How do you implement pbis

Schools focus on prevention of negative behaviors by teaching and reinforcing positive behaviors. Here are 8 important steps to ensure successful implementation of a schoolwide system and platform. Having a strategic student seating chart and classroom layout will help teachers implement their positive behavior management system effectively.

Teachers should have a fluid chart and move students to different seats when needed for all students to be successful behaviorally and academically.

The classroom layout is important to make sure the teacher has a visual of every part of the room at all times. Try to avoid creating blindspots where students could congregate or misbehave that cannot easily be seen. In addition to the classroom layout and seating chart, teachers should use circulation and scanning techniques.

Students will know that their teacher is focused on them and the lesson as they move around to support behavior and assignments. First, teachers need to create behavior expectations for their class that are positively stated and focus on key values of the school. Once the teacher is clear on their expectations, they must decide how they will teach and model these expectations for their class.

Explicitly teaching behavioral expectations is what sets a positive behavior management PBIS system on the right track. This will look different based on student ages but all teachers should teach students what each behavior looks like, sounds like, does not look like, and does not sound like. This will help students become crystal clear on what is expected of them at all times in the classroom.

If your school has a school-wide behavior management system, a behavioral matrix is important so that every staff member understands the expectations for behavior throughout the entire school like hallways, auditorium, cafeteria, bathrooms, and the playground. Having expectations with examples posted in common spaces will help both students and staff understand and adhere to the expectations.

All staff should also be aware of the layout of the common spaces and best ways to circulate, scan with their eyes especially in blind spots , monitor, and respond to behavior in these areas. There should also be set and practiced transition routines within these areas to minimize negative behaviors when a large number of students are moving through these areas. Teachers should first distinguish the difference between acknowledging and rewarding behaviors and how to best do this in their classroom.

A school using PBIS handles this differently. The school would look at the behavior as a form of communication. Before a spitball is thrown, the teacher might notice that the student is craving attention.

To address this in a positive way, the teacher might give the student the chance to share an opinion. If the student still acts out and throws a spitball, the school creates a strategy to prevent it from happening again.

This might be break time to cool off or talk with a peer mentor. The school may even offer training for families. Instead, the focus is on teaching expectations, preventing problems, and using logical consequences. Learn more about the difference between discipline and punishment.

Most experts feel that PBIS changes school discipline for the better. They like its focus on prevention and clear behavior expectations.

But some experts worry about the use of rewards, like tokens and prizes, for meeting behavior expectations. The concern is that rewarding kids for good behavior makes them focus on getting the reward, not on the behavior. Schoolwide reward systems can also exclude students with behavior challenges. If a student who struggles never gets a reward or gets fewer than others, it can feel like punishment. This can discourage kids who are trying their best to behave, but who have unique challenges.

In response to concerns, advocates of PBIS have asked schools not to overuse rewards. They also point out that token rewards are just one tool schools can use. Schools are also working on how to recognize students who still struggle but are improving. Support Login Menu. What We Offer.

Software Platform. Professional Development. Chronic Absenteeism. Classroom Behavior Management. Equity in Education. Family Engagement. Restorative Practices. Social Emotional Learning. Suspension Reduction.

Trauma-Informed Schools. Success Stories. It is a commitment to addressing student behavior through systems change. The way schools operate are their foundational systems. In PBIS, these systems support accurate, durable implementation of practices and the effective use of data to achieve better outcomes.

When it comes to systems, ask yourself: What can we do to sustain this over the long haul? Schools generate multiple pieces of data about students every day. Within the PBIS framework, schools use data to select, monitor and evaluate outcomes, practices, and systems across all three tiers.

When it comes to data, ask yourself: What information do we need to make effective decisions? Key to improving outcomes are the strategies to support students at every level.

In PBIS, these interventions and strategies are backed by research to target the outcomes schools want to see. When it comes to practices, ask yourself: How will we reach our goals? The outcomes from PBIS are what schools achieve through the data, systems, and practices they put in place.

Families, students, and school personnel set goals and work together to see them through. In PBIS, outcomes might be improved student behavior, or fewer office discipline referrals. When it comes to outcomes, ask yourself: What is important to each learning community?