PBIS
A Schoolwide, Proactive Approach to Discipline
“We
really like you guys, but
you don’t run the place”
PBIS Expectations
Let’s start this session by:
 Having all electronics on respect mode 
 Being respectful (focus on presentations,
have discussions during breaks, etc.)
 Being engaged (actively listen, ask
questions, participate)
“The defining feature of a
proactive schoolwide
discipline plan is the focus on
schoolwide behavior
expectations” (Colvin, 2007, p.56)
“Students may be less likely to
misbehave when expectations are
clear and they understand the
boundaries between acceptable
and unacceptable behavior”
(Protheroe, 2011)
What is PBIS
 PBIS is an approach for assisting school
personnel in adopting and organizing
evidence-based behavioral interventions
into an integrated continuum that
enhances academic and social behavior
outcomes for all students.
PBIS MYTHS
What is PBIS
What is not PBIS
 Prevention based
 Packaged Curriculum
 Proactive
 Scripted Interventions
 Data and evidence based
 Manualized strategies
 Targets all students to
 Targets one specific
improve behavior and
academics
population
Oakland Bay Junior High School
P R
I
D E
PRODUCTIVE
RESPECTFUL
INVOLVED
DILIGENT
EXCEPTIONAL
Fruitful
Accomplishing
Generative
Prolific
Profitable
Constructive
Honor
Courteous
Polite
Reverence
Civil
Considerate
Intricate
Concerned
Committed
Engaged
Included
Connected
Constant
Industrious
Tireless
Persevere
Caring
Thorough
Uncommon
Singular
Excellent
Surpassing
Superior
Exceeding
PRIDE DEFINED
PBIS at Shelton High School
 Step 1
 Create a schoolwide acronym that is used to
support positive schoolwide expectations
 Completed by staff at Climber Institute
 Acronym will be used as both general
schoolwide expectations, as well as in specific
settings.
PBIS at Shelton High School
 Step 2
 Create expectations of behavior in all common places
throughout the school
 Staff will create a matrix of schoolwide behaviors
today at Climber institute.
 General behavioral expectations were introduced to
Sophomores by Climber crew
 Behavioral matrices will be introduced to all
students through CSI and supported throughout the
year
PBIS at Shelton High School
 Step 3
 Learn Positive, Proactive strategies to be used
schoolwide and in our classroom management
practices
 Learned at Climber Institute and supported
throughout the school year
 Staff will leave with a proactive toolkit to
support both schoolwide and classroom
strategies
PBIS at Climber Institute
 Objective: A positive schoolwide emphasis
on the importance of learning and
intolerance of conditions which inhibit
learning.
 Today’s Goal: Triple A
 A1: Acronym
 A2: Attack
 A3: Action
Acronym
Schoolwide statement of core expectations
A1: Acronym
 Purpose: Concise way to communicate the core
expectations for our school, and the guiding
principles and values.
 A good Acronym should be 5 letters or less
 Easy for all to remember
 Basis for schoolwide expectations
(motivational)
 Ex. T-shirts, pencils, bracelets
A1: Acronym
 Each table needs to choose or create one acronym
and select words to represent
 Write your acronym and corresponding words on
your paper
 Write your group’s acronym and words on your
large paper for presentation
 Choose one person to present your idea
 Staff will vote on the one to use ( Majority rules)
PBIS Acronym
Sample Acronyms:
POWER
CLIMB
_________________
REACH
_________________
SOAR
SPAR
TREES
_________________
Choose one of the above or create your own acronym to
develop. Write the letters in the spaces provided below and
brainstorm words which represent our expectations and values
at SHS. Write the selected word in the space provided.
_______
_____________________
Potential Words:
_______
______________________
Potential Words:
_______
_______________________
Potential Words:
_______
_______________________
Potential Words:
_______
_____________________________
Potential Words:
_______
_____________________________
Potential Words:




REMEMBER
concise
≤ 5 characters
easy to remember
varied usage
(tees, posters,
etc.)
A2: Attack
Schoolwide expectations
A2: Attack
 Schoolwide expectations
 Using our acronym, we will create schoolwide behavioral
expectations
 Each group will work to create expectations for a given
area
•
•
•
•
Classroom
Electronics
Language
Bus
• Walkways
• Assembly
• Cafeteria
• From the completed expectations the PBIS committee
will combine and refine all given expectations.
• The PBIS committee will report schoolwide
expectations at the in-service on September 6th
Shelton High School
Acronym
P
O
W
E
R
Acronym word
Expectation of
behavior
Classroom Expectations
Schoolwide expectations
Hand your group’s matrix to the
closest PBIS member
Your matrix will be used to help
shape schoolwide expectations
Finalized schoolwide expectations
will be presented September 6th
ACTION
Attitudes, Best Practices,
Relationships & Tools
Expectations for
Presentation
Let’s start this session by:
 Having all electronics on respect mode 
 Being respectful (focus on presentations, have
discussions during breaks, etc.)
 Being engaged (actively listen, ask questions,
participate)
AGENDA FOR SESSION
 Mind shift and Attitudes
 Best Practices
 Connections and Building Relationships
 Tools and Resources
PBIS Attitude and Mind
shift
 Focus is on changing our attitudes to be more positive and
welcoming to our students’
 By shifting our language, environment, and expectations we
can positively impact student behaviors and academics
 Define clear expectations that are reinforced
 Consistency and predictability are the keys to success (both
academically and behaviorally)
 Best practices tie successful instruction and behavior
management together
PBIS allows for:
Fun!
Gradual Change
Flexibility
Discipline
Language Switcheroo
Our words. Just phrasing things in a more
positive manner can impact student behavior.
Let’s look at rephrasing some basic
classroom rules so they become more
positive.
Old Way
vs. New Way
Classroom Rules
Classroom Expectations
“Don’t Be Late”
“No points for late work”
“Be on time”
“Full points for work
turned in on time”
GROUP ACTIVITY
(10 minutes)
 Remember the expectations of being Respectful and





Engaged! 
Choose a member to be your table’s recorder
Look through the worksheet that has 8 class rules
Brainstorm as a table ways to positively restate those rules
and record your “new” expectations on the worksheet
When the music stops, recorders should be ready to share
your table’s “new” expectations.
Hand in your completed worksheet to a PBIS team member.
BEST PRACTICES
 Preventative and Proactive
Work to prevent undesired behaviors by
defining and promoting positive ones
 Send the Message of “We Care”
Doing things like greeting kids at the door,
allowing kids to save face, having students
see us at school events
AND YET BEHAVIOR IS NO
LAUGHING MATTER…..
 Lack of discipline is viewed as one of the most
serious challenges facing public schools
 National Education Goals Report (1995)
 U.S. Surgeon General’s Report (2002)
 Teachers report that problem behavior is
increasing and is a threat to effective learning
 Skiba and Peterson, (2000)
BEST PRACTICE COMPONENTS
1. Define--
Clear & concise definition of behavior
expectations
2. Teach-Direct teaching of behavior expectations
3. Remind--Daily reminders & supervision – “The
Positive Nag” and Management By
Walking Around (MBWA)
4. Celebrate--Consistent acknowledgement of the
expected behaviors
5. Correct--Consistent corrections of the problem
behaviors
PBIS organizes adults and students to
create a social-culture in schools that will
encourage positive behavior and
interactions, while discouraging problem
behaviors.
This social-culture will lead to a safer environment
where students achieve academically and build
positive relationships with each other and with
adults…….preventing this………
CLASSROOM
SELF-ASSESSMENT
 A simple tool to help focus on and implement Best
Practices in the classroom
 Includes a tally area to record positive and negative
student contacts
 Includes the 10 core classroom management areas to
use in creating an effective classroom environment
SELF-ASSESSMENT
ACTIVITY
Without putting your name on the copy of the
Classroom Management Self Assessment, take 5
minutes to rate yourself on each of the areas.
When the music stops, fold your paper in half, and
put in the center of the table. The PBIS team will
use these to identify needed areas of training.
TOOLS & STRATEGIES
Prevention Tier
Core Elements
Primary (Level 1)
Behavioral Expectations Defined
Behavioral Expectations Taught
Reward system for appropriate behavior
Continuum of consequences for problem behavior
Continuous collection and use of data for decision-making
Secondary (Level 2)
Universal screening
Progress monitoring for at risk students
System for increasing structure and predictability
System for increasing contingent adult feedback
System for linking academic and behavioral performance
System for increasing home/school communication
Collection and use of data for decision-making
Tertiary (Level 3)
Functional Behavioral Assessment
Team-based comprehensive assessment
Linking of academic and behavior supports
Individualized intervention based on assessment information focusing on (a) prevention of problem contexts, (b)
instruction on functionally equivalent skills, and instruction on desired performance skills, (c) strategies for
placing problem behavior on extinction, (d) strategies for enhancing contingence reward of desired behavior,
and (e) use of negative or safety consequences if needed.
Collection and use of data for decision-making
(Sugai & Horner, 2010)
OUR FOCUS: TIER 1
Affects ALL students
Prevention Tier
Primary (Level 1)
Core Elements
•
•
•
•
Behavioral Expectations Defined
Behavioral Expectations Taught
Reward system for appropriate behavior
Range of consequences for problem
behavior(s)
• Continuous collection and use of data for
decision-making
(Sugai & Horner, 2010)
17 EFFECTIVE CLASSROOM
MANAGEMENT STRATEGIES
1.
Increase ratio of Positive to Negative Teacher /Student interaction
 4:1 or higher
 Positive Interactions every 5 minutes (goal!)
 Follow rule correction with positive reinforcer when rule is
followed
2.
Actively Supervise
 Move continuously
 Scan continuously & overtly
 Interact frequently and positively
 Positively reinforce rule following behaviors
17 Strategies Cont.
3. Positively Interact with most students during lesson
 Physical, verbal, and visual contact
 Group vs. individual
 Instructional and social
4. Manage Minor Problems Positively and Quickly
 Signal the occurrence
 State correct response/action
 Ask student to demonstrate correct
response/action
 Disengage and quickly & early, move on
17 Strategies Cont.
5.
Follow School Procedures for Chronic Problem Behaviors
 Be consistent & business-like (It’s not personal though it feels like
it!)
 Precorrect (remind/reteach ahead of activity) for next occurrence
6.
Conduct Smooth & Efficient Transitions Between Activities
 Taught routine
 Engage students immediately
7.
Be Prepared for Activity
 Prepare backup or extension activities
 Know desired outcomes
 Have all materials ready
 Practice presentation fluency
17 Strategies Cont.
8. Begin With Clear Explanations of Outcomes
 Use advance organizers
 Have a Point of reference
9. Allocate Most Time to Instruction
 Fill day with instructional activities
 Maximize teacher-led engagement
10. Engage Students in Active Responding
 Write
 Verbalize
 Participate
17 Strategies Cont.
11. Give Each Student Multiple Ways to Actively Respond



Individual vs. choral responses
Written vs. gestures
Peer-based
12. Regularly Check for Understanding




Questioning
Affirmative gestures
Written Action
Rephrasing in students OWN words
13. End Activity With Feedback


Academic vs. Social
Individual vs. Group
17 Strategies Cont.
14.
Provide Specific Details About What Happens Next

Homework

New Activity

Next Class
15.
Know How Many Students Met Outcomes

Oral

Written

Sample

Other
16.
Provide Extra Time/Assistance for Unsuccessful Students

More practice

More instruction
17.
Plan for Next Time the Activity is Conducted

Firm up/Adjust Outcome(s)

Create New Outcome

Test/Quiz/Project to demonstrate knowledge
TOOLKIT
Your “Toolkit” packet includes the following resources:
 More “Effective Teaching Strategies” (Lewis, 2007)
 “Promoting Positive & Effective Learning Environments”
(Lewis, 2007)
 “Effective Classroom Plan” Worksheet (Lewis, 2007)
 “Environmental Inventory” (Lewis, 2007)
 “Basics of Classroom and Behavior Management” (Sugai
and Simonson, 2008)
 120 Free or Inexpensive Incentives and Rewards
ACTION REVIEW
 Focus is on changing our attitudes to be more positive and
welcoming to our students’
 By shifting our language, environment, and expectations we
can positively impact student behaviors and academics
 Define clear expectations that are reinforced
 Consistency and predictability are the keys to success (both
academically and behaviorally)
 Best practices tie successful instruction and behavior
management together
Thank you!