FAMILY
GUIDE TO
PBIS
POSITIVE BEHAVIOR
INTERVENTIONS AND SUPPORTS
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Developed
by:
In
Cooperation
With:
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Problem Behavior
What do
we do?
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MOST OFTEN WE:
Get Angry
Punish
Does That
Work?
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POLL QUESTION
 1. I know a lot about PBIS and
could explain it to someone
else.
 2. I know what PBIS stands
for and some of the basic
parts of it.
 3. I know what PBIS stands
for but that’s about it.
 4. I have no idea what you’re
talking about.
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What is Positive
Behavior
Interventions and
Supports?
(PBIS)
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PBIS
IS
RTI
FOR
BEHAVIOR
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PBIS:
A School-Wide
System
Teaches Positive
Behavior
Helps Keep Kids
and Schools Safe
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PBIS:
Recognizes Students
Who Show Good
Behavior
Provides Support
and Re-Teaching for
Students Who Don’t
Show Good Behavior
Provides Fair
Consequences for
Students Who Don’t
Show Good Behavior
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BEHAVIOR IS LIKE
READING AND MATH – IT
HAS TO BE
TAUGHT
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HOW?
Demonstrate the behavior that is
expected
Have students practice the
behavior
Watch them do it
Give positive feedback
Recognize good behavior
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WHY?
Prevention Works Better
Than Punishment
Teachers Spend More Time Teaching
and Less Time Dealing with Behavior
Students Learn More
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A School Using PBIS:
What Does it Look Like?
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The School Creates a
PBIS Team
Teachers
Administrators
Support Staff
Parents
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3 to 5 Expectations
Posted
Taught
Demonstrated
Practiced
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Teaching Behaviors Using PBIS
Talk About the
Good Behavior that
You Want to See
Recognize and Give
Attention to Good
Behavior When You
See It
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Changing Behavior
Teaching is not enough to
change behavior
Planning a program for
recognizing positive
behavior is very important.
A program of planned
consequences for negative
behavior is very important.
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Examples of Planned Positive
Recognition and Incentives
 Tickets to spend at a
school store
 Lunch with the
principal
 Picking two friends
and eating lunch in a
special place
 Getting picture on a
positive poster in
the hallway
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Examples of Planned Negative
Consequences
Rule reminders
Changing seats
Time‐out in class
Timeout-out of class
Phone call home
Lunch detention
Office referral
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Three Important Parts of PBIS
Teach the Good
Behavior you Expect to
See
Provide Recognition and
Incentives for Good
Behavior
Provide Planned
Consequences for
Negative Behavior and
Re-Teach
Good Behavior
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PBIS at HOME
 Set ROUTINES and EXPECTATIONS
 Regularly TALK about them with your child,
DEMONSTRATE and PRACTICE
 Be firm about following the expected behavior
 Recognize when your child is showing good behavior
with verbal praise
 Plan positive incentives for
showing good behavior
 Have a PLAN for fair
consequences if negative
behavior happens
 Be a good role model
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Home Expectations
Expectations
Morning
After School Supper Time
Be Safe
You can
use a
chart to
tell your
children
what
you
expect
of them.
Be
Respectful
Be
Responsible
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Evening
Bedtime
Step or Tier 1 – Universal Level
What the school is
doing for ALL
students
What about the
students that still
don’t “get it”?
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Step or Tier 2 – Targeted Level
Some kids need more
Interventions – the
more, the extra
Extra supports for
kids who are still
struggling to show
the good behavior
we expect
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Who Needs It?
Use Data (Information)
office referrals
minor incidents
attendance
being late
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Targeted Level - Interventions
Check in/Check out (CICO)
Daily Home/School
Communication
Extra Support in the
Classroom
Social/Academic
Intervention Group (SAIG)
Check In/Check Out (CICO)
 The intervention that is most-often used at Tier 2
 Student “checks in” with a trusted adult each morning
 Trusted adult works to build a strong relationship with the
student
 Adult makes sure the student is physically and mentally
ready for class
 Student may also “check in” with the classroom teacher or
other adults during the day to talk about behavior
 Student “checks out” with trusted adult at the end of the
day to review the day and make sure he/she is ready to go
home
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What Happens Next?
Review Data Regularly
Slowly Take Away
Support if Student is
Responding to
Intervention
Recommend Student
for Next Step (Tier)
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Step or Tier 3 - Intensive Level
Few students
Students who are
still struggling even
with extra support
Tier 3 can include
students receiving
Special Education
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Who Needs It? When?
Students who are not
Changing Their
Negative Behavior,
even with Extra
Support
When the Data Shows
that More Intensive
Interventions are
Needed
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Intensive Level
Even More Support
Functional
Behavioral
Assessment
Behavior
Intervention Plan
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Steps to Functional Behavioral
Assessment
 Put Together a Team (Include Parent)
 Define the Problem Behavior (Stick to One or Two)
 Observe and Record Data
 Meet Together to Discuss Observations and Data
 Make Your Best Guess as to Why the Behavior is
Happening
 Come up With a Plan to Reduce the Negative
Behavior and Teach Replacement Behaviors
 Review the Plan
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Behavior Intervention Plan
 State the Problem Behavior in a
Way Everyone Can Understand
 Change the Environment and Put
Supports in Place to Keep the
Behavior From Happening
 Teach Positive Replacement
Behaviors
 Give Student Opportunities to
Practice the Replacement Behaviors
 Review the Plan
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PBIS and Special Education
 Parents can Request a
Special Education
Evaluation at any Time
 PBIS is for ALL Students,
those without IEPs, and
those with IEPs
 Parent Involvement is a
MUST
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Ask Questions
What are the school-wide and
classroom behavioral
expectations in my child’s
school?
How will I be notified and
involved if my child needs a
behavioral intervention?
What can I do to help my child
who is showing at-risk behavior?
Get Involved
 Learn About PBIS
 Offer to Help
 Use PBIS at Home
 Ask Questions if Your Child
has been Recommended
for an Intervention
 Insist on Being Involved
with any Meeting
Regarding Your Child
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NEED MORE IDEAS?
Contact your child’s
teacher
Contact someone
from your school’s
PBIS Team
Visit the web @
http://www5.milwaukee.k12.wi.us/dept/rti/resources/parents
http://www.wisconsinrticenter.org/
http://www.wifacets.org/
http://www.pacer.org/
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PBIS is Positive Behavior
Interventions and Supports
Questions???
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