PBIS
Positive
Behavioral
Interventions and
Supports
PBIS DEFINED: PBIS is an approach to supporting students to be successful in schools. PBIS developed from research in the fields of behavior theory and effective instruction. PBIS supports all students through intervention ranging from a school-wide system to a system for developing individualized plans for specific students. School-wide PBIS focuses on the development and implementation of pro-active procedures and practices to prevent problem behavior for all students and improve school climate.
A Three Tiered Approach
As a school community, we are responsible for teaching both academic and social behavior skills. We will teach all of our students how to be safe, responsible members of the community in every setting. We will reinforce these behaviors through a system of positive reinforcement.
Tier One - teaching and reinforcement of expected behaviors will be enough support for 80-90% of our students.
Tier Two - designed for the 5-10% of our students who may need further teaching and individualized supports.
Tier Three - designed for the 1-5% of our students who continue to display behaviors of concern despite Tier two interventions. The Response to Intervention (RTI) team implements support and/or services.
Addressing Problem Behaviors
In order to address problem behaviors, we will change the way we look at behavior. Behavior is not good or bad. We understand repeated problem behaviors serve a purpose for the student. Problem behaviors provide attention or an escape from uncomfortable, difficult, or even boring situations.
Misbehavior is a form of communication. Our job is to use professional judgement to hypothesize the purpose, or function, of behavior and how it meets a need for the student. We then work to find an alternate way to meet that need in a safe and respectful way.
Parents of children with behavior challenges are important in a system of school-wide positive behavior interventions and supports because they already know punishment does not teach skills. Parents already know what individual strategies may work with their own child. Parents are important contributors in developing school-wide PBIS in their child’s school, because parents have a great deal at stake – the lives and futures of their children. By becoming involved, parents can have a vital role in improving school climate, safety, and instructional time. Most important, parents can have a role in helping their child to develop the positive behavior skills that are the foundations for a successful future.
Behavior Management Process
We are committed to preventing inappropriate behavior before it occurs by intentionally teaching and reinforcing expected behaviors.
Tier I – Minor Behaviors: Behaviors handled in the classroom using intervention strategies and teachable moments including a verbal reminder, re-teaching, positive reinforcement (four positive reinforcements for every correction), and redirecting.
Tier II – Minor Behaviors: The students taught AND re-taught the expectation AND has received positive reinforcement to promote the expected behavior however, the student continues to present escalating behavior and is not responding to interventions.
When a teacher determines a student’s behavior requires documentation, the following will take place:
Tier III – Major Behaviors: The teacher has followed through with Minor Referral forms, reflection sheets, teacher conference and parent contact, yet the student chooses to continue behavior that is not consistent with SUCCESS BOUND and/or the student exhibits Level 3 behavior which requires mandatory office referral.
When a student exhibits a Major Behavior, the following will take place:
COYOTE BEHAVIOR - SUCCESS BOUND!
GOAL: To create a social-culture in our school that will encourage positive behaviors and interactions, while discouraging problem behaviors. This social-culture will lead to a safe environment where students achieve academically and build positive relationships with each other and with adults. The foundation of the approach emphasizes teaching students the behaviors we expect to see, reminding them to use those behaviors, acknowledging them when they do, and correcting them when they do not.
PARENTAL INVOLVEMENT: Teaching a behavior that schools expect to see works best when there is consistency across home and school settings. When a child exhibits challenging behavior at school, a strong partnership between the school and family is important. Family involvement is a key feature when developing positive behavior support plans for students with special needs. School-wide positive behavioral interventions and support is a school-wide approach to helping all children learn to self-manage behaviors. However, parent involvement is important in all aspects of PBIS. When parents are involved, outcomes for children are better.
BEHAVIOR EXPECTATIONS
| Area | Respect | Responsible | Resilient |
| In All Areas of the School | Use kind words and actions Follow adult directions Offer to help others
Level 2 voice Use respectful, non-biased language that may offend any individual or group | Accept consequences for your actions Offer to help others | Exhibit calm body language and be aware of your surroundings Use positive self-talk Listen patiently when an adult redirects you
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| Before and After School | Follow adult directions Use kind words Voice level 2 | Stay in assigned areas Use indoor voices Keep area clean
| Report directly to class when the bell rings Go directly to bus or home after school Use before/after school time to get academic support
|
| Cafeteria | Use an appropriate voice level Welcome others Sit with feet on the floor and body facing the table
| Clean up area and follow recycling procedures Keep all food to self Food and other materials remain on the table | Stay seated until you are dismissed Continue cleaning by checking floor and surrounding area Problem solve disagreements civilly, calmly, and constructively,
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| Hallways and Stairs | Use quiet voice Pass quickly (head straight to your classroom) Keep the area Clean
Voice level 1 Use respectful, non-biased language that may offend individual or group and respect others property | Walk on the right hand side Allow others to pass Slowly open doors carefully with hands
Headphones and/or ear buds out of sight | Forgive accidental contact Be patient with crowds Report inappropriate of dangerous behavior
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| Learning Areas | Raise your hand and wait to be called on Comments and questions should be related to class discussion Use quiet voices
Keep hands and feet to self Track the speaker Voice level communicated by teacher Practice SLANT when a teacher or students is presenting | Walk into rooms one at a time Stay in your seat unless instructed otherwise Keep all chair legs on the floor Keep hands and feet to self Clean up learning area Follow adult directions Bring all required supplies to class | Always do your best Show continuous effort Practice determination through difficulties
When unsuccessful, ask for help or try a new strategy Arrange time outside of class for extra help when needed |
| Office | Hands, feet, and objects to self -Wait in line until called to the counter Voices off while waiting and transitioning through the office
Voice level 2 Let school guests be helped first Comply with all office staff requests | Always have a hall pass Leave all materials that belong in the office in the office | When talking to an adult, have a calm body and calm voice Show privacy towards others being helped in the office by waiting your turn Computer screens are only to be viewed by office staff |
| Playground | Follow adult directions Include everyone in games Share and take turns
Use polite language and respectful tone of voice Voice level 4 unless adults tell you otherwise Use respectful, non-biased language that may offend and individual or group | Accept consequences for your actions Always walk to and from play area Use equipment as intended
Be aware of your surroundings Remain in appropriate play areas Follow procedures for equipment check-out and use and use as intended | Play games according to posted rules Win or lose, be a team player Manage emotions appropriately when disappointed or frustrated
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| Restroom | Leave the restroom clean (walls, floors, sinks, etc.) Put trash in the garbage Quickly return to class
Voice level 1 Report messes or dangerous behavior when seen | Always use a hall pass during class time Use toilet paper and paper towels as intended Keep feet on the floor
Flush toilet after use | Wash hands with soap and water Voices off in the bathroom Return to class promptly with a pass
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| Special Events and Assemblies | Wait for arrival and dismissal signal Leave belongings in your classroom Walk to and from gym quietly
Applaud at appropriate times Voice level: Use SLANT Use only positive, encouraging words when yelling at a spirit assembly | Leave electronics in the classroom Sit on bottom Follow adult directions
Walk facing forward with your hands at your side Use bathroom before or after assembly Enter and exit bleachers according to taught procedures | Enter and exit quietly Sit in designated areas Focus and think about the presentation
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| Technology | Only positive interaction with other students Care for your device and handle device with care Be a good digital citizen | Stay on approved sites Only school related work Food or drink should be placed far away from all technology
Be aware that account activity from home is still school-related | Report uncomfortable/inappropriate content Be creative and persistent in technology issues |