Professional Documents
Culture Documents
Completing the Benchmarks of Quality (Revised) for School-wide Positive Behavior Support (SWPBS)
Step 5 – Reporting
The coach will enter the final scores from the Scoring Form on PBSES, the web-based evaluation reporting system through the PBS Project’s website
http://flpbs.fmhi.usf.edu. The school log-in and password are included on the direction for completing End-Year Evaluation which is distributed by the
district coordinator.
Kincaid, D., Childs, K., & George, H. (March, 2010).
School-wide Benchmarks of Quality (Revised). Unpublished instrument. USF, Tampa, Florida. 1
BENCHMARKS OF QUALITY (Revised) SCORING GUIDE
5. Faculty are involved in Most faculty participate in Some of the faculty participates Faculty does not
establishing and reviewing establishing PBS goals (i.e. in establishing PBS goals (i.e. participate in establishing
goals surveys, “dream”, “PATH”) on at surveys, “dream”, “PATH”) on PBS goals.
least an annual basis. at least an annual basis.
6. Faculty feedback is Faculty is given opportunities to Faculty are given some Faculty are rarely given the
obtained throughout year provide feedback, to offer opportunities to provide opportunity to participate in
suggestions, and to make choices feedback, to offer suggestions, the PBS process (fewer
in every step of the PBS process and to make some choices than 2 times per school
(via staff surveys, voting process, during the PBS process. year).
suggestion box, etc.) Nothing is However, the team also makes
implemented without the majority decisions without input from
of faculty approval. staff.
at least 90% participation at least 75% participation at least 50% participation less than 50% participation
29. A behavioral Lesson plans are developed and Lesson plans were developed Lesson plans have not been
curriculum includes used to teach rules and and used to teach rules, but not developed or used to teach
teaching expectations and expectations developed for expectations or rules or expectations
rules vice versa.
30. Lessons include Lesson plans include both Lesson plans give no
examples and non-examples examples of appropriate specific examples or non-
behavior and examples of examples or there are no
inappropriate behavior. lesson plans.
31. Lessons use a variety of Lesson plans are taught using at Lesson plans have been Lesson plans have not been
teaching strategies least 3 different teaching introduced using fewer than 3 taught or do not exist.
strategies (i.e., modeling, role- teaching strategies.
playing, videotaping)
32. Lessons are embedded Nearly all teachers embed About 50% of teachers embed Less than 50% of all
into subject area curriculum behavior teaching into subject behavior teaching into subject teachers embed behavior
area curriculum on a daily basis. area curriculum or embed teaching into subject area
behavior teaching fewer than 3 curriculum or only
times per week occasionally remember to
include behavior teaching
in subject areas.
33. Faculty/staff and Faculty, staff, and students are Faculty, staff, and students
students are involved in involved in the development are not involved in the
development & delivery of and delivery of lesson plans to development and delivery
behavioral curriculum teach behavior expectations and of lesson plans to teach
rules for specific settings. behavior expectations and
rules for specific settings.
43. Classroom routines and Evident in most classrooms Evident in many classrooms Evident in only a few
procedures are explicitly (>75% of classrooms) (50-75% of classrooms) classrooms (less than 50%
identified for activities of classrooms)
where problems often occur
(e.g. entering class, asking
questions, sharpening
pencil, using restroom,
dismissal)
44. Expected behavior Evident in most classrooms Evident in many classrooms Evident in only a few
routines in classroom are (>75% of classrooms) (50-75% of classrooms) classrooms (less than 50%
taught of classrooms)
45. Classroom teachers Evident in most classrooms Evident in many classrooms Evident in only a few
use immediate and specific (>75% of classrooms) (50-75% of classrooms) classrooms (less than 50%
praise of classrooms)
47. Procedures exist for Evident in most classrooms Evident in many classrooms Evident in only a few
tracking classroom behavior (>75% of classrooms) (50-75% of classrooms) classrooms (less than 50%
problems of classrooms)
48. Classrooms have a Evident in most classrooms Evident in many classrooms Evident in only a few
range of consequences/ (>75% of classrooms) (50-75% of classrooms) classrooms (less than 50%
interventions for problem of classrooms)
behavior that are
documented and
consistently delivered
49. Students and staff are Students and staff are surveyed at Students and staff are surveyed Students and staff are not
surveyed about PBS least annually (i.e. items on at least annually (i.e. items on surveyed.
climate survey or specially climate survey or specially
developed PBS plan survey), and developed PBS plan survey),
information is used to address the but information is not used to
PBS plan. address the PBS plan.
51. Staff use referral Almost all staff know the Many of the staff know the Some of the staff know the Few staff know the
process (including which procedures for responding to procedures for responding to procedures for responding to procedures for responding
behaviors are office inappropriate behavior, use inappropriate behavior, use forms inappropriate behavior, use to inappropriate behavior,
managed vs. which are forms as intended and fill as intended and fill them out forms as intended and fill them use forms as intended and
teacher managed) and forms them out correctly. (can be correctly. out correctly. fill them out correctly OR
appropriately identified by reviewing Evaluations are not
completed forms, staff conducted.
surveys, etc…)
at least 90% know/use at least 75% know/use at least 50% know/use less than 50% know/use
52. Staff use reward system Almost all staff understand Many of the staff understand Some of the staff understand Few staff understand and
appropriately identified guidelines for the identified guidelines for the identified guidelines for the use identified guidelines for
reward system and are using reward system and are using the reward system and are using the the reward system OR
the reward system reward system appropriately. reward system appropriately. Evaluations are not
appropriately. (can be conducted at least yearly or
identified by reviewing do not assess staff
reward token distribution, knowledge and use of the
surveys, etc…) reward system.
at least 90% understand/use at least 75% understand/use at least 50% understand/use less than 50% understand/use
53. Outcomes (behavior There is a plan for collecting There is a plan for collecting data There is a plan for collecting There is no plan for
problems, attendance, and data to evaluate PBS to evaluate PBS outcomes, some data to evaluate PBS outcomes; collecting data to evaluate
morale) are documented outcomes, most data are of the scheduled data have been however nothing has been PBS outcomes.
and used to evaluate PBS collected as scheduled, and collected, and data are used to collected to date.
plan data are used to evaluate PBS evaluate PBS plan.
plan.