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

A Systems Approach

Training Content	Description

Science of Behavior

Lesson	Description/Outcome	Handouts/Resources
Lesson 1 Knowing the ABCs of Function-Based Thinking	This lesson is the first in a four part series that unpacks the Science of Behavior. The focus of this lesson is the 3-part behavioral contingency of Antecedent, Behavior and Consequence. By the end of this lesson, participants will…. understand that behavior is predictable. identify antecedent(s), behavior(s), consequence(s) from scenarios.	FC2L1 HO1. ABC Worksheet FC2L1 HO2 ABC Worksheet Answers FC2L1-HO3-ABC-Schoolwide-Planning
Lesson 2 The Role Function Plays in Behavior	This lesson will build understanding around function-based thinking, specifically focusing on the role function plays in behavior. Participants will learn how to use the science of behavior to determine why students are behaving the way they are (function) and use this logic in their professional practice. By the end of this lesson, participants will…. Define function of behavior. Identify functions that typically maintain behavior. Apply functional logic in choosing strategies to modify the environment to increase the likelihood that the expected behavior will be demonstrated.	FC2L2 HO1. A-B-C Classroom Planning FC2L2 HO2. Comparing Similar Behaviors FC2L2 HO3. ABC with Function FC2L2 HO4. ABC with Function Answer Key FC2L2.HO5. ABC Strategies FC2L2 HO6. ABC Strategies Answer Key
Lesson 3 Motivation and Self-Regulation	This lesson reviews what is known about intrinsic and extrinsic motivation, internal and external regulation, and lays the groundwork for a discussion of how the Schoolwide Positive Behavior Support helps students learn to regulate their own behavior. By the end of this session, you will… Understand the difference between intrinsic and extrinsic motivation Understand the difference between motivation and regulation	FC2L3 HO1. Key Terms Matching FC2L3 HO1.1. Key Terms Matching Answer Key FC2L3 HO2. Pause and Reflect 1 Intrinsic or Extrinsic FC2L3 HO3. Pause and Reflect 2 Personal Reflection FC2L3 HO4. Pause and Reflect 3 Typical Day FC2L3 HO5. Regulation Strategies
Lesson 4 Moving Students Along the Self-Regulation Continuum	This lesson explores the three psychological needs of competence, relatedness and autonomy that must be supported in order to move students along the self-regulation continuum. It then explores how the science of behavior in general and the 8 effective teaching and learning practices of schoolwide positive behavior support reinforce and strengthen the three psychological needs, thereby helping students to become more self-regulated. By the end of this lesson, you will… Know about the 3-psychological needs, and how they support students on the self-regulation continuum Understand how the science of behavior and the SW-PBS framework support the 3-psychological needs	FC2L4 HO1. Moving Students Along the Self Regulation Continuum Activity Packet
Lesson 5 De-Escalation of Unexpected Behavior	This lesson will build understanding around the Acting-Out Cycle, specifically focusing on strategies to interrupt escalating behaviors. Participants will learn how behavior follows a predictable pattern of escalation, become more familiar with each escalation phase in order to be able to respond more appropriately by selecting strategies to prevent further escalation, and apply knowledge of function-based thinking to strategies selection to increase effectiveness. By the end of this lesson, participants will…. Understand the phases of the Acting Out cycle. Identify appropriate strategies based upon phases of the Acting Out cycle.

Lesson

Description/Outcome

Handouts/Resources

Lesson 1

Knowing the ABCs of Function-Based Thinking

This lesson is the first in a four part series that unpacks the Science of Behavior. The focus of this lesson is the 3-part behavioral contingency of Antecedent, Behavior and Consequence.

By the end of this lesson, participants will….

understand that behavior is predictable.
identify antecedent(s), behavior(s), consequence(s) from scenarios.

FC2L1 HO1. ABC Worksheet

FC2L1 HO2 ABC Worksheet Answers

FC2L1-HO3-ABC-Schoolwide-Planning

Lesson 2

The Role Function Plays in Behavior

This lesson will build understanding around function-based thinking, specifically focusing on the role function plays in behavior. Participants will learn how to use the science of behavior to determine why students are behaving the way they are (function) and use this logic in their professional practice.

By the end of this lesson, participants will….

Define function of behavior.
Identify functions that typically maintain behavior.
Apply functional logic in choosing strategies to modify the environment to increase the likelihood that the expected behavior will be demonstrated.

FC2L2 HO1. A-B-C Classroom Planning

FC2L2 HO2. Comparing Similar Behaviors

FC2L2 HO3. ABC with Function

FC2L2 HO4. ABC with Function Answer Key

FC2L2.HO5. ABC Strategies

FC2L2 HO6. ABC Strategies Answer Key

Lesson 3

Motivation and Self-Regulation

This lesson reviews what is known about intrinsic and extrinsic motivation, internal and external regulation, and lays the groundwork for a discussion of how the Schoolwide Positive Behavior Support helps students learn to regulate their own behavior.

By the end of this session, you will…

Understand the difference between intrinsic and extrinsic motivation

Understand the difference between motivation and regulation

FC2L3 HO1. Key Terms Matching

FC2L3 HO1.1. Key Terms Matching Answer Key

FC2L3 HO2. Pause and Reflect 1 Intrinsic or Extrinsic

FC2L3 HO3. Pause and Reflect 2 Personal Reflection

FC2L3 HO4. Pause and Reflect 3 Typical Day

FC2L3 HO5. Regulation Strategies

Lesson 4

Moving Students Along the Self-Regulation Continuum

This lesson explores the three psychological needs of competence, relatedness and autonomy that must be supported in order to move students along the self-regulation continuum. It then explores how the science of behavior in general and the 8 effective teaching and learning practices of schoolwide positive behavior support reinforce and strengthen the three psychological needs, thereby helping students to become more self-regulated.

By the end of this lesson, you will…

Know about the 3-psychological needs, and how they support students on the self-regulation continuum
Understand how the science of behavior and the SW-PBS framework support the 3-psychological needs

FC2L4 HO1. Moving Students Along the Self Regulation Continuum Activity Packet

Lesson 5

De-Escalation of Unexpected Behavior

This lesson will build understanding around the Acting-Out Cycle, specifically focusing on strategies to interrupt escalating behaviors. Participants will learn how behavior follows a predictable pattern of escalation, become more familiar with each escalation phase in order to be able to respond more appropriately by selecting strategies to prevent further escalation, and apply knowledge of function-based thinking to strategies selection to increase effectiveness.

By the end of this lesson, participants will….

Understand the phases of the Acting Out cycle.
Identify appropriate strategies based upon phases of the Acting Out cycle.

Foundations of Systems Change

Tool	Description

Tier 1 Content

Tier 1 Implementation Guide

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

Common Philosophy & Purpose

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

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 Expectations

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

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

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

Encouraging Expected Behavior

T1C5 Encouraging ZIP

Lesson	Description/Outcome	Handouts/Resources
Lesson 1: T1C5L1 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.	Standard Handouts: Action Plan, Action Plan Checklist, and Tier 1 Artifacts Rubric
Lesson 2: T1C5L2 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 goals that will set the tone or mood of the school through relationships with students and families.By the end of this lesson, participants will… Use preferred adult behaviors.	T1C5L2 HO1 Topic in Action: My Favorite Teacher
Lsson 3: T1C5L3 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..	T1C5L3 HO1 Writing Effective Positive Specific Feedback Statements
Lesson 4: T1C5L4 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. By the end of this lesson, participants will… Develop a schoolwide system to encourage students’ use of expected behaviors (your matrix). Develop strategies to encourage staff and families to use positive specific feedback.	T1C5L4 HO1 Schoolwide System to Encourage Expected Behavior T1C5L4 HO2 Strategies to Encourage Staff and Families
Lesson 5: T1C5L5 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.	T1C5L5 HO1 Frequency and Type of Student Interactions

Discouraging Unexpected Behavior

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

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

Data Based Decision Making

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

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

Classroom ETLPs

ETLPs ZIP

Lesson	Description/Outcome	Handouts/Resources
Lesson 1 Overview Tier 1 Effective Teaching and Learning Practices (ETLPs) for the Classroom	This lesson introduces the Classroom Effective Teaching and Learning Practice (ETLPs) for behavior. These eight instructional practices have been shown to decrease unexpected behavior and increase academic learning time. By the end of this lesson, participants will …. Explain to others the power of positive and proactive strategies in establishing an effective classroom learning environment. Understand and access the 8 ETLPs Lessons and Materials available for professional learning and implementation support.	While this lesson does not have any specific handouts, participants might be interested in reviewing the MO SW-PBS Classroom ETLP Teacher Tools developed for each of the 8 ETLPs to become more familiar with these resources as they provide a framework for professional learning, teacher self reflection and monitoring of each practice, and a practice profile for use as a self-rating scale. Bonus Material: Introduction to Effective Classroom Practices MO SW-PBS has identified Eight Effective Classroom Practices that have been shown to increase the likelihood of appropriate behavior and decrease problem behavior while increasing academic learning time.
Lesson 2 Systems Support the Effective Teaching and Learning Practices (ETLPs)	This lesson describes the tools and processes for supporting INDIVIDUALS in the implementation of Effective Teaching and Learning Practices (ETLPs). Using the Self-Assessments and Practice Profiles provided for each of the ETLPs, the LEADERSHIP TEAM will reflect on a plan for training, coaching, and providing feedback to support teachers. This lesson is most applicable for LEADERSHIP TEAMs. By the end of this lesson, participants will …. Understand the logic of multi-tiered approach to teacher professional learning and support. Become familiar with the MO SW-PBS Classroom Effective Teaching and Learning Practices Teacher Tools that include Self-Assessments and Practice Profiles, and how the self-assessments can help teachers and leadership teams set goals and determine professional development priorities Become familiar with the Teacher ETLP Self Monitoring Planning Guide which walks individual teachers through making their own plan for professional growth. Learn the components a leadership team needs to put in place to provide coordinated, organization wide high-quality professional development (HQPD).	T1C8L2 HO1. Teacher ETLP Self-Monitoring Plan T1C8L2 HO2. Checklist for Planning Professional Learning Supports Bonus Material: Supporting Classroom PBIS Practices and Systems (Dr. Jen Freeman – UCONN)
Lesson 3 Classroom Expectations & Rules ETLP #1	This lesson describes the process to develop and teach classroom expectations and rules. By the end of this lesson, participants will …. Develop classroom expectations and rules, and establish a system to consistently teach and reinforce these expectations and rules. Establish a process to self monitor the implementation of classroom procedures and routines with fidelity, consistency and equity.	T1C8L3 HO1. MO SW-PBS Classroom Expectations and Rules Teacher Tool T1C8L3 HO2. Classroom Expectations & Rules Planning & Implementation Guide T1C8L4 HO3. Teacher Effective Teaching & Learning Practice (ETLP) Self-Monitoring PlanBonus Material: ETLP 1 Classroom Expectations & Rules Acquisition Podcast Introductory video on Classroom Expectations and Rules. ETLP 1 Classroom Expectations & Rules – Training Video Training video on Classroom Expectations and Rules that includes classroom implementation examples and interviews with teachers.
Lesson 4 Effective Teaching and Learning Practices Classroom Procedures & Routines ETLP #2	This lesson describes the process to develop and teach efficient and effective classroom procedures, which when taught to fluency become routines that all students can follow. By the end of this lesson participants will be able to… Identify and develop classroom procedures. Plan for implementation of procedures to create routines. Deliver effective feedback to students to reinforce expected behaviors and correct unexpected behaviors. Establish a process to self monitor the implementation of classroom procedures and routines with fidelity, consistency and equity.	T1C8L4 HO1. MO SW-PBS Classroom Procedures and Routines Teacher Tool T1C8L4 HO2. Classroom Procedures & Routines – Planning & Implementation Guide T1C8L4 HO3. Teacher Effective Teaching & Learning Practice (ETLP) Self-Monitoring Plan Bonus Material: ETLP 2 Classroom Procedures & Routines Acquisition Podcast Introductory video on Classroom Procedures & Routines. ETLP 2 Classroom Procedures & Routines – Training Video Training video on Classroom Procedures and Routines that includes classroom implementation examples and interviews with teachers.
Lesson 5 Classroom Encouraging Expected Behavior ETLP #3	This lesson describes the use of positive, specific feedback mirroring a schoolwide recognition system within the classroom environment to encourage expected behavior in the classroom. By the end of this lesson, participants will …. Create a plan to leverage Preferred Adult Behaviors. Explain the rationale for using positive specific feedback to reinforce expected student behaviors within classrooms. Develop a menu of reinforcers that includes social attention, activities and tangibles that appeal to all students, that are available frequently, intermittently and/or occasionally. Establish and implement a process/strategy for self-monitoring the use of positive specific feedback with fidelity, consistency and equity with all students.	MO SW-PBS Teacher Tool: Encouraging Expected Classroom Behavior Classroom Encouraging Planning & Implementation Guide Teacher Effective Teaching & Learning Practices (ETLP) Self-Monitoring Plan Bonus Material: ETLP 3 Classroom Encouraging Expected Behavior Acquisition Podcast Introductory video on Classroom Encouraging Expected Behavior. ETLP 3 Classroom Encouraging Expected Behavior – Training Video Training video on Classroom Encouraging Expected Behaviors that includes classroom implementation examples and interviews with teachers.
Lesson 6 Classroom Discouraging Unexpected Behavior ETLP #4	This lesson describes the use of a proactive approach to discipline that includes both indirect and direct strategies to discourage unexpected behavior. By the end of this lesson, participants will …. Explain the rationale for using a proactive approach to classroom discouraging unexpected behavior. Learn to apply function-based thinking as you observe and attempt to understand unexpected behavior in your classroom. Create a plan for indirect and direct strategies to discourage unexpected behavior in your classroom.	T1C8L6 HO1. Classroom Discouraging Teacher Tool T1C8L6 HO2. Classroom Discouraging Planning & Implementation Guide T1C8L6 HO3. Matching: Discouraging Unexpected Behavior to Corresponding Direct Strategies T1C8L6 HO4. Teacher Effective Teaching & Learning Practices (ETLP) Self-Monitoring Plan Bonus Material: ETLP 4 Classroom Discouraging Unexpected Behavior Acquisition Podcast Introductory video on Classroom Discouraging Unexpected Behavior. ETLP 4 Classroom Discouraging Unexpected Behavior – Training Video Training video on Classroom Discouraging Unexpected Behaviors that includes classroom implementation examples and interviews with teachers.

Lesson

Description/Outcome

Handouts/Resources

Lesson 1

Overview Tier 1 Effective Teaching and Learning Practices (ETLPs) for the Classroom

This lesson introduces the Classroom Effective Teaching and Learning Practice (ETLPs) for behavior. These eight instructional practices have been shown to decrease unexpected behavior and increase academic learning time.

By the end of this lesson, participants will ….

Explain to others the power of positive and proactive strategies in establishing an effective classroom learning environment.
Understand and access the 8 ETLPs Lessons and Materials available for professional learning and implementation support.

While this lesson does not have any specific handouts, participants might be interested in reviewing the MO SW-PBS Classroom ETLP Teacher Tools developed for each of the 8 ETLPs to become more familiar with these resources as they provide a framework for professional learning, teacher self reflection and monitoring of each practice, and a practice profile for use as a self-rating scale.

Bonus Material:

Introduction to Effective Classroom Practices

MO SW-PBS has identified Eight Effective Classroom Practices that have been shown to increase the likelihood of appropriate behavior and decrease problem behavior while increasing academic learning time.

Lesson 2

Systems Support the Effective Teaching and Learning Practices (ETLPs)

This lesson describes the tools and processes for supporting INDIVIDUALS in the implementation of Effective Teaching and Learning Practices (ETLPs). Using the Self-Assessments and Practice Profiles provided for each of the ETLPs, the LEADERSHIP TEAM will reflect on a plan for training, coaching, and providing feedback to support teachers. This lesson is most applicable for LEADERSHIP TEAMs.

By the end of this lesson, participants will ….

Understand the logic of multi-tiered approach to teacher professional learning and support.
Become familiar with the MO SW-PBS Classroom Effective Teaching and Learning Practices Teacher Tools that include Self-Assessments and Practice Profiles, and how the self-assessments can help teachers and leadership teams set goals and determine professional development priorities
Become familiar with the Teacher ETLP Self Monitoring Planning Guide which walks individual teachers through making their own plan for professional growth.
Learn the components a leadership team needs to put in place to provide coordinated, organization wide high-quality professional development (HQPD).

T1C8L2 HO1. Teacher ETLP Self-Monitoring Plan

T1C8L2 HO2. Checklist for Planning Professional Learning Supports

Bonus Material:

Supporting Classroom PBIS Practices and Systems (Dr. Jen Freeman – UCONN)

Lesson 3

Classroom Expectations & Rules ETLP #1

This lesson describes the process to develop and teach classroom expectations and rules.

By the end of this lesson, participants will ….

Develop classroom expectations and rules, and establish a system to consistently teach and reinforce these expectations and rules.
Establish a process to self monitor the implementation of classroom procedures and routines with fidelity, consistency and equity.

T1C8L3 HO1. MO SW-PBS Classroom Expectations and Rules Teacher Tool

T1C8L3 HO2. Classroom Expectations & Rules Planning & Implementation Guide

T1C8L4 HO3. Teacher Effective Teaching & Learning Practice (ETLP) Self-Monitoring PlanBonus Material:

ETLP 1 Classroom Expectations & Rules Acquisition Podcast

Introductory video on Classroom Expectations and Rules.

ETLP 1 Classroom Expectations & Rules – Training Video

Training video on Classroom Expectations and Rules that includes classroom implementation examples and interviews with teachers.

Lesson 4

Effective Teaching and Learning Practices Classroom Procedures & Routines ETLP #2

This lesson describes the process to develop and teach efficient and effective classroom procedures, which when taught to fluency become routines that all students can follow.

By the end of this lesson participants will be able to…

Identify and develop classroom procedures.
Plan for implementation of procedures to create routines.
Deliver effective feedback to students to reinforce expected behaviors and correct unexpected behaviors.
Establish a process to self monitor the implementation of classroom procedures and routines with fidelity, consistency and equity.

T1C8L4 HO1. MO SW-PBS Classroom Procedures and Routines Teacher Tool

T1C8L4 HO2. Classroom Procedures & Routines – Planning & Implementation Guide

T1C8L4 HO3. Teacher Effective Teaching & Learning Practice (ETLP) Self-Monitoring Plan

Bonus Material:

ETLP 2 Classroom Procedures & Routines Acquisition Podcast

Introductory video on Classroom Procedures & Routines.

ETLP 2 Classroom Procedures & Routines – Training Video

Training video on Classroom Procedures and Routines that includes classroom implementation examples and interviews with teachers.

Lesson 5

Classroom Encouraging Expected Behavior ETLP #3

This lesson describes the use of positive, specific feedback mirroring a schoolwide recognition system within the classroom environment to encourage expected behavior in the classroom.

By the end of this lesson, participants will ….

Create a plan to leverage Preferred Adult Behaviors.
Explain the rationale for using positive specific feedback to reinforce expected student behaviors within classrooms.
Develop a menu of reinforcers that includes social attention, activities and tangibles that appeal to all students, that are available frequently, intermittently and/or occasionally.

Establish and implement a process/strategy for self-monitoring the use of positive specific feedback with fidelity, consistency and equity with all students.

MO SW-PBS Teacher Tool: Encouraging Expected Classroom Behavior

Classroom Encouraging Planning & Implementation Guide

Teacher Effective Teaching & Learning Practices (ETLP) Self-Monitoring Plan

Bonus Material:

ETLP 3 Classroom Encouraging Expected Behavior Acquisition Podcast

Introductory video on Classroom Encouraging Expected Behavior.

ETLP 3 Classroom Encouraging Expected Behavior – Training Video

Training video on Classroom Encouraging Expected Behaviors that includes classroom implementation examples and interviews with teachers.

Lesson 6

Classroom Discouraging Unexpected Behavior ETLP #4

This lesson describes the use of a proactive approach to discipline that includes both indirect and direct strategies to discourage unexpected behavior.

By the end of this lesson, participants will ….

Explain the rationale for using a proactive approach to classroom discouraging unexpected behavior.

Learn to apply function-based thinking as you observe and attempt to understand unexpected behavior in your classroom.

Create a plan for indirect and direct strategies to discourage unexpected behavior in your classroom.

T1C8L6 HO1. Classroom Discouraging Teacher Tool

T1C8L6 HO2. Classroom Discouraging Planning & Implementation Guide

T1C8L6 HO3. Matching: Discouraging Unexpected Behavior to Corresponding Direct Strategies

T1C8L6 HO4. Teacher Effective Teaching & Learning Practices (ETLP) Self-Monitoring Plan

Bonus Material:

ETLP 4 Classroom Discouraging Unexpected Behavior Acquisition Podcast

Introductory video on Classroom Discouraging Unexpected Behavior.

ETLP 4 Classroom Discouraging Unexpected Behavior – Training Video

Training video on Classroom Discouraging Unexpected Behaviors that includes classroom implementation examples and interviews with teachers.

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.

2018-2019 TIER 1 WORKBOOK

1. Common Philosophy & Purpose

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.

2. Leadership

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.

3. Clarifying Expected Behavior

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.

4. Teaching Expected Behavior

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.

5. Encouraging Expected Behavior

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.

6. Discouraging Inappropriate Behavior

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.

7. Ongoing Monitoring

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

8. Effective Classroom Practices

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

9. Professional Learning

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

10. Tier 1 References and Resources

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.

TIER 1 WORKBOOK CHAPTERS 1-5 (Spanish)

Tier 1 Guide & Resources

Foundational Content

Tier 1 Content