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Division Coordinators corner and information





PBIS of Virginia Resources

Benchmarks of Quality (BOQ) Resources

Critical Element Benchmarks of Quality Resources
PBIS of Virginia Team

1 - Team has broad representation
2 - Team has administrative support
3 - Team has regular meetings (at least monthly)
4 - Team has established a clear mission/purpose


Faculty & Staff Commitment


5 - Faculty are aware of behavior problems across campus (regular data sharing)
6 - Faculty involved in establishing and reviewing goals
7 - Faculty feedback obtained throughout year


Effective Procedures for Dealing with Discipline


8 - Discipline process described in narrative format or depicted in graphic
9 - Process includes documentation procedures
10 - Discipline referral form includes information useful in decision making
11 - Behaviors defined
12 - Major/minor behaviors are clearly identified/understood
13 - Suggested array of appropriate responses to minor (non office)
managed) problem behaviors
14 - Suggested array of appropriate responses to major (office-managed)
problem behaviors


Data Entry & Analysis Plan Established


15 - Data system to collect and analyze ODR data
16 - Additional data collected (attendance, grades, faculty attendance)
17 - Data entered weekly (minimum)
18 - Data analyzed monthly (minimum)
19 - Data shared with team and faculty monthly (minimum)


Develop Expectations & Rules


20 - 3-5 positively stated school-wide expectations posted around
21 - Expectations apply to both students and staff
22 - Rules developed and posted for specific settings (where problems are prevalent)
23 - Rules are linked to expectations
24 - Staff feedback/involvement in expectations/rule development


Establish Acknowledgement Program


25 - A system of acknowledgment has elements that are implemented consistently
26 - A variety of methods are used to acknowledge students
27 - Acknowledgement is linked to expectations
28 - Acknowledgement is varied to maintain student interest
29 - System includes opportunities for naturally occurring acknowledgement
30 - Ratios of acknowledgement to corrections are high
31 - Students are involved in identifying/developing incentives
32 - The system includes acknowledgement for staff/faculty


Develop Lesson Plans for Teaching Expectations/ Rules


33 - A behavioral curriculum includes concept and skill level instruction
34 - Lessons include examples and non-examples
35 - Lessons use a variety of teaching strategies
36 - Lessons are embedded into subject area curriculum
37 - Faculty/staff and students are involved in development and delivery of lesson plans
38 - Strategies to reinforce the lessons with families/community are developed and implemented developed and implemented


Plan for Implementation


39 - Develop, schedule, and deliver plans to teach staff the discipline and data system
40 - Develop, schedule, and deliver plans to teach staff the lesson plans for students
41 - Schedule/plans for teaching students
expectations/rules/acknowledgements are developed
42 - Booster sessions for students and staff are scheduled, planned, and delivered
43 - Schedule for acknowledgements for the year is planned
44 - Plans for orienting incoming staff and students are developed and implemented
45 - Plans for involving families/community are developed and implemented


Crisis Plan


46 - Faculty/staff are taught how to respond to crisis situations
47 - Responding to crisis situations is rehearsed
48 - Procedures for crisis situations are readily accessible




49 - Students and staff are surveyed about PBIS of Virginia
50 - Students and staff know expectations and rules
51 - Staff use discipline system/documentation appropriately
52 - Staff use acknowledgement system appropriately
53 - Outcomes (behavior problems, attendance, morale) are documented and used to evaluate PBIS of Virginia plans


PBIS of Virginia Introduction Booklet

PBIS of Virginia Introduction Booklet (PDF Format)


Secondary (Tier 2) Supports

PBIS Summer Forum: Installing Systems and Practices for Tier 2


Breakout Sessions

Tertiary (Tier 3) Supports

Focusing on Physical restraint and Seclusion