of ODRs by school grade configuration and building enrollment.
7.9 Data Collection Tool Excel Spreadsheet for monitoring school-wide ODR data. Includes Big 5 charts, individual student dashboard, and the capacity for drill down.
7.10 Early Childhood Data Collection Tool Data Collection Tool adapted for early childhood programs.
7.11 Cost of ODRs Template Excel Spreadsheet template to calculate instructional minutes and administrator minutes lost to ODRs.
7.12 Tiered Fidelity Inventory Directions Directions for taking the Tiered Fidelity Inventory through PBIS Assessments.
7.13 MO SW-PBS Tiered Fidelity Inventory (TFI) Scoring Guide MO SW-PBS Tiered Fidelity Inventory (TFI) scoring guide to use while completing the TFI.
7.14 Tiered Fidelity Inventory (TFI) Walkthrough Form Tiered Fidelity Inventory (TFI) Walkthrough tool, walkthrough, and observation form.
7.15 Self-Assessment Survey Directions and Decision Making Directions for taking the Self-Assessment Survey (SAS) through PBIS Assessments.
7.16 Self-Assessment Survey Protocol Word version of the Self-Assessment Survey (SAS). The SAS measures staff perception of the extent to which SW-PBS schoolwide, non-classroom, classroom, and individual support systems are in place and their priority for improvement.
7.17 Schoolwide Evaluation Tool Directions Directions for  conducting a Schoolwide Evaluation Tool Assessment to evaluate Tier 1 critical features.
7.18 Schoolwide Evaluation Tool Protocol Word version of the Schoolwide Evaluation Tool (SET). The SET is designed to assess and evaluate the critical features of SW-PBS.
7.19 School Safety Survey Directions and Decision Making Directions for taking the School Safety Survey (SSS) through PBIS Assessments.
7.20 School Safety Survey Protocol Word version of the School Safety Survey (SSS). The SSS measures risk and protective factors at the school and in the surrounding neighborhood.
7.21 Risk and Protection Cards for School Safety Survey “Risk Factor” and “Protection Factor” item cards for School Safety Survey Circle of Influence activity.
7.22 SSS Risk and Protection Card Activities Directions  for  the “Risk Factor” and  “Protection Factor” Circle of  Influence activity.
7.23 School Climate Survey Directions Directions for the new School Climate Survey for  students.
7.24 School Climate Survey Protocols Word versions of the  Elementary and  Secondary versions of  the School Climate Survey.
7.25 MO SW-PBS Student Outcome Data Word document you can use to report important student outcomes to MO SW-PBS

Effective Classroom  Practices are evidence based practices that have been demonstrated to increase the likelihood that students will perform expected behaviors.

Tool Description
8.0 MO SW-PBS Tier 1 Workbook Ch 8: Effective Classroom Practices Chapter 8: Effective Classroom Practices
8.1_MO SW-PBS Teacher Self-Assessment of the Effective Classroom Practices Tool for teachers to assess their  own implementation of Effective Classroom Practices
8.2 Artifacts and-or Materials Tool for  assessing the quality of artifacts  related to classroom expectations and rules.
8.3 Walk Through or Brief Observation Observation form for assessing implementation of Effective Classroom Practices
8.4 In-depth Classroom Observation by Frequency In-depth observation form for assessing implementation  of Effective Classroom  Practices using frequency counts.
8.5 In-depth Classroom Observation by Time In-depth observation form for assessing implementation  of Effective Classroom  Practices using duration

Professional Learning is critical to implementation of SW-PBS with fidelity. The following resources will assist teams to build capacity among staff to use effective practices.

Tool Description
9.0 MO SW-PBS Tier 1 Workbook: Ch 9: Professional Learning This chapter provides guidance for teams to facilitate professional learning  among staff.
9.1 Checklist for High Quality Professional Development (HQPD) Training Evidence based guide for providing  high quality professional development.
9.2 Multi-Tiered Support Framework for Teachers Guide for providing a continuum of support for professional learning, based  on  need.
9.3 GROW Model Steps and Questions Simple model for providing coaching to support professional learning.
9.4 GROW School-Based Implementation Fidelity Checklist Checklist to assist teams in implementing the GROW coaching model.
9.5 Tier 1 Positive Behavior Support Staff Handbook Organizer Template to assist teams in developing  and organizing a staff  handbook

MO SW-PBS relies on research based practices; references for all materials are provided.

Tool Description
10.0 MO SW-PBS Tier 1 Workbook Ch 10 References References and Resources chapter from the MO SW-PBS Tier 1 Team Workbook.
10.1 Acronym Glossary MO SW-PBS abbreviation and acronym glossary.
10.2 Glossary of Terms MO SW-PBS glossary of terms.