Closure & Follow-up

During this lesson, you learned how you will engage all staff and stakeholder voices in selecting schoolwide expectations, the first step to developing your building’s social behavioral curriculum. These schoolwide expectations will be the cornerstone for all that you will do to implement SW-PBS.

There are several tools that your team can use to monitor whether you have the essential elements or features developed, the quality of your artifacts, and gain feedback from school staff regarding implementation efforts. These tools include the:

Tier 1 Action Planning Checklist – to list products schools need to develop for successful implementation of all essential features of schoolwide Tier 1.

InTHIS lesson your team learned about Tier 1 Action Planning Checklist item number 1, developing 3-5 schoolwide have been selected and shared with staff.

MO SW PBS Tier 1 Artifacts Rubric – to help your team assess the quality of the materials your team develops. 

In THIS lesson your team learned about MO SW PBS Tier 1 Artifacts Rubric for a  Schoolwide Matrix, “3-5 schoolwide expectations have been selected and shared with staff, which will set the foundation for further clarification of the behavioral rules which you will learn about in the next lesson.

Tiered Fidelity Inventory (or TFI) – is a research-validated tool that measures the building leadership teams’ perception of implementation fidelity of all three tiers.

In THIS lesson your team learned about TFI  item number 1.3, with the first part focusing on “3-5 schoolwide have been selected and shared with staff”.

Self-Assessment Survey (or SAS) – is a research-validated survey that measures the perceptions of all staff on the status and priority for improvement of SW-PBS. 

In THIS lesson your team learned about SAS “Schoolwide section “ item number 1, with the first part which focuses on “3-5 schoolwide have been selected and shared with staff”. 

Next steps include 

Developing action steps and a timeline to complete the task of selecting three to five schoolwide expectations that include the voice of all stakeholders.
Updating your action plan using the Tier 1 Action Plan template and the Tier 1 Action Planning Checklist.
Using the Tier 1 Artifacts Rubric to assess the quality of the resources your team develops. 
Use, when available and appropriate, the results of the PBIS Self-Assessment Survey (SAS)  to gain perspective from all staff, and results from the PBIS Tiered Fidelity Inventory (TFI) to gain perspective from your Building Leadership Team.

How will you engage all staff and all stakeholders in selecting schoolwide expectations, the first step to developing your building’s social behavioral curriculum?

Additional information about Selecting Schoolwide Expectations can be found in the MO SW-PBS Handbook and the MO SW-PBS Tier 1 Implementation Guide.

Lesson 2 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?”

Banks, T., & Obiakor, F. E. (2015). Culturally responsive positive behavior supports- considerations for practice. Journal of Education and Training Studies, 3(2), 83–90.

Colvin, Geoff (2007). 7 Steps for Developing A Proactive Schoolwide Discipline Plan: A Guide for Principals and Leadership Teams.

OSEP Center on Positive Behavior Interventions and 

Support, U.S. Department of Education, Office of Special Education Programs (2015). Implementation blueprint and self-assessment: positive behavioral interventions and support. Retrieved from www.pbis.org.

Vincent, C.G., Randall, C., Cartledge, G., Tobin, T.J & Swain-Bradway, J. (2011). Toward a conceptual integration of cultural responsiveness and schoolwide positive behavior support. Journal of Positive Behavior Interventions, 13(4), 219–229.