What is PBIS?
(Positive Behavioral Interventions and Supports)
PURPOSE
Enhance capacity of
school teams to
provide the best
behavioral supports for
all students…...
Messages
Successful Individual student behavior
support is linked to host environments
or schools that are effective, efficient,
relevant, & durable
2. Learning & teaching environments
must be redesigned to increase the
likelihood of behavioral & academic
success
1.
School-wide Systems:
Create a positive school culture
 School environment is predictable
 common language
 common vision (understanding of expectations)
 common experience (everyone knows)
 School environment is positive
 regular recognition for positive behavior
 School environment is safe
 violent and disruptive behavior is not tolerated
 School environment is consistent
 adults and students share similar expectations.
Supporting Social Competence &
Academic Achievement
4 PBS
Elements
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Classroom
Setting Systems
School-wide
Systems
School-wide Positive
Behavior Support
Systems
For Example
•Targeted (FEW)
–Intensive Academic Support
–Adult mentors
–Intensive social skills training
•Selected (SOME)
–Self-management program
–Daily check-in with adult
–Increased academic support/practice
–Alternatives to suspension
•Universal (ALL)
–Effective academic support
–Teaching social skills
–Teaching school-wide expectations
–Effective classroom management
–Positive reinforcement for all
Nuts & Bolts (mostly) of PBIS
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






A Positive Behavior Team
3-5 Positively Stated Expectations
An Educational Approach
Positive Acknowledgement
Office VS Classroom Behavior List
Behavior Violation Flow Chart
Data-based Decision Making
Family Engagement
Positive Behavior Team
 Administrator, Team Leader, Data Person
 Representation
 K-8 schools need middle school rep
 A member with behavioral capacity
 A communication link to the building
Positively Stated Expectations
 3 to 5 at the most!
 Positively stated, broad scope-school wide
 Well publicized
 Publicly posted
 Taught to all staff and all students!
 Advertise to the families
Few positive SW expectations defined,
taught, & encouraged
An Educational Approach
 Teach->Re-teach->Reinforce
 Teaching behavior is still teaching
 Social skills education
 Bully prevention
 ATOD curricula
 Prevention as well as intervention
Focus!
School Wide Behavior Matrix
Classroom
Lunchroom
Bus
Hallway
Assembly
School Wide Behavior Matrix
Classroom
Respect
Others
Respect
Environment
& Property
Respect
Yourself
Respect
Learning
Lunchroom
Bus
Hallway
Assembly
School Wide Behavior Matrix
Classroom
Respect
Others
Respect
Environment
& Property
Respect
Yourself
Respect
Learning
Use inside
voice
Lunchroom
Bus
Hallway
Assembly
School Wide Behavior Matrix
Respect
Others
Respect
Environment
& Property
Respect
Yourself
Respect
Learning
Classroom
Lunchroom
Bus
Hallway
Assembly
Use inside
voice
Eat your own
food
Stay in your
seat
Stay to right
Arrive on time
to speaker
School Wide Behavior Matrix
Classroom
Lunchroom
Bus
Hallway
Assembly
Use inside
voice
Eat your own
food
Stay in your
seat
Stay to right
Arrive on time
to speaker
Respect
Environment
& Property
Recycle paper
Return trays
Keep feet on
floor
Put trash in
cans
Take litter
with you
Respect
Yourself
Do your best
Wash your
hands
Be at stop on
time
Use your
words
Listen to
speaker
Respect
Learning
Have
materials
ready
Eat balanced
diet
Go directly
from bus to
class
Go directly to
class
Discuss topic
in class w/
others
Respect
Others
Positive Acknowledgement
 Quick, easy and consistent
 Valued by students
 Variety! Menus not single choices
 Adults are people too!
 Acknowledge staff as well as students
 Coordinated, systematic, building wide
 Immediately contingent upon behavior
Clear Distinctions
 Classroom managed vs. Office managed
 Developed by the building team
 Predetermined
 Staff consensus
Classroom Managed
Preparedness
Calling out
Classroom Disruption
Refusal to follow reasonable
request (insubordination)
Failure to serve a detention
Put downs
Refusing to work
Inappropriate tone/attitude
Electronic devices
Inappropriate comments
Food or drink
Office Managed
Weapons
Fighting or aggressive physical
contact
Chronic minor infractions
Physical or verbal threats
Harassment of student or
teacher
Truancy/Cut class
Smoking
Vandalism
Alcohol/Drug
Gambling
Dress code
Leaving school grounds
without permission
Foul language at
students/staff
Classroom Managed
Preparedness
Calling out
Classroom Disruption
Refusal to follow reasonable
request (insubordination)
Failure to serve a detention
Put downs
Refusing to work
Inappropriate tone/attitude
Electronic devices
Inappropriate comments
Food or drink
Office Managed
Weapons
Fighting or aggressive physical
contact
Chronic minor infractions
Physical or verbal threats
Harassment of student or
teacher
Truancy/Cut class
Smoking
Vandalism
Alcohol/Drug
Gambling
Dress code
Leaving school grounds
without permission
Foul language at
students/staff
Systematic Approach to
Behavior Violations
 Systematic and well practiced
 Flow chart
Active Response
Flow Chart
NO
Observe Problem Behavior
Warning/Conference with Student
YES
Is behavior office
managed?
Use Classroom
Consequence
Complete Minor
Incident Report (MIR)*
Does the student have 3
MIR slips for the same
behavior in the same
quarter?
Write the student a
referral to the main
office
Classroom Managed Examples
Preparedness
Calling out
Classroom Disruption
Refusal to follow reasonable request
(insubordination)
Failure to serve a detention
Put downs
Refusing to work
Inappropriate tone/attitude
Electronic devices
Inappropriate comments
Food or drink
Office Managed
Weapons
Fighting or aggressive physical contact
Chronic minor infractions
Physical or verbal threats
Harassment of student or teacher
Truancy/Cut class
Smoking
Vandalism
Alcohol/Drug
Gambling
Dress code
Leaving school grounds without
permission
Foul language at students/staff
Write referral to
office
Administrator
determines
consequence
Administrator
follows through on
consequence
Administrator
provides teacher
feedback; family
contact made
* Minor Incident Reports
Issue slip when student does not respond to pre-correction, re-direction or verbal warning
Once written, file a copy with administrator
Take concrete action to correct behavior (i.e., assign detention, complete behavior reflection writing, seat change)
Data Based Decision
Making
 Data entry is critical!
 Dedicated resources
 Big 5 graphs
 Always let your data be you guide
 less than 80% with 1 or less ODR = no green zone
Triangle
The “Big 5” OCR graphs
Questions or
Friendly Comments?
Robert Purple
Minneapolis Public Schools
ropur001@mpls.k12.mn.us
(612) 668-5486