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Positive Behavior Interventions & Supports

Positive Behavior Interventions & Supports (PBIS) is a system that is developed by a school for improving student behavior.

It is used:

• with all students
• across all environments in school
• to help schools to create effective learning environments

Why Crestwood Uses PBIS

Schools that implement PBIS are schools that have decided that their current discipline process is not effective in helping students to change their behaviors.

These schools are interested in:

1. Identifying and teaching expected student behaviors.
2. Finding ways to reinforce and reward those behaviors.
3. Enforcing consistent meaningful consequences when violations occur.

PBIS is a planned way to meet the behavioral needs of every student in a school. Parents are important in the success of PBIS, and many choose to use a similar system at home.

Three Steps of PBIS

Step One: Identify & Teach Expected Behavior

• Identify three to five expectations across environments.
• Provide examples of what behaviors are expected, including for the cafeteria, bus, and social areas such as the gym or playground.
• Post the expectations throughout the building.

To teach the behavioral expectations, the school PBIS team must identify what the expectations are in different locations across the school day. The PBIS school team develops a teaching matrix of the behaviors expected. They will be different in different environments.
The entire staff including the lunchroom and recess staff will teach all students these expectations through lessons, role-playing, and practice. Instead of punishing students for not following the expectations, staff will focus more on the positive (expected) behaviors through a reinforcement and acknowledgment system.

Step 2: Positively Reinforce & Reward Expected Behaviors

When students meet school-wide expectations, school staff will note their success with positive reinforcement using the Student Recognition System. This might include praise or coupons that can be used to purchase items at school. It might include weekly drawings for rewards, special privileges, or recognition during student assemblies. All staff (principal, teachers, lunchroom staff, librarians, janitor, etc.) use the system.

Step 3: Enforce Meaningful Consequences for Violations

In addition to teaching and rewarding positive behaviors, the school will identify a consistent way to respond to problem behavior when it occurs. The strategies to address challenging behaviors will be shared with students, staff, and parents. This will help everyone to know what behaviors violate the expectations. The process is shared with families in this PBIS Parent Handbook, Student Handbook, as well as through regular reports. Problem behaviors typically fall under the categories of minor or major problems.

• Minor behaviors are dealt with by building staff or the classroom teacher
• Major violations are managed by the principal

Stop & Think Forms

When a student is not following the SOAR expectations, a teacher will ask the student to fill out a Stop and Think form. On the form, the student indicates which expectation he or she was not following and how he or she will follow the expectation next time. The teacher that asked the student to fill out the form will sign it—this may not be his or her classroom teacher. The student brings the form home for both the parent and student to sign and returns the Stop and Think form to school the next day.