Your guide to fully understanding the eight components of PBIS that lead to a successful program.
PBIS (Positive Behavioral Interventions and Supports) can improve school culture when everyone understands its essential components.
When I was a teacher, I experienced effective and ineffective PBIS implementation. We implemented PBIS as a quick response to negative student behavior that was causing teachers to resign and transfer.
We were scrambling to find a solution and thought that setting behavior expectations, posting them on the walls, and asking teachers to reward PBIS points was all it took to implement it.
Well, that failed miserably.
Teachers were frustrated because they felt like the point system was just more busy work for them, and students didn’t take the program seriously. As my colleague and I did more research, we learned that PBIS was more than just posters and a point system.
We took the time to learn about the essential components of PBIS and saw the results we knew PBIS could deliver.
As my story shows, PBIS is only as good as its implementation. It takes time, effort, and collaboration to create and implement a PBIS program that students and teachers will buy into.
Effective PBIS programs use PBIS tiers, which allow educators to identify students' needs and provide the appropriate level of support and interventions they need to succeed.
Creating this tiered system of support isn’t an easy task, which is why it’s imperative for administrators, teachers, and student support staff to fully understand the eight components of PBIS that lead to a successful PBIS program.
These components work together to create a safe and supportive learning environment where students can thrive.
If you think of PBIS like a puzzle, the eight essential components of PBIS points in your school are the pieces that give you the result you want–improved behavior.
You can try to put two or three pieces together and hope for the best (like my school did), or you can set your school up for success by ensuring your program incorporates these components from day one.
These components aren’t a step-by-step guide to creating an effective PBIS program, but they should guide the planning, implementation, and evaluation of your PBIS program. Let’s take a look at the eight essential components of PBIS:
If administrators and teachers have different philosophies on behavior management, the students will notice the inconsistency. Administrators and teachers need to agree on a common behavior management philosophy and understand how PBIS fits into it.
A great way to find a shared philosophy is to meet with teachers and have an open discussion about their views on behavior management. Instead of praising or criticizing viewpoints, listen to understand where their perspectives stem from.
Ask additional questions to help you gain clarity and identify the common threads among their responses.
It takes a strong leader to create, implement, and manage PBIS. Leadership goes beyond training teachers on how to use it in their classrooms.
The leader should collaborate with teachers to set expectations, establish procedures, and develop an implementation plan that will work for everyone. The leader must also find ways to make it easy for teachers to remain consistent.
We used LiveSchool because teachers could quickly add and subtract PBIS points, leave behavior notes, and communicate with parents regarding concerns.
It’s impossible to meet expectations when the expectations aren’t clear. We all have different cultures and experiences that shape what we consider to be positive behavior, so we can’t assume that everyone’s views are the same.
Administrators and teachers must define positive behaviors and communicate those expected behaviors to the students.
One way to increase clarity for students is to write PBIS expectations in a positive form. For example, instead of saying “Don’t run in the hallway,” say “Walk in the hallway.” This places the emphasis on the positive behaviors you want them to display.
Have you ever heard the saying “show, don’t tell”? That saying is especially true when it comes to behavior expectations. Although expected behaviors should be communicated verbally and displayed throughout the school, students also need to see examples of positive behavior.
When I was a teacher, I taught behavior expectations by creating scenarios and asking students what they would do in each scenario. This allowed me to assess their understanding of the expectations and fill in gaps where needed.
Positive reinforcement is at the core of successful PBIS programs. When students know that teachers are paying attention and that they will be rewarded for positive behaviors, they’re more likely to display the desired behaviors.
Positive reinforcement serves as a form of feedback, which students need in order to know that they are on the right track. Many schools use rewards systems that allow students to earn points for positive behaviors and redeem them for rewards.
On the other side of the coin, students also need feedback about their negative behaviors. Part of creating an effective PBIS program includes discouraging inappropriate behavior. The goal is discipline–not punishment.
When students display negative behaviors, review the behavior expectations and consider using natural consequences to address them.
For example, if a student chooses to play on their phone instead of completing work, they might have to stay in the classroom to complete a behavior think sheet during the pep rally.
Although PBIS is an effective behavior management framework, every school is different. That’s why it’s important to monitor data using some type of behavior data dashboard and make changes when necessary.
Behavior management platforms like LiveSchool are designed to collect, store, and analyze student behavior data. When teachers use LiveSchool to record behaviors, administrators, and teachers can easily identify behavior trends and address needs.
Classroom expectations, routines, and procedures should align with school-wide expectations and give students opportunities to display the desired behaviors. For example, if “Clean up after yourself” is an expectation, cleaning up should be a part of the classroom management routine.
Teachers can even use PBIS points in the classroom to reinforce those routines, norms, and expectations!
When administrators and teachers are struggling with student behavior, it can be tempting to do a surface-level PBIS implementation like my school did.
Unfortunately, that will just lead to wasted time and resources as well as a possible decrease in teacher morale when it doesn’t work.
Instead, spend time learning the essential components of PBIS and implementing tools like LiveSchool to increase teacher buy-in and decrease their workload.
PBIS (Positive Behavioral Interventions and Supports) can improve school culture when everyone understands its essential components.
When I was a teacher, I experienced effective and ineffective PBIS implementation. We implemented PBIS as a quick response to negative student behavior that was causing teachers to resign and transfer.
We were scrambling to find a solution and thought that setting behavior expectations, posting them on the walls, and asking teachers to reward PBIS points was all it took to implement it.
Well, that failed miserably.
Teachers were frustrated because they felt like the point system was just more busy work for them, and students didn’t take the program seriously. As my colleague and I did more research, we learned that PBIS was more than just posters and a point system.
We took the time to learn about the essential components of PBIS and saw the results we knew PBIS could deliver.
As my story shows, PBIS is only as good as its implementation. It takes time, effort, and collaboration to create and implement a PBIS program that students and teachers will buy into.
Effective PBIS programs use PBIS tiers, which allow educators to identify students' needs and provide the appropriate level of support and interventions they need to succeed.
Creating this tiered system of support isn’t an easy task, which is why it’s imperative for administrators, teachers, and student support staff to fully understand the eight components of PBIS that lead to a successful PBIS program.
These components work together to create a safe and supportive learning environment where students can thrive.
If you think of PBIS like a puzzle, the eight essential components of PBIS points in your school are the pieces that give you the result you want–improved behavior.
You can try to put two or three pieces together and hope for the best (like my school did), or you can set your school up for success by ensuring your program incorporates these components from day one.
These components aren’t a step-by-step guide to creating an effective PBIS program, but they should guide the planning, implementation, and evaluation of your PBIS program. Let’s take a look at the eight essential components of PBIS:
If administrators and teachers have different philosophies on behavior management, the students will notice the inconsistency. Administrators and teachers need to agree on a common behavior management philosophy and understand how PBIS fits into it.
A great way to find a shared philosophy is to meet with teachers and have an open discussion about their views on behavior management. Instead of praising or criticizing viewpoints, listen to understand where their perspectives stem from.
Ask additional questions to help you gain clarity and identify the common threads among their responses.
It takes a strong leader to create, implement, and manage PBIS. Leadership goes beyond training teachers on how to use it in their classrooms.
The leader should collaborate with teachers to set expectations, establish procedures, and develop an implementation plan that will work for everyone. The leader must also find ways to make it easy for teachers to remain consistent.
We used LiveSchool because teachers could quickly add and subtract PBIS points, leave behavior notes, and communicate with parents regarding concerns.
It’s impossible to meet expectations when the expectations aren’t clear. We all have different cultures and experiences that shape what we consider to be positive behavior, so we can’t assume that everyone’s views are the same.
Administrators and teachers must define positive behaviors and communicate those expected behaviors to the students.
One way to increase clarity for students is to write PBIS expectations in a positive form. For example, instead of saying “Don’t run in the hallway,” say “Walk in the hallway.” This places the emphasis on the positive behaviors you want them to display.
Have you ever heard the saying “show, don’t tell”? That saying is especially true when it comes to behavior expectations. Although expected behaviors should be communicated verbally and displayed throughout the school, students also need to see examples of positive behavior.
When I was a teacher, I taught behavior expectations by creating scenarios and asking students what they would do in each scenario. This allowed me to assess their understanding of the expectations and fill in gaps where needed.
Positive reinforcement is at the core of successful PBIS programs. When students know that teachers are paying attention and that they will be rewarded for positive behaviors, they’re more likely to display the desired behaviors.
Positive reinforcement serves as a form of feedback, which students need in order to know that they are on the right track. Many schools use rewards systems that allow students to earn points for positive behaviors and redeem them for rewards.
On the other side of the coin, students also need feedback about their negative behaviors. Part of creating an effective PBIS program includes discouraging inappropriate behavior. The goal is discipline–not punishment.
When students display negative behaviors, review the behavior expectations and consider using natural consequences to address them.
For example, if a student chooses to play on their phone instead of completing work, they might have to stay in the classroom to complete a behavior think sheet during the pep rally.
Although PBIS is an effective behavior management framework, every school is different. That’s why it’s important to monitor data using some type of behavior data dashboard and make changes when necessary.
Behavior management platforms like LiveSchool are designed to collect, store, and analyze student behavior data. When teachers use LiveSchool to record behaviors, administrators, and teachers can easily identify behavior trends and address needs.
Classroom expectations, routines, and procedures should align with school-wide expectations and give students opportunities to display the desired behaviors. For example, if “Clean up after yourself” is an expectation, cleaning up should be a part of the classroom management routine.
Teachers can even use PBIS points in the classroom to reinforce those routines, norms, and expectations!
When administrators and teachers are struggling with student behavior, it can be tempting to do a surface-level PBIS implementation like my school did.
Unfortunately, that will just lead to wasted time and resources as well as a possible decrease in teacher morale when it doesn’t work.
Instead, spend time learning the essential components of PBIS and implementing tools like LiveSchool to increase teacher buy-in and decrease their workload.
Deiera Bennett is a freelance EdTech copywriter with a background in marketing and 6 years of experience as an educator. When she’s not writing, you can find her binge-watching The Office for the 5th time, spending time with family, or looking up recipes on Pinterest.
PBIS (Positive Behavioral Interventions and Supports) can improve school culture when everyone understands its essential components.
When I was a teacher, I experienced effective and ineffective PBIS implementation. We implemented PBIS as a quick response to negative student behavior that was causing teachers to resign and transfer.
We were scrambling to find a solution and thought that setting behavior expectations, posting them on the walls, and asking teachers to reward PBIS points was all it took to implement it.
Well, that failed miserably.
Teachers were frustrated because they felt like the point system was just more busy work for them, and students didn’t take the program seriously. As my colleague and I did more research, we learned that PBIS was more than just posters and a point system.
We took the time to learn about the essential components of PBIS and saw the results we knew PBIS could deliver.
As my story shows, PBIS is only as good as its implementation. It takes time, effort, and collaboration to create and implement a PBIS program that students and teachers will buy into.
Effective PBIS programs use PBIS tiers, which allow educators to identify students' needs and provide the appropriate level of support and interventions they need to succeed.
Creating this tiered system of support isn’t an easy task, which is why it’s imperative for administrators, teachers, and student support staff to fully understand the eight components of PBIS that lead to a successful PBIS program.
These components work together to create a safe and supportive learning environment where students can thrive.
If you think of PBIS like a puzzle, the eight essential components of PBIS points in your school are the pieces that give you the result you want–improved behavior.
You can try to put two or three pieces together and hope for the best (like my school did), or you can set your school up for success by ensuring your program incorporates these components from day one.
These components aren’t a step-by-step guide to creating an effective PBIS program, but they should guide the planning, implementation, and evaluation of your PBIS program. Let’s take a look at the eight essential components of PBIS:
If administrators and teachers have different philosophies on behavior management, the students will notice the inconsistency. Administrators and teachers need to agree on a common behavior management philosophy and understand how PBIS fits into it.
A great way to find a shared philosophy is to meet with teachers and have an open discussion about their views on behavior management. Instead of praising or criticizing viewpoints, listen to understand where their perspectives stem from.
Ask additional questions to help you gain clarity and identify the common threads among their responses.
It takes a strong leader to create, implement, and manage PBIS. Leadership goes beyond training teachers on how to use it in their classrooms.
The leader should collaborate with teachers to set expectations, establish procedures, and develop an implementation plan that will work for everyone. The leader must also find ways to make it easy for teachers to remain consistent.
We used LiveSchool because teachers could quickly add and subtract PBIS points, leave behavior notes, and communicate with parents regarding concerns.
It’s impossible to meet expectations when the expectations aren’t clear. We all have different cultures and experiences that shape what we consider to be positive behavior, so we can’t assume that everyone’s views are the same.
Administrators and teachers must define positive behaviors and communicate those expected behaviors to the students.
One way to increase clarity for students is to write PBIS expectations in a positive form. For example, instead of saying “Don’t run in the hallway,” say “Walk in the hallway.” This places the emphasis on the positive behaviors you want them to display.
Have you ever heard the saying “show, don’t tell”? That saying is especially true when it comes to behavior expectations. Although expected behaviors should be communicated verbally and displayed throughout the school, students also need to see examples of positive behavior.
When I was a teacher, I taught behavior expectations by creating scenarios and asking students what they would do in each scenario. This allowed me to assess their understanding of the expectations and fill in gaps where needed.
Positive reinforcement is at the core of successful PBIS programs. When students know that teachers are paying attention and that they will be rewarded for positive behaviors, they’re more likely to display the desired behaviors.
Positive reinforcement serves as a form of feedback, which students need in order to know that they are on the right track. Many schools use rewards systems that allow students to earn points for positive behaviors and redeem them for rewards.
On the other side of the coin, students also need feedback about their negative behaviors. Part of creating an effective PBIS program includes discouraging inappropriate behavior. The goal is discipline–not punishment.
When students display negative behaviors, review the behavior expectations and consider using natural consequences to address them.
For example, if a student chooses to play on their phone instead of completing work, they might have to stay in the classroom to complete a behavior think sheet during the pep rally.
Although PBIS is an effective behavior management framework, every school is different. That’s why it’s important to monitor data using some type of behavior data dashboard and make changes when necessary.
Behavior management platforms like LiveSchool are designed to collect, store, and analyze student behavior data. When teachers use LiveSchool to record behaviors, administrators, and teachers can easily identify behavior trends and address needs.
Classroom expectations, routines, and procedures should align with school-wide expectations and give students opportunities to display the desired behaviors. For example, if “Clean up after yourself” is an expectation, cleaning up should be a part of the classroom management routine.
Teachers can even use PBIS points in the classroom to reinforce those routines, norms, and expectations!
When administrators and teachers are struggling with student behavior, it can be tempting to do a surface-level PBIS implementation like my school did.
Unfortunately, that will just lead to wasted time and resources as well as a possible decrease in teacher morale when it doesn’t work.
Instead, spend time learning the essential components of PBIS and implementing tools like LiveSchool to increase teacher buy-in and decrease their workload.
PBIS (Positive Behavioral Interventions and Supports) can improve school culture when everyone understands its essential components.
When I was a teacher, I experienced effective and ineffective PBIS implementation. We implemented PBIS as a quick response to negative student behavior that was causing teachers to resign and transfer.
We were scrambling to find a solution and thought that setting behavior expectations, posting them on the walls, and asking teachers to reward PBIS points was all it took to implement it.
Well, that failed miserably.
Teachers were frustrated because they felt like the point system was just more busy work for them, and students didn’t take the program seriously. As my colleague and I did more research, we learned that PBIS was more than just posters and a point system.
We took the time to learn about the essential components of PBIS and saw the results we knew PBIS could deliver.
As my story shows, PBIS is only as good as its implementation. It takes time, effort, and collaboration to create and implement a PBIS program that students and teachers will buy into.
Effective PBIS programs use PBIS tiers, which allow educators to identify students' needs and provide the appropriate level of support and interventions they need to succeed.
Creating this tiered system of support isn’t an easy task, which is why it’s imperative for administrators, teachers, and student support staff to fully understand the eight components of PBIS that lead to a successful PBIS program.
These components work together to create a safe and supportive learning environment where students can thrive.
If you think of PBIS like a puzzle, the eight essential components of PBIS points in your school are the pieces that give you the result you want–improved behavior.
You can try to put two or three pieces together and hope for the best (like my school did), or you can set your school up for success by ensuring your program incorporates these components from day one.
These components aren’t a step-by-step guide to creating an effective PBIS program, but they should guide the planning, implementation, and evaluation of your PBIS program. Let’s take a look at the eight essential components of PBIS:
If administrators and teachers have different philosophies on behavior management, the students will notice the inconsistency. Administrators and teachers need to agree on a common behavior management philosophy and understand how PBIS fits into it.
A great way to find a shared philosophy is to meet with teachers and have an open discussion about their views on behavior management. Instead of praising or criticizing viewpoints, listen to understand where their perspectives stem from.
Ask additional questions to help you gain clarity and identify the common threads among their responses.
It takes a strong leader to create, implement, and manage PBIS. Leadership goes beyond training teachers on how to use it in their classrooms.
The leader should collaborate with teachers to set expectations, establish procedures, and develop an implementation plan that will work for everyone. The leader must also find ways to make it easy for teachers to remain consistent.
We used LiveSchool because teachers could quickly add and subtract PBIS points, leave behavior notes, and communicate with parents regarding concerns.
It’s impossible to meet expectations when the expectations aren’t clear. We all have different cultures and experiences that shape what we consider to be positive behavior, so we can’t assume that everyone’s views are the same.
Administrators and teachers must define positive behaviors and communicate those expected behaviors to the students.
One way to increase clarity for students is to write PBIS expectations in a positive form. For example, instead of saying “Don’t run in the hallway,” say “Walk in the hallway.” This places the emphasis on the positive behaviors you want them to display.
Have you ever heard the saying “show, don’t tell”? That saying is especially true when it comes to behavior expectations. Although expected behaviors should be communicated verbally and displayed throughout the school, students also need to see examples of positive behavior.
When I was a teacher, I taught behavior expectations by creating scenarios and asking students what they would do in each scenario. This allowed me to assess their understanding of the expectations and fill in gaps where needed.
Positive reinforcement is at the core of successful PBIS programs. When students know that teachers are paying attention and that they will be rewarded for positive behaviors, they’re more likely to display the desired behaviors.
Positive reinforcement serves as a form of feedback, which students need in order to know that they are on the right track. Many schools use rewards systems that allow students to earn points for positive behaviors and redeem them for rewards.
On the other side of the coin, students also need feedback about their negative behaviors. Part of creating an effective PBIS program includes discouraging inappropriate behavior. The goal is discipline–not punishment.
When students display negative behaviors, review the behavior expectations and consider using natural consequences to address them.
For example, if a student chooses to play on their phone instead of completing work, they might have to stay in the classroom to complete a behavior think sheet during the pep rally.
Although PBIS is an effective behavior management framework, every school is different. That’s why it’s important to monitor data using some type of behavior data dashboard and make changes when necessary.
Behavior management platforms like LiveSchool are designed to collect, store, and analyze student behavior data. When teachers use LiveSchool to record behaviors, administrators, and teachers can easily identify behavior trends and address needs.
Classroom expectations, routines, and procedures should align with school-wide expectations and give students opportunities to display the desired behaviors. For example, if “Clean up after yourself” is an expectation, cleaning up should be a part of the classroom management routine.
Teachers can even use PBIS points in the classroom to reinforce those routines, norms, and expectations!
When administrators and teachers are struggling with student behavior, it can be tempting to do a surface-level PBIS implementation like my school did.
Unfortunately, that will just lead to wasted time and resources as well as a possible decrease in teacher morale when it doesn’t work.
Instead, spend time learning the essential components of PBIS and implementing tools like LiveSchool to increase teacher buy-in and decrease their workload.
PBIS (Positive Behavioral Interventions and Supports) can improve school culture when everyone understands its essential components.
PBIS (Positive Behavioral Interventions and Supports) can improve school culture when everyone understands its essential components.
When I was a teacher, I experienced effective and ineffective PBIS implementation. We implemented PBIS as a quick response to negative student behavior that was causing teachers to resign and transfer.
We were scrambling to find a solution and thought that setting behavior expectations, posting them on the walls, and asking teachers to reward PBIS points was all it took to implement it.
Well, that failed miserably.
Teachers were frustrated because they felt like the point system was just more busy work for them, and students didn’t take the program seriously. As my colleague and I did more research, we learned that PBIS was more than just posters and a point system.
We took the time to learn about the essential components of PBIS and saw the results we knew PBIS could deliver.
As my story shows, PBIS is only as good as its implementation. It takes time, effort, and collaboration to create and implement a PBIS program that students and teachers will buy into.
Effective PBIS programs use PBIS tiers, which allow educators to identify students' needs and provide the appropriate level of support and interventions they need to succeed.
Creating this tiered system of support isn’t an easy task, which is why it’s imperative for administrators, teachers, and student support staff to fully understand the eight components of PBIS that lead to a successful PBIS program.
These components work together to create a safe and supportive learning environment where students can thrive.
If you think of PBIS like a puzzle, the eight essential components of PBIS points in your school are the pieces that give you the result you want–improved behavior.
You can try to put two or three pieces together and hope for the best (like my school did), or you can set your school up for success by ensuring your program incorporates these components from day one.
These components aren’t a step-by-step guide to creating an effective PBIS program, but they should guide the planning, implementation, and evaluation of your PBIS program. Let’s take a look at the eight essential components of PBIS:
If administrators and teachers have different philosophies on behavior management, the students will notice the inconsistency. Administrators and teachers need to agree on a common behavior management philosophy and understand how PBIS fits into it.
A great way to find a shared philosophy is to meet with teachers and have an open discussion about their views on behavior management. Instead of praising or criticizing viewpoints, listen to understand where their perspectives stem from.
Ask additional questions to help you gain clarity and identify the common threads among their responses.
It takes a strong leader to create, implement, and manage PBIS. Leadership goes beyond training teachers on how to use it in their classrooms.
The leader should collaborate with teachers to set expectations, establish procedures, and develop an implementation plan that will work for everyone. The leader must also find ways to make it easy for teachers to remain consistent.
We used LiveSchool because teachers could quickly add and subtract PBIS points, leave behavior notes, and communicate with parents regarding concerns.
It’s impossible to meet expectations when the expectations aren’t clear. We all have different cultures and experiences that shape what we consider to be positive behavior, so we can’t assume that everyone’s views are the same.
Administrators and teachers must define positive behaviors and communicate those expected behaviors to the students.
One way to increase clarity for students is to write PBIS expectations in a positive form. For example, instead of saying “Don’t run in the hallway,” say “Walk in the hallway.” This places the emphasis on the positive behaviors you want them to display.
Have you ever heard the saying “show, don’t tell”? That saying is especially true when it comes to behavior expectations. Although expected behaviors should be communicated verbally and displayed throughout the school, students also need to see examples of positive behavior.
When I was a teacher, I taught behavior expectations by creating scenarios and asking students what they would do in each scenario. This allowed me to assess their understanding of the expectations and fill in gaps where needed.
Positive reinforcement is at the core of successful PBIS programs. When students know that teachers are paying attention and that they will be rewarded for positive behaviors, they’re more likely to display the desired behaviors.
Positive reinforcement serves as a form of feedback, which students need in order to know that they are on the right track. Many schools use rewards systems that allow students to earn points for positive behaviors and redeem them for rewards.
On the other side of the coin, students also need feedback about their negative behaviors. Part of creating an effective PBIS program includes discouraging inappropriate behavior. The goal is discipline–not punishment.
When students display negative behaviors, review the behavior expectations and consider using natural consequences to address them.
For example, if a student chooses to play on their phone instead of completing work, they might have to stay in the classroom to complete a behavior think sheet during the pep rally.
Although PBIS is an effective behavior management framework, every school is different. That’s why it’s important to monitor data using some type of behavior data dashboard and make changes when necessary.
Behavior management platforms like LiveSchool are designed to collect, store, and analyze student behavior data. When teachers use LiveSchool to record behaviors, administrators, and teachers can easily identify behavior trends and address needs.
Classroom expectations, routines, and procedures should align with school-wide expectations and give students opportunities to display the desired behaviors. For example, if “Clean up after yourself” is an expectation, cleaning up should be a part of the classroom management routine.
Teachers can even use PBIS points in the classroom to reinforce those routines, norms, and expectations!
When administrators and teachers are struggling with student behavior, it can be tempting to do a surface-level PBIS implementation like my school did.
Unfortunately, that will just lead to wasted time and resources as well as a possible decrease in teacher morale when it doesn’t work.
Instead, spend time learning the essential components of PBIS and implementing tools like LiveSchool to increase teacher buy-in and decrease their workload.
PBIS (Positive Behavioral Interventions and Supports) can improve school culture when everyone understands its essential components.
PBIS (Positive Behavioral Interventions and Supports) can improve school culture when everyone understands its essential components.
When I was a teacher, I experienced effective and ineffective PBIS implementation. We implemented PBIS as a quick response to negative student behavior that was causing teachers to resign and transfer.
We were scrambling to find a solution and thought that setting behavior expectations, posting them on the walls, and asking teachers to reward PBIS points was all it took to implement it.
Well, that failed miserably.
Teachers were frustrated because they felt like the point system was just more busy work for them, and students didn’t take the program seriously. As my colleague and I did more research, we learned that PBIS was more than just posters and a point system.
We took the time to learn about the essential components of PBIS and saw the results we knew PBIS could deliver.
As my story shows, PBIS is only as good as its implementation. It takes time, effort, and collaboration to create and implement a PBIS program that students and teachers will buy into.
Effective PBIS programs use PBIS tiers, which allow educators to identify students' needs and provide the appropriate level of support and interventions they need to succeed.
Creating this tiered system of support isn’t an easy task, which is why it’s imperative for administrators, teachers, and student support staff to fully understand the eight components of PBIS that lead to a successful PBIS program.
These components work together to create a safe and supportive learning environment where students can thrive.
If you think of PBIS like a puzzle, the eight essential components of PBIS points in your school are the pieces that give you the result you want–improved behavior.
You can try to put two or three pieces together and hope for the best (like my school did), or you can set your school up for success by ensuring your program incorporates these components from day one.
These components aren’t a step-by-step guide to creating an effective PBIS program, but they should guide the planning, implementation, and evaluation of your PBIS program. Let’s take a look at the eight essential components of PBIS:
If administrators and teachers have different philosophies on behavior management, the students will notice the inconsistency. Administrators and teachers need to agree on a common behavior management philosophy and understand how PBIS fits into it.
A great way to find a shared philosophy is to meet with teachers and have an open discussion about their views on behavior management. Instead of praising or criticizing viewpoints, listen to understand where their perspectives stem from.
Ask additional questions to help you gain clarity and identify the common threads among their responses.
It takes a strong leader to create, implement, and manage PBIS. Leadership goes beyond training teachers on how to use it in their classrooms.
The leader should collaborate with teachers to set expectations, establish procedures, and develop an implementation plan that will work for everyone. The leader must also find ways to make it easy for teachers to remain consistent.
We used LiveSchool because teachers could quickly add and subtract PBIS points, leave behavior notes, and communicate with parents regarding concerns.
It’s impossible to meet expectations when the expectations aren’t clear. We all have different cultures and experiences that shape what we consider to be positive behavior, so we can’t assume that everyone’s views are the same.
Administrators and teachers must define positive behaviors and communicate those expected behaviors to the students.
One way to increase clarity for students is to write PBIS expectations in a positive form. For example, instead of saying “Don’t run in the hallway,” say “Walk in the hallway.” This places the emphasis on the positive behaviors you want them to display.
Have you ever heard the saying “show, don’t tell”? That saying is especially true when it comes to behavior expectations. Although expected behaviors should be communicated verbally and displayed throughout the school, students also need to see examples of positive behavior.
When I was a teacher, I taught behavior expectations by creating scenarios and asking students what they would do in each scenario. This allowed me to assess their understanding of the expectations and fill in gaps where needed.
Positive reinforcement is at the core of successful PBIS programs. When students know that teachers are paying attention and that they will be rewarded for positive behaviors, they’re more likely to display the desired behaviors.
Positive reinforcement serves as a form of feedback, which students need in order to know that they are on the right track. Many schools use rewards systems that allow students to earn points for positive behaviors and redeem them for rewards.
On the other side of the coin, students also need feedback about their negative behaviors. Part of creating an effective PBIS program includes discouraging inappropriate behavior. The goal is discipline–not punishment.
When students display negative behaviors, review the behavior expectations and consider using natural consequences to address them.
For example, if a student chooses to play on their phone instead of completing work, they might have to stay in the classroom to complete a behavior think sheet during the pep rally.
Although PBIS is an effective behavior management framework, every school is different. That’s why it’s important to monitor data using some type of behavior data dashboard and make changes when necessary.
Behavior management platforms like LiveSchool are designed to collect, store, and analyze student behavior data. When teachers use LiveSchool to record behaviors, administrators, and teachers can easily identify behavior trends and address needs.
Classroom expectations, routines, and procedures should align with school-wide expectations and give students opportunities to display the desired behaviors. For example, if “Clean up after yourself” is an expectation, cleaning up should be a part of the classroom management routine.
Teachers can even use PBIS points in the classroom to reinforce those routines, norms, and expectations!
When administrators and teachers are struggling with student behavior, it can be tempting to do a surface-level PBIS implementation like my school did.
Unfortunately, that will just lead to wasted time and resources as well as a possible decrease in teacher morale when it doesn’t work.
Instead, spend time learning the essential components of PBIS and implementing tools like LiveSchool to increase teacher buy-in and decrease their workload.
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