1. The document describes a multi-tiered framework for implementing academic and behavioral systems to support student success. 2. It outlines universal interventions that target all students (80-90%) through preventative and proactive strategies, as well as secondary interventions for some at-risk students (5-10%) and tertiary interventions for individual students with more intensive needs (1-5%). 3. The frameworks provide a continuum of procedures for both encouraging positive expectations and discouraging rule-violating behaviors among students at the school-wide, classroom, non-classroom, and individual levels through data-driven decision making.

1. Designing School-Wide Systems for Student
Success
Academic Systems Behavioral Systems
Tertiary Interventions Tertiary Interventions
•Individual Students 1-5% 1-5% •Individual Students
•Assessment-based •Assessment-based
•High Intensity •Intense, durable procedures
Secondary Interventions 5-10% 5-10% Secondary Interventions
•Some students (at-risk) •Some students (at-risk)
•High efficiency •High efficiency
•Rapid response •Rapid response
•Small Group Interventions • Small Group Interventions
• Some Individualizing • Some Individualizing
Universal Interventions 80-90% Universal Interventions
80-90%
•All students •All settings, all students
•Preventive, proactive •Preventive, proactive

2. What is PBIS?
• A team-based process including a broad range of
systemic & individualized strategies for achieving
important social & learning outcomes.
• PBIS is a proactive approach to teach, monitor, and
support appropriate school behavior for ALL students
• A focus on preventing problem behavior of all
students at the school-wide, classroom, non-
classroom & individual levels.

3. What is PBIS?
• Relies on research-based behavioral and
instructional principles.
• Focuses on the critical link between instruction and
desired student behavioral outcomes.
• Data-driven decision making is key to design and
sustainability of behavior plan.

4. What is PBIS?
• Emphasis on positive climate
• Comprehensive - uses a variety of
supports
• Proactive and preventive
• Ultimate purpose of Positive Behavior
Support is students achieving

5. What PBIS is NOT
• A packaged curriculum
• A quick fix
• Newest, flashiest behavior program
• Just about tangible reinforcers
• Just about discipline
• A special education program
• Just for some of the students

6. How Can PBIS Help?
• Reduction in Office Discipline Referrals
• Improved faculty/staff morale
• Increased instructional time
• Increase in academic achievement
• Creates a positive school culture

7. The 7 Components of
PBIS Frameworks:
1. Agreed upon & common 5. Continuum of procedures for
approach to discipline encouraging expectations
2. Positive Statement of 6. Continuum of procedures for
Purpose discouraging rule-violating
behavior
3. 3-5 expectations for all
students & staff 7. Procedures for monitoring and
evaluating effectiveness of the
4. Procedures for teaching PBIS framework
expectations
7

8. Tier 1: School-Wide Support
Components:
• Develop 3-5 positively stated school-wide
expectations
• Teach the behaviors necessary to follow the rules.
• School-wide reinforcement plan.
• Core team meets regularly to monitor, plan, make
recommendations and update staff
• Administrator support and involvement
• Data drives decision-making

9. Tier 1: School-Wide Support
Components:
• Develop 3-5 positively stated school-wide
expectations
• Teach the behaviors necessary to follow the rules.
• School-wide reinforcement plan.
• Core team meets regularly to monitor, plan, make
recommendations and update staff
• Administrator support and involvement
• Data drives decision-making

10. Tier 1: School-Wide
Interventions
• Target the whole student body
• Proactive, preventive approach
• Well designed rules, routines, and
physical arrangements
• Clear expectations in all locations
including non-instructional
(playground, bus, halls, cafeteria)
• “Everyone knows the rules.”

11. Example:
Mark Twain Jaguar Rules
Hallways Cafeteria Playground Bathroom
RESPECT Walk at all times. Eat your food Stay in assigned Quietly wait your turn
only. area. Keep to yourself.
Self Walk carefully to Get help when it
return trays. is needed.
RESPECT Voices off and Be polite and use Play by the rules.
arms folded. good manners. Take turns and Walk in and out quietly.
Others Single file lines. Use kind words share equipment. Voices off.
Jaguar waves and quiet voices. Use polite Open stall doors slowly.
only. Stay in order language
Stay in order when in line.
when in line.
RESPECT Eyes only on Use toilets, sinks, and
displays. Be quiet after ten Line up when dryers correctly.
the minute warning. signal is given. Keep bathroom clean.
Environment Clean up your Pick up litter that
own space. you see.

12. Classroom Setting
Systems
• Classroom-wide positive expectations taught & encouraged
• Teaching classroom routines & cues taught & encouraged
• Ratio of 4:1 (positive to negative adult-student interaction)
• Active supervision
• Redirections for minor, infrequent behavior errors
• Frequent pre-corrections for chronic errors
• Effective academic instruction & curriculum

13. DATA COLLECTION

14. Referrals by Location
N u m b e r o f O ffi c e R e fe r r a l s
50
40
30
20
10
0 Bath R Bus A Bus Caf Class Comm Gym Hall Libr Play G Spec Other
School Locations

15. Referrals by Time of Day
30
N u m b e r o f R e fe r r a l s
25
20
15
10
5
0 7:00 7:30 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30
Tim e of Day

16. N u m b e r o f R e fe r r a l s p e r S tu d
0
10
20
Students

17. What does a PBIS School look
like?
• 80% of students can state the school rules & give
behavioral example
• Positive adult-to-student interactions exceed
negative
• Ongoing data collection & team-based planning &
implementation
• Administrators are active participants.
• Continuum of behavior support is available to all
students

18. www.pbisworld.com
For more information on interventions you can use in your classroom

19. Classroom
Management
&Discipline

20. Behavior is Learned
Behavior is learned. Somewhere along the line
they have learned that this behavior gets them
what they want.
Functions:
• To get something
• To avoid something

21. Teacher Caused Problem Behavior
• Inconsistent enforcement of school rules
• Extra assignments for poor behavior (not logical
consequence)
• Handling personal behavior issues in front of an
entire class of students
• Group punishments
• Yelling/nagging
• Becoming emotionally involved in student’s
misbehavior
• Threats/ultimatums

22. Things We Can Control
• Student learning experience in our classroom
• Academics: Quality and Quantity
• Student Active Engagement

23. What Students Expect From Us
• Teachers that care about them
• Teachers who are understanding
• Teachers who are patient
• Teachers who are consistent
• Teachers who are fair
• Teachers who believe in them
• Teachers who hold high expectations for them
• Teachers who don’t embarrass them

24. Characteristics of Well-Managed
Class
• High level of student
involvement/engagement
• Relatively little amount of wasted
time, confusion, and disruption
• Work-oriented, but positive climate
• Discipline plan for reinforcement of wanted
behaviors and hierarchy of consequences for
problem behaviors

25. Characteristics of Well-Managed
Class
• Starts and ends class on-time
• Has agenda, assignments, objectives posted
• Teacher circulates and scans, not sitting at
desk
• Teacher understands they are the role-model
• Able to set limits and stick to them
consistently

26. Characteristics of Well-Managed
Class
• Teacher invests time in teaching/practicing
procedures until they are routine.
• Has a signal to bring class to attention
• Know how to praise and encourage
• Meets students at the door every day
• Gives students jobs, everyone has a role
• Teaches school wide rules frequently
throughout the entire year

27. Characteristics of Well-Managed
Class
• Corrects and gives feedback on behavior using
the school rule language (in order to be
respectful you need to….)
• Uses consequences that are logical and don’t
reinforce problem behavior

28. Students Need to be Taught
Procedures
• A signal to get your attention
• How to enter and leave classroom
• How to obtain and use materials in your room
• How to leave class for a personal matter
• How to respond when intercom
announcements occur

29. CHAMPS
Conversation: Can students talk to each other during
this activity/transition?
Help: How can students ask questions during this
activity/transition? How do they get your attention?
Activity: What is the task/objective of this
activity/transition? What is the expected end
product?
Movement: Can students move about during this
activity/transition? Can they sharpen their pencil?
Participation: What does appropriate student work
behavior for this activity/transition look/sound like?

30. Room Arrangement
• Arrange desks so that all students are easily
visible….pairs, triads, foursomes promote
active engagement
• Allow for room to move between aisles
• Plan for student belongings
• Have a consistent place for day/week’s
assignments/objectives
• Place large sample of heading for student
work

31. Giving Students Non-Verbal Cues
• Stop Speaking…be silent
• Look at student for a period of time
• Walk near the student
• Put your hand on the student’s desk
• Point to the work that should be done

32. Giving Students Verbal Reminders
• Say the student’s name
• Don’t yell….state the expectation. “You need
to………..to be responsible”
• Reinforce those students who are on-task

33. Universal Behavior Strategies
• Planned Ignoring
• Quiet Signal
• Wait Time
• Forced Choices
• Teach Routines Explicitly
• Proximity

34. Group Contingencies
#1 Independent Group Contingency
• Each student earns reward based on their own
behavior
• No student is penalized by the behavior of another
• No peer pressure involved

35. Group Contingencies
#2 Dependent Group Contingency
• Reinforcement of entire group is based on one (or
few) student’s behavior
• Class may root the student on making him/her the
hero if they meet the goal
• Student may receive negative peer pressure if they
don’t meet the goal

36. Group Contingencies
#3 Interdependent Group Contingencies
• The reinforcement of the group is dependent on the
behavior of the entire class
• Appropriate peer pressure to root everyone on
• One student may sabotage
• Scapegoating and blame may occur

37. Variables That Affect Compliance
1. Format – make direct requests, avoid
the “question trap”
2. Distance – close proximity
3. Eye Contact – get attention
4. Two Requests – don’t nag
5. Loudness – soft but firm

38. Variable that Affect Compliance
6. Time – allow time to comply
7. Start Requests – tell child what to DO
8. Non-emotional requests - no negative
9. Descriptive Requests – clear, observable
10.Reinforce Compliance - consistency

39. “Please” Request
Precision
Requests
Wait 5-10 seconds
Non-Compliance
Compliance “You Need To” request
Wait 5-10 seconds
Reinforce
Compliance Non-Compliance
Reinforce Pre-planned consequence

40. Teacher Attitudes & Beliefs
• Student behavior is part of the job
• Every discipline issue is a teaching opportunity
• Most student’s don’t get the opportunity to
practice the wanted behavior, we typically
exclude them from the activity
• Student behavior can’t be taken personally
• Anyone can become aggressive depending on
the circumstances

41. Building and Sustaining
Relationships
• Sometimes little things matter most
• Greet students personally and say good bye to
them everyday
• Call students by their name
• Find their strengths and build on them
• Tell personal stories that relate…let them know
you
• Teach empathy by apologizing
• LISTEN!!!
• Say no and give consequences respectfully

42. Risk Factors for Aggressive
Behavior
• A lack of coping skills or ability to handle life
crises
• Frequent school or discipline problems
• History of drug/alcohol abuse
• Refusal to follow adult direction
• Witness to violent acts in family/community

43. Risk Factors for Aggressive
Behavior
• Inability to sympathize or empathize
• No inhibition to show anger
• Feelings of being picked on, bullied, or
persecuted
• Expressions of violence in drawing or writing

44. Power Struggles
• Time constrains
• Fatigue
• Innate desire to win
• Behavioral patterns
• Insufficient training on student or teachers
part

45. Working with Angry Students
• Respond Professionally
• When consequences are necessary, be business-
like in the delivery
• Make sure consequences are logical
• Remember they will be returning to your
classroom
• When you aren’t sure what to say, say NOTHING
• Now is not the time to place blame

46. Dealing with Difficult Behavior
• Ensure safety first…if other students are
near, clear them to a safe area (do not try to
move the student)

47. Calming Techniques
• Do not become angry
• Accept the situation….it is here
• Focus on the goal of calming the person. Resolving the
problem that caused the situation is now secondary
• Look for any action that will calm the person, do not
focus on what they are doing wrong right now.
• Acknowledge the anger with statements like
– I understand that you are angry
– I see that you need some time to cool off
– I’m sorry that you feel this way
• Do not take anything said personally

48. De-Escalation
• Disarm the attitude – quickly agree with the
person. This technique can take the steam
out of the anger and calm them quickly.
• Reiteration – simply repeat the person’s own
words so he/she knows you are not going to
fight or argue about the situation
• Isolation – say, “we can’t talk publically about
this, but let’s talk privately. I don’t want other
people to think you have lost control.

49. What Works?
• Gather pertinent information
• Defer action
• Refuse to be “baited”
• Develop a plan to get help
• Learn to apologize
• Listen to body language
• Remain calm and in control

50. What Works?
• Respond empathetically – don’t interrupt
• Remain non-judgmental
• Use their name
• Give choices that are clear, concise, and
enforceable
• Listen
• Use credible witnesses
• Move on

51. “I have come to a frightening conclusion. I am the
decisive element in the classroom. It is my
personal approach that creates the climate. It is
my daily mood that makes the weather. As a
teacher I possess tremendous power to make a
child's life miserable or joyous. I can be a tool of
torture or an instrument of inspiration. I can
humiliate or humor, hurt or heal. In all
situations, it is my response that decides whether
a crisis will be escalated or de-escalated, and a
child humanized or de-humanized.”
- Haim Ginott