School Tools

View real world tools, examples, and ideas from schools who implemented PBIS.

Leadership Teams Tools

St. David Elementary, St.David, AZ

The leadership team of St. David School came up these School Climate Surveys to obtain data on how their students, community, and teaching staff perceived the problems at their school related to student discipline and overall climate measures.  You are welcome to download these documents and adjust them for use with your own school site.

Hearn Academy, Phoenix, AZ

The overall goal of Hearn Academy Opening Days campaign is to raise the standard of behavior at the Hearn Academy. View their Opening Days documents.

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School-Wide Tools

Nautilus Elementary School, Lake Havasu, AZ

Lesson Plans - Expectations. Here are some great examples of lesson plans for teaching school-wide behavioral expectations.

Jamaica Elementary, Lake Havasu, AZ

This school has outdone themselved with the funnest school mascot and PBIS expectations. Meet Jamie the Croc and download the School Rules Teaching Matrix. Then see pictures from several Lake Havasu schools on our photo-gallery page.

Crocket Elementary School, Phoenix, AZ

Crocket Elementary has developed a series of Crocket Choices Mini-Lessons to be taught in the classroom to help further their school vision. Teachers are directly teaching students to be Respectful, Responsible, Prepared, Prompt, and Involved.

Desert Garden Elementary, Glendale, AZ

Desert Garden Elementary integrated the common language of PBIS into the very fabric of their school by including it in both the Student/Parent Handbook and the Faculty Handbook.Click here for excerpts from each document detailing Desert Garden's common language for students and staff.

Coyote Springs Elementry, Prescott, AZ

Coyote Springs Elementry worked to develop school-wide behavior practices (Be Responsible, Be Respectful, and Be Safe) and highlighted one rule in each of the quarters. The team also developed and implemented various incentive programs that included: (1) Daily rewards for those being caught being Responsible, Respectful, and/or Safe; (2) Principle Walks; (3) Reading incentives; (4) Breakfast with the Principle; (5) Bikes for Books; (6) Class Attendance Awards; and (7) Cool Coyote and Student of the Month Awards. Parent surveys conducted during conferences and a community connection were established through contributing various articles and pictures about the school to the local newspaperBullhead City Junior High

Bullhead City Junior High, Bullhead City, AZ

To deal with the problem of increased levels of classroom disruption due to inexperienced teachers (a result of yearly turnover). Bullhead City created a "Dean of Discipline" for every grade level. They accomplished this by allowing one period a day where the other teachers split up the Dean's class in order to open up a free period for that person. This individual becomes the first step before vice principal and/or principal. They receive all referrals, resulting in their ability see behavior patterns, develop consistent relationships with the students, have conversations with parents, send kids home, enters the classrooms to assist teachers, etc. The school observed a significant

West Sedona School, Sedona, AZ

When developing a set of School-wide expectations/rule, West Sedona Adopted the "3-B's"; (BE Safe, BE Responsible, and BE Respectful) and trained students what these rules looked like throughout each school-wide system (i.e. getting on and off bus, etc). Held a poster contest that depicted the "3-Bs" and blew up the winning posters to hang on the walls throughout the school.

They also used PBISAz funds to provided stipends for individuals to stay after hours to put the data together.

Big Park School, Sedona , AZ

Created ‘Road Signs to Success', which incorporated the "3-B's", and placed street signs around school representing the 3-Bs. In addition to this, they pulled community resources to help develop a video (written, filmed and acted by students), depicting the 3-B's, that will be used to train other students (in the present and future) about what they mean, look like throughout the school setting, etc. They then used the newspaper to promote what schools are doing.

Fredonia Elementary and Middle School, Fredonia, AZ

Asked the community for incentive prizes to help with poor attendence problems. Created a quarterly drawing in which all students who have missed 0-1 days of school can win a $100.00 gift card for Wal-Mart. End of the year drawings include $300.00, $200.00, and $100.00 gift cards. Attendance increased immediately from 1 student with perfect attendance to a total of 37.

At the Middle school they also developed a plan where teachers stood outside their classrooms during transition periods and engaged in active supervision with the students. Intervention resulted in a significant decrease in blue slips (discipline referrals) during these periods.

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Classroom Tools

Loma Linda Elementary, Scottsdale, AZ

Teaching the reward system to a school can be a challenge. Loma Linda created a Powerpoint side show to teach teachers and students about their BEE TICKET reward system. Teacher's reviewed both in their own classroom.

Highland Junior High School, Mesa, AZ

Highland Junior High School's leadership team reviewed their school's initial office referral data and decided to target the classroom area and strengthen teachers ability to prevent and respond to discipline problems within this system. One of the activities that Highland used to help their teachers embrace the common language and increase their ability to minimize and work with challenging behavior, was the Positive Schools, Positive Discipline: The Keys to Positive Kids workshop.

The staff allocated an early release inservice day for this afternoon seminar featuring a keynote by local psychologist, Dr. Sal Severe and several break out sessions on topics including: principles of behavior, classroom management, establishing expectations and rapport in the classroom, and teaching strategies for students with ADHD. Presenters included experts from both the school, their district (Gilbert Unified) and their regional PBISAz university partner, ASU.

Highland's inservice was enjoyable, informative and a great way to introduce the whole staff to the concept of Positive Behavioral Support in the classroom setting.

Mountain Oakes Charter School, Prescott , AZ

When faced with the problem of vandalism, teachers incorporated comments regarding respect, and care into their daily instructional routines, and had discussions during classroom activities about how to respect and care for the environment around them. Principle spoke with each class, informing all students about the problem and how it was effecting the school in terms of the money needed to clean up vandalism and how that money could be used to buy other fun things for the school such as books, games, and arts and crafts materials. Had each teacher keep a bathroom log in their classrooms that the students had to sign in and out of when going/returning from the bathroom. Implementation of intervention took a week and within another week vandalism had diminished completely and principle returned to each classroom, praising and thanking students for their efforts and the successful outcome

Northern Arizona Academy, Snowflake, AZ

Developed a Student Service Group that sought out projects in the community such as painting buildings at the local hospital. The newspaper ran articles about the projects and included pictures of the students. Because of this program, students appear more engaged in their community and felt important, appreciated, and valued.

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Non-Classroom Tools

Cactus Middle School, Casa Grande, AZ

The staff at Cactus Middle School offered a full day of training for their classified personnel. Too often in schools, we assign the largest ratios of students to the staff with the least training. The PBISAz team at Cactus wanted to take a positive and proactive approach to building the skills of all of their staff. Realizing the importance of getting everyone - including their bus drivers, cafeteria and classroom assistants - on the same page, this school used funds to pay for their staff to attend this Saturday seminar.

Fredonia Middle School, Fredonia, AZ

In order to deal with disruptive and unsafe behavior observed in hallways during transition periods, teachers stood outside their classrooms during transition periods and engaged in active supervision of students. Intervention resulted in a significant decrease in ODR's during these period.

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Individual Tools

Dysart High School, El Mirage, AZ

Working in partnership with the PBISAz, Dysart reduced suspensions and office referrals as well as other indicators of discipline problems (e.g., fights, tardies, etc.) by over 50%. One strategy that the Leadership Team implemented was a Behavior Support Team (BST). This team approach to problem solving achieved nothing short of 'miraculous' results for students and teachers, according to one administrator. Although the BST was not a special education entity, it was helpful for special education as well as general education students and their teachers. The BST became an accepted and appreciated part of Dysart's school culture. The process for accessing the BST was simple. A lone-line e-mail message stating the student's name and presenting problem is enough to get the ball rolling. Parent participation was required and achieved in most cases. The BST found that contacting families by telephone, rather than letter, was more effective at eliciting parental response.

Behavior Intervention Plan PDF/WORD
Behavior Intervention Protocol PDF/WORD
BST Weekly Progress Report PDF/WORD
BST Forms PDF/WORD

For additional information regarding these forms, please contact.

Joe Dellamarggio, 623.523.8119, jdellamarggio@dysart.org

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