What is PBIS?

PBIS is a positive, proactive, and preventive approach to behavior. It is an evidence-based, data driven process by which schools work to increase appropriate social behavior, attendance, and student achievement. The goal of PBIS is to design effective environments and provide a continuum of evidence based behavior supports for all students in all settings of the school.

The PBIS Process:

The PBIS Framework:

Forging Relationships

Research: Students who are connected to school are more likely to stay in school and less likely to engage in high risk or dangerous behaviors (Catalano, Oesterle, Fleming, and Hawkins, 2004). Students with a feeling of closeness to their teachers have been shown to work harder and get better grades (Klem & Connell, 2004; Wang & Holcombe, 2010).

 All staff members are expected to engage in activities to intentionally get to know and connect with student.  Research shows that if we make connections with our students, off task behaviors decrease and academic achievement increases.

Defining Expectations

Research: Across all studies, “the average number of disruptions in classes where rules and procedures were effectively implemented was 28 percentile points lower than the average number of disruptions in classes where that was not the case” (Marzano, 2003).

Common area and classroom expectations at BMS fall under the “umbrella” of BARK.  

Classroom Expectations
Be Safe		Kindness Towards All
Hands, feet, and belongings to self  Ask and receive permission to leave the room		Understand the differences in others Always be fair and polite
Act Responsibly		Respect Self and Others
Be prepared for classroom activities  Take ownership of your actions  Use equipment, supplies, and technology appropriately		Accept adult re-direction Be an active listener and learner Appreciate the thoughts, opinions, and boundaries of others

Beadle Common Area Expectations
Be Safe
Act Responsibly
Respect Self & Others
Kindness Towards All
Commons		School Grounds
Accept adult re-direction Use appropriate voice Keep hands, feet, and belongings to self Clean up after yourself Arrive & leave during appropriate times Sit and enjoy time with others Maintain safe walking path		Accept adult re-direction Use appropriate voice Keep hands, feet, and belongings to self Clean up after yourself Report unsafe activity to adults Be aware of your surroundings Use crosswalks and sidewalks appropriately
Gym		Restrooms
Accept adult re-direction Use appropriate voice Keep hands, feet, and belongings to self Clean up after yourself Arrive & leave during appropriate times Sit and enjoy time with others Ask permission before leaving the gym Use equipment appropriately		Accept adult re-direction Use appropriate voice Keep hands, feet, and belongings to self Clean up after yourself Use facilities appropriately Wash hands with soap and water Respect the privacy of others
MPR		Hallways
Accept adult re-direction Use appropriate voice Keep hands, feet, and belongings to self Clean up after yourself Use good table manners Be accepting of everyone		Accept adult re-direction Use appropriate voice Keep hands, feet, and belongings to self Clean up after yourself Keep travel areas and access to lockers clear Walk safely and promptly Gather materials and move to class

Acknowledging Expectations

Research: Delivering praise and positive reinforcement increases on task behavior (Ferguson, & Houghton,1992), student attention (Broden, Bruce, Mitchell, Carter, & Hall, 1970), compliance (Wilcox, Newman, & Pitchford, 1988), student motivation, accuracy of responding & task persistence (Keller, Brady, & Taylor, 2005). On-task behavior is even greater when praise for specific behavior is given, versus general praise. (Chalk & Bizo, 2004)

At Beadle, we have implemented four intentional ways in which to acknowledge others in the building.  All of the forms can be found in the mail room or library.  

Engaging in Systematic Supervision

Research: Use of active supervision resulted in a classroom-wide decrease in minor behavioral incidents (De Pry & Sugai, 2002) and accounted for the most variance in problem behavior in non-classroom transition settings (Colvin, Sugai, Good & Lee, 1997)

Feature		Elements/Components
Movement		Constant High Rate Randomized Targets known problem areas
Scanning		Constant Targets both appropriate and inappropriate behaviors Targets known problem areas Uses both visual and aural cues Increases opportunities for positive contact
Positive Contact		Friendly, helpful, open demeanor Proactive, non-contingent High rate of delivery
Positive Reinforcement		Immediate Contingent on behavior Consistent (with behavior and across staff) High rate
Instructional Responses		Immediate Contingent on behavior Non-argumentative, non-critical Specific to behavior Systematic:  correction, model, lead, test, and retest Consistent (with behavior and across staff)

Responding to Problem Behavior

 

Research: Providing direct, brief, and explicit error corrections following undesired behavior decreased such behavior (McAllister, Stachowiak, Baer, & Conderman, 1969). Error corrections or reprimands that were loud in tone were less effective than quiet or discreet corrections (O’Leary & Becker, 1968). Error corrections that were brief (i.e., 1 to 2 words) were more effective than longer error corrections (i.e., 2 or more phrases; Abramowitz, O’Leary, & Futtersak, 1988). Corrections that were delivered consistently were superior to those delivered inconsistently (Acker & O’Leary, 1988)

All staff members are expected to manage minor problem behavior using instructional responses and classroom-based interventions.