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PBIS Tiered Inventories and Companion Guide

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PBIS Tiered Inventories and Companion Guide

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This folder contains an inventory of PBIS best practices at each level of support, as well as a companion guide for adapting the inventory for specific classroom/building/ district use.

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When you are having challenging behaviors with an individual child or at a classroom level, use this checklist to check if these universal supports are in place.

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This tool provides a way to document a student’s engagement, expectations, behavior, etc during a brief time sample. It includes a place to note potential data and skill targets, as well as specific observation/ questions related to social, academic and behavior domains.

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This template provides information and examples for setting limits, as well as how to teach and support limits set in order to create consistency amongst staff.

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This template guides planning for staff, student, and activity expectations including behaviors to focus on, breaks, reinforcements and responsibilities.

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TASN website

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This folder contains a variety of adaptable data collection tools.

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This tool guides planning for a student or a group re:  expectations during specific activities such as independent work, transitions, group work, inclusion, and play, as well as how to support student needs through proactive & responsive strategies.

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TASN website

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This template is designed to support a team in developing an individual student safety plan, unlike a typical behavior plan, addresses specific behavior that is dangerous to the student and/or others.

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This template provides an outline and examples for planning a 3 step prompt hierarchy to support student learning. Includes description of the types of prompts.

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The competing behavior pathway model provides a link between the FBA and the developing PBSP. The model is based on the logic that many different behaviors may serve the same function (e.g., produce the same reinforcing event). This template provides a basic understanding of selecting replacement behaviors and a guide to planning replacement and desired behaviors.

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Template supports planning for considering and implementing functional communication systems.

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This template guides a team through intentional planning related to their teaming practices including goals, roles, guiding principles and meeting norms.

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Planning Adult Support Template (in depth)

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Planning Adult Support Template (in depth)

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This tool includes a more comprehensive exploration of exisiting expectations, supports, and skills for a student. It is based on the completion of a schedule matrix, and includes intentional planning related to data targets and collection targeting independence.

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Planning Adult Support Template (brief/ targeted)

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Planning Adult Support Template (brief/ targeted)

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This template guides a team through consider the level and type of support adults can provide based on existing supports, strength/skills, and needs.

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Systems and Supports Checklist: Use of breaks, sensory strategies, and self regulation tools

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Systems and Supports Checklist: Use of breaks, sensory strategies, and self regulation tools

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Template to assist in planning appropriate breaks, strategies, and self regulation tools.

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This tool is intended to support a team or teacher in planning/ designing the classroom environment. Can be used in conjunction with these examples.

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Multi-Grade Classroom/ Group Academic Planning

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Multi-Grade Classroom/ Group Academic Planning

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This process moves the general and special education providers collaboratively through the process of targeting grade level skills needs as well as student needs to begin planning schedules, supports, focus areas.

This moves from general education requirements, to considering student skill, student need, and planning groups and grading.

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The Educational Benefit Review process addresses the effectiveness of previous IEPs in order to enhance the future IEP process.

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Note to teams: Use the information from the 5 Point Scale Presentation and 5 Point Scale Script Development Tool to develop and select appropriate scripts. Many example scripts are included in this template, yet should be individually adjusted to meet your students' needs. When used as intended, this format should incorporate proactive and preventative strategies, including environmental supports, as well as the teaching of replacement behaviors.

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Jump back to the beginning!

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Adaptable for Individual or Group Planning

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Adaptable for Individual or Group Planning

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This tool is intended to be used by IEP and behavioral planning teams to assist in goal development and identification of necessary supports and strategies. The tool can be completed with as much detail as is needed to get a clear picture of the student’s daily expectations and engagement as well as needed supports, strategies and Evidence-Based Practices (EBP).  This information can then be used to develop behavioral goals, identify needed supports, draft a PLAAFP statement and plan for IEP goals and supplementary aids and services.

This tool can also be adapted to be used more broadly in planning classroom schedules, target skills, and supports.

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This template is ideal when planning for a student transition from one grade level, building, program, or district, to another. It is designed to be a collaborative document between staff at each level. There are two levels of detail to choose from, simplified and extended.

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This template guides through the process of defining behavior, compiling baseline data and planning for implementation and fidelity of a intervention or ongoing support. The template or these concepts can be incorporated with other intervention or support plans.

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This simple layout guides planning of a teaching a targeted skill, including the setting, materials, and steps needed to teach the skill, and how to respond to mistakes or aberrant behavior in order to continue practicing the skill accurately.

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This tool assists a team in making decisions for students that need extensive support with academics. This process can be used to problem solve/ plan for accommodations or modifications, including differentiated output.

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This agenda is easily adaptable for a 45 -60 minute meeting.

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This agenda is set up for an in depth meeting that examines something that is currently in place and aims to problem solves to increase implementation or determine changes that may be helpful.

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Ongoing, bookmarked agenda/ notes. Includes IST initial meeting and targeted focus, as well as blank team agendas for the year.

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Our teaming practices and many templates stem from this resource and training.

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When a team is presented with a problem, it is crucial for the team to efficiently identify variables and develop solutions that result in an action plan. This becomes more complicated when problems are complex or emotionally charged, and the process slows or is halted. Adding structure to the process through the use of the Meeting Mechanics Problem Solving Process can assist with efficiently developing solutions in these situations. It is especially important to have all relevant team members involved to increase the odds of implementation.

Meeting Mechanics has some crucial elements:

It involves having a facilitator "run the board," which means using a whiteboard or chart paper to document the problem solving process.

Guiding principles are posted (see the magnets in the manual) for all to see, so that the "rules" of the process are clear.

Visual organizers create the problem solving and planning structure for different types of meetings. Specifically, the visual organizers guide the facilitator in how to set up the board.

The facilitator follows the six steps of the Meeting Mechanics process: Problem Identification, Problem Specification, Brainstorming, Cluster and Prioritize, Implementation Variables, and Action Plan Development.

Starting with Problem Identification, the facilitator translates the discussion to the visual organizer on the board. One of the guiding principles is to "talk to the board," especially during times of emotional escalation or when too much discussion is hindering the process. The team then moves through the steps in a timely way to gain a deeper understanding of the problem, identify potential solutions, define resources and barriers, and develop an action plan.

Meeting Mechanics follows a linear progression and each step should be completed thoroughly yet efficiently before the next step is started. Ultimately, Meeting Mechanics leads to better informed and more creative solutions, and a well-defined plan developed through a collaborative process.

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When a team is presented with a problem, it is crucial for the team to efficiently identify variables and develop solutions that result in an action plan. This becomes more complicated when problems are complex or emotionally charged, and the process slows or is halted.

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Many of these templates are adapted from or based on the STatewide Autism Resources & Training resources.