[fusion_builder_container hundred_percent=”no” hundred_percent_height=”no” hundred_percent_height_scroll=”no” hundred_percent_height_center_content=”yes” equal_height_columns=”no” menu_anchor=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” status=”published” publish_date=”” class=”” id=”” link_color=”” link_hover_color=”” border_color=”” border_style=”solid” margin_top=”” margin_bottom=”” padding_top=”” padding_right=”” padding_bottom=”” padding_left=”” gradient_start_color=”” gradient_end_color=”” gradient_start_position=”0″ gradient_end_position=”100″ gradient_type=”linear” radial_direction=”center center” linear_angle=”180″ background_color=”” background_image=”” background_position=”center center” background_repeat=”no-repeat” fade=”no” background_parallax=”none” enable_mobile=”no” parallax_speed=”0.3″ background_blend_mode=”none” video_mp4=”” video_webm=”” video_ogv=”” video_url=”” video_aspect_ratio=”16:9″ video_loop=”yes” video_mute=”yes” video_preview_image=”” filter_hue=”0″ filter_saturation=”100″ filter_brightness=”100″ filter_contrast=”100″ filter_invert=”0″ filter_sepia=”0″ filter_opacity=”100″ filter_blur=”0″ filter_hue_hover=”0″ filter_saturation_hover=”100″ filter_brightness_hover=”100″ filter_contrast_hover=”100″ filter_invert_hover=”0″ filter_sepia_hover=”0″ filter_opacity_hover=”100″ filter_blur_hover=”0″ type=”legacy”][fusion_builder_row][fusion_builder_column type=”1_1″ layout=”1_1″ spacing=”” center_content=”no” link=”” target=”_self” min_height=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” hover_type=”none” border_color=”” border_style=”solid” border_position=”all” border_radius=”” box_shadow=”no” dimension_box_shadow=”” box_shadow_blur=”0″ box_shadow_spread=”0″ box_shadow_color=”” box_shadow_style=”” padding_top=”” padding_right=”” padding_bottom=”” padding_left=”” margin_top=”” margin_bottom=”” background_type=”single” gradient_start_color=”” gradient_end_color=”” gradient_start_position=”0″ gradient_end_position=”100″ gradient_type=”linear” radial_direction=”center center” linear_angle=”180″ background_color=”” background_image=”” background_image_id=”” background_position=”left top” background_repeat=”no-repeat” background_blend_mode=”none” animation_type=”” animation_direction=”left” animation_speed=”0.3″ animation_offset=”” filter_type=”regular” filter_hue=”0″ filter_saturation=”100″ filter_brightness=”100″ filter_contrast=”100″ filter_invert=”0″ filter_sepia=”0″ filter_opacity=”100″ filter_blur=”0″ filter_hue_hover=”0″ filter_saturation_hover=”100″ filter_brightness_hover=”100″ filter_contrast_hover=”100″ filter_invert_hover=”0″ filter_sepia_hover=”0″ filter_opacity_hover=”100″ filter_blur_hover=”0″ last=”true” border_sizes_top=”0″ border_sizes_bottom=”0″ border_sizes_left=”0″ border_sizes_right=”0″ first=”true”][fusion_title title_type=”text” rotation_effect=”bounceIn” display_time=”1200″ highlight_effect=”circle” loop_animation=”off” highlight_width=”9″ highlight_top_margin=”0″ before_text=”” rotation_text=”” highlight_text=”” after_text=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” sticky_display=”normal,sticky” class=”” id=”” content_align_medium=”” content_align_small=”” content_align=”left” size=”1″ font_size=”” animated_font_size=”” fusion_font_family_title_font=”” fusion_font_variant_title_font=”” line_height=”” letter_spacing=”” text_shadow=”no” text_shadow_vertical=”” text_shadow_horizontal=”” text_shadow_blur=”0″ text_shadow_color=”” margin_top_medium=”” margin_bottom_medium=”” margin_top_small=”” margin_bottom_small=”” margin_top=”” margin_bottom=”” margin_top_mobile=”” margin_bottom_mobile=”” text_color=”” animated_text_color=”” highlight_color=”” style_type=”default” sep_color=”” animation_type=”” animation_direction=”left” animation_speed=”0.3″ animation_offset=””]
Foundational Content
[/fusion_title][fusion_button link=”https://pbismissouri.org/wp-content/uploads/2021/03/1.-MO-SW-PBS-Handbook-2019-2020-V2.pdf” title=”” target=”_self” link_attributes=”” alignment_medium=”” alignment_small=”” alignment=”center” modal=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” sticky_display=”normal,sticky” class=”” id=”” color=”default” button_gradient_top_color_hover=”” hue=”” saturation=”” lightness=”” alpha=”” button_gradient_top_color=”” button_gradient_bottom_color_hover=”” button_gradient_bottom_color=”” gradient_start_position=”” gradient_end_position=”” gradient_type=”” radial_direction=”” linear_angle=”” accent_hover_color=”” accent_color=”” type=”3d” bevel_color=”” bevel_color_hover=”” border_top=”” border_right=”” border_bottom=”” border_left=”” border_radius_top_left=”” border_radius_top_right=”” border_radius_bottom_right=”” border_radius_bottom_left=”” border_hover_color=”” border_color=”” size=”” padding_top=”” padding_right=”” padding_bottom=”” padding_left=”” fusion_font_family_button_font=”” fusion_font_variant_button_font=”” font_size=”” line_height=”” letter_spacing=”” text_transform=”” stretch=”default” margin_top=”” margin_right=”” margin_bottom=”” margin_left=”” icon=”” icon_position=”left” icon_divider=”no” hover_transition=”none” animation_type=”” animation_direction=”left” animation_color=”” animation_speed=”0.3″ animation_delay=”0″ animation_offset=””]MO SW-PBS Handbook[/fusion_button][fusion_separator style_type=”none” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” sticky_display=”normal,sticky” class=”” id=”” flex_grow=”0″ top_margin=”3%” bottom_margin=”0px” width=”” height=”” alignment=”center” border_size=”” weight=”” amount=”” sep_color=”” hue=”” saturation=”” lightness=”” alpha=”” icon=”” icon_size=”” icon_color=”” icon_circle=”” icon_circle_color=”” /][fusion_separator style_type=”single solid” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” sticky_display=”normal,sticky” class=”” id=”” flex_grow=”0″ top_margin=”15″ bottom_margin=”50″ width=”” alignment=”center” border_size=”” sep_color=”” icon=”fa-chevron-circle-down fas” icon_size=”” icon_color=”” icon_circle=”” icon_circle_color=”” /][fusion_text columns=”” column_min_width=”” column_spacing=”” rule_style=”default” rule_size=”” rule_color=”” content_alignment_medium=”” content_alignment_small=”” content_alignment=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” sticky_display=”normal,sticky” class=”” id=”” font_size=”” fusion_font_family_text_font=”” fusion_font_variant_text_font=”” line_height=”” letter_spacing=”” text_color=”” animation_type=”” animation_direction=”left” animation_speed=”0.3″ animation_offset=””]
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
[/fusion_text][fusion_accordion type=”” inactive_icon=”” active_icon=”” margin_top=”” margin_bottom=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” boxed_mode=”” border_size=”1″ border_color=”” hue=”” saturation=”” lightness=”” alpha=”” hover_color=”” background_color=”” divider_line=”” divider_hover_color=”” divider_color=”” padding_top=”” padding_right=”” padding_bottom=”” padding_left=”” title_tag=”h4″ fusion_font_family_title_font=”” fusion_font_variant_title_font=”” title_font_size=”” title_line_height=”” title_letter_spacing=”” title_text_transform=”” title_color=”#339900″ icon_size=”” icon_color=”” icon_boxed_mode=”” icon_box_color=”” icon_alignment=”” fusion_font_family_content_font=”” fusion_font_variant_content_font=”” content_font_size=”” content_line_height=”” content_letter_spacing=”” content_text_transform=”” content_color=”#000000″ toggle_hover_accent_color=”” toggle_active_accent_color=”” parent_dynamic_content=””][fusion_toggle title=”A Systems Approach” open=”no” class=”” id=””]
Training Content | Description |
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[/fusion_toggle][fusion_toggle title=”Function Based Thinking” open=”no” class=”” id=”” fusion_font_family_title_font=”” fusion_font_variant_title_font=”” title_font_size=”” title_line_height=”” title_letter_spacing=”” title_text_transform=”” title_color=”var(–awb-color8)” hue=”” saturation=”” lightness=”” alpha=”” fusion_font_family_content_font=”” fusion_font_variant_content_font=”” content_font_size=”” content_line_height=”” content_letter_spacing=”” content_text_transform=”” content_color=”var(–awb-color8)”]
[/fusion_toggle][fusion_toggle title=”Foundations of Systems Change” open=”no” class=”” id=””]
Tool | Description |
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[/fusion_toggle][/fusion_accordion][/fusion_builder_column][/fusion_builder_row][/fusion_builder_container][fusion_builder_container hundred_percent=”no” hundred_percent_height=”no” hundred_percent_height_scroll=”no” hundred_percent_height_center_content=”yes” equal_height_columns=”no” menu_anchor=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” status=”published” publish_date=”” class=”” id=”” link_color=”” link_hover_color=”” border_color=”” border_style=”solid” margin_top=”” margin_bottom=”” padding_top=”” padding_right=”” padding_bottom=”” padding_left=”” gradient_start_color=”” gradient_end_color=”” gradient_start_position=”0″ gradient_end_position=”100″ gradient_type=”linear” radial_direction=”center center” linear_angle=”180″ background_color=”” background_image=”” background_position=”center center” background_repeat=”no-repeat” fade=”no” background_parallax=”none” enable_mobile=”no” parallax_speed=”0.3″ background_blend_mode=”none” video_mp4=”” video_webm=”” video_ogv=”” video_url=”” video_aspect_ratio=”16:9″ video_loop=”yes” video_mute=”yes” video_preview_image=”” filter_hue=”0″ filter_saturation=”100″ filter_brightness=”100″ filter_contrast=”100″ filter_invert=”0″ filter_sepia=”0″ filter_opacity=”100″ filter_blur=”0″ filter_hue_hover=”0″ filter_saturation_hover=”100″ filter_brightness_hover=”100″ filter_contrast_hover=”100″ filter_invert_hover=”0″ filter_sepia_hover=”0″ filter_opacity_hover=”100″ filter_blur_hover=”0″ type=”legacy”][fusion_builder_row][fusion_builder_column type=”1_1″ layout=”1_1″ spacing=”” center_content=”no” link=”” target=”_self” min_height=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” hover_type=”none” border_color=”” border_style=”solid” border_position=”all” border_radius=”” box_shadow=”no” dimension_box_shadow=”” box_shadow_blur=”0″ box_shadow_spread=”0″ box_shadow_color=”” box_shadow_style=”” padding_top=”” padding_right=”” padding_bottom=”” padding_left=”” margin_top=”” margin_bottom=”” background_type=”single” gradient_start_color=”” gradient_end_color=”” gradient_start_position=”0″ gradient_end_position=”100″ gradient_type=”linear” radial_direction=”center center” linear_angle=”180″ background_color=”” background_image=”” background_image_id=”” background_position=”left top” background_repeat=”no-repeat” background_blend_mode=”none” animation_type=”” animation_direction=”left” animation_speed=”0.3″ animation_offset=”” filter_type=”regular” filter_hue=”0″ filter_saturation=”100″ filter_brightness=”100″ filter_contrast=”100″ filter_invert=”0″ filter_sepia=”0″ filter_opacity=”100″ filter_blur=”0″ filter_hue_hover=”0″ filter_saturation_hover=”100″ filter_brightness_hover=”100″ filter_contrast_hover=”100″ filter_invert_hover=”0″ filter_sepia_hover=”0″ filter_opacity_hover=”100″ filter_blur_hover=”0″ last=”true” border_sizes_top=”0″ border_sizes_bottom=”0″ border_sizes_left=”0″ border_sizes_right=”0″ first=”true”][fusion_title title_type=”text” rotation_effect=”bounceIn” display_time=”1200″ highlight_effect=”circle” loop_animation=”off” highlight_width=”9″ highlight_top_margin=”0″ before_text=”” rotation_text=”” highlight_text=”” after_text=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” sticky_display=”normal,sticky” class=”” id=”” content_align_medium=”” content_align_small=”” content_align=”left” size=”1″ font_size=”” animated_font_size=”” fusion_font_family_title_font=”” fusion_font_variant_title_font=”” line_height=”” letter_spacing=”” text_shadow=”no” text_shadow_vertical=”” text_shadow_horizontal=”” text_shadow_blur=”0″ text_shadow_color=”” margin_top_medium=”” margin_bottom_medium=”” margin_top_small=”” margin_bottom_small=”” margin_top=”” margin_bottom=”” margin_top_mobile=”” margin_bottom_mobile=”” text_color=”” animated_text_color=”” highlight_color=”” style_type=”default” sep_color=”” animation_type=”” animation_direction=”left” animation_speed=”0.3″ animation_offset=””]
Tier 1 Content
[/fusion_title][fusion_button link=”https://pbismissouri.org/wp-content/uploads/2020/03/2019-20-SW-PBSTier1-IG-3.26.20.pdf” text_transform=”” title=”” target=”_self” link_attributes=”” alignment=”center” modal=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” color=”default” button_gradient_top_color=”” button_gradient_bottom_color=”” button_gradient_top_color_hover=”” button_gradient_bottom_color_hover=”” accent_color=”” accent_hover_color=”” type=”3d” bevel_color=”” border_color=”” border_hover_color=”” size=”” stretch=”default” icon=”” icon_position=”left” icon_divider=”no” animation_type=”” animation_direction=”left” animation_speed=”0.3″ animation_offset=””]Tier 1 Implementation Guide[/fusion_button][fusion_separator style_type=”none” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” sticky_display=”normal,sticky” class=”” id=”” flex_grow=”0″ top_margin=”3%” bottom_margin=”0px” width=”” alignment=”center” border_size=”” sep_color=”” icon=”” icon_size=”” icon_color=”” icon_circle=”” icon_circle_color=”” /][fusion_separator style_type=”single solid” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” sticky_display=”normal,sticky” class=”” id=”” flex_grow=”0″ top_margin=”15″ bottom_margin=”50″ width=”” alignment=”center” border_size=”” sep_color=”” icon=”fa-chevron-circle-down fas” icon_size=”” icon_color=”” icon_circle=”” icon_circle_color=”” /][fusion_separator style_type=”none” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” sticky_display=”normal,sticky” class=”” id=”” flex_grow=”0″ top_margin=”3%” bottom_margin=”0px” width=”” height=”” alignment=”center” border_size=”” weight=”” amount=”” sep_color=”” hue=”” saturation=”” lightness=”” alpha=”” icon=”” icon_size=”” icon_color=”” icon_circle=”” icon_circle_color=”” /][fusion_text columns=”” column_min_width=”” column_spacing=”” rule_style=”” rule_size=”” rule_color=”” hue=”” saturation=”” lightness=”” alpha=”” content_alignment_medium=”” content_alignment_small=”” content_alignment=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” sticky_display=”normal,sticky” class=”” id=”” margin_top=”” margin_right=”” margin_bottom=”” margin_left=”” fusion_font_family_text_font=”” fusion_font_variant_text_font=”” font_size=”” line_height=”” letter_spacing=”” text_transform=”” text_color=”” animation_type=”” animation_direction=”left” animation_color=”” animation_speed=”0.3″ animation_delay=”0″ animation_offset=”” logics=””]
The following content aligns with the MO SW-PBS Tier 1 Implementation Guide
[/fusion_text][fusion_accordion type=”” inactive_icon=”” active_icon=”” margin_top=”” margin_bottom=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” boxed_mode=”” border_size=”1″ border_color=”” hue=”” saturation=”” lightness=”” alpha=”” hover_color=”” background_color=”” divider_line=”” divider_hover_color=”” divider_color=”” padding_top=”” padding_right=”” padding_bottom=”” padding_left=”” title_tag=”h4″ fusion_font_family_title_font=”” fusion_font_variant_title_font=”” title_font_size=”” title_line_height=”” title_letter_spacing=”” title_text_transform=”” title_color=”#339900″ icon_size=”” icon_color=”” icon_boxed_mode=”” icon_box_color=”” icon_alignment=”” fusion_font_family_content_font=”” fusion_font_variant_content_font=”” content_font_size=”” content_line_height=”” content_letter_spacing=”” content_text_transform=”” content_color=”#000000″ toggle_hover_accent_color=”” toggle_active_accent_color=”” parent_dynamic_content=””][fusion_toggle title=”Common Philosophy & Purpose” open=”no” class=”” id=”” fusion_font_family_title_font=”” fusion_font_variant_title_font=”” title_font_size=”” title_line_height=”” title_letter_spacing=”” title_text_transform=”” title_color=”#339900″ hue=”” saturation=”” lightness=”” alpha=”” fusion_font_family_content_font=”” fusion_font_variant_content_font=”” content_font_size=”” content_line_height=”” content_letter_spacing=”” content_text_transform=”” content_color=”var(–awb-color8)”]
[/fusion_toggle][fusion_toggle title=”Leadership” open=”no” class=”” id=”” fusion_font_family_title_font=”” fusion_font_variant_title_font=”” title_font_size=”” title_line_height=”” title_letter_spacing=”” title_text_transform=”” title_color=”#339900″ hue=”” saturation=”” lightness=”” alpha=”” fusion_font_family_content_font=”” fusion_font_variant_content_font=”” content_font_size=”” content_line_height=”” content_letter_spacing=”” content_text_transform=”” content_color=”var(–awb-color8)”][fusion_fontawesome icon=”fa-file-zip-o” size=”24px” flip=”” rotate=”” spin=”no” alignment=”left” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” circle=”no” iconcolor=”#339900″ circlecolor=”” circlebordercolor=”” animation_type=”” animation_direction=”down” animation_speed=”0.1″ animation_offset=””/]Leadership for Behavior Training Materials
[/fusion_toggle][fusion_toggle title=”Clarifying Expectations” open=”no” class=”” id=”” fusion_font_family_title_font=”” fusion_font_variant_title_font=”” title_font_size=”” title_line_height=”” title_letter_spacing=”” title_text_transform=”” title_color=”#339900″ hue=”” saturation=”” lightness=”” alpha=”” fusion_font_family_content_font=”” fusion_font_variant_content_font=”” content_font_size=”” content_line_height=”” content_letter_spacing=”” content_text_transform=”” content_color=”var(–awb-color8)”][fusion_fontawesome icon=”fa-file-zip-o” size=”24px” flip=”” rotate=”” spin=”no” alignment=”left” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” circle=”no” iconcolor=”#339900″ circlecolor=”” circlebordercolor=”” animation_type=”” animation_direction=”down” animation_speed=”0.1″ animation_offset=””/]Clarifying Expected Behaviors Training Materials
[/fusion_toggle][fusion_toggle title=”Teaching Expected Behavior” open=”no” class=”” id=”” fusion_font_family_title_font=”” fusion_font_variant_title_font=”” title_font_size=”” title_line_height=”” title_letter_spacing=”” title_text_transform=”” title_color=”#339900″ hue=”” saturation=”” lightness=”” alpha=”” fusion_font_family_content_font=”” fusion_font_variant_content_font=”” content_font_size=”” content_line_height=”” content_letter_spacing=”” content_text_transform=”” content_color=”var(–awb-color8)”][fusion_fontawesome icon=”fa-file-zip-o” size=”24px” flip=”” rotate=”” spin=”no” alignment=”left” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” circle=”no” iconcolor=”#339900″ circlecolor=”” circlebordercolor=”” animation_type=”” animation_direction=”down” animation_speed=”0.1″ animation_offset=””/]Teaching Expected Behavior Training Materials
[/fusion_toggle][fusion_toggle title=”Encouraging Expected Behavior” open=”no” class=”” id=”” fusion_font_family_title_font=”” fusion_font_variant_title_font=”” title_font_size=”” title_line_height=”” title_letter_spacing=”” title_text_transform=”” title_color=”#339900″ hue=”” saturation=”” lightness=”” alpha=”” fusion_font_family_content_font=”” fusion_font_variant_content_font=”” content_font_size=”” content_line_height=”” content_letter_spacing=”” content_text_transform=”” content_color=”var(–awb-color8)”]
Standard PowerPoint | Lesson/Outcome | Standard Handouts & Resources |
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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. |
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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 |
[/fusion_toggle][fusion_toggle title=”Discouraging Unexpected Behavior” open=”no” class=”” id=”” fusion_font_family_title_font=”” fusion_font_variant_title_font=”” title_font_size=”” title_line_height=”” title_letter_spacing=”” title_text_transform=”” title_color=”#339900″ hue=”” saturation=”” lightness=”” alpha=”” fusion_font_family_content_font=”” fusion_font_variant_content_font=”” content_font_size=”” content_line_height=”” content_letter_spacing=”” content_text_transform=”” content_color=”var(–awb-color8)”]
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. |
[fusion_fontawesome icon=”fa-file-word-o” size=”24px” flip=”” rotate=”” spin=”no” alignment=”left” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” circle=”no” iconcolor=”#339900″ circlecolor=”” circlebordercolor=”” animation_type=”” animation_direction=”down” animation_speed=”0.1″ animation_offset=””/]HO Action Plan [fusion_fontawesome icon=”fa-file-word-o” size=”24px” flip=”” rotate=”” spin=”no” alignment=”left” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” circle=”no” iconcolor=”#339900″ circlecolor=”” circlebordercolor=”” animation_type=”” animation_direction=”down” animation_speed=”0.1″ animation_offset=””/]HO Tier 1 Action Planning Checklist [fusion_fontawesome icon=”fa-file-word-o” size=”24px” flip=”” rotate=”” spin=”no” alignment=”left” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” circle=”no” iconcolor=”#339900″ circlecolor=”” circlebordercolor=”” animation_type=”” animation_direction=”down” animation_speed=”0.1″ animation_offset=””/]HO Tier 1 Artifacts Rubric
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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 |
[/fusion_toggle][fusion_toggle title=”Data Based Decision Making” open=”no” class=”” id=”” fusion_font_family_title_font=”” fusion_font_variant_title_font=”” title_font_size=”” title_line_height=”” title_letter_spacing=”” title_text_transform=”” title_color=”#339900″ hue=”” saturation=”” lightness=”” alpha=”” fusion_font_family_content_font=”” fusion_font_variant_content_font=”” content_font_size=”” content_line_height=”” content_letter_spacing=”” content_text_transform=”” content_color=”var(–awb-color8)”][fusion_fontawesome icon=”fa-file-zip-o” size=”24px” flip=”” rotate=”” spin=”no” alignment=”left” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” circle=”no” iconcolor=”#339900″ circlecolor=”” circlebordercolor=”” animation_type=”” animation_direction=”down” animation_speed=”0.1″ animation_offset=””/]DBDM for Behavior Training Materials
[/fusion_toggle][fusion_toggle title=”Classroom ETLPs” open=”no” class=”” id=”” fusion_font_family_title_font=”” fusion_font_variant_title_font=”” title_font_size=”” title_line_height=”” title_letter_spacing=”” title_text_transform=”” title_color=”#339900″ hue=”” saturation=”” lightness=”” alpha=”” fusion_font_family_content_font=”” fusion_font_variant_content_font=”” content_font_size=”” content_line_height=”” content_letter_spacing=”” content_text_transform=”” content_color=”var(–awb-color8)”]
Standard PowerPoint | Lesson/Outcome | Standard Handouts & Resources | Additional Training Ideas | School/Partner Exemplars |
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Content Coming Soon! | ||||
[/fusion_toggle][/fusion_accordion][/fusion_builder_column][/fusion_builder_row][/fusion_builder_container][fusion_builder_container hundred_percent=”no” equal_height_columns=”yes” hide_on_mobile=”no” background_position=”center center” background_repeat=”no-repeat” fade=”no” background_parallax=”none” enable_mobile=”no” parallax_speed=”0.3″ video_aspect_ratio=”16:9″ video_loop=”yes” video_mute=”yes” border_color=”#f6f6f6″ border_style=”solid” type=”legacy” flex_align_items=”stretch” border_sizes_top=”0px” border_sizes_bottom=”0px” border_sizes_left=”0px” border_sizes_right=”0px”][fusion_builder_row][fusion_builder_column type=”1_1″ layout=”1_1″ spacing=”yes” center_content=”yes” hover_type=”none” min_height=”none” hide_on_mobile=”no” background_position=”left top” background_repeat=”no-repeat” border_style=”solid” border_position=”all” animation_direction=”left” animation_speed=”0.3″ last=”true” align_self=”flex-start” align_content=”center” first=”true” link=”” background_blend_mode=”overlay”][fusion_text rule_style=”default” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” animation_direction=”left” animation_speed=”0.3″]
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.
[/fusion_text][/fusion_builder_column][/fusion_builder_row][/fusion_builder_container][fusion_builder_container hundred_percent=”no” equal_height_columns=”yes” hide_on_mobile=”no” background_position=”center center” background_repeat=”no-repeat” fade=”no” background_parallax=”none” enable_mobile=”no” parallax_speed=”0.3″ video_aspect_ratio=”16:9″ video_loop=”yes” video_mute=”yes” border_color=”#f6f6f6″ border_style=”solid” type=”legacy” flex_align_items=”stretch” border_sizes_top=”0px” border_sizes_bottom=”0px” border_sizes_left=”0px” border_sizes_right=”0px”][fusion_builder_row][fusion_builder_column type=”1_1″ layout=”1_1″ spacing=”yes” center_content=”yes” hover_type=”none” min_height=”none” hide_on_mobile=”no” background_position=”left top” background_repeat=”no-repeat” border_style=”solid” border_position=”all” animation_direction=”left” animation_speed=”0.3″ last=”true” align_self=”flex-start” align_content=”center” first=”true” link=”” background_blend_mode=”overlay”][fusion_button link=”https://pbismissouri.org/wp-content/uploads/2018/05/MO-SW-PBS-Tier-1-2018.pdf” title=”TIER 1 WORKBOOK” target=”_self” alignment=”center” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” color=”custom” stretch=”default” icon_position=”left” icon_divider=”no” animation_direction=”left” animation_speed=”0.3″ button_gradient_top_color=”#008800″ button_gradient_bottom_color=”#008800″ button_gradient_top_color_hover=”#2b8200″]2018-2019 TIER 1 WORKBOOK[/fusion_button][/fusion_builder_column][/fusion_builder_row][/fusion_builder_container][fusion_builder_container background_parallax=”none” enable_mobile=”no” parallax_speed=”0.3″ background_repeat=”no-repeat” background_position=”left top” video_aspect_ratio=”16:9″ video_mute=”yes” video_loop=”yes” fade=”no” padding_top=”20″ padding_bottom=”20″ hundred_percent=”no” equal_height_columns=”no” hide_on_mobile=”no” type=”legacy” border_sizes_top=”0px” border_sizes_bottom=”0px” border_sizes_left=”0px” border_sizes_right=”0px”][fusion_builder_row][fusion_builder_column type=”1_1″ layout=”1_1″ background_position=”left top” border_style=”solid” spacing=”yes” background_repeat=”no-repeat” margin_top=”0px” margin_bottom=”0px” animation_speed=”0.3″ animation_direction=”left” hide_on_mobile=”no” center_content=”no” min_height=”none” last=”true” hover_type=”none” border_position=”all” align_self=”flex-start” first=”true” link=”” background_blend_mode=”overlay”][fusion_accordion type=”” inactive_icon=”” active_icon=”” margin_top=”” margin_bottom=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” boxed_mode=”” border_size=”” border_color=”” hue=”” saturation=”” lightness=”” alpha=”” background_color=”” hover_color=”” divider_line=”” divider_color=”” divider_hover_color=”” padding_top=”” padding_right=”” padding_bottom=”” padding_left=”” title_tag=”h4″ fusion_font_family_title_font=”” fusion_font_variant_title_font=”” title_font_size=”” title_line_height=”2″ title_letter_spacing=”0px” title_text_transform=”” title_color=”var(–awb-color8)” icon_size=”” icon_color=”” icon_boxed_mode=”” icon_box_color=”” icon_alignment=”” fusion_font_family_content_font=”” fusion_font_variant_content_font=”” content_font_size=”” content_line_height=”” content_letter_spacing=”” content_text_transform=”” content_color=”var(–awb-color8)” toggle_hover_accent_color=”” toggle_active_accent_color=””][fusion_toggle title=”1. Common Philosophy & Purpose” open=”no”]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 |
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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. |
[/fusion_toggle][fusion_toggle title=”2. Leadership” open=”no”]
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 |
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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. |
[/fusion_toggle][fusion_toggle title=”3. Clarifying Expected Behavior” open=”no”]
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 |
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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. |
[/fusion_toggle][fusion_toggle title=”4. Teaching Expected Behavior” open=”no”]
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 |
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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. |
[/fusion_toggle][fusion_toggle title=”5. Encouraging Expected Behavior” open=”no”]
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 |
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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. |
[/fusion_toggle][fusion_toggle title=”6. Discouraging Inappropriate Behavior” open=”no”]
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 |
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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. |
[/fusion_toggle][fusion_toggle title=”7. Ongoing Monitoring” open=”no” class=”” id=”” fusion_font_family_title_font=”” fusion_font_variant_title_font=”” title_font_size=”” title_line_height=”” title_letter_spacing=”” title_text_transform=”” title_color=”var(–awb-color8)” hue=”” saturation=”” lightness=”” alpha=”” fusion_font_family_content_font=”” fusion_font_variant_content_font=”” content_font_size=”” content_line_height=”” content_letter_spacing=”” content_text_transform=”” content_color=”var(–awb-color8)”]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 |
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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 |
[/fusion_toggle][fusion_toggle title=”8. Effective Classroom Practices” open=”no”]
Effective Classroom Practices are evidence based practices that have been demonstrated to increase the likelihood that students will perform expected behaviors.
Tool | Description |
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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 |
[/fusion_toggle][fusion_toggle title=”9. Professional Learning” open=”no”]
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 |
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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 |
[/fusion_toggle][fusion_toggle title=”10. Tier 1 References and Resources” open=”no”]
MO SW-PBS relies on research based practices; references for all materials are provided.
Tool | Description |
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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. |
[/fusion_toggle][/fusion_accordion][fusion_button link=”https://pbismissouri.org/tier-1-workbook-chapters-spanish-2019/” title=”TIER 1 WORKBOOK” target=”_self” alignment=”center” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” color=”custom” stretch=”default” icon_position=”left” icon_divider=”no” animation_direction=”left” animation_speed=”0.3″ button_gradient_top_color=”#008800″ button_gradient_bottom_color=”#008800″ button_gradient_top_color_hover=”#2b8200″]TIER 1 WORKBOOK CHAPTERS 1-5 (Spanish)[/fusion_button][/fusion_builder_column][/fusion_builder_row][/fusion_builder_container]