Rubric - Mental Health Advocacy Services!

Redefining Dignity in Our Schools - Rubrics 

Assessment of PBS Implementation 

36 th Street ES 

First Year of Implementation 2007‐2008 

Base‐Year for Up‐to‐Date Status 2008‐2009 

Administrative Leadership/Support and Team‐Based Implementation 

# Item Not Up‐to Date 

nor Completed 

for previous 

years (0) 

1 Evidence that a School‐Wide Positive Behavior 

Support (SWPBS) team to implement the School‐ 

Wide Discipline Policy has been established. 

Not Up‐to‐Date 

but Completed 

for previous 

years (1) 

Up‐to‐Date but 

not Completed 

for previous 

years (2) 

Up‐to‐Date and 

Completed for 

previous years 

(3) 

Points 

assigned 

The team does not have to be a newly formed 

team but must have the clear mission and purpose 

of reviewing and implementing the School‐Wide 

Discipline Policy. It should represent all 

stakeholders, including parents, and all grade 

levels, tracks, departments, etc. 

2 Evidence that at least one administrator is part of 

the SWPBS team. 

3 Evidence that the SWPBS team has regularly 

scheduled meetings. 

4 Effective Behavior Support (EBS) survey has been 

completed. 

Copyright © 2010 

Community Asset Development Re-defining Education (CADRE) 

Mental Health Advocacy Services, Inc. 

Public Counsel Law Center 

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5 Evidence that an audit of the school’s capacity to 

implement PBS has been completed. 

Examples include resource survey and audit of 

school’s strengths and weaknesses. 

6 Evidence that school has completed Team 

Implementation Checklist. 

7 Evidence that school has completed Action Plan. 

8 Evidence that school support staff has received 

ongoing professional development to ensure that 

they teach and model appropriate behavior. 

Discussions of PBS and behavioral expectations at 

faculty meetings, training, use of PATH DVD, 

evidence of staff learning how to best support 

appropriate behavior. 

9 Evidence that school administrators have received 

ongoing professional development to ensure that 

they teach and model appropriate behavior. 

10 Evidence that teachers have received ongoing 

professional development to ensure that they 

teach and model appropriate behavior. 

Total Score for Administrative 





2


Leadership/Support and Team‐Based 

Implementation 

Behavior Expectations Defined and Taught 


nor Completed 

for previous 

years (0) 

11 Evidence that 3‐6 school expectations/principles 

have been developed. 


but Completed 

for previous 

years (1) 


not Completed 

for previous 

years (2) 


Completed for 


(3) 

Points 

assigned 

12 Evidence that school has identified expectations 

or positive examples of behavior for each 

common area of the school. 

13 Evidence that expectations have been taught to 

students (lesson plans, assemblies, etc.). 

14 Evidence that undesirable behaviors are clearly 

defined and easily understandable from the 

student’s perspective. 

15 Evidence that school is using a district or stateapproved 

violence prevention curriculum that 

teaches social‐emotional skills in elementary and 

middle schools (i.e., Second Step Program). 

Total Score for Behavior Expectations Defined 

and Taught 





3


Evidence of PBS in Action 


nor Completed 

for previous 

years (0) 

16 Evidence of a system of rewards for good 

behavior (i.e., points, awards, assemblies, etc.). 


but Completed 

for previous 

years (1) 


not Completed 

for previous 

years (2) 


Completed for 


(3) 

Points 

assigned 

17 Evidence of a consistent range of nonexclusionary 

consequences and procedures for 

responding to undesirable behavior (first‐tier 

response). 

The school has agreed upon a short list of 

behaviors that should result in an office referral. 

All other behaviors should result in in‐classroom 

corrective feedback and re‐teaching of behavior 

skills, or other positive behavior responses. 

18 Evidence that at‐risk students and high‐risk 

students are receiving appropriate interventions 

and responses other than suspension or out‐ofclass 

removals (second and third‐tier response). 

School is using three‐tiered approach. At‐risk 

students are receiving intensive academic support, 

intensive social skills training, parent/teacher 

collaboration, mentoring programs, individualized 





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behavioral plans, counseling, referrals to outside 

agencies, use of SST team to address behavioral 

needs. 

19 Evidence that school has assembled a disciplinary 

review team with appropriate staff and the 

parent/caregiver to address escalated behaviors 

of an individual student who engages in ongoing 

misconduct to design and implement an effective 

individualized behavior support plan (i.e., a COST 

or SST team). 

Total Score for Evidence of PBS in Action 

Data‐based Decisionmaking 


nor Completed 

for previous 

years (0) 

20 Evidence that office referral data is collected and 

reviewed regularly in order to improve school 

practices and reduce referrals. 


but Completed 

for previous 

years (1) 


not Completed 

for previous 

years (2) 


Completed for 


(3) 

Points 

assigned 

21 Evidence that suspension, expulsion, and 

opportunity transfer data is collected and 

reviewed regularly in order to improve school 

practices and reduce exclusionary discipline. 

22 Evidence that data is summarized and shared 





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regularly with staff in order to improve school 

practices and reduce exclusionary discipline. 

23 Evidence that data is used to guide decisions by 

SWPBS team about interventions and 

effectiveness. 

23 Total Score for Data‐based Decisionmaking 

Parent and Community Collaboration 


nor Completed 

for previous 

years (0) 

24 Evidence that the SWPBS team includes a parent. 


but Completed 

for previous 

years (1) 


not Completed 

for previous 

years (2) 


Completed for 


(3) 

Points 

assigned 

25 Evidence that parents have been informed of 

behavior expectations and have been told to 

review the rules with their children and reinforce 

positive behavior. 

26 Evidence that parents have received PBS training. 

27 Evidence that SWPBS and/or discipline data is 

addressed at parent meetings or in school 

newsletters. 

28 Evidence that parents received an invitation to 

participate in the School‐Wide Positive Behavior 





6


Support Team. 

Total Score for Parent and Community 

Collaboration 

Overall School Score 

Scored by: ______________________ 





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Rubric - Mental Health Advocacy Services!

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