Counselor’s BLT Project
(Boost Learning Time)
We hope these ideas will help make your school the best it can be for
your students. Written by Elementary School Counselors in Tucson
Unified School District, Tucson, Arizona www.tusd1.org
Patricia Aranda-Avalos
Tori Bacal
Ilsa Bednar
Boots Cushing
David Dietz
Luz Harvey
Michele Keane
Ellie Marshall
Gayle Morrison
Denise Robison
Warren Elementary
Menlo Park Elementary
Van Buskirk Elementary
White Elementary
Grijalva Elementary
Lynn-Urquides Elementary
White Elementary
Lineweaver Elementary
Lynn-Urquides Elementary
Grijalva Elementary
Karen Ward
Holly Colonna
BLT Grant Leader
BLT Grant Director
Tucson Unified School District
School Counseling Department
1010 E. 10th Street, Tucson, AZ 85719
2008
Table of Contents
Page
Counselor’s BLT Project Fact Sheet.................................................. 2
Introduction to Positive Behavior Support System ............................. 3
Positive Behavior Intervention and Support Outline........................... 7
PBS: Plan of Action .......................................................................... 9
PBS Planning and Implementation Team ........................................ 12
Development of 3-5 School-Wide Expected Behaviors ................... 13
Develop Behavioral Expectations Matrix ......................................... 14
Sample Matrixes ............................................................................. 15
Blank Form for Creating a Matrix ..................................................... 18
Conduct Staff Training/Orientation on PBS ..................................... 19
Potential Committee Members ........................................................ 20
Observations Form for Problematic Areas ....................................... 21
Design a Process for Teaching the Behavioral Expectations .......... 22
Teaching Behavior Expectations ..................................................... 23
Develop Plan for Recognizing Appropriate Behaviors ..................... 24
Samples of How to Acknowledge Positive Behaviors ...................... 25
Systems for Reducing Inappropriate Behavior & Problem Solving
Forms .............................................................................................. 29
PBS Administration Support ............................................................ 40
Individual Support Systems Integrated School Wide ....................... 41
Plan for Periodic PBS Team Meetings ............................................ 42
Counselor’s BLT (Boost Learning Time) Project
TUSD School Counseling Department
Fact Sheet
What:



US Department of Education, Safe and Drug Free Schools Demonstration Grant
to expand counseling programs in elementary schools
$1.2 million for three years
Funding period includes 2004-2007
Purpose and Objectives:
 The goals of the Counselor’s BLT Project are to lower the counselor to student
ratios and to create a school culture that is responsive to the need of the student
population at target sites. By fully implementing the Positive Behavior
Intervention System (PBIS) and the TUSD Comprehensive Competency Based
Guidance (CCBG) program these project goals will be met.
 Counselors will be able to deliver classroom guidance lessons to teach all
students at the school. The lessons will address career awareness, life skills and
academic strategies. Also, by instituting PBIS there will be fewer discipline
issues, thus decreasing the time wasted on classroom management interruptions.
 Expected results include higher academic achievement, higher attendance and
fewer disciplinary issues. It is expected that through the implementation of this
project, systemic change will occur in the schools creating optimal learning
environments.
 These programs will use data collection and analysis to improve decision-making
and development of comprehensive behavioral support plans. With ongoing data
collection, interventions and instructional modifications can be made quickly.
PBIS is a research based program that features theories based on behavioral
science practical interventions, social values and has a systems perspective.
Target Elementary Sites:
Grijalva, Lineweaver, Lynn-Urquides, Menlo Park, Van Buskirk, Warren, White
Services, infrastructure or opportunities that will be addressed at all schools are:
 individual and group counseling
 parent education
 drug and violence prevention
 access to social, behavioral health, primary medical and educational needs
 a referral service to other needed services
 conflict resolution training for students and adults in the school community
 family counseling and parent education
 after-school activities
 strong academic program
 mentoring programs
 character education
 classroom management
 parent involvement and collaboration
2
Introduction to Positive Behavior Systems
It is the policy of TUSD that students need an environment that is safe and
positive for learning. In establishing a positive school climate for learning, the
District’s approach to discipline is to encourage positive behavior. Disciplinary
measures endeavor at all times to help a student adjust and to understand and
change unacceptable conduct rather than punishing.
A Student Code of Conduct, describing this policy and disciplinary procedures
utilized by the District is available to all students and their parents.
Teachers and administrators are expected to seek and employ methods
developing responsible student conduct which are alternative to exclusionary
discipline. Formal disciplinary action may include any or all of the of the following
as described in the Student Code of Conduct: 1) Detention 2) Disciplinary
probation including denying participation in extracurricular activities 3) Alternative
to suspension 4) Work assignments 5) denial of bus privileges 6) temporary
removal from class 7) failing a grade or class (for excessive absenteeism only)
When a student’s conduct seriously disrupts the educational process, threatens
safety, interferes with the rights of others, or violates the law, Board designated
school officials have the authority to suspend the student from school in order to
enforce acceptable standards or conduct.
The policy itself promotes a positive school climate for learning and a positive
behavioral approach to improve behavior. It outlines the general discipline wide
discipline plan. The policy does not include a process to implement district wide
or a school wide discipline program.
The process by which PBS is implemented varies greatly from school to school.
Principals and their respective school staff interpret PBS differently, and
therefore there is little consistency from school to school. In many cases there is
little consistency within the school concerning discipline, hence the need to
implement a consistent PBS plan.
PBS Description: As stated on the PBIS web site:
"Proactive school-wide discipline systems create environments in which: a)
learning and teaching are valued, and aggressive, unsafe behaviors are
discouraged; b) respect, responsibility, cooperation, and other highly valued
character traits are taught and encouraged; c) individual differences are valued
rather than criticized; d) educating students with disabilities can be supported
more effectively and efficiently, and e) teaching fundamental skills like reading
and math can be maximized.”
3
What is PBIS?
PBIS (Positive Behavioral Interventions and Supports) is a process for creating
safer and more effective schools. PBIS is a systems approach to enhancing the
capacity of schools to educate all children by developing research-based, school
wide, and classroom discipline systems. The process focuses on improving a
school’s ability to teach and support positive behavior for all students. Rather
than a prescribed program, PBIS provides systems for schools to design,
implement, and evaluate effective school-wide, classroom, non-classroom, and
student specific discipline plans. PBIS includes school-wide procedures and
processes intended for:
 ALL students, ALL staff and in ALL settings
 Non-classroom settings within the school environment
 Individual classrooms and teachers, and
 Individual student supports for the estimated 3-7% of students who
present the most challenging behaviors.
PBIS IS NOT a program or a curriculum. IT IS a team-based process for
systemic problem solving, planning, and evaluating. It is an approach to create
an environment within which school-based teams of educators are trained:
- Systems change
- Effective behavior management principles and practices
PBS is proactive and preventative. It is an evidenced based process that
has received the highest level of recognition from the United States
Department of Education in the prevention of violence. The process
teaches appropriate behavior through the creation and maintenance of a
positive school culture. The result of the process is almost always an
increase in attendance, and a reduction in discipline referrals.
Monitoring of PBS Activities:
Data collected for these reports includes (as stated above):

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Office disciplinary referrals
Expulsions
Attendance rates
Other demographics
Standardized Test
Team member reports
Charter School “exits” and “entries” by TUSD students
4
Role and Responsibility of the school PBS Coordinator
The coordinator provides support and technical assistance to the school teams.
1. Provide continuous support to site Administrators
2. Mentor school teams in the school-wide positive behavior support process.
3. Provide technical assistance to a positive behavior support site. This may
include:
 Understanding positive behavior support principles.
 Provide models for action plans.
 Share information on implementation between sites.
 Share ways to gather and use data in decision making.
 Share ways of building staff support.
 Apply effective verbal and written communication skills.
 Assist sites with establishing leadership team and avoiding pitfalls.
 Help teams to anticipate, plan for, and respond to administrative and team
turnover.
 Help teams create and maintain buy-in from staff.
 Guide teams to prioritize preventative/non-punitive behavioral approaches.
 Help schools identify resources.
 Help identify leaders at school sites.
 Guide training (provide ideas, resources, and/or direct training) of
additional staff at school sites to broaden their behavioral support base.
4. Prompts initiation/completion of school-wide positive behavior support
activities.
5. Participates in developing system for data collection and report analysis.
Target School Teams
Examples of team members are a principal, a special educator, a general
educator, a professional with expertise in behavioral interventions such as the
school counselor or psychologist, classified staff, parent(s), and a student at the
secondary level. The recommended number of team members is from three to
ten individuals. A building level administrator must be an active member of each
site-based team.
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Participation in regional and/or statewide training functions pertaining to the
PBIS based activities.
Development of policy and procedures for training new team members when
there is a turnover within the team, and a system for sharing coursework with
others.
Completion of the AzSET and/or school quality survey, which include:
 Staff, parent, and student (school quality, AzSET or other surveys)
 Classroom and non-classroom area observations
5
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Document review (site policy and procedures, office discipline referral
data, site survey summaries)
 Compiling, summarizing, and prioritizing common issues
Presentation of information to site stakeholders for input and refinement
Presentation of completed information to the district team
Development of plans to address issues that have been prioritized for change
Development of a training mechanism that blends district policy changes and
site issues that can be reviewed and revised annually to address the specific
site-based staff needs
Training of all staff at the site, including Custodians, Monitors, Substitute
Teachers and other support staff
6
POSITIVE BEHAVIOR INTERVENTION & SUPPORT OUTLINE
INTRODUCTION
 Research – Even though problematic behavior represents only 20% of school
enrollment, they account for 50% of behavior incidents.
 Increase learning time, decrease office referrals by up to 60%.
 Creates a common language so expectations are consistent throughout school.
STEPS TO DEVELOP A PBIS (PBS) PLAN
1. PREPLANNING
 Form a team of support – A group of 6-10 people; representing various areas of
school.
2. HOLD A STAFF ORIENTATION
 Create 3-5 rules for school.
3. DEVELOP BEHAVIORAL EXPECTATIONS - MATRIX
 State areas of school and what each rule looks like in each area.
 Observable, measurable, correctable rules.
4. DEVELOP SYSTEM FOR ACKNOWLEDGING APPROPRIATE BEHAVIOR
 Recognize students for expected behaviors – extra recess/computer time.
5. DESIGN CONSEQUENCES SYSTEM FOR REDUCING INAPPROPRIATE
BEHAVIOR
 Determine a discipline system with progressive discipline.
 Referral forms.
 Determine referral handling and data entering process.
 Share data with staff (what areas are most problematic – playground,
classrooms, etc.)
6. PROCESS FOR TEACHING THE BEHAVIOR EXPECTATIONS
 School wide assemblies.
 Stations as students go through to see appropriate/inappropriate behaviors.
 Refresher courses as needed throughout year.
 Posters.
 New Student orientations.
7. PLAN STAFF TRAINING ON PLAN OF IMPLEMENTATION
 Expected behaviors.
 Matrix.
 Rewards/Consequences.
 How will it be supported and maintained?
8. PLAN FOR PERIODIC TEAM MEETINGS
 Revisit any issues.
9. MAIN IMPLEMENTATION SCHOOL WIDE
 Hold kick-off event.
10. ACTIVITIES TO SUPPORT/SUSTAIN PBS
 Regular meetings.
 Using materials.
7
HOLD A STAFF ORIENTATION
Create 3 - 5 rules for school
Be Safe
Be Responsible
Be Respectful
Be Ready to
Learn
Be Here, Be Ready
Each Person Takes
Responsibility
Act Safely
Respect Self & Others
Act Responsible
Be Respectful
Care for Self & Others
1. Use Data
 School Quality Survey
 Referral
 Staff Observations
2. Direct towards biggest discipline problems – Use Data
 Classroom – listening, following directions
 Playground – referrals, other issues, injuries
 Cafeteria – running, cleaning up after self
 Restrooms – graffiti, etc.
3. Matrix – Take 3-5 rules and make them specific to each area of
school
 List areas of school – Look at sample matrixes
 Write rules – Have to be observable, measurable, achievable,
correctable
 State positively
8
PBS: Plan of Action - Sample
1. Staff Recognition of need
A. Data - enormous number of discipline referrals (720 per year) and
suspensions in 2002 and 2003. Suspension days were elevated as
well.
B. Staff “disconnect” due to multiple administrative changes. From school
years 2001 to 2006 there were fifteen different combinations of
Principal and Assistant Principal.
C. David Dietz writes LINKS grants (three years plus an extension year,
totaling $65,000.00). Almost 100% of the funds went to staff members
who were tutors, grade level chairs and coordinated the Teacher
Assistance Team (TAT) Process.
D. University of Arizona Department of Education staff Steve Nagel and
Tucson Links Coordinator Lynda Robinson and Counselor David Dietz
present to the staff and show a 10 minute video of PBS. Vote was
conducted to determine staff buy - in: 95% of staff approved.
Community linkages were in place 2002, 2003, 2004 and 2005. Since
that time our PBS plan has been self sustaining.
E. Three staff retreats were held to discuss need and to formulate action
plan.
F. Continued discussion among staff – Three year process.
G. Action plan tied to Vision and Mission statements. These were
concurrently created and revised along with the PBS process.
H. Action plan was presented to Site Council.
2. Form PBS planning and implementation team
A. David Dietz (Counselor), asked members of the staff to be part of the
team. The members included both certified and classified staff
members.
B. Core team attended two, one-day workshops.
Three retreats were attended by the core team and additional Grijalva
staff, in order to revise and tweak the plan.
D. Complete design implementation took three years; then revised yearly
through Comprehensive Competency Based Guidance (CCBG).
3. Have staff determine/develop 3 to 5 school-wide behavioral
expectations
A. After receiving extensive data and input from the staff a list of
possibilities were given to the staff.
B. Staff were given twenty-five examples of appropriate school behavioral
expectations and voted on five. The top four were selected and
became the basis for the matrix.
C. school-wide behavioral expectations were “tied into” the Vision and
Mission statements.
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4. Develop Behavioral expectations (matrix)
A. Core team was introduced to the purpose of the behavioral expectation
matrix at the PBS workshops and various staff trainings and
professional development presentations.
B. Core team met to put together a draft of expectations by setting i.e.;
playground, cafeteria, classroom and five other areas.
C. Matrix was revised twice during the first two of three retreats and
revisited and behavioral expectation language revised over a period of
two additional years.
5. Conduct Staff training/orientation on PBS Implementation Plan
A. A pre-service workshop was held for the staff to introduce the
Program.
B. Expectations and common language as well as the reinforcement plan
was role-played and practiced and practiced and practiced and
practiced.
C. Regular adult monitor training that included other support staff is
continuously provided.
D. Grade Level chairs are chosen and at meetings, and reinforce the Plan
through looking at “behavioral trouble areas” (meet at least two times
per month with counselor and administrators).
6. Design process for teaching the behavioral expectations to all
students
A. Behavioral expectations are explicitly taught school-wide, through roleplays, and conducted in the area specified in the matrix by the staff
responsible for that area. These occur on a regular basis through both
classroom based and specific specialized training for areas that show
high incidences of problem behaviors. (see #7 below)
B. CCBG lessons were designed, based on the ASCA national model and
ideas generated by PBS training. (see attached)
7. Behavior Expectations taught
A. See Grijalva Elementary Matrix.
8. Develop Plan for acknowledging recognizing appropriate behaviors
A. An awards assembly is held quarterly. Children are acknowledged for
honor roll and “perfect attendance”. The expectations are part of these
awards as well.
B. Every teacher picks a student of the quarter to receive a bumper
sticker that says “My child is a top Grizzly at Grijalva Elementary”. This
student has been a role model and is honored at the quarterly Awards
assembly. (See attached)
C. Bear paw stickers are given for extraordinary behavior that is above
and beyond the expectations. The students are then acknowledged by
other grown-ups and students and asked to share why they received
the sticker (see attached).
10
9. Design Consequences system for reducing inappropriate behavior
A. Teaching vs. punishment with respect to TUSD discipline rubric, state
and federal law (see attached).
10. Administration Support
A. Very little for years 2002 - 2004 due to changes in Administrative
personnel. (There have been fifteen combinations of Principal and
Assistant Principal since 2001).
B. From the third year to the present, PBS has been completely supported
and reinforced by the administrators.
11. Individual Support Systems are integrated school wide
A. Work on the “I” of PBIS is in progress.
B. Teacher Assistance Team (TAT) and Child Study are in place and
effective. These systems are the centerpieces for the eventual
implementation of the “I” of PBIS, which is planned for school year
2007 – 2008 pending on grant funding.
12. Plan for periodic PBS Team Meetings, staff feedback, promotion and
Program evaluation
A. New staff trained at pre-service workshop every year.
B. Monitor training average one time per month.
C. “Walk through” conducted.
D. School Quality surveys, Protective Schools Assessments, staff impute
and grade level chair meetings are utilized to look at overall school
“climate”.
E. Ultimately the school’s Site Council “signs off” on the PBS and CCBG
activities.
11
PBS Planning and Implementation Team
The PBS is a collaborative effort among parents, school
psychologists, teachers, counselors and administrators. It is
important to secure the staff and administrator commitment and
participation in this change process. From this group of committed
staff the implementation team is formed. It is advisable to have
certified and classified school staff on the team. The members are
required to attend PBS trainings.
The following are a few important tasks of the team:
 Identify what is currently working school.
 Answer the question: Why do we need PBS?
 Identify how PBS can support student academic success by
reducing behavioral disruptions.
 Identify three areas in the school that need improvement.
 Training staff and students.
 Create an incentive program to reinforce the positive behaviors
demonstrated by students.
 Provide continuing education opportunities.
 Plan student assemblies for recognition.
 Draft action plan.
12
Development of 3 - 5 School-Wide Expected Behaviors
Schools need to develop a 3 to 5 school-wide list of expected
behaviors based on commonly occurring problems within the school
setting. Building on the overall goals and outcomes of the schoolwide PBS effort, these expected behaviors provide clear
communication to all school personnel, students and families
regarding what is acceptable and unacceptable behavior. These
behaviors will then be translated into a few school-wide expectations.
At this point, some schools may want to establish a theme for their
school-wide rules. The theme can help everyone in the school
community to both memorize and align their behaviors with these
rules.
Extensive data needs to be collected about where the problems are
occurring in the school. It is good to give examples of appropriate
school behavioral expectations and allow the whole staff to vote on
the 3-5 expectations that address the issues based on the data.
Once the 3 to 5 expectations are determined, the next step is to
identify the areas, locations or settings in which these rules are to be
applied. The school-wide behavioral expectations should be “tied
into” the Vision and Mission statements.
Examples:
Be safe; Be respectful; Be responsible; Be caring
We are safe; We are responsible; We are respectful;
We are ready to learn
Be Safe; Be respectful; Be responsible; Be caring; Be ready to learn
Safe; Responsible; Respectful; Ready to Learn
13
Develop Behavioral Expectations
(Matrix)
The Behavioral Expectations Matrix describes how the school-wide
expectations apply in various locations in the school. It is used for
training the students in order for them to fully understand
expectations from the matrix.
To develop the matrix, the core team makes a list of various school
locations, such as classroom, library, hallways, bathrooms, cafeteria,
etc. Then the team defines each expectation for each location. For
example, being safe in the hallway means to walk, to keep hands and
feet to yourself, and to open doors slowly. Once the brainstorming
process is completed in the core group, a draft of a matrix is
developed and presented to the staff for additions and revisions. The
matrix will ensure that each school’s unique characteristics and
needs would be addressed.
14
Classroom
Be Here and
Be Ready
eady
Bathrooms
Hallways &
Office
Have lunch
card in hand
Follow playground rules
Go directly to
pick up area
Come to school
each day
Drink water as
needed
Peaceful hands,
feet and voices
Make choice(s)
and move
Go to lunch on
time
Follow directions
Control your
body
Wait outside for
teacher
Use good
manners
Stay on task and
complete work
Respect
surroundings
Use quiet voices
Eat your meal
Follow problemsolving
procedures
Use supplies
correctly
Clean your
area
Report spills
Wash hands with
soap and water
Control your
body
Always walk
Move carefully
Peaceful hands
and feet
Keep hands to
self while
waiting in line
Honor privacy
Peaceful hands,
feet and voices
Take turns
Wait patiently
Learning Lab
Know your
number
Peaceful hands,
feet and voices
Stay on task
Line up
peacefully, on
time
Line up on time
Stay in your area
until picked up
Go directly to the
pick-up area
Listen to
monitors
Follow Lab and
OMA rules
Wait patiently
Use computer
responsibly
Return
borrowed
books
Respect
equipment
Follow
playground rules
Follow
procedures
Use instruments
responsibly
Ask questions
if you need
help
Do your own
work
Always walk
Walk
Stay in your
personal space
Listen to
monitors
Stay in the
proper work
area
Use equipment
appropriately
Keep hands on
own computer or
instrument
Sit quietly
Control your
body
Use inside
voices
Peaceful hands
and feet
Wait in a
peaceful manner
Use quiet
voices
Listen actively &
follow directions
Watch for
oncoming traffic
Speak with
kind words
Listen to
monitors
Use kind words
Peaceful
hands and feet
Raise your hand
Use quiet voices
Keep hands
and feet to
yourself
Wait to be
acknowledged
Listen to
monitors
15
Follow library
rules
Return borrowed
equipment
Clean up or
report spills
Use kind words
Listen to the
speaker
Return
borrowed
books
Sit correctly
Listen and follow
directions
Use materials
correctly
Library
and OMA
Go straight to
destination
Always walk
Respect Self
And Others
Dismissal
Use bathroom
during breaks
Return to class
when you’re
done
Act Safely
Playground
Bring what you
need for school
Be on time
Each Person
Takes
Responsibility
Cafeteria
Peaceful hands
& feet
Use kind
words
Be a helper with
words instead of
hands
PBIS SCHOOL-WIDE MATRIX 2007-2008
School Areas 
ENTERING
SCHOOL
LEAVING
SCHOOL
Expectations 
I AM
SAFE
I AM
RESPONSIBLE
I AM
RESPECTFUL
I AM READY
TO LEARN
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 Always walk
 Stay on school
grounds
 Keep hands and
feet to self
 Enter through
front/back doors
LEARNING
AREAS (Class,
Library, Computer
Lab)
HALLWAY
 Walk safely to
bus
 Have a plan for
getting home
 Stay seated and
follow directions
on bus
 Talk quietly on
bus
 Go directly to
cafeteria, bus or
pick up area
 Leave on time
 Take home
papers for
parents
 Always walk
 Sit correctly
 Use materials
and equipment
properly
 Walk quietly
 Be on time
 Have a pencil
and papers ready
 Complete your
work
 Keep your desk
clean
 Listen to adults
inside/outside
building
 Follow directions
 Use inside voices
 Listen to adults
 Keeps hands and
feet to self
 Clean up and
throw away
papers in trash
you don’t need
 Eat a good
breakfast
 Bring all
homework and
school materials
 Wear uniform to
school
 Take homework
materials home
 Have a plan for
doing homework
 Keep hands, feet
and materials to
yourself
 Use inside
voices
 Listen to teacher
 Respect
Substitute
teachers
 Use kind words
 Wait your turn to
speak
 Follow/Listen to
directions
 Turn in your
work
 Have completed
homework ready
 Arrive on time
 Go straight to
cafeteria or
playground
 Line up when bell
rings
RESTROOM
PLAYGROUND
CAFETERIA
 Wash hands
 Open doors
slowly
 One student at a
time
 Keep hands and
feet to yourself
 Use equipment
properly
 Take turns
 Stay on
playground




 Have a hall pass
 Go straight to
where you are
going
 Use drinking
fountain
appropriately
 Flush toilet
 Throw paper
towels in trash
can
 Report any
problems to
office
 Play games fairly
 Report problems
to the monitors or
to teachers
 Respect the
privacy of others
 Use inside voices
 Respond to
adults
appropriately
 Keep restroom
clean
 Use inside
voices
 Solve problems
using kind words
 Everybody plays
 Have your lunch
card ready
 Keep your lunch
card in good
condition
 Eat the lunch
you ordered
 Raise your hand
to leave
 Wait your turn in
line
 Empty tray
carefully
 Clean up after
yourself
 Listen to adults
 Return to class
quickly
 Return to class
quietly and
quickly
 Line up with bell
rings
 Collect
equipment
 Use restroom
during recess
 Keep hands and
feet to yourself
Move carefully
Report spills
Sit correctly
Walk to the
playground
 Have something
healthy to eat
 Take your time
to eat
PBIS Matrix 2006-07
Settings
School-Wide
Expectations
Transitions and Hallway
Areas


Walk quietly
Use a quiet voice





READY TO
LEARN
Settings
School-Wide
Expectations

RESPONSIBILITY
READY TO
LEARN
17
Get there
Hands to yourself
Respond to others
appropriately
Have your pass
Have all materials
with you
Carry belongings
safely






Walk on campus/run on the
playground
Take care of school property
Listen to all adults

Go to appropriate area (line,
cafeteria, playground)
Follow the dress code
Line up immediately after the 1st
bell rings
Walk bikes and lock them in area
Have all your materials
Carry belongings safely





Cafeteria
Respond and listen
while others are
speaking
Keep hands and feet
to yourself




Use a quiet voice
Follow the dress code
Clean up your area





Be on time
Bring all materials
Sit correctly
100% engagement


Leaving School

Classroom/Library

RESPECT



RESPECTFUL
RESPONSIBILITY
Arriving to School




Respond and listen to all
adults appropriately
Use a quiet voice
Use good manners
Clean up your mess
including the floor
Walk to the line
Stand quietly while waiting
for your lunch
Food stays in the cafeteria
Assembly
Walk yourself/Walk
your bike as you leave
Listen to all adults
Take care of school
property
Stay with your teacher
Go directly home,
cafeteria, bus or pickup area




Silence during
performances
Appropriate response
Keep your hands and
feet to yourself
Enter quietly
Sit correctly
Stay in line with teacher
Have all your
materials
Carry belongings
safely


Follow all instructions
Eyes on presenter


Playground









Respond and listen to all
adults
Everybody plays
Stay in your area away from
the building
Take care of school property
Follow game rules
Pick up trash and equipment
Use equipment appropriately
Line up with the first whistle
quietly
Collect your belongings
Bathroom


Keep bathroom clean
Use a quiet voice


Flush toilet
Go and return quietly
to class
Wash your hands
Have your hall pass


PBIS SCHOOL-WIDE MATRIX
School Areas

Expectations 
18
Conduct Staff Training/Orientation on PBS
Implementation Plan
In most schools, a pre-service workshop is held for the staff to
introduce the PBS Program. This training is facilitated by the PBS
committee or at some schools by the counselor(s). During this
training, the new staff is taught and the returning staff is re-taught
information concerning the behavioral expectations and the matrix.
Common language as well as the reinforcement plan is also
addressed. It is important to practice and role-play positive adult
interactions with students in the training. The office referral data from
the year before is analyzed and a plan for reducing that number is
designed. In most schools there are regular trainings for the
monitors, cafeteria staff and other support staff that interact with the
students on a daily basis. It is also important to train the bus drivers
and bus monitors in this process.
The matrix and behavioral expectations are included in the staff
manual as well as included in the Student Handbook. Refresher
trainings are also held during the school year to reinforce and remind
the staff of the program as well as share what needs to be adapted
and changed for more positive results.
19
POSITIVE BEHAVIOR INTERVENTION & SUPPORT
POTENTIAL COMMITTEE MEMBERS
Counselor
____________________________________
Principal
____________________________________
Vice Principal
____________________________________
Psychologist
____________________________________
Teachers
____________________________________
____________________________________
____________________________________
Reading Specialist
____________________________________
Special Education
____________________________________
Librarian
____________________________________
Music/Art Teacher
____________________________________
Classified Staff
____________________________________
Classified Staff
____________________________________
Cafeteria
____________________________________
Custodian
____________________________________
Computer Tech
____________________________________
Nurse/Health Assistant
____________________________________
Community Rep
____________________________________
Family Liaison
____________________________________
Office Staff
____________________________________
20
SCHOOL NAME __________________
OBSERVATIONS OF
PROBLEMATIC AREAS
DATA TO SUPPORT
1.
1.
2.
2.
3.
3.
21
Design a Process for Teaching the Behavioral
Expectations to All Students
The design process is taught twice a year. Implementations scripts are
developed to specify how, when and where the behavior support plan will be
implemented and by whom.
A schedule needs to be created to teach the PBS expectations to all students at
the various locations throughout the school. The initial training is done by the
support staff for each classroom. Classes rotate through the various locations
throughout the school.
Posters need to be created to show the behavior expectations for each area of
the school. The classroom teachers should have copies of the matrix for
distribution and display. The teacher will need to do a “walk-through” of each
area on the matrix so students can practice acceptable behavior for each area.
Teachers are responsible for informing the new student of the school’s
expectations. Counselors can reinforce the expectations periodically using
classroom curriculum. For areas that show high incidences of problem
behaviors, conduct role-plays in that specific area of the school to reinforce the
expectations.
At one school, a counselor created a student “passport”. The student received a
stamp in the “passport” at each area of the school. Once the student’s passport
was completed their teacher signed and congratulated the student. Students
then took the passport home to show their parents. This makes it possible for
the family to support the PBS program and to gain an understanding about the
expectations of the school for student behavior.
22
Teaching Behavior Expectations
Behavior expectations from the matrix are now ready to be taught to
the students. Keep in mind that the students as well as the staff
(playground monitors, cafeteria staff, custodial staff, Para
professionals, etc.) will need to practice and re-teach the matrix
throughout the school year. The following is one possible way to
make sure everyone at the school has the same expectations.
 School wide teaching takes place during the first weeks of
school.
 Plan an assembly to “kick off” the PBS program.
 Post the matrix in each classroom and areas where students
can see it.
 Practice the expected behavior for each area on the matrix by
rotating to each selected area on the matrix. This can be done
by classroom with the teacher or counselor or both. This would
be the time to use the passport idea discussed earlier.
 It may be necessary to have some students practice again in
smaller groups.
 Teachers and counselors can use classroom curriculum to
teach and reinforce the expected behaviors. Students doing
role plays about expected behavior could be a good way to
reinforce the matrix during the lesson.
 Create a system to train new students.
 Plan assemblies to take place during the school year to
acknowledge positive behavior.
23
Develop Plan for Recognizing Appropriate Behaviors
There are various ways to acknowledge appropriate behaviors for
individuals, a class and school wide. The following are some
suggestions:
 Consistent praise and recognition.
 Coupons or slips given immediately to students when
appropriate behavior is displayed. The coupons are redeemed
for a prize. The coupons are given out to students by any/all
school staff, teachers, administrators.
 Pizza/popcorn parties for students or classrooms demonstrating
that they are following the PBS program rules.
 Visits to the principal’s office for special prizes or bumper
stickers reinforcing positive behaviors.
 Awards assemblies celebrating student of the month and
positive role models who demonstrate exceptional positive
behaviors.
 Awards assemblies celebrating perfect daily, weekly, or
quarterly attendance for individuals or a class.
 School newsletters and/or individual certificates announcing
winners who demonstrate PBS program expectations.
 Evening community presentations to family and friends to
celebrate students who display behaviors reinforcing the PBS
model.
24
Samples of How Some Schools
Acknowledged Positive Behavior
Van Buskirk Bear Care Rules: The reward system for students who
were following the Bear Care Rules was developed in three areas.
Individually, students were given “Bear Hugs” – a small paper ticket
given by a staff member to any student caught in the act of following
one of the rules. (They could take this home to show their parents.)
One half of this was a raffle ticket, to be given to the classroom
teacher, for a weekly raffle for prizes. Second, there were school
wide raffles held every two weeks, to give prizes to about fifteen
winners. Third, every two weeks we held a PBS Pizza Party where
two Bear Care Award Winners were chosen from each class, to come
have pizza with the principal and several members of the PBS team.
Lynn/Urquides Coyote Pride: Coyote Coupons are given to students
when correct behavior is demonstrated. Students can buy something
from the Coyote Store after collecting ten Coyote Coupons. Students
vote for a student of the month from their classroom. The student of
the month is based on the character traits that were taught. There is
a presentation given to parents in the evening and an assembly for
students during the day.
$5
LU’s Student of the Month
$5
Super Coupon
Congratulations!!!!
You were nominated student of the month
during the 2nd or 3rd quarter. You have
earned LU’s Student of the Month Super
Coupon worth 5 regular coupons.
25
Coyote Pride
Respect
Responsible
Ready to Learn
Cafeteria
Playground
Transitions/Hallways
Classroom/ Library
Arriving/Leaving
School
Restroom
26
_________________________________________________
Student’s Name
is
On Track for Success!
_________________________________________________
Teacher’s Name
_________________
Date
Grijalva Bear Necessities: An awards assembly is held quarterly.
Students are acknowledged for honor roll and “perfect attendance.”
The expectations are part of these awards as well. Every teacher
picks a student of the quarter to receive a bumper sticker that says
“My child is a top Grizzly at Grijalva Elementary.” This student is
honored at the quarterly Awards Assembly. Bear paw stickers are
given for extraordinary behavior that is above and beyond the
expectations. The students are then acknowledged by other grownups and students and asked to share why they received the sticker.
Lineweaver Paw Pride: Lineweaver Elementary uses “Roar” slips
which are given to students who are caught following the
expectations. There is a place to write which rule was followed and
specifically what the student did. All adults at the school give “roars”
– teachers, monitors, instructional assistants, etc. When adults give
27
roars to students, they tell them what the behavior was that earned
them a roar. Lineweaver has a weekly PBS Assembly to recognize
“roar” winners. Each teacher selects two students through a random
drawing of the slips his or her students earned that week. Those
students stand on the stage during the assembly, and when their
name is called and their slip is read, they receive applause, a sticker,
folder and a pencil. Students who have collected five “roars” may go
to the principal’s office for a small prize as well as acknowledgement
from the principal.
Warren Elementary School: Every Monday, or beginning of each
week, we have a community assembly. During the assembly, we
draw a Power Paw from each class. The winner receives an
opportunity to pick a prize from the Treasure Box. We also give
certificates and “effort” bracelets to students who go beyond what is
expected.
28
Systems for Reducing Inappropriate Behavior
The PBS Team designs a consequence system for reducing
inappropriate behaviors. Each team met to develop an individual site
system. Most sites used the levels of behavior form. This includes a
consequence in the classroom, which could be a verbal reminder or a
time-out in the classroom. All schools in the grant used Think Time
Strategy for Schools: bringing order to the classroom by J. Ron
Nelson, Ph.D. and Beth Ann Carr. This strategy gives students a
chance to calm down in a buddy classroom and complete a Think
Time Sheet, once the student has completed the sheet and the
classroom teacher reviews with the student, he/she returns to the
homeroom class. If the behavior continues the student is given an
office referral to see an administrator. The parents and teachers
each receive a copy of the office referral. For the small percentage of
students who did not respond to the PBS expectations, rewards and
consequences each grant school developed an individual plan. The
individual student plan is developed in order for one staff member to
create a positive relationship with the student to influence the student
during the change process to positive behavior. One of the grant
schools did start using “Saturday School” for students who received
three or more office referrals in one week. During this time students
completed missed class assignments and helped clean the school as
a community service project.
29
Problem Solving Form - Primary
Name: __________________________
Sending Teacher: _________________________
Receiving Teacher: ________________________
Arrival Time: __________
Departure Time: _________
Date: ___________
Respectful
Responsible
Ready To Learn
1. What was your behavior?
Not working
Fighting (Aggression)
Disrespectful
Not Following Directions
Bad Language
Other:_______________
2. How would you solve the problem by using another strategy if it
were to happen again? (Draw a picture or write)
30
3. What behavior do you need to display when you go back to
your classroom?
Do my work
Get Along with Others
Listen
Use Good Language
4. Will you be able to do it?
YES
NO
Additional Comments:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
31
Problem Solving Form - Intermediate
Name: __________________________
Date: ___________
Sending Teacher: _________________________
Receiving Teacher: ________________________
Respectful
Arrival Time: __________
Departure Time: _________
Responsible
Ready To Learn
1. What was your behavior?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. How would you solve the problem by using another strategy if it
were to happen again?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. What behavior do you need to display when you go back to
your classroom?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
4. Will you be able to do it? ___ Yes ____ No
____ I need to see the teacher
Additional Comments:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
32
Systems for Reducing Inappropriate Behavior
There are three levels of consequences for students who are not following the
Bear Care Expectations.
1st Consequence: Warning – referral to the Bear Care Rules and reminder.
(Example: “Alex, please remember to act safely. I need you to sit down on your
chair.” Teachers have been trained to use positive language.)
2nd Consequence: Think Time - If a student continues to do the same
inappropriate behavior, the teacher will send him/her to a buddy teacher’s
classroom. This is a pre-designated teacher. In the buddy classroom the teacher
is given a pass by the students. The students sit down at a pre-designated place
in the classroom. This desk is placed where there are the least amount of
distractions. The student will fill out a Think Time form. They are to write what
they did, what rule they broke, and how they will change their behavior when they
return to their classroom. The buddy teacher checks to see that the form is filled
out in a sincere meaningful manner. If the form is satisfactory, the buddy teacher
will ask if the student is ready to return to their own class. If the student is not
ready to return, they are to go back to the Think Time desk until they are ready.
The only interaction with the student is checking the form. The buddy teacher’s
classroom should not be interrupted. If the student is too angry to fill out the
form, they just wait at the Think Time desk until they are ready.
3rd Consequence: Office referral – If the student still does not comply after two
times of Think Time, the student is sent to the office. When the principal sees
the student, he/she finds out what the misbehavior was, and refers back to the
Bear Care Rules. The student is asked what an appropriate consequence would
be for the offense. The principal determines what consequence the student will
receive. The student’s parents are called and informed about the behavior. It is
recommended to have established what consequence matches the exhibited
behavior.
Interventions: For the small percentage of students who do not respond to the
PBS expectations, rewards and consequences, we started a Check-in, Checkout program in year three. Once a student has had multiple office referrals, and
has had a parent, teacher or principal conference, and still continues to
misbehave, the student is referred to the Check-in/Check-out program. The
student is paired with a staff member, and the student checks in with that staff
member on a daily basis. Students also carry a form with them so that they are
rated on their behavior for various parts of the day, according to the PBS rules.
At the end of the day, they must check-out with that staff member. The hope is
that the student develops a relationship with a caring staff member so that they
will want to change the current behavior to positive behavior. Students may
receive a reward if they earn a certain amount of points in a week.
33
Here are a few forms that may help you.
Lynn/Urquides Coyotes
Referral Behavior Levels
Level 1
Non-Referral Behaviors
Level 2
Possible-Referral Behaviors
(taken care of by teachers/staff
on the spot)
(taken care of by teachers/staff –
referral optional)













Running
Talking out of turn
Loud voices
Not staying on task
Attention-seeking
Annoying others
Out of uniform
Level 3
Mandatory-Referral Behaviors
Interrupting learning
Defiance
Ignoring adults
Ignoring/breaking rules
Disrespecting others
Stealing
Level 4
Removal- Referral Behaviors
(referral to the office ASAP- meeting (The referral slip and the student go
with student/administrator must occur to office - immediate meeting with
and parent contacted)
administrator and parents)





Continual disrespect
Repeated stealing
Increasing defiance
Continued disruption of class
Inappropriate
language/behavior
 Behaviors that damage
property
 Intensifying inappropriate
language
 Running from class
 All threats to the safety of self
and/or others
* Students may not be sent to office without reaching Level 3 or 4 and
without a referral slip
* 3 or more referrals within a week will result in attending Saturday School
34
Administrative Referral Form
Student Name: _____________________
Date: _______________
Student’s Teacher: __________________
Time: _______________
Given By: _________________________
Rule Violated:
Behavior
___ Respectful
___ Harmful Behavior (specify)
___ Responsible
___ Non-compliant
___ Ready to Learn
___Language
Location:
___ Littering/Vandalism
___ Classroom/Library
___ Other: _____________________
___ Playground
___ Cafeteria
___ Bathroom
___ Hallways/Transitions
___ Arriving/ Leaving
___ Other: ____________________
Office Use > Disposition/date:
Behavior Correction Steps:
 Student complete Coyote Pride
Problem Worksheet
 Name problem behavior
 Positively state the rule and expected
behavior
 Ask student to tell/show the rule and
expected behavior
 Acknowledge appropriate behavior
 Complete Referral Slip
 Give Referral to homeroom teacher
Office > Referral entered date:
________ File Only
________ Student Conference
Notes:
________ Parent Contacted
_____________________________________
________ Parent Conference
_____________________________________
________ In-house Suspension
________ Suspension for ( ) days
35
SCHOOL DISCIPLINE REFERRAL
Name ___________________
Teacher _______________________
Date ______ Room No. _____
Given by ______________________
Rule Violated:
Behavior:
 Being safe
 Being responsible
 Being respectful
 Being ready to learn
 Fighting or threatening to fight*
 Weapon or substance at school*
 Damaging property*
 Inappropriate language*
 Harassment or bullying*
 Forgery or theft*
 3 Days tardy
 3 Discipline tickets
 Disrespectful attitude
 Not completing work
 Other
____________________________________________________
Location:
 Arriving or
leaving school
 Classroom
 Playground
 Cafeteria
 Library
 Hallways
 Restroom
 Computer
Lab
Comments: ____________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Staff Use:
 File only
 Parent Contact – After 1 referral
 Student Conference
 Parent Conference – After 3 referrals
 Lunch Detention
 In-House Suspension
 Apology Letter
 Community Service
 After school detention on ______ at 2:15 – 2:45 p.m. in room ______.
 Suspension for _____ days
Parent Signature: ____________________________________________ Date: _____________________________
36
UNIFORM POLICY
OUT OF COMPLIANCE
Student
Teacher
Date
Inappropriate Clothing:
 Shirt/Blouse
 Pants
 Shoes
 Sweater
Consequences
 1st Offense (Teacher Warning)
 2nd Offense (Parent Contact)
 Referred to Community Representative
Action taken ___________________________
Please refer to our Student Handbook for acceptable forms of uniform. If you are in need of assistance with uniforms, please contact our office at 908-4700.
_______________________________
Parent Signature
__________________
Date
---------------------------------------------------------------------------------------------------------------------------------------------------------POLITICA DEL UNIFORME
Fuera de Conformidad
Estudiante
Ropa inapropiada:
 Blusa/Camisa
 Pantalones
 Zapatos
 Suéter
Maestro
Fecha
Consecuencias
 1ra Ofensa (Advertencia)
 2da Ofensa (contacto con padre)
 Referido al Representante de la Comunidad
Acción ____________________________
Si tiene preguntas acerca del uniforme, favor de refiérarse al manual de la escuela. Si necesita ayuda con uniformes, favor de comunicarse al 908-4700.
__________________________
Firma de padre
37
__________________
Fecha
WEEKLY BEHAVIOR CHART FOR ________________________
WEEK OF ______________________
Afternoon
Morning
Monday
Comments
Teacher
Signature
Parent
Signature
38
Tuesday
Wednesday
Thursday
Friday




























































WEEKLY BEHAVIOR CHART FOR _______________________
WEEK OF _____________________
Monday
Wednesday
Thursday
Friday
Behavior
Good
Needs to
do better
Good
Needs to
do better
Good
Needs to
do better
Good
Needs to
do better
Good
Needs to
do better
Work
Good
Needs to
do better
Good
Needs to
do better
Good
Needs to
do better
Good
Needs to
do better
Good
Needs to
do better
Comments
Teacher
Signature
Parent
Signature
39
Tuesday
PBS-Administration Support
Administrative support is imperative for effective implementation of the PBS
program. Administrators help encourage and reinforce participation of all school
staff, teachers, students and school community involved in the PBS program.
Administrators participate in implementation, development or facilitation of the
PBS program as needed. Administrators play an active role in reinforcing
student behaviors, by acknowledging them verbally or providing rewards which
may include incentive prizes, certificates and recognition at assemblies. School
principals are responsible for student behavior referrals sent to them requiring
appropriate consequences beyond the classroom. Administrators help
communicate and reinforce PBS program goals to site councils and help acquire
funds to support the program.
Specific School Site Examples of Support
Lineweaver Elementary School – The principal requires full participation of all
staff in PBS as a condition of employment. She plays an active role in
recognizing appropriate behavior in students, through awarding small prizes to
students with five “roars”, giving “roars” to students, and acknowledging students
verbally who follow the expectations. Also, Lineweaver has a school-wide life
skills Bingo game call “Paw Pride Bingo”, and the principal, along with the
counselor facilitates this weekly. One student is selected from each class who
has successfully demonstrated the life skill of the month during the past week.
Those students go to the main office where there is a bulletin board with a 100’s
chart. When all of the numbers in a straight line are filled in those students in
that line win a treat at the end of the week. The principal is there to congratulate
the weekly winners.
Van Buskirk Elementary School – The principal was a founding member of the
original team so she had a lot of input concerning the rules, how they were
implemented and training the staff. The principal and counselor worked together
to coordinate additional PBS training from separate grant funding. One of the
most successful events was a staff “retreat”. The staff was paid to attend, three
fifty minute sessions of training. They reviewed and revised the PBS matrix, and
planned the implementation of the Think Time Strategies. This training helped to
develop cohesiveness among the staff. A second area of support from the
administration has been financial. The administrator found ways to support the
purchase of PBS posters, Bear Hugs (reward tickets), awards for monthly Bear
Care Award recipients, purchase of books for the staff, and prizes for raffles.
Finally, the counselor and assistant principal worked together to identify students
needing additional interventions. When a student receives an office referral, the
counselor is notified so that an evaluation can be made to see if the student
needs an individual plan.
40
Individual Support Systems Integrated School Wide
Approximately 3-5% of our students require intervention over and above the
school-wide PBS program. Some students chronically misbehave in class, some
refuse to do their school work, and some have serious social or emotional issues.
After behavior is analyzed and the cause or function of the misbehavior is
determined, a behavior intervention plan is developed and implemented for each
of these students. This is usually done through team effort. These plans often
include positive reinforcement of appropriate behavior in the form of positive
attention as well as other rewards or privileges. These rewards are decided
upon with the student and include such things as extra time on the computer,
time to sit quietly and draw, or special time with a significant adult at the school.
Often, behavior charts are used.
Teacher Assistance Team (TAT) and Child Study are in place and effective.
Teachers, Counselors, Administrators, School Psychologist and the Special ED
teacher work together to create an individualized plan. Sometimes 504 plans are
created with specific behavior needs to be met, and specific interventions are
designed to help the students perform better in the school setting.
At one of the grant schools, a community assembly was held each Monday
where one student from each class was recognized as a “winner”. In addition
each class received saving points to do something at the end of the school year.
Other classes drew more names and were given individual rewards. At another
school, a student was rewarded for good behavior by being allowed to eat lunch
with the principal. Most schools gave tickets for good behavior or incentives.
41
Plan for Periodic PBS Team Meetings, Staff Feedback,
Promotion and Program Evaluation
When PBS is first introduced to a school, the initial promotion and
training is crucial and intensive. It is necessary for school staff to buy
into the program if they are to successfully promote PBS to the
students. In subsequent years it is important to remind continuing
staff and to teach new staff members about the purpose and
effectiveness of PBS. Provide refresher trainings during staff
meetings or professional development times to help generate and
renew enthusiasm for the program.
In order for staff to maintain their commitment to PBS, there must be
vehicles for the exchange of constructive feedback to and from the
PBS committee. Some ideas for making this possible include:
 PBS team meeting or rotation of team members.
 Monthly feedback forms given to staff to return to the PBS team.
 Feedback during regular staff meetings.
 Collecting data from the School Quality survey.
42