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Bully Prevention in Positive Behavior Support
New Manual
by Scott Ross, Rob Horner, and Bruce Stiller. Click
here to download. This document is a 52 page handbook
focusing on giving students the tools to reduce bullying
behavior through the blending of school-wide positive
behavior support, explicit instruction, and a redefinition
of the bullying construct.
Evaluation Tool
This document is prepared for individuals who are implementing
School-wide Positive Behavior Support (PBS) in Districts,
Regions or States. The purpose of the document is to
provide a formal structure for evaluating if School-wide
PBS implementation efforts are (a) occurring as planned,
(b) resulting in change in schools, and (c) producing
improvement in student outcomes. School-wide
Positive Behavior Support Evaluation Template October,
2005
School-Wide PBS Blueprint
The purpose of this blueprint is to provide implementers
with definitions, descriptions, and guidelines that
allow for accurate and durable implementation of school-wide
positive behavior support (SW-PBS) practices and systems.
Blueprint
Article (This is the
newest version.)
School-Wide
PBS Tools
Effective Behavior Support Team Implementation
Checklists
This self-assessment tool has been designed to serve
as a multi-level guide for (a) creating school-wide
PBS action plans and evaluating the status of implementation
activities on a quarterly basis. EBS
Team Checklist
PBS Leadership Team Self-Assessment and Planning
Tool
This self-assessment has been designed to serve as a
multi-level guide for creating action plans and evaluating
implementation at the school, state and/or district
level. PBS
Leadership Team Self-Assessment
Effective Behavior Support (EBS) Survey
The EBS Survey is used by school staff for initial and
annual assessment of effective behavior support systems
in their school. The survey examines the status and
need for improvement of three behavior support systems:
(a) school-wide discipline, (b) non-classroom management
systems, and (c) systems for individuals students engaging
in chronic behaviors.
EBS Survey
Spanish Version
of EBS Checklist
School-Wide Evaluation Tool (SET)
The School-wide Evaluation Tool (SET) is designed to
assess and evaluate the critical features of school-wide
effective behavior support across each academic school
year. The SET results are used to:
- assess features that are in place,
- determine annual goals for school-wide effective
behavior support,
- evaluate on-going efforts toward school-wide behavior
support,
- design and revise procedures as needed, and
- compare efforts toward school-wide effective behavior
support from year to year.
Information necessary for this assessment tool is gathered
through multiple sources including review of permanent
products, observations, and staff (minimum of 10) and
student (minimum of 15) interviews or surveys.
System-Wide Evaluation Tool
version 2.0
Request a copy of
the SET Implementation Manual (please note there
is a $25.00 fee for the printing cost of this manual)
5-7-06 Posted Version 2.1 of the SET. The 2.0
Version is still available for those using that.
Clarification
Note on the NEW Version 2.1
System-Wide Evaluation
Tool version 2.1 (word version)
System-Wide Evaluation
Tool version 2.1 (pdf version)
Benchmarks of Quality (6-12-07)
Benchmarks
Scoring Guide
Benchmarks
Team Member Rating
Benchmarks
Scoring Form
SET Implementation Guide
NEW (4-24-05) This guide answers your questions about
conducting the SET and gives three case studies. Open
the Implementation Guide and then click on the links
within the Guide. Be sure to use the back arrow to return
to the Implementation Guide. This download works best
with Internet Explorer and Netscape. We are working
on making it compatible with Mozilla. Thank you for
letting us know if you have any problems with this download
by emailing Laura
Riffel .
Due to the size of the files, we have kept the sections
separate for your downloading ease. (Uploaded January
28, 2007)
SET
SET Training Part
One
SET Training Part
Two
SET Training Part
Three
SET Training Part
Four
SET Training Part
Five
SET Training Part
Six
Oregon School Safety Survey
The Oregon School Safety Survey is an instrument developed
to obtain an efficient index of perceived school safety.
This survey provides a summary of "risk factors"
and "protective factors" that can be useful
in determining training and support needs related to
school safety and violence prevention.
Oregon School Safety
Survey
Spanish
Version (Encuesta sobre Seguridad Escolar)
Individual PBS Planning Tools
Checklist for Individual Student Systems
The Checklist for Individual Student Systems (CISS)
is a self-assessment tool to help schools assess the
status of secondary and tertiary (targeted and intensive)
interventions in their school. Using the CISS provides
the following outcomes:
a) Percent of key features that are in place
b) Ranking of features that are a priority for the
school
c) Template for developing an action plan.
CISS
FACTS
The FACTS is a two-page interview used by school personnel
who are building behavior support plans. The FACTS is
intended to be an efficient strategy for initial functional
behavioral assessment. The FACTS is completed by people
(teachers, family, clinicians) who know the student
best, and used to either build behavior support plans,
or guide more complete functional assessment efforts.
The FACTS can be completed in a short period of time
(5-15 min). Efficiency and effectiveness in completing
the forms increases with practice.
FACTS
Functional Behavior Support Plan (F-BSP)
The F-BSP is a planning tool for used by school personnel
who are building a behavior support plan using function
based behavioral assessment. This form was written by
Horner and Crone 2005. This also has a Competing Pathway
Chart or Competing Behavior Chart available for planning
purposes.
F-BSP
Self-Assessment of Contextual Fit in Schools
The purpose of this interview is to assess the extent
to which the elements of a behavior support plan fit
the contextual features of your school environment.
The interview asks you to rate (a) your knowledge of
the elements of the plan, (b) your perception of the
extent to which the elements of the behavior support
plan are consistent with your personal values, and skills,
and (c) the school’s ability to support implementation
of the plan.
Self-Assessment
of Contextual Fit
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