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MO SW-PBS Award of Excellence

2027

MO SW-PBS

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Purpose

Promote continuous improvement through reflection and feedback
Recognize high-quality PBIS implementation with fidelity
Strengthen sustainable PBIS systems
Celebrate positive outcomes for students and staff
Showcase model schools across Missouri

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Recognition Awards

Tier 1 Award of Excellence: Exemplary implementation of Tier 1
Tier 2 Award of Excellence: Exemplary implementation of Tiers 1 and 2
Tier 3 Award of Excellence: Exemplary implementation of Tiers 1, 2, and 3
10-Year Recognition
15-Year Recognition
20-Year Recognition

Image adapted from PBISApps

Tier 1

Tier 2

Tier 3

Criteria and Instructions for Application

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Recognition Awards

First year=Banner

Every year, every level=Plaque

10th year=10-year Banner

15th year=15-year Certificate

20th year=20-year Award

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Criteria Organization

DATA

OUTCOMES

SYSTEMS

PRACTICES

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Evidence of Implementation

Artifact review (AR)
Survey completion (S)
Building walk (BW)
Interviews (staff, students, and admin/team member) (I)
Application (APP)

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MO SW-PBS uses five sources of evidence to determine whether a school meets recognition criteria: artifact review, surveys, building walk, interview, and the recognition application.

Artifacts may include previously approved materials, items shared with Regional Consultants throughout the year, evidence reviewed during the building walk and interview, or materials submitted with the application. Artifacts are evaluated using the Tier 1 Artifact Rubric and Advanced Tiers Checklist.

Regional Consultants conduct one building walk and interview with each school seeking recognition. This process combines the TFI Walkthrough with interview questions focused on schoolwide systems and practices.

The Recognition Application primarily communicates a school’s intent to seek recognition and collects contact and demographic information. A limited number of questions related to climate survey and student outcome data are also included.

On the following slides, codes in parentheses identify the source(s) of evidence used to evaluate each recognition criterion.

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Tier 1 Award

Image adapted from PBISApps

Tier 1

Tier 2

Tier 3

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Outcomes

Criterion	AR	S	BW	I	App
Triangle data (# 0-1 ODRs; # 2-5 ODRs; and # 6+ ODRs)					✔
Climate survey (School Climate Survey or district selected survey) ≥ 80% of respondents (students grades 3 or above; ≥ 80% of staff or ≥ 20% of families in schools serving pk-2 grades)					✔

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Data

Criterion	AR	S	BW	I	App
Implementation Improvement Plan (F.K.A. “Action Plan”)	✔
*Solution Plans (1 per quarter)	✔
Description of how data is used to reteach/intensify				✔

MO SW-PBS

To demonstrate the use of data for decision making, schools will be expected to submit an “Implementation Improvement Plan” and a minimum of one Solution Plan for each of the four quarters of the school year.

Please note that the implementation improvement plan is simply a more descriptive label for the “Tier 1 Action Plan.” However, the Implementation improvement plan should be aligned to the BSIP or CSIP, and should be informed by implementation fidelity data from sources such as the SAS or the TFI.

Please understand that schools are not required to use the Google DBDM Solution Plan linked to our website! They may use a DBDM process and forms of their choosing, but must select evidence-based practices from the Solution Components of prevention, teaching, encouraging expected behavior, and discouraging unexpected behavior targeted at a precision problem statement as the components of their schoolwide interventions. Please see your regional consultants for more information about data-based decision-making and solution planning using schoolwide behavior data.

During the interview, a number of criteria have been identified for evaluating the response to this question, one of which is that the respondent describes how data was used to determine what/how to reteach or intensify Tier 1 practices. Consultants have been asked to probe further if the criteria is not initially met.

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Systems

Criterion	AR	S	BW	I	App
Leadership team meets at least monthly				✔
Expectations & rules clarified and posted (matrix) in 5 Locations			✔
Self-Assessment Survey (SAS 4.0) ≥ 80% of staff complete Score ≥ 80% on Schoolwide and Classroom (Tier 1) scales	✔
Tiered Fidelity Inventory (TFI 3.0) Completed by the PBIS Building Leadership Team; Completion ONLY–no minimum score required for 26-27		✔
System for teaching expectations Description Social skills lessons (video lessons meet criteria for “Tell, Show, Location, & Rationale) Teaching schedule (initial teaching and reteaching based on data)	✔ ✔			✔

MO SW-PBS

A part of the interview questions criteria is an indication that the BLT meets monthly. Again, this isn’t the Tier 1 Interview question, but if the individual interviewed does not address this, consultants have been asked to probe further.

Also notice that the criteria for the Schoolwide and Classroom scales of the SAS, which are the Tier 1 scales, are ≥ 80%. This is ”implementation fidelity,” which should be considered the minimum criteria for earning the Tier 1 Award of Excellence. This 80% score is reflected in the “subscale” of the SAS. That said, we allow for professional judgment so that if a school scores between 75 and 79%, but has met other criteria with high fidelity, we will consider giving that school the Tier 1 Award.

Please note that while we transition to the TFI 3.0 during 26-27, we are not requiring a minimum score. The TFI 3.0 will be required for completion only.

In understanding that many schools use video lessons for teaching social skills, we have clarified that videos meet the lesson criteria for “Tell, Show, Location, and Rationale”, but does not address the need for students to practice the new skill and receive feedback. In the past applicants were expected to submit a year-long teaching schedule; now, schools submit a plan that accounts for initial teaching early in the school year, and reteaching based on data throughout the remainder of the year.

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Systems

Criterion	AR	S	BW	I	App
System for encouraging expected behavior Description Documentation	✔			✔
System for discouraging unexpected behaviors Description of procedures for documenting majors (office managed) behaviors Major/minor lists & definitions ODR form Flow chart/levels chart	✔ ✔ ✔			✔
Professional learning and expectations for staff regarding SW-PBS				✔
Staff communication	✔
Family communication	✔

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Practices

Criterion	AR	S	BW	I	App
Expectations and rules taught			✔	✔
Expected behaviors encouraged			✔	✔
Process for monitoring the use of the 8 ETLP’s is described				✔

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Tier 1 Interview Questions

Leadership Team Member

Describe Tier 1 Systems, Practices, and how you use behavioral data in your building

Staff and Student Interview Questions

TFI 3.0 interview questions will be slightly more comprehensive than previous years. Consultants will have more information to share with teams prior to the interview.

MO SW-PBS

During the building walk, approximately 5-10 staff members and 10-15 students are given a brief interview. In addition, the administrator or leadership team member interviewed will be asked to “Describe Tier 1 Systems, Practices, and how you use behavioral data in your building.“ They will be expected to hit on specific criteria. As previously mentioned, if they do not address the criteria, MO SW-PBS Consultants are expected to ask probing questions to attempt to tease out the criteria.

Please note that the TFI 3.0 staff and student interview questions will be more comprehensive than in previous years. The purpose remains to assess understanding and implementation of buildingwide systems and practices. New questions will provide greater focus on classroom practices, responses to unexpected behavior, and alignment with school improvement goals. CSTs will have an opportunity to review and discuss these changes prior to conducting interviews.

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Tier 1 Artifacts

Score ≥ 80% on the Tier 1 Rubric, with no 0's

Implementation Improvement Plan or Action Plan

Student-Family Handbook,

Brochure, Website info on PBIS

Staff Handbook outlining PBIS systems and practices

Solution Plans (at least one per quarter)

School-wide Matrix

Lesson Plans To Teach Expectations and Rules

Schedule to Teach Expectations and Rules

School-wide Acknowledgement System for Expected Behavior

School-wide System to Discourage Unexpected Behavior

MO SW-PBS

This slide shows the Tier 1 artifacts that must be submitted to regional consultants, and which are expected to meet criteria as measured by the Tier 1 Artifacts rubric. The Implementation Improvement Plan must be aligned to the CSIP or BSIP and must be informed by implementation fidelity data from PBISAssessments. Remember, teams are not required to use the MO SW-PBS Solution Plan; however, they are expected to incorporate the evidence-based solution components of Prevention, Teaching, Encouraging Expected Behavior, and Discouraging Unexpected Behavior into their schoolwide intervention. In addition, in order to earn all possible points, they will also need to drill down to a precision problem statement and build their plan off of that. (Please see your regional consultant for more information).

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Important!

Except for the Implementation Improvement Plan, any artifact that met criteria in the previous year need not be resubmitted unless one or more of the following conditions exist:

The artifact changed from one year to the next
The lead administrator changed
The PBIS Leadership Team had ≥ 50% turnover
Staff experienced ≥ 25% turnover

MO SW-PBS

With the exception of the implementation improvement plan (which must be for the current school year), any artifact that has been previously submitted and has met criteria does not have to be resubmitted each year unless one of the following conditions exist:

The artifact changed from one year to the next
The lead administrator changed
The PBIS Leadership Team had ≥ 50% turnover
Staff experienced ≥ 25% turnover

Consultants will share the Tier 1 artifacts rubric with partners and keep a copy of the Tier 1 artifacts rubric in the school’s folder along with copies of the artifacts to demonstrate the feedback provided to the team, and evidence that the criteria was met. Consultants will review the artifacts every year to ensure that none of the above conditions were met and will annually mark that the artifacts have been submitted and meet criteria. The Tier 1 artifact rubric will be used to provide the team with feedback on artifact submissions.

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Tier 2 Award

Meet all criteria for the Tier 1 Award
Meet all Tier 2 Criteria

Tier 2 (Some)

Tier 1 (All)

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Outcomes

Criterion	AR	S	BW	I	App
Submit intervention outcomes for two evidence-based Tier 2 interventions Number of students that participated Number of students that graduated Number of students that required additional support					✔

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Data

Criterion	AR	S	BW	I	App
Criteria measures for eligibility for advanced tiers intervention	✔			✔
Description of advanced tier intervention data decision rules (maintain, intensify, or fade an intervention)				✔

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Systems

Criterion	AR	S	BW	I	App
Description of two or more evidence-based Tier 2 interventions Address 2 or more functions Review behavior data bi-weekly System to communicate with staff re Tier 2 Interventions Strategies used to generalize and maintain behavior Families involved in Tier 2 Intervention selection & Implementation				✔ ✔ ✔ ✔ ✔
Student Identification for Advanced Tier Support includes at least 2 of the following: Nomination Form Criteria Measures Universal Screener	✔ ✔			✔ ✔ ✔

MO SW-PBS

Like Tier 1, the tier 2 interview has fewer questions, but there are a number of criteria that should be addressed in the response. Consultants conducting the interview will ask probing questions if the criteria are not addressed in the initial response to the questions. That said, interview criteria will include the following:

Respondent identifies two or more functions addressed by at least two Tier 2 interventions.
Respondent identifies how they review data at least bi-weekly
Respondent describes system to communicate Tier 2 systems, practices, and data with staff.
Respondent describes strategies in place to support students in generalizing and maintaining expected behavior
Respondent describes how families are involved in tier 2 intervention goal selection and implementation of tier 2 support.
Respondent will describe at least two methods for student identification for possible Tier 2 support

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Systems

Criterion	AR	S	BW	I	App
Advanced tier meeting agenda	✔
Nomination form OR Universal Screener	✔			✔
Criteria measures	✔			✔
DPR	✔			✔
Review of Existing Data to Infer Function (example: FACTS 1-6)	✔
Complete Tier 2 scale of the Tiered Fidelity Inventory (TFI)		✔

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Practices

Criterion	AR	S	BW	I	App
Implementing at least two Tier 2 targeted interventions with students. Check & Connect (C&C) Check-in/Check-Out (CICO) Social Skills Intervention Groups (SSIG) Self-Monitoring (SM) Other evidence-based Tier 2 intervention				✔	✔

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Tier 2 Award Interview Questions �

Describe the process for identifying a student who may benefit from Advanced Tiers support with a Tier 2, targeted intervention.
Which evidence-based Advanced Tiers interventions are being implemented in your school?
Describe the Tier 2 interventions in your school.
Is your building implementing Tier 3 interventions?

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Tier 2 Artifacts

Score ≥ 80% on the Advanced Tier Checklist, with no 0’s

Advanced Tiers Meeting Agenda

Nomination Form

Criteria Measures to Identify Students

Daily Progress Report (DPR)

FACTS or acceptable alternative completed for one deidentified student (sections 1-6 for Tier 2

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Important!

Except for the Review of Existing Data to Infer Function (like the FACTS) any artifact that meets criteria for a previous year does not need to be resubmitted in future years unless one or more of the following conditions exist:

The artifact changed from one year to the next
The lead administrator changed
The PBIS Leadership Team had ≥ 50% turnover
Staff experienced ≥ 25% turnover

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Tier 3 Award

Meet all criteria for the Tier 1 and Tier 2 Award
Meet all criteria for the Tier 3 Award

Tier 2 (Some)

Tier 3 (Few)

Tier 1 (All)

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Outcomes

Criterion	AR	S	BW	I	App
Submit intervention outcomes for FBA/BIP Number of students that participated Number of students that graduated Number of students that required additional support					✔

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Data

Criterion	AR	S	BW	I	App
Behavior observations used to develop BIP				✔

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Systems

Criterion	AR	S	BW	I	App
Simple Functional Behavior Assessment (FBA)�(example: FACTS 1-9)	✔
Complete Tier 3 Scale of the Tiered Fidelity Inventory (TFI)		✔

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Practices

Criterion	AR	S	BW	I	App
BIP (deidentified) or Alternative BIP	✔

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Tier 3 Artifacts

New Tier 3 Artifacts must be submitted each year.

Simple FBA (de-identified; may be same as submitted for Tier 1

Score > 80% on Advanced Tier Checklist, with no 0’s

BIP (de-identified and must be the same student from the simple FBA

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Tier 3 Interview Questions

Describe the process for identifying a student who may benefit from a Tier 3 Individualized support such as an FBA/BIP.
Describe the process for implementing a Tier 3 intervention in your school.

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26-26 Recognition Application Dates

November 3: TFI Pre-assessment opens
March 1: Award Application opens
March 30: Survey windows close
April 15: Applications and supporting documents are due & application closes
April 15: MMR school and district nominations due
April 30: All recognition schools and levels entered in the ODS and on the Scoring Spreadsheet
May 4-5: Draft lists shared with regions at STM for review and/or corrections
May 7 (Noon): Corrected recognition lists are due
May 10-14: Award notifications sent by the end of the week
June 2/3: Awards available for pick up by CST’s at Summer Institute

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Why Participate?

The MO SW-PBS Award of Excellence application process…

Supports continuous improvement through feedback and coaching
Provides annual reflection and renewal of PBIS systems
Strengthens implementation and student outcomes over time
Recognizes sustained excellence and long-term commitment

MO SW-PBS

We encourage every MO SW-PBS partner school to participate in the Award of Excellence process, regardless of where they are in implementation.

For schools that are newer to PBIS, the application process provides valuable feedback and coaching from regional consultants. This continuous improvement cycle helps strengthen implementation and build systems that lead to positive student outcomes.

For schools with established PBIS systems, the process serves as an opportunity to reflect, renew, and continuously improve. Annual review helps ensure systems remain strong and responsive over time.

Our data also suggest that schools sustaining high levels of PBIS implementation over multiple years experience stronger student outcomes. That's why we now recognize schools that have earned the Award of Excellence 10, 15 and even 20 times—celebrating both excellence and sustained commitment to improving student outcomes.

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For more information and to access our MO SW-PBS Award of Excellence documents visit our website. Or contact your Regional PBIS Consultant for information and support in the application process.

MO SW-PBS