Presentation on the STOIC acronym

1. CHAMPS:
PBIS in the
Classroom
The STOIC Acronym

2. STOIC
 Structure the environment
 Teach expectations
 Observe student behavior
 Systematic supervision
 Use data to make decisions
 Interact positively
 Correct behavior errors fluently

3. Evidence-Based Practices of
PBIS in the Classroom
Maximize structure in your classroom.
Post, teach, review, monitor, and reinforce a small
number of positively stated expectations.
Actively engage students in observable ways.
Establish a continuum of strategies to interact by
acknowledging appropriate behavior.
Establish a continuum of strategies to respond to
inappropriate behavior.
(Simonsen, Fairbanks, Briesch, & Myers Sugai,)

4. The Big Picture - STOIC
The two components of the STOIC
checklist that research indicates have
the largest impact on the learning
environment in the classroom are:
 Structure of the classroom including
clearly defining your expectations
 Implementing a ratio of positive to
negative interactions between adults
and students (as well as between
staff)