BOQ New Team Checklist 2010


A.  PBIS Team

B.  Faculty/Staff Commitment

C.  Effective Procedures for Dealing with Problem Behaviors

D.  Data Entry and Analysis Plan Established

E.  Expectation and Rules Developed

F.  Reward/Recognition Program Established

G.  Lesson Plans for Teaching Expectations/Rules

H.  Implementation Plan

I.  Classroom Systems

J.  Evaluation








Critical Element/



PBIS Implementation Goal


Examples and Tools


A.  PBIS Team











1.  Team  has administrative support.

  • Administrator(s) attends training, plays active role in PBIS, communicates commitment, attends team meetings, and supports PBIS Team decisions.

Team Activity 1a, 1b.



2.   Team regular meetings (at least monthly)

  • Team uses agenda that organizes team to work as an effective problem solving team

  • Team has clear role -- all staff are aware of that goal

-- Team members have clearly defined responsibilities

·          Sample Team Agenda

·          Meeting Foundations Presentation

·          Responsibilities of PBIS members

·          Team Information and Agreements

3.    Team has established a clear mission/purpose

  • Team has a written purpose/mission statement for the PBIS team

  • Team has priority status, works effectively and efficiently with other initiatives / programs

  • Quick Audit and Working Smarter forms completed and used for effective integration of team with other teams/initiative addressing behavior support.

-- Clear outcomes defined and linked with School Improvement Goals

Audit/Blank Triangle

Working Smarter














































Critical Element/



PBIS Implementation Goal


Examples and Tools

B.  Faculty/ Staff Commitment

4.    Faculty are aware of behavior problems across campus through regular data sharing.

·         Data regarding school-wide behavior is shared with faculty monthly

Team Activity 2



5.    Faculty involved in establishing and reviewing goals

·         Team uses self-assessment tool (EBS Survey or BOQ) to get faculty feedback, results are shared with faculty and team uses feedback to write annual action plan.


-Team can use pbs surveys (– contact your local point of contact to receive school account number.

*St. Mary’s County Master Plan- Greenview Knolls ES

*Mill Creek MS Improvement

*End of Year Survey

*EBS Staff Survey

*Oakland Mills MS Staff Survey

6.    Faculty feedback obtained throughout year

·         Faculty given opportunities to provide feedback, to offer suggestions, and to make choices in every step of the PBIS process (via staff surveys, voting process, suggestion box, etc.) Nothing is implemented without the majority of faculty approval.

Getting Buy In

*ES Sample Presentation

*MS Sample Presentation

*HS Sample Presentation

*80% ballot

*Cedarmere ES Intro to Faculty




































Critical Element/



PBIS Implementation Goal


School Examples

C.  Effective Procedures for Dealing with Problem Behaviors

7. Discipline process described in narrative format or depicted in graphic format.

·          Team has established clear, written procedures that lay out the process for handling both major and minor discipline incidents.

Team Activity 3

Establishing a Coherent Process

8.    Process includes documentation procedures

·         There is a documentation procedure to track both major and minor behavior incidents


9.  Discipline referral form includes information useful in decision making

·         Information on the referral form includes ALL of the required fields: Student’s name, date, time of incident, grade level, referring staff, location of incident, race, problem behavior, possible motivation, others involved, and administrative decision.

Office Referral Form Roberto Clemente MS

Referral Form Compatibility

Time Out of Class Form

Referral Form Examples

 10. Problem behaviors defined.

·          Written documentation exists that include clear definitions of all behaviors listed


Behavior Definitions


11. Major/minor behaviors are clearly identified/understood

·         Most staff members are clear about which behaviors are staff managed and which are office managed. (e.g., appropriate use of office referrals). Those behaviors are clearly defined, differentiated and documented.

Flow Chart- Arundel HS

Flow Chart-Oakland Mills MS

Flow Chart- Chesapeake HS

Office Managed Example

Teacher Managed Example

T-Chart Presentation

12. Suggested array of appropriate responses to major (office- managed) problem behaviors

·         There is evidence that all administrative staff members are aware of and use an array of predetermined appropriate responses to major behavior problems.

How to respond to major behavior problems


*Charles Carroll ES Teacher Expectations
































Critical Element/



PBIS Implementation Goal


Examples and Tools

D.  Data Entry and Analysis Plan Established




13. Data system to collect and analyze ODR data

·         The database can quickly output data in graph format and allows the team access to ALL of the following information: average referrals per day per month, by location, by problem behavior, by time of day, by student, and compare between years.

Team Activity 4

*SWIS Readiness Checklist

14. Additional data collected (attendance, grades, faculty attendance, surveys)

·         Team collects and considers data other than discipline data to help determine progress and successes (i.e. attendance, grades, faculty attendance, school surveys, etc.)



15. Data analyzed monthly (minimum)

·         Data is printed, analyzed, and put into graph format or other easy to understand format by a member of the team monthly (minimum)


Behavior Data Worksheet

Data Entry Reporting Schedule

Decision Rules

16. Data shared with team and faculty monthly (minimum)

·         Data is shared with the PBIS team and faculty at least once a month.


Alexander Hamilton ES: Using Data for Decision Making




































Critical Element/



PBIS Implementation Goal


Examples and Tools

E.  Expectations and Rules Developed


17. 3-5 positively stated school-wide expectations posted around school

·         3-5 positively stated school-wide expectations posted around the school. Areas posted include the classroom and a minimum of 3 other school settings (i.e., cafeteria, hallway, front office, etc).

 Team Activity 5

Expectations Matrix Poster

18. Expectations apply to both students and staff

·         PBIS team has communicated that expectations apply to all students and all staff.


Staff Handbook

*Student/District Handbook

19.  Rules are developed and posted for specific settings (settings where data suggest rules are needed)



20. Rules are linked to expectations.

·          Teaching Matrix is used to develop rules for specific settings (where problems are prevalent).

·          Matrix is posted in all of the areas in the school.


Teaching Matrix

   *Friendship Valley ES

   *Cash Valley ES

  *Cafeteria Behavior Signs

   *Roberto Clemente MS

   *Old Mill MS

  * North County HS


Blank Teaching Matrix

21. Staff are involved in development of expectations and rules.

·         Most staff members were involved in providing feedback/input into the development of the school-wide expectations and rules (e.g., survey, feedback, initial brainstorming session, election process, etc.)



































Critical Element/



PBIS Implementation Goal


Examples and Tools

F. Reward/Recognition Program Established

22. A system of rewards has elements that are implemented consistently across school/campus.

·          The acknowledgement system guidelines and procedures are implemented consistently across school/campus. Almost all member of the school are participating appropriately. (90-100% staff participation)

Team Activity 6


23. A variety of methods are used to acknowledge students

·         The school uses a variety of methods to acknowledge students (e.g. praise, cashing in tokens/points). There should be opportunities that include tangible items, praise/recognition and social activities/events.



24.  Rewards are linked to expectations

·         Acknowledgement is provided for behaviors that are identified in the rules/expectations and staff members verbalize the appropriate behavior when giving acknowledgement.


Beall ES “Guidelines Gold Stars” for Staff

25. Rewards are varied to maintain student interest

·         The acknowledgement is varied throughout year and reflects students’ interests (e.g. consider the student age, culture, gender, and ability level to maintain student interest.)



26. Ratios of reinforcement to corrections are high

·         Ratios of teacher acknowledgement of appropriate behavior to correction of inappropriate behavior are high (e.g., 4:1).



27. Students are involved in identifying/ developing incentives

·         Students are often involved in identifying/developing incentives.



28. The system includes incentives for staff/faculty

·         The system includes incentives for staff/faculty delivered consistently.


































Critical Element/



PBIS Implementation Goal


School Examples

G. Lesson Plans for Teaching Expectation/ Rules

29. A behavioral curriculum includes concept and skill level instruction

·         Lesson plans are developed and used to teach rules and expectations.

Team Activity 7

Lesson Plans

Beall ES

Patuxent Valley MS

Roberto Clemente MS

Hammond MS 6th - grade lesson plans

Hammond MS 7th -  grade lesson plans

Hammond MS 8th -  grade lesson plans

Evaluating School-Wide Teaching Plans Checklist

30. Lessons include examples and non-examples


Blank Lesson Plan

31. Lessons use a variety of teaching strategies

·         Lesson plans are taught using at least 3 different teaching strategies (e.g., modeling, role-playing, videotaping)


Friendship Valley ES Expectation Jeopardy

MLK MS Jeopardy

32. Lessons are embedded into subject area curriculum

·         Nearly all teachers embed behavior teaching into subject area curriculum on a daily basis.



33. Faculty/staff and students are involved in development & delivery of lesson plans

·         Faculty, staff, and students are involved in the development and delivery of lesson plans to teach behavior expectations and rules for specific settings.



34. Strategies to reinforce the lessons with families/community are developed and implemented

The PBIS Plan includes strategies to acknowledge lessons with families and the community (e.g., after-school programs teach expectations, newsletters with tips for meeting expectations at home).









































Critical Element/



PBIS Implementation Goal


Examples and Tools

H. Implementation Plan

35. A curriculum to teach the components of the discipline system to all staff is developed and used.

·         Training included all components: referral process (flowchart), definitions of problem behaviors, explanation of major vs. minor forms, and how the data will be used to guide the team in decision-making.

Team Activity 8

Oakland Mills MS Handbook

North Point HS Intro to Staff

Roberto Clemente MS Intro to Staff

Friendship Valley ES

Roll Out Checklist

36. Plans for training staff how to teach expectations/rules/rewards are developed, scheduled and delivered.

·         The team scheduled time to present and train faculty and staff on the discipline procedures and data system including checks for accuracy of information or comprehension.

·         The team scheduled time to present and train faculty and staff on lesson plans to teach students expectations and rules including checks for accuracy of information or comprehension.

·         Training included all components: plans to introduce the expectations and rules to all students, explanation of how and when to use formal lesson plans, and how to embed behavior teaching into daily curriculum.


Opening Week Lesson Plans Old Mill MS

Pocomoke ES Behavior Framework

Kick off Guides

Opening Week Schedule

Staff Pre- Service Orientation

37. A plan for teaching students expectations/rules/rewards is developed, scheduled, and delivered.

·         Students are introduced/taught all of the following: school expectations, rules for specific setting, and the acknowledgement system guidelines.


Roberto Clemente MS Intro to Students

North Point HS Intro to Students

Activity Calendar

38. Booster sessions for students and staff are planned, scheduled, and delivered

·         Booster sessions are planned and delivered to re-teach staff/students at least once in the year and additionally at times when the data suggest problems by an increase in discipline referrals per day per month or a high number of referrals in a specified area. Expectations and rules are reviewed with students regularly (at least 1x per week).


Booster Training Schedule

39. Schedule for rewards/incentives for the year is planned

·         There is a clear plan for the type and frequency of acknowledgement/incentives to be delivered throughout the year.


Schedule for school year

Princess Anne ES- schedule

40. Plans for orienting incoming staff and students are developed and implemented

·         Team has planned for and carries out the introduction of PBIS and training of new staff and students throughout the school year.


New Student Orientation

Beall ES-PBIS for  New Students

Beall ES -PBIS for Guest Teachers

Chesapeake HS PBIS Manual

41. Plans for involving families/community are developed & implemented

·         Team has planned for the introduction and on-going involvement of PBIS to families/community (e.g., newsletter, brochure, PTA, open‑house, team member, etc.).


Teaching Matrix for Home

Westside ES Matrix for Home

Friendship Valley ES School Brochure

Cresaptown ES Behavior Contract

Laurel Woods ES Brochure for Parents

Family Engagement Checklist

Positive Solutions for Families

Sample Donation Letter

Parent Letter about PBIS






























Critical Element/



PBIS Implementation Goal


Examples and Tools

I. Classroom Systems

42.  Classroom rules are defined for each of the school-wide expectations and are posted in the classrooms.

Team Activity 9a, 9b

Classroom Self Assessment
Classroom Expectation and Rules Survey
Rules Writing Activity

Classroom Routines

43.  Classroom Routines and procedures are explicitly identified for activities where problems often occur. (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)


44.  Expected behavior routines in classroom are taught.


Synopsis Reading and Behavior

45.  Classroom teachers use immediate and specific praise.



46.  Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgment of inappropriate behaviors.



47.  Procedure exists for tracking classroom behavior problems.


Classroom Tracking Form

48.  Classrooms have a range of consequences/interventions for problem behavior that are documented and consistently delivered.


Request for Assistance - Front

Request for Assistance - Back

Good Day Plan

Reference List for Classroom Features

































Critical Element/



PBIS Implementation Goal


Examples and Tools

J. Evaluation

49. Students and staff are surveyed about PBIS

·         Students and staff are surveyed at least annually (e.g., items on climate survey or specially developed PBIS plan survey), and information is used to address the PBIS plan.

Team Activity 10


50. Students and staff can identify expectations and rules

·         At least 90% of students and staff can identify the school-wide expectations and rules for specific settings (can be identified through surveys, random interviews, etc.).



51. Staff use discipline system/documentation appropriately

·         90-100% of staff know the procedures for responding to inappropriate behavior, use forms as intended and fill them out correctly (can be identified by reviewing completed forms, staff surveys, etc.).



52. Staff use reward system appropriately

·         90-100% staff understand identified guidelines for the acknowledgement system and are using the acknowledgement system appropriately (can be identified by reviewing acknowledgement, token distribution, surveys, etc.).



53, Outcomes (behavior problems, attendance, morale) are documented and used to evaluate PBIS plan.

·          There is a plan for collecting data to evaluate PBIS outcomes, most data is collected as scheduled, and data is used to evaluate PBIS plan.


Martin Luther King MS Outcome Narrative

Matthew Henson MS Outcome Narrative

Lansdowne HS End of Year Presentation

Cost Benefit

Growing the Green template

Bollman Bridge ES Grows the Green

Pemberton ES Attendance Data

Pemberton ES Discipline Data

Big 5 Generator

Triangle Generator