Positive Behavior Interventions and

Support (PBIS)Important Information for Sites

Positive Behavior Interventions & Support (PBIS)

Proactive: Effective teachers focus on preventing problems instead of constantly dealing with them.

Classroom organization

Collection & use of meaningful data

Positive: Effective teachers build collaborative relationships with students

Provide students with meaningful, positive feedback to enhance motivation and performance.

Instructional: Effective teachers directly teach expectations at the beginning of the year.

Review expectations throughout the year

Treat misbehavior as an opportunity to teach replacement behaviors

What Schools Should Have in Place on Day

1 School Guidelines for Success

Expectations

Procedures

Rules and Consequences (for classroom)—not to be confused with the Student Discipline Matrix—interventions should ALWAYS take place in the classroom first, unless behavior issue is very severe.

Plan for type of reward system to be used

Establishing Classroom Rules, Procedures, &

Routines Expectations (change according to specific activity)—Direct Instruction, group work, independent work, etc.

Rules (always in effect)

No more than 5-6 Stated in the positive form Refer to specific and observable behaviors Posted in a prominent place in the classroom (and on students’

point sheets) Language is not vague or broad Not confused with classroom procedures or expectations

TEACH, MONITOR, GIVE FEEDBACK—FREQUENTLY!!!!

Especially after breaks

Rule Examples Compliance: Follow directions

Work completion: Complete quality assignments and tasks

Respectful interactions:

When interacting with others check body language, voice tone, and words

Respect the personal space of others

Arrive on time to class

Language: Talk appropriately at appropriate times

Materials: Bring paper, pencil, book to class

***Teach what “good” and “appropriate” means—use examples and non-examples

***Teach what “materials” are—use examples and non-examples.

What will students look like and sound like when they follow your class rules!

Common Classroom Procedures to Define

Attention Signal

Beginning and Ending Routines

Procedures for Student Work

Managing Independent Work Periods

Personal Procedures Relevant to Individual Classrooms

CHAMPS FOR EXPECTATIONS C onversation: What is allowed? Any? Volume level?

H elp: How does the student get help if needed during specific activity? How does the student get questions answered? Get your attention?

A ctivity: What is the activity, and what are the objectives? What will the student be able to do after the activity is completed?

M ovement: Is movement allowed? If yes, what type & when? Pencil sharpener? Trash basket? Turn work in? Restroom? Other. . .

P articipation: What does exemplary participation look like and sound like?

S uccess: If students follow the CHAMPS expectations, they will be successful!

Teach the CHAMPS Expectations for each type of activity—e.g. Direct Instruction, Group Work, Independent Work, etc. These can be on a flip-chart

Five Behavior Response Systems

Mild behaviors that just need REDIRECTION

Mild Classroom Rules Violations

Progressive Responses

Feedback on point sheet

Level System/Token Economy

Motivation

Build positive relationships with students

Provide positive feedback

Provide intermittent celebrations

Strive to provide a high ratio of positive interactions

Ratio of Interactions

Strive for a 5:1 ratio of positive to corrective feedback

Tough kids need even greater feedback

Two types of positive interactions

Non-contingent attention (unearned)—most powerful (e.g. greeting students, talking to students)

Positive feedback (earned)—be really explicit—relate positive feedback to specific classroom rules—not just saying “good job”

Effective Positive Feedback

Accurate

Specific and Descriptive (give examples and non-examples—about what you see and hear the student doing/saying)

Contingent

Age appropriate

Given immediately

Given in a manner that fits your style

Never humiliate students

Try to avoid statement. . .”I like the way. . .” make the behavior about the student, not about you

Most students not ready for self-monitoring—only when student is academically and socially ready