PBIS Positive Behavioral Intervention Services
| I CAN | All Settings | Hallways | Bus | Classroom | Cafeteria | Bathroom |
|---|---|---|---|---|---|---|
| C Communicate |
Keep my hands to myself Use kind words Ask for help if I need it Express my needs and wants Socialize and develop peer relationships Utilize my preferred method of communication (PMC) |
Keep all body parts to myself Speak quietly Greet others when appropriate and be friendly Utilize my preferred method of communication (PMC) |
Follow instructions Keep my hands to myself Use a quiet voice Listen to staff Utilize my preferred method of communication (PMC) |
Raise my hand Use active listening Use encouraging words Use my inside voice Utilize my preferred method of communication (PMC) |
Talk quietly Use kind words Follow instructions Choose a meal Utilize my preferred method of communication (PMC) |
Express my toileting needs Ask for help if I need it Utilize my preferred method of communication (PMC) |
| A Achieve My Goals |
Be prepared and on task Be responsible Always do my best Encourage others to do their best |
Arrive where I need to be on time Stand and walk in line Hold the door for the person behind me Respect personal space |
Stay seated Use my seat belt Make sure I have my belongings when I get off the bus |
Follow directions Complete my work Stay on task Give my best effort Be ready to learn |
Follow directions Eat healthy foods Use good table manners Clean up eating area |
Wait my turn Flush the toilet Wash and dry my hands Put my garbage in the trash can Get back to class as quickly as possible |
| N Never Give Up |
Have a positive mindset and attitude Respect my environment. For example: Pick up trash, recycle, keep the school free of graffiti Strive for my academic goals |
Transition appropriately in the hallway. |
Report problems to a staff member, bus driver or matron Maintain safety: buckle up, stay in my seat, use my inside voice Keep gum, food and drinks off the bus Use electronics appropriately |
Be attentive Make good eye contact Respond to questions Be optimistic and ambitious |
Keep table and cafeteria and table clean Be aware of my personal nutritional goals Wait my turn in line |
Leave the space better than I found it |
PBIS School To Home (Parent & Student) Matrix
| I CAN | All Settings | Bathrooms | Kitchen | Chores | Restaurant | Family, vacation, movies, events, holiday gathering parties |
|---|---|---|---|---|---|---|
| C Communicate |
Keep my hands to myself. Use kind words. Ask for help went needed. Express my needs and wants. Socialize and develop positive peer relationships. Utilize my preferred method of communication (PMC). |
Express my toileting needs. Ask for help if I need it. Utilize my preferred method of communication (PMC). |
Choose a healthy snack, drink or meal. Utilize my preferred method of communication (PMC).
|
Be willing to help with chores (Age appropriate). Ask for help with chores when needed. Utilize my preferred method of communication (PMC).
|
Choose a healthy snack, drink or meal. Utilize my preferred method of communication (PMC). Communicate with waitress when ordering. |
Prepare for activities: i.e. location, type of event, etc. Dress appropriate for events. Utilize my preferred method of communication (PMC). |
| A Achieve My Goals |
Be prepared Be responsible. Always do my best. Encourage other to do their best. |
Wait my turn. Flush the toilet. Wash and dry my hands. Put my garbage in the trash. Return to previous task/ activity /location. |
Follow directions. |
Follow directions. Help with cleaning your room or space. Chores i.e-laundry, vacuuming, dusting, dishes, garbage, etc. |
Follow directions. Eat healthy foods. Use good table manners. Engage in conversations. |
Follow directions. Learn to adapt to the activity and/ or event. Appropriate behavior. Adapt to surrounding environment. |
| N Never Give Up |
Have a positive mindset and attitude. Respect my environment. For example: Pick up trash, recycle, keep the home clean. Respect of family members space and property. |
Leave the space better than I found for next person to use. |
Clean after yourself. Wash your cup or plate and/or utensils. Wipe down counter tops. Use the trash and recycle. |
Utilize tools to enable you to help with chores; i.e. duster, broom, vacuum cleaner. Use of dish washing liquid or detergents, etc. |
Choose a meal from the menu. Choose a drink to go with your meal. |
Willing to attend IEP meetings and Parent Teacher Conferences. Participate and engage in activities. |
November 2017
Dear Parents and Guardians,
The Positive Behavior Interventions and Supports (PBIS) team at P188X is very excited to announce some changes and enhancements to our student behavior points system.
As you can see from the sample point sheet, attached, we have broken down points earned into categories that align to our “I CAN” behavior matrix. The categories are “Communicate,” “Achieve My Goals,” and “Never Give Up.” I have also included an updated behavior matrix for your reference. Students strive to meet specific behavior goals whether they are in the classroom, the cafeteria, the hallway or other locations they visit within their school day. With these updates to the points sheet and matrix, you, and the student, can see exactly where they earned their points and where they have room for improvement.
A few notes:
♦ Students can earn a total of 100 points per day.
♦ Each period, plus arrival and dismissal times, is worth 9 points.
♦ Students earn between one to three points per category (“Communicate,” “Achieve My Goals,” and “Never Give Up”), per period. If the students meet the behavior expectations all of the time, they earn a three. If they meet the expectations only some of the time, they earn a two. Finally, if they do not meet the behavior expectations, they earn a one. Students do not earn zeroes.
♦ Homework is worth 10 points per day.
♦ For our emerging learners, the one to three point range corresponds to smiley faces, as illustrated on the points sheet.
♦ As always, students will be able to spend their earned points at our school points store for treats, toys and other rewards.
♦ It is important that you please examine and sign your child’s point sheet weekly. Thank you.
I am confident that these updates will further support academic and behavioral achievement in our students. Please contact your child’s classroom teacher with any questions.
Sincerely,
Ms. Johnson Smith-Baugh
Principal
Positive Behavioral Interventions and Supports
Positive Behavioral Interventions and Supports (PBIS) promote school-wide systems to improve student behavioral outcomes and build positive school climate and culture. Improving student academic and behavioral outcomes is based upon ensuring that all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible.
What are the goals of PBIS?
- PBIS provides a multi-tiered operational framework for achieving positive outcomes for all students
- PBIS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based behavioral practices for improving important behavior outcomes for all students
- Integrated PBIS and social and emotional learning systems are designed at the school-level and therefore fit the unique needs of the school, and the context of the school community, including students, families and school staff
- PBIS school improvement guidelines align with City, State and Federal policy and guidelines
- PBIS promotes
- On-going data based decision making
- Evidence-based practices
- Systems ensuring durable, high fidelity of implementation
- PBIS includes measurable and justifiable outcomes
- School and student success can be assessed through metrics including
- suspension rates, office discipline referral rates, violent incidents (as outlined in the Chancellor’s Discipline Code and reflected in OORS), disproportionality, special education referral rates and LRE trends, attendance, and ultimately student achievement
- School and student success can be assessed through metrics including
Family Partnership FAQs
Frequently Asked Questions:
How are families involved in positive behavior support?
Historically, family involvement has been seen as a key feature when developing tertiary (individual) positive behavior support plans for students with comprehensive needs. As the practice of Positive Behavior Support has evolved from an individually-based approach to a more school-wide emphasis, family involvement within all aspects of Primary, Secondary, and Tertiary Prevention has expanded. Family members participate in planning teams, learn how to teach their children the importance of school-wide expectations at home and in the community, and volunteer to participate in related school activities including school celebrations, public relations, and the search for donations and free resources in the community.
What are key characteristics of schools with high family involvement in school-wide PBIS?
States, schools, and districts that have high levels of family involvement in the school-wide PBIS process have made action plans for including families and communities in all aspects of the collaborative process. One of the most consistent predictors of parent involvement in school is the degree to which the school practices encourage and guides parent involvement. For instance, one school included a list of volunteer activities that parents sign up for each year. An activity at this school involved writing form letters to request free samples and resources from sports teams, celebrities, and other business so that these items could be used to reinforce students for positive social behavior throughout the school year. Parents with the highest volunteer hours are presented with recognition awards at school celebrations where school-wide PBIS efforts are the major focus of the festivities. School practices that inform and involve parents are stronger determinants of parent involvement in education than parent education, family size, marital status or student grade level. Family events are scheduled to introduce the school-wide expectations, show progress on school-wide outcomes, and provide families with access to information about community resources. The resource box items helps schools and families work together to incorporate positive behavioral supports into the IEP
How are families involved in individual PBIS planning?
Many families of students with disabilities have participated in individual positive behavior support planning. Parents’ participation as committee members and educational decision-makers in creating individualized education programs (IEPs) was established in 1975 by the Education for All Handicapped Children Act, now known as Individuals with Disabilities Education Act (IDEA). The IEPs of children with behavioral disabilities must include behavior goals, objectives, and intervention plans. Families of students without disabilities are now participating in individual PBIS planning as well. In some schools, family members are asked to serve on the school planning team to provide input and assist in evaluating systems for supporting individual students. In the following resource box below, the article entitled "Getting Behavior in Shape at Home" assists parents in employing PBIS into daily routines. "Getting Behavior in Shape at Home" is also available in Spanish.
