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.
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 students. Research shows that if we make connections with our students, off-task behaviors decrease, and academic achievement increases.
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 |
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| 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 |
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, the 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 mailroom or library.
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 |
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| Scanning | Constant Targets both appropriate and inappropriate behaviors Targets known problem areas Uses both visual and aural cues Increases opportunities for positive contact |
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| Positive Contact | Friendly, helpful, open demeanor Proactive, non-contingent A high rate of delivery |
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| Positive Reinforcement | Immediate Contingent on behavior Consistent (with behavior and across staff) High rate |
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| 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) |
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.