Dive into the elements that make up the foundation of great PBIS programs - and how to use them in your school.
It can be a program that benefits everyone in your school community. The basic concept that is instilled within PBIS is, of course, positivity. The program makes sure to reward the students who are demonstrating the various values that the school district wants to reinforce.
Before we do a deep dive into the innermost workings of PBIS, we need to develop and create a basic definition that can encompass the entire program of PBIS itself. You may be asking yourself, what does PBIS actually mean?
PBIS stands for Positive Behavior Intervention Support. The goal of a system such as PBIS is to improve systems for students across all levels. This includes behavior obviously, but it also means that you can use PBIS points to support SEL.
PBIS points are designed to provide support to the whole student regardless of their strengths or weaknesses. The other key component of the PBIS framework would be the PBIS tiers. Envision a triangle broken into three sections.
The bottom (largest section) is what we typically call tier 1. The structures here are designed to support 80% of students.
This means that the instruction in tier 1 is able to reach the vast majority of the student body. If we go up to the second section of the triangle, we would find Tier 2. Tier 2 makes up about 10-15% of the student body.
This section is where students may require another additional round of support or prevention to keep various skills from regressing.
The last section of the triangle would be Tier 3. This section is the smallest amount of the student body and usually accounts for less than 5%.
This section is the most intense round of interventions where we may find various educational plans that are individualized to make sure that students are successful.
Now that we have the basics of how PBIS points in your school is set up, we need to dive into the five elements that comprise the program as a whole. We’ll break these down in further depth below. 👇
When we think about equity in terms of PBIS, we need to realize that not every student will benefit from the same intervention or support. As an educator, we know that all students are different.
If we were to simply prescribe one solution to all students, it would most likely not be successful.
We need to value the student as an individual and be sure to create interventions that will support the specific needs that the student has. Interventions like Check-In/Check-Out allow you to use PBIS points to support MTSS.
This is another extremely important component that makes PBIS so beneficial. A school that decides to implement PBIS within their building has to set up systems in place that will identify both students that require assistance as well as ways to reward students that are successful.
How will we identify students that are struggling and provide the various support that is required? What will we put in place to make sure students are highlighted for being successful within the PBIS system?
These are questions that created systems can answer within PBIS. Oftentimes in education, we may see new methodologies or ideas come into play but then fall by the wayside as there is no system in place to implement them.
Having a specific team of educators working as a PBIS team can help a great deal for a variety of reasons, including getting the actual PBIS system off the ground. Take that one step further, having a professional learning community that is district-wide can be even more impactful.
District PBIS planning can really change the culture of your entire community as consistency and shared ideas create a “rising tides lift all boats” situation.
One of the most important elements of PBIS is data. This is what drives all the components of PBIS. As mentioned in “systems” we as educators need to know how to identify which students require tiered intervention from PBIS.
The best way to do this is to utilize data that can identify these students. Your school may use classroom grades, standardized testing, or any other specific time of academic testing. You may create data sets that help find the students that are struggling.
For example, if you have a standardized reading assessment, you may target all students who scored under the 20th percentile. From there, you can then implement your systems to assist them.
This is where our classroom and intervention teachers have their time to shine! Setting up practices within PBIS is where you head next after you have the system in place and the data identifying students that need intervention.
This is the element that has you select a data-backed intervention that you feel will assist your student in order to help them with whatever component of their education requires assistance.
These practices can target any needs within the social emotional, academic, or behavioral realms.
This is where all the hard work of the PBIS team has a chance to shine. Ideally, your outcomes would be a result of the other elements that make up your PBIS system.
The practices that were put in place will then provide another set of data that can be compared to previous sets to see what progress was made.
Alright, we now have a basic understanding of the elements that make up PBIS. The next task would be to see how we could utilize them within your school setting. The best suggestion would be to identify educators in the building that would be willing to help lead this PBIS team.
These teachers would be the “go-to” for others in the building once everything has been in place. This team could take suggestions from the staff on what systems they’d like to see put in place to improve the academic, behavior, and social-emotional needs of the student body.
From there, this team could begin to pour over the various data sets that schools have access to ranging from classroom data to standardized testing.
It would be a great opportunity to have the PBIS team present this data at a faculty meeting as well so that staff members understand what it is they are targeting and how they are selecting students to receive intervention support.
Once students have been identified, your PBIS team could take time to meet with students who have students who require additional support.
Intervention practices could then be identified and brainstormed to see what might work best in each teacher's individual classroom. After this, it’s extremely important to highlight positive outcomes!
Buy-in for PBIS can grow exponentially when educators (and students) see how much improvement has been made by something like PBIS. Positive Behavior Intervention Supports is an invaluable resource for schools everywhere.
Helping students succeed in all realms is what makes being an educator so vital. If you think your school needs assistance helping students reach their goals then weaving PBIS into your school culture can certainly help. Once it is up and running, success is soon to follow!
It can be a program that benefits everyone in your school community. The basic concept that is instilled within PBIS is, of course, positivity. The program makes sure to reward the students who are demonstrating the various values that the school district wants to reinforce.
Before we do a deep dive into the innermost workings of PBIS, we need to develop and create a basic definition that can encompass the entire program of PBIS itself. You may be asking yourself, what does PBIS actually mean?
PBIS stands for Positive Behavior Intervention Support. The goal of a system such as PBIS is to improve systems for students across all levels. This includes behavior obviously, but it also means that you can use PBIS points to support SEL.
PBIS points are designed to provide support to the whole student regardless of their strengths or weaknesses. The other key component of the PBIS framework would be the PBIS tiers. Envision a triangle broken into three sections.
The bottom (largest section) is what we typically call tier 1. The structures here are designed to support 80% of students.
This means that the instruction in tier 1 is able to reach the vast majority of the student body. If we go up to the second section of the triangle, we would find Tier 2. Tier 2 makes up about 10-15% of the student body.
This section is where students may require another additional round of support or prevention to keep various skills from regressing.
The last section of the triangle would be Tier 3. This section is the smallest amount of the student body and usually accounts for less than 5%.
This section is the most intense round of interventions where we may find various educational plans that are individualized to make sure that students are successful.
Now that we have the basics of how PBIS points in your school is set up, we need to dive into the five elements that comprise the program as a whole. We’ll break these down in further depth below. 👇
When we think about equity in terms of PBIS, we need to realize that not every student will benefit from the same intervention or support. As an educator, we know that all students are different.
If we were to simply prescribe one solution to all students, it would most likely not be successful.
We need to value the student as an individual and be sure to create interventions that will support the specific needs that the student has. Interventions like Check-In/Check-Out allow you to use PBIS points to support MTSS.
This is another extremely important component that makes PBIS so beneficial. A school that decides to implement PBIS within their building has to set up systems in place that will identify both students that require assistance as well as ways to reward students that are successful.
How will we identify students that are struggling and provide the various support that is required? What will we put in place to make sure students are highlighted for being successful within the PBIS system?
These are questions that created systems can answer within PBIS. Oftentimes in education, we may see new methodologies or ideas come into play but then fall by the wayside as there is no system in place to implement them.
Having a specific team of educators working as a PBIS team can help a great deal for a variety of reasons, including getting the actual PBIS system off the ground. Take that one step further, having a professional learning community that is district-wide can be even more impactful.
District PBIS planning can really change the culture of your entire community as consistency and shared ideas create a “rising tides lift all boats” situation.
One of the most important elements of PBIS is data. This is what drives all the components of PBIS. As mentioned in “systems” we as educators need to know how to identify which students require tiered intervention from PBIS.
The best way to do this is to utilize data that can identify these students. Your school may use classroom grades, standardized testing, or any other specific time of academic testing. You may create data sets that help find the students that are struggling.
For example, if you have a standardized reading assessment, you may target all students who scored under the 20th percentile. From there, you can then implement your systems to assist them.
This is where our classroom and intervention teachers have their time to shine! Setting up practices within PBIS is where you head next after you have the system in place and the data identifying students that need intervention.
This is the element that has you select a data-backed intervention that you feel will assist your student in order to help them with whatever component of their education requires assistance.
These practices can target any needs within the social emotional, academic, or behavioral realms.
This is where all the hard work of the PBIS team has a chance to shine. Ideally, your outcomes would be a result of the other elements that make up your PBIS system.
The practices that were put in place will then provide another set of data that can be compared to previous sets to see what progress was made.
Alright, we now have a basic understanding of the elements that make up PBIS. The next task would be to see how we could utilize them within your school setting. The best suggestion would be to identify educators in the building that would be willing to help lead this PBIS team.
These teachers would be the “go-to” for others in the building once everything has been in place. This team could take suggestions from the staff on what systems they’d like to see put in place to improve the academic, behavior, and social-emotional needs of the student body.
From there, this team could begin to pour over the various data sets that schools have access to ranging from classroom data to standardized testing.
It would be a great opportunity to have the PBIS team present this data at a faculty meeting as well so that staff members understand what it is they are targeting and how they are selecting students to receive intervention support.
Once students have been identified, your PBIS team could take time to meet with students who have students who require additional support.
Intervention practices could then be identified and brainstormed to see what might work best in each teacher's individual classroom. After this, it’s extremely important to highlight positive outcomes!
Buy-in for PBIS can grow exponentially when educators (and students) see how much improvement has been made by something like PBIS. Positive Behavior Intervention Supports is an invaluable resource for schools everywhere.
Helping students succeed in all realms is what makes being an educator so vital. If you think your school needs assistance helping students reach their goals then weaving PBIS into your school culture can certainly help. Once it is up and running, success is soon to follow!
It can be a program that benefits everyone in your school community. The basic concept that is instilled within PBIS is, of course, positivity. The program makes sure to reward the students who are demonstrating the various values that the school district wants to reinforce.
Before we do a deep dive into the innermost workings of PBIS, we need to develop and create a basic definition that can encompass the entire program of PBIS itself. You may be asking yourself, what does PBIS actually mean?
PBIS stands for Positive Behavior Intervention Support. The goal of a system such as PBIS is to improve systems for students across all levels. This includes behavior obviously, but it also means that you can use PBIS points to support SEL.
PBIS points are designed to provide support to the whole student regardless of their strengths or weaknesses. The other key component of the PBIS framework would be the PBIS tiers. Envision a triangle broken into three sections.
The bottom (largest section) is what we typically call tier 1. The structures here are designed to support 80% of students.
This means that the instruction in tier 1 is able to reach the vast majority of the student body. If we go up to the second section of the triangle, we would find Tier 2. Tier 2 makes up about 10-15% of the student body.
This section is where students may require another additional round of support or prevention to keep various skills from regressing.
The last section of the triangle would be Tier 3. This section is the smallest amount of the student body and usually accounts for less than 5%.
This section is the most intense round of interventions where we may find various educational plans that are individualized to make sure that students are successful.
Now that we have the basics of how PBIS points in your school is set up, we need to dive into the five elements that comprise the program as a whole. We’ll break these down in further depth below. 👇
When we think about equity in terms of PBIS, we need to realize that not every student will benefit from the same intervention or support. As an educator, we know that all students are different.
If we were to simply prescribe one solution to all students, it would most likely not be successful.
We need to value the student as an individual and be sure to create interventions that will support the specific needs that the student has. Interventions like Check-In/Check-Out allow you to use PBIS points to support MTSS.
This is another extremely important component that makes PBIS so beneficial. A school that decides to implement PBIS within their building has to set up systems in place that will identify both students that require assistance as well as ways to reward students that are successful.
How will we identify students that are struggling and provide the various support that is required? What will we put in place to make sure students are highlighted for being successful within the PBIS system?
These are questions that created systems can answer within PBIS. Oftentimes in education, we may see new methodologies or ideas come into play but then fall by the wayside as there is no system in place to implement them.
Having a specific team of educators working as a PBIS team can help a great deal for a variety of reasons, including getting the actual PBIS system off the ground. Take that one step further, having a professional learning community that is district-wide can be even more impactful.
District PBIS planning can really change the culture of your entire community as consistency and shared ideas create a “rising tides lift all boats” situation.
One of the most important elements of PBIS is data. This is what drives all the components of PBIS. As mentioned in “systems” we as educators need to know how to identify which students require tiered intervention from PBIS.
The best way to do this is to utilize data that can identify these students. Your school may use classroom grades, standardized testing, or any other specific time of academic testing. You may create data sets that help find the students that are struggling.
For example, if you have a standardized reading assessment, you may target all students who scored under the 20th percentile. From there, you can then implement your systems to assist them.
This is where our classroom and intervention teachers have their time to shine! Setting up practices within PBIS is where you head next after you have the system in place and the data identifying students that need intervention.
This is the element that has you select a data-backed intervention that you feel will assist your student in order to help them with whatever component of their education requires assistance.
These practices can target any needs within the social emotional, academic, or behavioral realms.
This is where all the hard work of the PBIS team has a chance to shine. Ideally, your outcomes would be a result of the other elements that make up your PBIS system.
The practices that were put in place will then provide another set of data that can be compared to previous sets to see what progress was made.
Alright, we now have a basic understanding of the elements that make up PBIS. The next task would be to see how we could utilize them within your school setting. The best suggestion would be to identify educators in the building that would be willing to help lead this PBIS team.
These teachers would be the “go-to” for others in the building once everything has been in place. This team could take suggestions from the staff on what systems they’d like to see put in place to improve the academic, behavior, and social-emotional needs of the student body.
From there, this team could begin to pour over the various data sets that schools have access to ranging from classroom data to standardized testing.
It would be a great opportunity to have the PBIS team present this data at a faculty meeting as well so that staff members understand what it is they are targeting and how they are selecting students to receive intervention support.
Once students have been identified, your PBIS team could take time to meet with students who have students who require additional support.
Intervention practices could then be identified and brainstormed to see what might work best in each teacher's individual classroom. After this, it’s extremely important to highlight positive outcomes!
Buy-in for PBIS can grow exponentially when educators (and students) see how much improvement has been made by something like PBIS. Positive Behavior Intervention Supports is an invaluable resource for schools everywhere.
Helping students succeed in all realms is what makes being an educator so vital. If you think your school needs assistance helping students reach their goals then weaving PBIS into your school culture can certainly help. Once it is up and running, success is soon to follow!
Justin has been an educator for over a decade including various teaching roles ranging from Special Education, ELA, and Social Studies! When he's not busy, he enjoys spending time with his family including his daughter, his wife, and his half labrador/half dachshund, "Mac."
In addition to this you can find him working on his podcast production skills for his goofy sports and pop culture podcast, Baseball and Whatever, playing ice hockey, water skiing, or playing video games. He's probably playing video games.
It can be a program that benefits everyone in your school community. The basic concept that is instilled within PBIS is, of course, positivity. The program makes sure to reward the students who are demonstrating the various values that the school district wants to reinforce.
Before we do a deep dive into the innermost workings of PBIS, we need to develop and create a basic definition that can encompass the entire program of PBIS itself. You may be asking yourself, what does PBIS actually mean?
PBIS stands for Positive Behavior Intervention Support. The goal of a system such as PBIS is to improve systems for students across all levels. This includes behavior obviously, but it also means that you can use PBIS points to support SEL.
PBIS points are designed to provide support to the whole student regardless of their strengths or weaknesses. The other key component of the PBIS framework would be the PBIS tiers. Envision a triangle broken into three sections.
The bottom (largest section) is what we typically call tier 1. The structures here are designed to support 80% of students.
This means that the instruction in tier 1 is able to reach the vast majority of the student body. If we go up to the second section of the triangle, we would find Tier 2. Tier 2 makes up about 10-15% of the student body.
This section is where students may require another additional round of support or prevention to keep various skills from regressing.
The last section of the triangle would be Tier 3. This section is the smallest amount of the student body and usually accounts for less than 5%.
This section is the most intense round of interventions where we may find various educational plans that are individualized to make sure that students are successful.
Now that we have the basics of how PBIS points in your school is set up, we need to dive into the five elements that comprise the program as a whole. We’ll break these down in further depth below. 👇
When we think about equity in terms of PBIS, we need to realize that not every student will benefit from the same intervention or support. As an educator, we know that all students are different.
If we were to simply prescribe one solution to all students, it would most likely not be successful.
We need to value the student as an individual and be sure to create interventions that will support the specific needs that the student has. Interventions like Check-In/Check-Out allow you to use PBIS points to support MTSS.
This is another extremely important component that makes PBIS so beneficial. A school that decides to implement PBIS within their building has to set up systems in place that will identify both students that require assistance as well as ways to reward students that are successful.
How will we identify students that are struggling and provide the various support that is required? What will we put in place to make sure students are highlighted for being successful within the PBIS system?
These are questions that created systems can answer within PBIS. Oftentimes in education, we may see new methodologies or ideas come into play but then fall by the wayside as there is no system in place to implement them.
Having a specific team of educators working as a PBIS team can help a great deal for a variety of reasons, including getting the actual PBIS system off the ground. Take that one step further, having a professional learning community that is district-wide can be even more impactful.
District PBIS planning can really change the culture of your entire community as consistency and shared ideas create a “rising tides lift all boats” situation.
One of the most important elements of PBIS is data. This is what drives all the components of PBIS. As mentioned in “systems” we as educators need to know how to identify which students require tiered intervention from PBIS.
The best way to do this is to utilize data that can identify these students. Your school may use classroom grades, standardized testing, or any other specific time of academic testing. You may create data sets that help find the students that are struggling.
For example, if you have a standardized reading assessment, you may target all students who scored under the 20th percentile. From there, you can then implement your systems to assist them.
This is where our classroom and intervention teachers have their time to shine! Setting up practices within PBIS is where you head next after you have the system in place and the data identifying students that need intervention.
This is the element that has you select a data-backed intervention that you feel will assist your student in order to help them with whatever component of their education requires assistance.
These practices can target any needs within the social emotional, academic, or behavioral realms.
This is where all the hard work of the PBIS team has a chance to shine. Ideally, your outcomes would be a result of the other elements that make up your PBIS system.
The practices that were put in place will then provide another set of data that can be compared to previous sets to see what progress was made.
Alright, we now have a basic understanding of the elements that make up PBIS. The next task would be to see how we could utilize them within your school setting. The best suggestion would be to identify educators in the building that would be willing to help lead this PBIS team.
These teachers would be the “go-to” for others in the building once everything has been in place. This team could take suggestions from the staff on what systems they’d like to see put in place to improve the academic, behavior, and social-emotional needs of the student body.
From there, this team could begin to pour over the various data sets that schools have access to ranging from classroom data to standardized testing.
It would be a great opportunity to have the PBIS team present this data at a faculty meeting as well so that staff members understand what it is they are targeting and how they are selecting students to receive intervention support.
Once students have been identified, your PBIS team could take time to meet with students who have students who require additional support.
Intervention practices could then be identified and brainstormed to see what might work best in each teacher's individual classroom. After this, it’s extremely important to highlight positive outcomes!
Buy-in for PBIS can grow exponentially when educators (and students) see how much improvement has been made by something like PBIS. Positive Behavior Intervention Supports is an invaluable resource for schools everywhere.
Helping students succeed in all realms is what makes being an educator so vital. If you think your school needs assistance helping students reach their goals then weaving PBIS into your school culture can certainly help. Once it is up and running, success is soon to follow!
It can be a program that benefits everyone in your school community. The basic concept that is instilled within PBIS is, of course, positivity. The program makes sure to reward the students who are demonstrating the various values that the school district wants to reinforce.
Before we do a deep dive into the innermost workings of PBIS, we need to develop and create a basic definition that can encompass the entire program of PBIS itself. You may be asking yourself, what does PBIS actually mean?
PBIS stands for Positive Behavior Intervention Support. The goal of a system such as PBIS is to improve systems for students across all levels. This includes behavior obviously, but it also means that you can use PBIS points to support SEL.
PBIS points are designed to provide support to the whole student regardless of their strengths or weaknesses. The other key component of the PBIS framework would be the PBIS tiers. Envision a triangle broken into three sections.
The bottom (largest section) is what we typically call tier 1. The structures here are designed to support 80% of students.
This means that the instruction in tier 1 is able to reach the vast majority of the student body. If we go up to the second section of the triangle, we would find Tier 2. Tier 2 makes up about 10-15% of the student body.
This section is where students may require another additional round of support or prevention to keep various skills from regressing.
The last section of the triangle would be Tier 3. This section is the smallest amount of the student body and usually accounts for less than 5%.
This section is the most intense round of interventions where we may find various educational plans that are individualized to make sure that students are successful.
Now that we have the basics of how PBIS points in your school is set up, we need to dive into the five elements that comprise the program as a whole. We’ll break these down in further depth below. 👇
When we think about equity in terms of PBIS, we need to realize that not every student will benefit from the same intervention or support. As an educator, we know that all students are different.
If we were to simply prescribe one solution to all students, it would most likely not be successful.
We need to value the student as an individual and be sure to create interventions that will support the specific needs that the student has. Interventions like Check-In/Check-Out allow you to use PBIS points to support MTSS.
This is another extremely important component that makes PBIS so beneficial. A school that decides to implement PBIS within their building has to set up systems in place that will identify both students that require assistance as well as ways to reward students that are successful.
How will we identify students that are struggling and provide the various support that is required? What will we put in place to make sure students are highlighted for being successful within the PBIS system?
These are questions that created systems can answer within PBIS. Oftentimes in education, we may see new methodologies or ideas come into play but then fall by the wayside as there is no system in place to implement them.
Having a specific team of educators working as a PBIS team can help a great deal for a variety of reasons, including getting the actual PBIS system off the ground. Take that one step further, having a professional learning community that is district-wide can be even more impactful.
District PBIS planning can really change the culture of your entire community as consistency and shared ideas create a “rising tides lift all boats” situation.
One of the most important elements of PBIS is data. This is what drives all the components of PBIS. As mentioned in “systems” we as educators need to know how to identify which students require tiered intervention from PBIS.
The best way to do this is to utilize data that can identify these students. Your school may use classroom grades, standardized testing, or any other specific time of academic testing. You may create data sets that help find the students that are struggling.
For example, if you have a standardized reading assessment, you may target all students who scored under the 20th percentile. From there, you can then implement your systems to assist them.
This is where our classroom and intervention teachers have their time to shine! Setting up practices within PBIS is where you head next after you have the system in place and the data identifying students that need intervention.
This is the element that has you select a data-backed intervention that you feel will assist your student in order to help them with whatever component of their education requires assistance.
These practices can target any needs within the social emotional, academic, or behavioral realms.
This is where all the hard work of the PBIS team has a chance to shine. Ideally, your outcomes would be a result of the other elements that make up your PBIS system.
The practices that were put in place will then provide another set of data that can be compared to previous sets to see what progress was made.
Alright, we now have a basic understanding of the elements that make up PBIS. The next task would be to see how we could utilize them within your school setting. The best suggestion would be to identify educators in the building that would be willing to help lead this PBIS team.
These teachers would be the “go-to” for others in the building once everything has been in place. This team could take suggestions from the staff on what systems they’d like to see put in place to improve the academic, behavior, and social-emotional needs of the student body.
From there, this team could begin to pour over the various data sets that schools have access to ranging from classroom data to standardized testing.
It would be a great opportunity to have the PBIS team present this data at a faculty meeting as well so that staff members understand what it is they are targeting and how they are selecting students to receive intervention support.
Once students have been identified, your PBIS team could take time to meet with students who have students who require additional support.
Intervention practices could then be identified and brainstormed to see what might work best in each teacher's individual classroom. After this, it’s extremely important to highlight positive outcomes!
Buy-in for PBIS can grow exponentially when educators (and students) see how much improvement has been made by something like PBIS. Positive Behavior Intervention Supports is an invaluable resource for schools everywhere.
Helping students succeed in all realms is what makes being an educator so vital. If you think your school needs assistance helping students reach their goals then weaving PBIS into your school culture can certainly help. Once it is up and running, success is soon to follow!
PBIS - Chances are if you work in education you’ve heard this acronym thrown around at some point in your career.
It can be a program that benefits everyone in your school community. The basic concept that is instilled within PBIS is, of course, positivity. The program makes sure to reward the students who are demonstrating the various values that the school district wants to reinforce.
Before we do a deep dive into the innermost workings of PBIS, we need to develop and create a basic definition that can encompass the entire program of PBIS itself. You may be asking yourself, what does PBIS actually mean?
PBIS stands for Positive Behavior Intervention Support. The goal of a system such as PBIS is to improve systems for students across all levels. This includes behavior obviously, but it also means that you can use PBIS points to support SEL.
PBIS points are designed to provide support to the whole student regardless of their strengths or weaknesses. The other key component of the PBIS framework would be the PBIS tiers. Envision a triangle broken into three sections.
The bottom (largest section) is what we typically call tier 1. The structures here are designed to support 80% of students.
This means that the instruction in tier 1 is able to reach the vast majority of the student body. If we go up to the second section of the triangle, we would find Tier 2. Tier 2 makes up about 10-15% of the student body.
This section is where students may require another additional round of support or prevention to keep various skills from regressing.
The last section of the triangle would be Tier 3. This section is the smallest amount of the student body and usually accounts for less than 5%.
This section is the most intense round of interventions where we may find various educational plans that are individualized to make sure that students are successful.
Now that we have the basics of how PBIS points in your school is set up, we need to dive into the five elements that comprise the program as a whole. We’ll break these down in further depth below. 👇
When we think about equity in terms of PBIS, we need to realize that not every student will benefit from the same intervention or support. As an educator, we know that all students are different.
If we were to simply prescribe one solution to all students, it would most likely not be successful.
We need to value the student as an individual and be sure to create interventions that will support the specific needs that the student has. Interventions like Check-In/Check-Out allow you to use PBIS points to support MTSS.
This is another extremely important component that makes PBIS so beneficial. A school that decides to implement PBIS within their building has to set up systems in place that will identify both students that require assistance as well as ways to reward students that are successful.
How will we identify students that are struggling and provide the various support that is required? What will we put in place to make sure students are highlighted for being successful within the PBIS system?
These are questions that created systems can answer within PBIS. Oftentimes in education, we may see new methodologies or ideas come into play but then fall by the wayside as there is no system in place to implement them.
Having a specific team of educators working as a PBIS team can help a great deal for a variety of reasons, including getting the actual PBIS system off the ground. Take that one step further, having a professional learning community that is district-wide can be even more impactful.
District PBIS planning can really change the culture of your entire community as consistency and shared ideas create a “rising tides lift all boats” situation.
One of the most important elements of PBIS is data. This is what drives all the components of PBIS. As mentioned in “systems” we as educators need to know how to identify which students require tiered intervention from PBIS.
The best way to do this is to utilize data that can identify these students. Your school may use classroom grades, standardized testing, or any other specific time of academic testing. You may create data sets that help find the students that are struggling.
For example, if you have a standardized reading assessment, you may target all students who scored under the 20th percentile. From there, you can then implement your systems to assist them.
This is where our classroom and intervention teachers have their time to shine! Setting up practices within PBIS is where you head next after you have the system in place and the data identifying students that need intervention.
This is the element that has you select a data-backed intervention that you feel will assist your student in order to help them with whatever component of their education requires assistance.
These practices can target any needs within the social emotional, academic, or behavioral realms.
This is where all the hard work of the PBIS team has a chance to shine. Ideally, your outcomes would be a result of the other elements that make up your PBIS system.
The practices that were put in place will then provide another set of data that can be compared to previous sets to see what progress was made.
Alright, we now have a basic understanding of the elements that make up PBIS. The next task would be to see how we could utilize them within your school setting. The best suggestion would be to identify educators in the building that would be willing to help lead this PBIS team.
These teachers would be the “go-to” for others in the building once everything has been in place. This team could take suggestions from the staff on what systems they’d like to see put in place to improve the academic, behavior, and social-emotional needs of the student body.
From there, this team could begin to pour over the various data sets that schools have access to ranging from classroom data to standardized testing.
It would be a great opportunity to have the PBIS team present this data at a faculty meeting as well so that staff members understand what it is they are targeting and how they are selecting students to receive intervention support.
Once students have been identified, your PBIS team could take time to meet with students who have students who require additional support.
Intervention practices could then be identified and brainstormed to see what might work best in each teacher's individual classroom. After this, it’s extremely important to highlight positive outcomes!
Buy-in for PBIS can grow exponentially when educators (and students) see how much improvement has been made by something like PBIS. Positive Behavior Intervention Supports is an invaluable resource for schools everywhere.
Helping students succeed in all realms is what makes being an educator so vital. If you think your school needs assistance helping students reach their goals then weaving PBIS into your school culture can certainly help. Once it is up and running, success is soon to follow!
PBIS - Chances are if you work in education you’ve heard this acronym thrown around at some point in your career.
It can be a program that benefits everyone in your school community. The basic concept that is instilled within PBIS is, of course, positivity. The program makes sure to reward the students who are demonstrating the various values that the school district wants to reinforce.
Before we do a deep dive into the innermost workings of PBIS, we need to develop and create a basic definition that can encompass the entire program of PBIS itself. You may be asking yourself, what does PBIS actually mean?
PBIS stands for Positive Behavior Intervention Support. The goal of a system such as PBIS is to improve systems for students across all levels. This includes behavior obviously, but it also means that you can use PBIS points to support SEL.
PBIS points are designed to provide support to the whole student regardless of their strengths or weaknesses. The other key component of the PBIS framework would be the PBIS tiers. Envision a triangle broken into three sections.
The bottom (largest section) is what we typically call tier 1. The structures here are designed to support 80% of students.
This means that the instruction in tier 1 is able to reach the vast majority of the student body. If we go up to the second section of the triangle, we would find Tier 2. Tier 2 makes up about 10-15% of the student body.
This section is where students may require another additional round of support or prevention to keep various skills from regressing.
The last section of the triangle would be Tier 3. This section is the smallest amount of the student body and usually accounts for less than 5%.
This section is the most intense round of interventions where we may find various educational plans that are individualized to make sure that students are successful.
Now that we have the basics of how PBIS points in your school is set up, we need to dive into the five elements that comprise the program as a whole. We’ll break these down in further depth below. 👇
When we think about equity in terms of PBIS, we need to realize that not every student will benefit from the same intervention or support. As an educator, we know that all students are different.
If we were to simply prescribe one solution to all students, it would most likely not be successful.
We need to value the student as an individual and be sure to create interventions that will support the specific needs that the student has. Interventions like Check-In/Check-Out allow you to use PBIS points to support MTSS.
This is another extremely important component that makes PBIS so beneficial. A school that decides to implement PBIS within their building has to set up systems in place that will identify both students that require assistance as well as ways to reward students that are successful.
How will we identify students that are struggling and provide the various support that is required? What will we put in place to make sure students are highlighted for being successful within the PBIS system?
These are questions that created systems can answer within PBIS. Oftentimes in education, we may see new methodologies or ideas come into play but then fall by the wayside as there is no system in place to implement them.
Having a specific team of educators working as a PBIS team can help a great deal for a variety of reasons, including getting the actual PBIS system off the ground. Take that one step further, having a professional learning community that is district-wide can be even more impactful.
District PBIS planning can really change the culture of your entire community as consistency and shared ideas create a “rising tides lift all boats” situation.
One of the most important elements of PBIS is data. This is what drives all the components of PBIS. As mentioned in “systems” we as educators need to know how to identify which students require tiered intervention from PBIS.
The best way to do this is to utilize data that can identify these students. Your school may use classroom grades, standardized testing, or any other specific time of academic testing. You may create data sets that help find the students that are struggling.
For example, if you have a standardized reading assessment, you may target all students who scored under the 20th percentile. From there, you can then implement your systems to assist them.
This is where our classroom and intervention teachers have their time to shine! Setting up practices within PBIS is where you head next after you have the system in place and the data identifying students that need intervention.
This is the element that has you select a data-backed intervention that you feel will assist your student in order to help them with whatever component of their education requires assistance.
These practices can target any needs within the social emotional, academic, or behavioral realms.
This is where all the hard work of the PBIS team has a chance to shine. Ideally, your outcomes would be a result of the other elements that make up your PBIS system.
The practices that were put in place will then provide another set of data that can be compared to previous sets to see what progress was made.
Alright, we now have a basic understanding of the elements that make up PBIS. The next task would be to see how we could utilize them within your school setting. The best suggestion would be to identify educators in the building that would be willing to help lead this PBIS team.
These teachers would be the “go-to” for others in the building once everything has been in place. This team could take suggestions from the staff on what systems they’d like to see put in place to improve the academic, behavior, and social-emotional needs of the student body.
From there, this team could begin to pour over the various data sets that schools have access to ranging from classroom data to standardized testing.
It would be a great opportunity to have the PBIS team present this data at a faculty meeting as well so that staff members understand what it is they are targeting and how they are selecting students to receive intervention support.
Once students have been identified, your PBIS team could take time to meet with students who have students who require additional support.
Intervention practices could then be identified and brainstormed to see what might work best in each teacher's individual classroom. After this, it’s extremely important to highlight positive outcomes!
Buy-in for PBIS can grow exponentially when educators (and students) see how much improvement has been made by something like PBIS. Positive Behavior Intervention Supports is an invaluable resource for schools everywhere.
Helping students succeed in all realms is what makes being an educator so vital. If you think your school needs assistance helping students reach their goals then weaving PBIS into your school culture can certainly help. Once it is up and running, success is soon to follow!
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