1. PBIS at Fairview elementary school
Positive Behavioral Interventions and Supports

2. PBIS stands for “Positive Behavioral Interventions and Support”
A proactive system for recognizing and rewarding appropriate behaviors across school settings
A school-wide change in policy and practice to enhance quality of life and minimize or prevent problem behaviors
Proven to be effective in reducing chronically challenging behavior, helping students react in a socially acceptable manner, and in meeting the needs of students who exhibit problematic behavior
What is PBIS?

3. What is PBIS?….continued
Intended to take the focus off punitive solutions and concentrate on teaching new and acceptable behaviors
A way to give teachers more options in dealing with problematic behavior and recognizing positive behaviors
Provides a consistent framework for behavioral expectations and consequences
What is PBIS?….continued

4. 3 levels of intervention to support all students
Tertiary
For 2 – 3%
“challenging
students”
Level 2 (secondary)
For students who are not
responding to primary level
supports.
Level 1 (primary) – for all students
Effective for 80% - 90% of all students

5. Elements of 3 levels Primary Secondary Tertiary Prevention Tier
Core Elements
Primary
Behavioral expectations defined and taught
Reward system for appropriate behavior
Continuum or consequences for problem behavior
Continuous collection and use of data for decision-making
Secondary
Universal screening
TIPS
Progress monitoring for at-risk students
System for increasing structure and predictability
System for increasing adult feedback
System for linking home/school communication
System for linking academic/behavioral performance
504 Plans
Tertiary
Functional Behavior Assessment (FBA)
Team-based comprehensive assessment
Mental Health Referrals
Safety/Crisis Plan
Threat Assessment
Assessment that may lead to placement in the Exceptional Children’s Program or 504 Plan

6. To educate and model appropriate behaviors across school settings
To reduce problem behavior school-wide and find ways to keep students behaving appropriately in all school settings
Research also shows that on average, a student loses at least one day of in-class instruction per office referral
To establish consistent expectations for all staff and students
Why do we need PBIS?

7. What Teachers need to know
The “big picture” – the purpose
The process for handling problem behaviors
Lesson plans to teach expectations and rules
How and when to administer rewards
Schedules for rewarding/reinforcing students and staff
What behaviors should be handled in-class vs referred to office
What Teachers need to know

8. Fairview Elementary School PBIS Behavior Matrix
Buses
Playground
Hallway
Cafeteria
Classrooms (&Media Center)
Restroom
After Dismissal
Respect
Treat people, learning, & property as important
* Speak kindly
* Always follow driver’s instructions
* Come when the teacher calls you
* Follow directions of adult in charge
* Take care of nature
* Walk silently during school hours while others are learning
* Eat silently
* Speak kindly & quietly when allowed
* Take fair portion
* Let others learn
* Listen to ideas of others
* Honor working space & materials of classroom
* Keep bathroom clean
* Give privacy to others
* Be silent during car riders
* Listen for your bus or your name to be called
Integrity
Be honest and fair, even if no one is looking
* Report unsafe behavior to driver when bus is stopped
* Stay where adults can see you, never behind trees
* When playing games, follow rules
* Go only where you are supposed to go
* Use stairs instead of the elevator unless there is medical need
* When walking without an adult, walk silently to your destination
* Take only the food that you need
* Stop and enter your number when leaving serving line
* Pay for “extra items”
* Take what you ordered
* Do your own work
* Leave with only your own items
* Use electronic devices only for educational purposes
* Give found objects to teachers
* Use only the supplies you need
* Leave any unnecessary items out of bathroom
* Flush after use
* Only visit the bathroom if you really have to go
* Go immediately to your assigned area and stay there until your time to leave
Self-Control
Be in charge of your own body & actions
* Keep hands & feet to self
* Stay in your assigned seat the entire bus ride
* Use soft voices when speaking
* Only throw balls, not sticks, mulch, or rocks
* Throw a ball to, not at someone
* Keep away from fence
* Only climb playground equipment
*  Walk in hallways
*  Stay on right side of the hallway
* Walk single-file
* Keep feet on floor
* Stay in your seat
* Eat only your food
* Keep hands, feet, & objects to self
* Raise hand for help
* Go through line only one time
* Speak when it’s your turn
* Stay where you are supposed to be
* Clean & put up classroom materials
* Wash hands
* Place trash in proper place
* Do your business & leave promptly
* Be quiet in the hallways
* Walk in hallways
Effort
Be your best self
* Set a good example for other students
* Be helpful to younger students
* Help driver as needed
* Move your body during play time
* Reach out to others to play
* Consider trying  new activities
* Keep hallways clean & clear
* Clean up spills
* Stop at stop signs
* Go in & out of correct door
* Use good table manners
* Consider trying new foods
* Clean up around you, even the floor
* Help others learn
* Do your best work
* Turn in work on time
* Take pride in your hygiene
* Report inappropriate behavior & damage to adults
* Continue to follow school rules
* Take all needed & assigned materials home

9. *3 minor incidents in 9 weeks is equal to a major offense.
Minor Behaviors
Major Behaviors
Inappropriate language/Disrespect
Physical contact
Non-compliance
Property Misuse
Disturbing Class
Dishonesty
Dress Code Violation
Stealing (first offense)
Abusive Language
Physical Aggression
Overt Defiance
Property Vandalism
Disrupting Class
Bullying
Possession of a weapon
Possession of illegal substances
Stealing (more than one time)
*3 minor incidents in 9 weeks is equal to a major offense.

10. Suggested Consequences
For a minor behavior
For a major behavior
Quiet lunch
Time out in another classroom
Loss of classroom privilege
Parent contact
Teacher conference with students
Reflective assignment
Designated recess
Write an apology letter
Time out in the office
Loss of Privileges
Lunch detention
Parent phone call
Parent conference
In school suspension
Out of school suspension
Bus Suspension
Report to Law Enforcement
Counselor referral
Mental health referral
Suggested Consequences

11. Referrals Minor Referrals
If a student exhibits a minor behavior, a teacher will document it on a minor referral form.
The teacher will meet with the student and determine appropriate consequences.
If a student gets three minor referrals, a major referral will me made.
Major Referrals
If a student exhibits a major behavior, a teacher will document it on a major referral form. An will be sent to school administrators and designated PBIS team members.
An administrator will meet with the student and determine appropriate consequences, which will include communication with the parent(s).
Referrals

12. School-wide Incentives
Daily
Tickets and verbal praise
Weekly
Drawing for 3rd-5th grade for a school prize and appear on announcements.
K-2nd grade: “RISE Rewards” Store to purchase items with tickets
Classroom based rewards as determined by each teacher
Every 4.5 Weeks
students without a minor or major behavior join activities (out of 2 choices) such as electronics hour, dance, talent show, movie, or organized sport
Every 9 Weeks: 9 Weeks Celebration
K-2: PBIS Celebration
3-5 PBIS & Academic Celebration

13. PBIS Team Members Thank you for your support!
Katie Wohlford- School Counselor Amanda Herbert- School Counselor Roxanne Skenandore- School Social Worker Jennifer Reed- Principal Greg Cheatham- 2nd Grade Teacher Rebecca Reeves- Kindergarten Teacher Emily Fagan- 5th Grade Teacher Melissa Scott- Special Education Teacher Johanna Carr- Parent Representative
PBIS Team Members Thank you for your support!