A PBIS Template can be the difference between school culture being a help or hindrance to student success.
The academic and social needs of students continue to shift as the fallout of isolation and learning interruptions continues to reveal itself in myriad ways throughout the day. These changes coupled with the turnover in the teaching profession encourage schools to implement systems that are easily adaptable on the classroom and school levels.
A popular system that schools can quickly adopt is Positive Behavior Intervention and Support, or PBIS: a tiered framework that supports the total wellness of students and teachers while improving school culture and climate.
Through data-informed decisions, PBIS provides evidence-based practices to help students with their academic, social-emotional, and behavioral success and well-being. The data that schools can generate by using the system also creates a continuum of checks that allow teachers and administrators to test the efficacy of their plans and to alter them as needed.
Along this continuum, there are five key elements to consider: equity, systems, data, practices, and outcomes.
The foundation of any school-wide behavior system is equity. While establishing the program, expectations should be set at a high level for all students followed by supports and scaffolding that encourage all students to meet those standards. Equitable practices begin with aligning the school’s priorities with the success of every student.
In the ongoing process of implementing and tailoring the PBIS points program, systems of support for teachers and students are key. Using data to establish teams, provide targeted professional development opportunities, and coach teachers and students will lead to sustainable practices and long-term success.
An encouraging aspect of PBIS is that it does not require teachers to gather any “new” information or collect “new” data sources. Teachers and administrators have access to mountains of data that are constantly changing and growing; PBIS targets data that already exists within the school to help monitor student progress and judge system effectiveness.
In each area of the school, from the classrooms to the cafeteria and the hallways to the restrooms, the practices that school personnel implement will ultimately determine the success of the program. The strategies and subsequent interventions should aim to support the school’s priorities while also giving students the tools they need to be successful.
In the final step of the continuum, the outcomes of the process should be monitored with fidelity and consistency. When the main goal is to improve situational outcomes for all students, those outcomes should be evident in the data that results from implementing the process.
The PBIS Template is the tiered system of expectations and supports that school personnel will implement with their students. A key component of the system is the shared goal of a positive school climate.
This goal should be consistently communicated with all of the stakeholders both inside the school building and also in the school’s community. Teachers and administrators can share ideas and expertise through a system of coaching and mentoring to further the goal, as well.
As the training and coaching develop, the three tiers of the PBIS expectations system will become more defined and refined. The first tier of the system sets the expectations and interventions for all students, the second tier is targeted at students who need additional support, and the third tier is geared toward students who require more individualized interventions.
The vast majority of students in a school, usually 4 out of 5, will find success through universal proactive interactions and support in tier one. Through a collaborative system of defining and refining clear expectations, students will feel a sense of ownership over their outcomes and will subsequently develop the appropriate social and academic skills they need for success.
In tier one, expectations should be explicitly taught to students, appropriate behaviors should be encouraged and reinforced, and redirections should be delivered in a positive manner.
Beyond the foundational aspects of the system, tier two exists as additional support for students who may need extra interventions. This targeted tier is necessary for about one in every ten students and includes additional direct instruction of appropriate skills, increased supervision, and increased communication with the family.
Access to additional resources, such as guidance counselors for emotional support and tutoring for academic support, is a key component of tier two. As part of the additional support, effective PBIS frameworks also provide additional opportunities for positive reinforcement.
Finally, tier three exists for the small number of students who will need more individualized and intensive support to achieve their academic and behavioral goals.
At this level, students may be referred to Multi-Tiered Systems of Support, or MTSS, for a more comprehensive set of services, academic and behavioral assessments may be necessary to determine relative abilities and hindrances, and school personnel will work more closely with families to map out a course of action for the student to be successful.
PBIS can often be the difference between school culture being a help or hindrance to student success. Clearly defining goals, consistently communicating high expectations, and reinforcing positive student behaviors will help students take ownership of their outcomes and create a positive environment within any school building.
With teacher support and fidelity, a PBIS behavior plan can transform a school’s behavioral and social atmosphere into one of mutual respect and positivity. After this culture is allowed to take root and flourish, academic results will inevitably follow!
To see what other educators are saying take a look at our PBIS reviews or to learn all you can possibly learn about PBIS you should check out our Complete PBIS Field Guide.
How do you unlock the full potential of PBIS? Check out our resources on harnessing the power of PBIS for your school district. Providing behavior support in today's schools requires that we address behavior problems holistically. Check out how The Dulles School of Excellence is doing just that by blending PBIS and SEL.
The academic and social needs of students continue to shift as the fallout of isolation and learning interruptions continues to reveal itself in myriad ways throughout the day. These changes coupled with the turnover in the teaching profession encourage schools to implement systems that are easily adaptable on the classroom and school levels.
A popular system that schools can quickly adopt is Positive Behavior Intervention and Support, or PBIS: a tiered framework that supports the total wellness of students and teachers while improving school culture and climate.
Through data-informed decisions, PBIS provides evidence-based practices to help students with their academic, social-emotional, and behavioral success and well-being. The data that schools can generate by using the system also creates a continuum of checks that allow teachers and administrators to test the efficacy of their plans and to alter them as needed.
Along this continuum, there are five key elements to consider: equity, systems, data, practices, and outcomes.
The foundation of any school-wide behavior system is equity. While establishing the program, expectations should be set at a high level for all students followed by supports and scaffolding that encourage all students to meet those standards. Equitable practices begin with aligning the school’s priorities with the success of every student.
In the ongoing process of implementing and tailoring the PBIS points program, systems of support for teachers and students are key. Using data to establish teams, provide targeted professional development opportunities, and coach teachers and students will lead to sustainable practices and long-term success.
An encouraging aspect of PBIS is that it does not require teachers to gather any “new” information or collect “new” data sources. Teachers and administrators have access to mountains of data that are constantly changing and growing; PBIS targets data that already exists within the school to help monitor student progress and judge system effectiveness.
In each area of the school, from the classrooms to the cafeteria and the hallways to the restrooms, the practices that school personnel implement will ultimately determine the success of the program. The strategies and subsequent interventions should aim to support the school’s priorities while also giving students the tools they need to be successful.
In the final step of the continuum, the outcomes of the process should be monitored with fidelity and consistency. When the main goal is to improve situational outcomes for all students, those outcomes should be evident in the data that results from implementing the process.
The PBIS Template is the tiered system of expectations and supports that school personnel will implement with their students. A key component of the system is the shared goal of a positive school climate.
This goal should be consistently communicated with all of the stakeholders both inside the school building and also in the school’s community. Teachers and administrators can share ideas and expertise through a system of coaching and mentoring to further the goal, as well.
As the training and coaching develop, the three tiers of the PBIS expectations system will become more defined and refined. The first tier of the system sets the expectations and interventions for all students, the second tier is targeted at students who need additional support, and the third tier is geared toward students who require more individualized interventions.
The vast majority of students in a school, usually 4 out of 5, will find success through universal proactive interactions and support in tier one. Through a collaborative system of defining and refining clear expectations, students will feel a sense of ownership over their outcomes and will subsequently develop the appropriate social and academic skills they need for success.
In tier one, expectations should be explicitly taught to students, appropriate behaviors should be encouraged and reinforced, and redirections should be delivered in a positive manner.
Beyond the foundational aspects of the system, tier two exists as additional support for students who may need extra interventions. This targeted tier is necessary for about one in every ten students and includes additional direct instruction of appropriate skills, increased supervision, and increased communication with the family.
Access to additional resources, such as guidance counselors for emotional support and tutoring for academic support, is a key component of tier two. As part of the additional support, effective PBIS frameworks also provide additional opportunities for positive reinforcement.
Finally, tier three exists for the small number of students who will need more individualized and intensive support to achieve their academic and behavioral goals.
At this level, students may be referred to Multi-Tiered Systems of Support, or MTSS, for a more comprehensive set of services, academic and behavioral assessments may be necessary to determine relative abilities and hindrances, and school personnel will work more closely with families to map out a course of action for the student to be successful.
PBIS can often be the difference between school culture being a help or hindrance to student success. Clearly defining goals, consistently communicating high expectations, and reinforcing positive student behaviors will help students take ownership of their outcomes and create a positive environment within any school building.
With teacher support and fidelity, a PBIS behavior plan can transform a school’s behavioral and social atmosphere into one of mutual respect and positivity. After this culture is allowed to take root and flourish, academic results will inevitably follow!
To see what other educators are saying take a look at our PBIS reviews or to learn all you can possibly learn about PBIS you should check out our Complete PBIS Field Guide.
How do you unlock the full potential of PBIS? Check out our resources on harnessing the power of PBIS for your school district. Providing behavior support in today's schools requires that we address behavior problems holistically. Check out how The Dulles School of Excellence is doing just that by blending PBIS and SEL.
The academic and social needs of students continue to shift as the fallout of isolation and learning interruptions continues to reveal itself in myriad ways throughout the day. These changes coupled with the turnover in the teaching profession encourage schools to implement systems that are easily adaptable on the classroom and school levels.
A popular system that schools can quickly adopt is Positive Behavior Intervention and Support, or PBIS: a tiered framework that supports the total wellness of students and teachers while improving school culture and climate.
Through data-informed decisions, PBIS provides evidence-based practices to help students with their academic, social-emotional, and behavioral success and well-being. The data that schools can generate by using the system also creates a continuum of checks that allow teachers and administrators to test the efficacy of their plans and to alter them as needed.
Along this continuum, there are five key elements to consider: equity, systems, data, practices, and outcomes.
The foundation of any school-wide behavior system is equity. While establishing the program, expectations should be set at a high level for all students followed by supports and scaffolding that encourage all students to meet those standards. Equitable practices begin with aligning the school’s priorities with the success of every student.
In the ongoing process of implementing and tailoring the PBIS points program, systems of support for teachers and students are key. Using data to establish teams, provide targeted professional development opportunities, and coach teachers and students will lead to sustainable practices and long-term success.
An encouraging aspect of PBIS is that it does not require teachers to gather any “new” information or collect “new” data sources. Teachers and administrators have access to mountains of data that are constantly changing and growing; PBIS targets data that already exists within the school to help monitor student progress and judge system effectiveness.
In each area of the school, from the classrooms to the cafeteria and the hallways to the restrooms, the practices that school personnel implement will ultimately determine the success of the program. The strategies and subsequent interventions should aim to support the school’s priorities while also giving students the tools they need to be successful.
In the final step of the continuum, the outcomes of the process should be monitored with fidelity and consistency. When the main goal is to improve situational outcomes for all students, those outcomes should be evident in the data that results from implementing the process.
The PBIS Template is the tiered system of expectations and supports that school personnel will implement with their students. A key component of the system is the shared goal of a positive school climate.
This goal should be consistently communicated with all of the stakeholders both inside the school building and also in the school’s community. Teachers and administrators can share ideas and expertise through a system of coaching and mentoring to further the goal, as well.
As the training and coaching develop, the three tiers of the PBIS expectations system will become more defined and refined. The first tier of the system sets the expectations and interventions for all students, the second tier is targeted at students who need additional support, and the third tier is geared toward students who require more individualized interventions.
The vast majority of students in a school, usually 4 out of 5, will find success through universal proactive interactions and support in tier one. Through a collaborative system of defining and refining clear expectations, students will feel a sense of ownership over their outcomes and will subsequently develop the appropriate social and academic skills they need for success.
In tier one, expectations should be explicitly taught to students, appropriate behaviors should be encouraged and reinforced, and redirections should be delivered in a positive manner.
Beyond the foundational aspects of the system, tier two exists as additional support for students who may need extra interventions. This targeted tier is necessary for about one in every ten students and includes additional direct instruction of appropriate skills, increased supervision, and increased communication with the family.
Access to additional resources, such as guidance counselors for emotional support and tutoring for academic support, is a key component of tier two. As part of the additional support, effective PBIS frameworks also provide additional opportunities for positive reinforcement.
Finally, tier three exists for the small number of students who will need more individualized and intensive support to achieve their academic and behavioral goals.
At this level, students may be referred to Multi-Tiered Systems of Support, or MTSS, for a more comprehensive set of services, academic and behavioral assessments may be necessary to determine relative abilities and hindrances, and school personnel will work more closely with families to map out a course of action for the student to be successful.
PBIS can often be the difference between school culture being a help or hindrance to student success. Clearly defining goals, consistently communicating high expectations, and reinforcing positive student behaviors will help students take ownership of their outcomes and create a positive environment within any school building.
With teacher support and fidelity, a PBIS behavior plan can transform a school’s behavioral and social atmosphere into one of mutual respect and positivity. After this culture is allowed to take root and flourish, academic results will inevitably follow!
To see what other educators are saying take a look at our PBIS reviews or to learn all you can possibly learn about PBIS you should check out our Complete PBIS Field Guide.
How do you unlock the full potential of PBIS? Check out our resources on harnessing the power of PBIS for your school district. Providing behavior support in today's schools requires that we address behavior problems holistically. Check out how The Dulles School of Excellence is doing just that by blending PBIS and SEL.
Trent currently lives in Lexington, KY and works as a high school English teacher. During his
eleven years in education, he has served as a teacher, department head, mentor, and coach; his
experience includes work with PBIS, Special Education, MTSS, SEL, Restorative Practices, PLC
and SLC Frameworks, Academic Interventions, Curriculum Development, New Teacher
Induction, College and Career Readiness, and Summer Program Coordination.
The academic and social needs of students continue to shift as the fallout of isolation and learning interruptions continues to reveal itself in myriad ways throughout the day. These changes coupled with the turnover in the teaching profession encourage schools to implement systems that are easily adaptable on the classroom and school levels.
A popular system that schools can quickly adopt is Positive Behavior Intervention and Support, or PBIS: a tiered framework that supports the total wellness of students and teachers while improving school culture and climate.
Through data-informed decisions, PBIS provides evidence-based practices to help students with their academic, social-emotional, and behavioral success and well-being. The data that schools can generate by using the system also creates a continuum of checks that allow teachers and administrators to test the efficacy of their plans and to alter them as needed.
Along this continuum, there are five key elements to consider: equity, systems, data, practices, and outcomes.
The foundation of any school-wide behavior system is equity. While establishing the program, expectations should be set at a high level for all students followed by supports and scaffolding that encourage all students to meet those standards. Equitable practices begin with aligning the school’s priorities with the success of every student.
In the ongoing process of implementing and tailoring the PBIS points program, systems of support for teachers and students are key. Using data to establish teams, provide targeted professional development opportunities, and coach teachers and students will lead to sustainable practices and long-term success.
An encouraging aspect of PBIS is that it does not require teachers to gather any “new” information or collect “new” data sources. Teachers and administrators have access to mountains of data that are constantly changing and growing; PBIS targets data that already exists within the school to help monitor student progress and judge system effectiveness.
In each area of the school, from the classrooms to the cafeteria and the hallways to the restrooms, the practices that school personnel implement will ultimately determine the success of the program. The strategies and subsequent interventions should aim to support the school’s priorities while also giving students the tools they need to be successful.
In the final step of the continuum, the outcomes of the process should be monitored with fidelity and consistency. When the main goal is to improve situational outcomes for all students, those outcomes should be evident in the data that results from implementing the process.
The PBIS Template is the tiered system of expectations and supports that school personnel will implement with their students. A key component of the system is the shared goal of a positive school climate.
This goal should be consistently communicated with all of the stakeholders both inside the school building and also in the school’s community. Teachers and administrators can share ideas and expertise through a system of coaching and mentoring to further the goal, as well.
As the training and coaching develop, the three tiers of the PBIS expectations system will become more defined and refined. The first tier of the system sets the expectations and interventions for all students, the second tier is targeted at students who need additional support, and the third tier is geared toward students who require more individualized interventions.
The vast majority of students in a school, usually 4 out of 5, will find success through universal proactive interactions and support in tier one. Through a collaborative system of defining and refining clear expectations, students will feel a sense of ownership over their outcomes and will subsequently develop the appropriate social and academic skills they need for success.
In tier one, expectations should be explicitly taught to students, appropriate behaviors should be encouraged and reinforced, and redirections should be delivered in a positive manner.
Beyond the foundational aspects of the system, tier two exists as additional support for students who may need extra interventions. This targeted tier is necessary for about one in every ten students and includes additional direct instruction of appropriate skills, increased supervision, and increased communication with the family.
Access to additional resources, such as guidance counselors for emotional support and tutoring for academic support, is a key component of tier two. As part of the additional support, effective PBIS frameworks also provide additional opportunities for positive reinforcement.
Finally, tier three exists for the small number of students who will need more individualized and intensive support to achieve their academic and behavioral goals.
At this level, students may be referred to Multi-Tiered Systems of Support, or MTSS, for a more comprehensive set of services, academic and behavioral assessments may be necessary to determine relative abilities and hindrances, and school personnel will work more closely with families to map out a course of action for the student to be successful.
PBIS can often be the difference between school culture being a help or hindrance to student success. Clearly defining goals, consistently communicating high expectations, and reinforcing positive student behaviors will help students take ownership of their outcomes and create a positive environment within any school building.
With teacher support and fidelity, a PBIS behavior plan can transform a school’s behavioral and social atmosphere into one of mutual respect and positivity. After this culture is allowed to take root and flourish, academic results will inevitably follow!
To see what other educators are saying take a look at our PBIS reviews or to learn all you can possibly learn about PBIS you should check out our Complete PBIS Field Guide.
How do you unlock the full potential of PBIS? Check out our resources on harnessing the power of PBIS for your school district. Providing behavior support in today's schools requires that we address behavior problems holistically. Check out how The Dulles School of Excellence is doing just that by blending PBIS and SEL.
The academic and social needs of students continue to shift as the fallout of isolation and learning interruptions continues to reveal itself in myriad ways throughout the day. These changes coupled with the turnover in the teaching profession encourage schools to implement systems that are easily adaptable on the classroom and school levels.
A popular system that schools can quickly adopt is Positive Behavior Intervention and Support, or PBIS: a tiered framework that supports the total wellness of students and teachers while improving school culture and climate.
Through data-informed decisions, PBIS provides evidence-based practices to help students with their academic, social-emotional, and behavioral success and well-being. The data that schools can generate by using the system also creates a continuum of checks that allow teachers and administrators to test the efficacy of their plans and to alter them as needed.
Along this continuum, there are five key elements to consider: equity, systems, data, practices, and outcomes.
The foundation of any school-wide behavior system is equity. While establishing the program, expectations should be set at a high level for all students followed by supports and scaffolding that encourage all students to meet those standards. Equitable practices begin with aligning the school’s priorities with the success of every student.
In the ongoing process of implementing and tailoring the PBIS points program, systems of support for teachers and students are key. Using data to establish teams, provide targeted professional development opportunities, and coach teachers and students will lead to sustainable practices and long-term success.
An encouraging aspect of PBIS is that it does not require teachers to gather any “new” information or collect “new” data sources. Teachers and administrators have access to mountains of data that are constantly changing and growing; PBIS targets data that already exists within the school to help monitor student progress and judge system effectiveness.
In each area of the school, from the classrooms to the cafeteria and the hallways to the restrooms, the practices that school personnel implement will ultimately determine the success of the program. The strategies and subsequent interventions should aim to support the school’s priorities while also giving students the tools they need to be successful.
In the final step of the continuum, the outcomes of the process should be monitored with fidelity and consistency. When the main goal is to improve situational outcomes for all students, those outcomes should be evident in the data that results from implementing the process.
The PBIS Template is the tiered system of expectations and supports that school personnel will implement with their students. A key component of the system is the shared goal of a positive school climate.
This goal should be consistently communicated with all of the stakeholders both inside the school building and also in the school’s community. Teachers and administrators can share ideas and expertise through a system of coaching and mentoring to further the goal, as well.
As the training and coaching develop, the three tiers of the PBIS expectations system will become more defined and refined. The first tier of the system sets the expectations and interventions for all students, the second tier is targeted at students who need additional support, and the third tier is geared toward students who require more individualized interventions.
The vast majority of students in a school, usually 4 out of 5, will find success through universal proactive interactions and support in tier one. Through a collaborative system of defining and refining clear expectations, students will feel a sense of ownership over their outcomes and will subsequently develop the appropriate social and academic skills they need for success.
In tier one, expectations should be explicitly taught to students, appropriate behaviors should be encouraged and reinforced, and redirections should be delivered in a positive manner.
Beyond the foundational aspects of the system, tier two exists as additional support for students who may need extra interventions. This targeted tier is necessary for about one in every ten students and includes additional direct instruction of appropriate skills, increased supervision, and increased communication with the family.
Access to additional resources, such as guidance counselors for emotional support and tutoring for academic support, is a key component of tier two. As part of the additional support, effective PBIS frameworks also provide additional opportunities for positive reinforcement.
Finally, tier three exists for the small number of students who will need more individualized and intensive support to achieve their academic and behavioral goals.
At this level, students may be referred to Multi-Tiered Systems of Support, or MTSS, for a more comprehensive set of services, academic and behavioral assessments may be necessary to determine relative abilities and hindrances, and school personnel will work more closely with families to map out a course of action for the student to be successful.
PBIS can often be the difference between school culture being a help or hindrance to student success. Clearly defining goals, consistently communicating high expectations, and reinforcing positive student behaviors will help students take ownership of their outcomes and create a positive environment within any school building.
With teacher support and fidelity, a PBIS behavior plan can transform a school’s behavioral and social atmosphere into one of mutual respect and positivity. After this culture is allowed to take root and flourish, academic results will inevitably follow!
To see what other educators are saying take a look at our PBIS reviews or to learn all you can possibly learn about PBIS you should check out our Complete PBIS Field Guide.
How do you unlock the full potential of PBIS? Check out our resources on harnessing the power of PBIS for your school district. Providing behavior support in today's schools requires that we address behavior problems holistically. Check out how The Dulles School of Excellence is doing just that by blending PBIS and SEL.
Stakeholders in school districts across the country are experiencing varying levels of a “new normal” in their buildings from hybrid instruction to social-emotional learning.
The academic and social needs of students continue to shift as the fallout of isolation and learning interruptions continues to reveal itself in myriad ways throughout the day. These changes coupled with the turnover in the teaching profession encourage schools to implement systems that are easily adaptable on the classroom and school levels.
A popular system that schools can quickly adopt is Positive Behavior Intervention and Support, or PBIS: a tiered framework that supports the total wellness of students and teachers while improving school culture and climate.
Through data-informed decisions, PBIS provides evidence-based practices to help students with their academic, social-emotional, and behavioral success and well-being. The data that schools can generate by using the system also creates a continuum of checks that allow teachers and administrators to test the efficacy of their plans and to alter them as needed.
Along this continuum, there are five key elements to consider: equity, systems, data, practices, and outcomes.
The foundation of any school-wide behavior system is equity. While establishing the program, expectations should be set at a high level for all students followed by supports and scaffolding that encourage all students to meet those standards. Equitable practices begin with aligning the school’s priorities with the success of every student.
In the ongoing process of implementing and tailoring the PBIS points program, systems of support for teachers and students are key. Using data to establish teams, provide targeted professional development opportunities, and coach teachers and students will lead to sustainable practices and long-term success.
An encouraging aspect of PBIS is that it does not require teachers to gather any “new” information or collect “new” data sources. Teachers and administrators have access to mountains of data that are constantly changing and growing; PBIS targets data that already exists within the school to help monitor student progress and judge system effectiveness.
In each area of the school, from the classrooms to the cafeteria and the hallways to the restrooms, the practices that school personnel implement will ultimately determine the success of the program. The strategies and subsequent interventions should aim to support the school’s priorities while also giving students the tools they need to be successful.
In the final step of the continuum, the outcomes of the process should be monitored with fidelity and consistency. When the main goal is to improve situational outcomes for all students, those outcomes should be evident in the data that results from implementing the process.
The PBIS Template is the tiered system of expectations and supports that school personnel will implement with their students. A key component of the system is the shared goal of a positive school climate.
This goal should be consistently communicated with all of the stakeholders both inside the school building and also in the school’s community. Teachers and administrators can share ideas and expertise through a system of coaching and mentoring to further the goal, as well.
As the training and coaching develop, the three tiers of the PBIS expectations system will become more defined and refined. The first tier of the system sets the expectations and interventions for all students, the second tier is targeted at students who need additional support, and the third tier is geared toward students who require more individualized interventions.
The vast majority of students in a school, usually 4 out of 5, will find success through universal proactive interactions and support in tier one. Through a collaborative system of defining and refining clear expectations, students will feel a sense of ownership over their outcomes and will subsequently develop the appropriate social and academic skills they need for success.
In tier one, expectations should be explicitly taught to students, appropriate behaviors should be encouraged and reinforced, and redirections should be delivered in a positive manner.
Beyond the foundational aspects of the system, tier two exists as additional support for students who may need extra interventions. This targeted tier is necessary for about one in every ten students and includes additional direct instruction of appropriate skills, increased supervision, and increased communication with the family.
Access to additional resources, such as guidance counselors for emotional support and tutoring for academic support, is a key component of tier two. As part of the additional support, effective PBIS frameworks also provide additional opportunities for positive reinforcement.
Finally, tier three exists for the small number of students who will need more individualized and intensive support to achieve their academic and behavioral goals.
At this level, students may be referred to Multi-Tiered Systems of Support, or MTSS, for a more comprehensive set of services, academic and behavioral assessments may be necessary to determine relative abilities and hindrances, and school personnel will work more closely with families to map out a course of action for the student to be successful.
PBIS can often be the difference between school culture being a help or hindrance to student success. Clearly defining goals, consistently communicating high expectations, and reinforcing positive student behaviors will help students take ownership of their outcomes and create a positive environment within any school building.
With teacher support and fidelity, a PBIS behavior plan can transform a school’s behavioral and social atmosphere into one of mutual respect and positivity. After this culture is allowed to take root and flourish, academic results will inevitably follow!
To see what other educators are saying take a look at our PBIS reviews or to learn all you can possibly learn about PBIS you should check out our Complete PBIS Field Guide.
How do you unlock the full potential of PBIS? Check out our resources on harnessing the power of PBIS for your school district. Providing behavior support in today's schools requires that we address behavior problems holistically. Check out how The Dulles School of Excellence is doing just that by blending PBIS and SEL.
Stakeholders in school districts across the country are experiencing varying levels of a “new normal” in their buildings from hybrid instruction to social-emotional learning.
The academic and social needs of students continue to shift as the fallout of isolation and learning interruptions continues to reveal itself in myriad ways throughout the day. These changes coupled with the turnover in the teaching profession encourage schools to implement systems that are easily adaptable on the classroom and school levels.
A popular system that schools can quickly adopt is Positive Behavior Intervention and Support, or PBIS: a tiered framework that supports the total wellness of students and teachers while improving school culture and climate.
Through data-informed decisions, PBIS provides evidence-based practices to help students with their academic, social-emotional, and behavioral success and well-being. The data that schools can generate by using the system also creates a continuum of checks that allow teachers and administrators to test the efficacy of their plans and to alter them as needed.
Along this continuum, there are five key elements to consider: equity, systems, data, practices, and outcomes.
The foundation of any school-wide behavior system is equity. While establishing the program, expectations should be set at a high level for all students followed by supports and scaffolding that encourage all students to meet those standards. Equitable practices begin with aligning the school’s priorities with the success of every student.
In the ongoing process of implementing and tailoring the PBIS points program, systems of support for teachers and students are key. Using data to establish teams, provide targeted professional development opportunities, and coach teachers and students will lead to sustainable practices and long-term success.
An encouraging aspect of PBIS is that it does not require teachers to gather any “new” information or collect “new” data sources. Teachers and administrators have access to mountains of data that are constantly changing and growing; PBIS targets data that already exists within the school to help monitor student progress and judge system effectiveness.
In each area of the school, from the classrooms to the cafeteria and the hallways to the restrooms, the practices that school personnel implement will ultimately determine the success of the program. The strategies and subsequent interventions should aim to support the school’s priorities while also giving students the tools they need to be successful.
In the final step of the continuum, the outcomes of the process should be monitored with fidelity and consistency. When the main goal is to improve situational outcomes for all students, those outcomes should be evident in the data that results from implementing the process.
The PBIS Template is the tiered system of expectations and supports that school personnel will implement with their students. A key component of the system is the shared goal of a positive school climate.
This goal should be consistently communicated with all of the stakeholders both inside the school building and also in the school’s community. Teachers and administrators can share ideas and expertise through a system of coaching and mentoring to further the goal, as well.
As the training and coaching develop, the three tiers of the PBIS expectations system will become more defined and refined. The first tier of the system sets the expectations and interventions for all students, the second tier is targeted at students who need additional support, and the third tier is geared toward students who require more individualized interventions.
The vast majority of students in a school, usually 4 out of 5, will find success through universal proactive interactions and support in tier one. Through a collaborative system of defining and refining clear expectations, students will feel a sense of ownership over their outcomes and will subsequently develop the appropriate social and academic skills they need for success.
In tier one, expectations should be explicitly taught to students, appropriate behaviors should be encouraged and reinforced, and redirections should be delivered in a positive manner.
Beyond the foundational aspects of the system, tier two exists as additional support for students who may need extra interventions. This targeted tier is necessary for about one in every ten students and includes additional direct instruction of appropriate skills, increased supervision, and increased communication with the family.
Access to additional resources, such as guidance counselors for emotional support and tutoring for academic support, is a key component of tier two. As part of the additional support, effective PBIS frameworks also provide additional opportunities for positive reinforcement.
Finally, tier three exists for the small number of students who will need more individualized and intensive support to achieve their academic and behavioral goals.
At this level, students may be referred to Multi-Tiered Systems of Support, or MTSS, for a more comprehensive set of services, academic and behavioral assessments may be necessary to determine relative abilities and hindrances, and school personnel will work more closely with families to map out a course of action for the student to be successful.
PBIS can often be the difference between school culture being a help or hindrance to student success. Clearly defining goals, consistently communicating high expectations, and reinforcing positive student behaviors will help students take ownership of their outcomes and create a positive environment within any school building.
With teacher support and fidelity, a PBIS behavior plan can transform a school’s behavioral and social atmosphere into one of mutual respect and positivity. After this culture is allowed to take root and flourish, academic results will inevitably follow!
To see what other educators are saying take a look at our PBIS reviews or to learn all you can possibly learn about PBIS you should check out our Complete PBIS Field Guide.
How do you unlock the full potential of PBIS? Check out our resources on harnessing the power of PBIS for your school district. Providing behavior support in today's schools requires that we address behavior problems holistically. Check out how The Dulles School of Excellence is doing just that by blending PBIS and SEL.
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