In schools, a positive, proactive, and instructional approach to discipline is embraced. When all staff members adopt this approach, all school settings become more predictable and supportive for fostering appropriate student behavior. 

Tool

1.0   MTSS Behavior Tier 1 Workbook Ch 1 Common Philosophy

Common Philosophy and Purpose chapter from the SW-PBS Tier 1 Team Workbook.

1.1 Essential Components Key Points

Chart to summarize the key points about each 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 SW-PBS Tier 1 implementation.

1.4 Blank Action Plan

 MTSS Behavior Tier 1 Action Plan template for Tier 1 Team use.

1.5 Tier 1 Artifacts Rubric

Rubric for assessing Tier 1 systems and practices.

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 

3.0   MTSS BehaviorTier 1 Workbook Ch 3 Clarifying

Clarifying Expected Behavior chapter from the MO SW-PBS Tier 1 Team Workbook.

3.1 Example Preschool Matrix

Example preschool level matrix of schoolwide expectations and behaviors/rules.

3.2 Example Elementary Matrix

Example elementary level matrix of schoolwide expectations and behaviors/rules.

3.3 Example High School Matrix

Example high school level matrix of schoolwide expectations and behaviors/rules.

3.4 Some Valued Behaviors and Attitudes

List of valued behaviors and attitudes that can be used when selecting 3-5 schoolwide expectations.

3.5 Determining Weighted Vote

Tool for figuring weighted vote.

3.6 Blank Matrix

Blank matrix template for team use.

3.7 Discussion Notes to Engage Staff

Structured format for deciding plan to engage staff in development of schoolwide expectations and behaviors/rules.

3.8 Blank Non-Classroom Procedures Template

Structured format for deciding what non-classroom procedures need to be reviewed and who will be involved in that review.

3.9 Considerations for Classroom Procedures

Structured format for deciding what classroom procedures need to be reviewed and who will be involved in that review.

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

Tool

4.0  MTSS Behavior Tier 1 Workbook Ch 4 Teaching

Teaching Expected Behavior chapter from the SW-PBS Tier 1 Team Workbook.

4.1 Sample Preschool Lesson: Following Directions

Example preschool level lesson plan on Responsibility – Following Directions.

4.2 Sample Elementary Lesson: Following Directions

Example elementary level lesson plan on Responsibility – Following Directions.

4.3 Sample Middle School Lesson: Following Directions (Initial Teaching for Acquisition)

Example middle school level acquisition lesson plan on Responsibility – Following Directions.

4.4 Sample Middle School Lesson: Following Directions (Maintenance “Booster”)

Example middle school level maintenance lesson plan on Responsibility – Following Directions.

4.5 Sample High School Lesson: Following Directions (Initial Teaching for Acquisition)

Example high school level acquisition lesson plan on Responsibility – Following Directions.

4.6 Sample High School Lesson: Following Directions (Maintenance “Booster”)

Example middle school level maintenance lesson plan on Responsibility – Following Directions.

4.7 Sample Elementary Cafeteria Procedures Lesson Plan

Elementary cafeteria procedures lesson plan example.

4.8 Sample Secondary Cafeteria Procedures Lesson Plan (Initial Teaching for Acquisition)

Secondary cafeteria procedures acquisition lesson plan example.

4.9 Sample Secondary Cafeteria Procedures Lesson Plan (Maintenance “Booster”)

Secondary cafeteria procedures maintenance lesson plan example.

4.10 Blank Acquisition Lesson Plan Template

Blank acquisition lesson plan template for team use.

4.11 Blank Maintenance “Booster” Lesson Plan Template

Blank maintenance lesson plan template for team use.

4.12 Teaching Schedule

Example year-long teaching schedule that allows for decisions to be made based on data.

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

Tool

5.0  MTSS Behavior Tier 1 Workbook Ch 5 Encouraging

Encouraging Expected Behavior chapter from the 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 interactions.

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

6.0  MTSS Behavior Tier 1 Workbook Ch 6 Discouraging

Discouraging Inappropriate Behavior chapter from the SW-PBS Tier 1 Team Workbook.

6.1 Blank Office Managed Behaviors

Blank template for defining office managed behaviors

6.2 Preschool Office Behavioral Report

Example preschool level office behavioral report.

6.3 Elementary Office Discipline Referral Form

Example elementary level office discipline referral form.

6.4 High School Office Discipline Referral Form

Example high school level office discipline referral form.

6.5 Indirect and Direct Strategies to Discourage Minor Inappropriate Behavior

Continuum of strategies  for discouraging classroom  managed (minor) behaviors.

6.6 Inappropriate Behaviors Strategy Role Play

Activity to assist staff  in developing fluency in using indirect and  direct strategies  for  discouraging classroom managed behaviors.

6.7 Blank Minor Infractions Log

Sample template for monitoring classroom managed (minor) behaviors.

6.8 Example Schoolwide System to Discourage Inappropriate Behavior Flowchart

Example flowchart describing school procedures for discouraging inappropriate behaviors.

6.9 Example Behavior Intensity Levels Chart

Example table that describes school procedures for discouraging inappropriate behaviors based on the intensity of the behavior.

6.10 A-B-C Blank Template

A-B-C chart for working through antecedents and consequences when inappropriate behavior occurs.

The efficient and effective collection and use of data to drive decision making is key to successful implementation of  MTSS Behavior. 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.

Tool 

7.0   MTSS BehaviorTier 1 Workbook Ch 7 Monitoring

Ongoing Monitoring chapter from the SW-PBS Tier 1 Team Workbook.

7.1_Data Collection At-A-Glance

Summary of all  MTSS Behavior 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 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_Example 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.

7.12 Tiered Fidelity Inventory Directions

Directions for taking the Tiered Fidelity Inventory through PBIS Assessments.

7.13  MTSS Behavior Tiered Fidelity Inventory (TFI) Scoring Guide

 MTSS BehaviorTiered 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 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  MTSS Behavior.

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 SW-PBS Student Outcome Data

Word document you can use to report important student outcomes to  MTSS Behavior.

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

Tool

8.0  MTSS Behavior Tier 1 Workbook Ch 8: Effective Classroom Practices

Chapter 8: Effective Classroom Practices

8.1 MTSS Behavior Teacher Self-Assessment of the Effective Classroom Practices

Tool for teachers to assess their  own implementation of Effective Classroom Practices

8.2 Artifacts and-or Materials

Tool for  assessing the quality of artifacts  related to classroom expectations and rules.

8.3 Walk Through or Brief Observation

Observation form for assessing implementation of Effective Classroom Practices

8.4 In-depth Classroom Observation by Frequency

In-depth observation form for assessing implementation  of Effective Classroom  Practices using frequency counts.

8.5 In-depth Classroom Observation by Time

In-depth observation form for assessing implementation  of Effective Classroom  Practices using duration

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

Tool

9.0  MTSS Behavior 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  MTSS Behavior Staff Handbook Organizer

Template to assist teams in developing  and organizing a staff  handbook

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

Tool

10.0   MTSS Behavior Tier 1 Workbook Ch 10 References

References and Resources chapter from the MO SW-PBS Tier 1 Team Workbook.

10.1 Glossary of Terms and Acronym 

 SW-PBS glossary of terms, abbreviations and acronyms.