Multi-Tiered System

of Support
PBIS

Students learn appropriate behavior in the same
way a child who doesnt know how to read
learns to read through instruction, practice,
feedback, and encouragement.
-Tim Lewis
How do children learn appropriate
behavior?
PBIS Expectations
Be Respectful, Be Responsible, Be Safe (Matrix)
Give Me Five
Volume

Posters posted in classrooms and in hallways!
Remember to use 4 positive comments to each negative!
Effective Routines
The number one problem in the classroom is not
discipline; it is the lack of procedures and routines. A vast
majority of the behavior problems in the classroom are
caused by the failure of students to follow procedures and
routines.
-Harry Wong
Creating a Climate for Learning
Clear, Positive
Expectations
Clear Rules
Positive Role Modeling
Respect for Each Student
Praise
Procedures and Routines
Positive Reinforcement
Structured Academic
Success
Techniques to Minimize
At-Risk Behaviors
Proximity (physical presence of teacher move closer to student as behavior
occurs)
Cool Down Spot (verbal cue for student to move to cool down spot)
Clear expectations, routines and structure
Sensory strategies (music to help regulate mood and facilitate transition)
Movement
Non-verbal cues
PBIS Lesson Plans
Follow schedule and lesson plans.
Remember that lessons should be taught in specific
areas (i.e. when teaching Cafeteria Expectations,
you should be in the cafeteria).
Reteach lessons as needed, at least quarterly.
Lesson Plan Schedule
Date Lesson
August 26
Classroom/Give Me Five
Restroom
Cafeteria
Hallway/Sidewalk
August 27
Bus
Carline
Playground
August 28
Media/Computer Lab
Office
August 29
Assembly
Field Trip
Discipline Referral Process
Level 1: Classroom Interventions for minor, first offenses
Level 2: Room to Room (FILL OUT MINOR INCIDENT REPORT)
Phone call to parent must be made by end of day!
Level 3: Reflection Time
Level 4: Office Referral
Office Referral Form must be filled out and call the office.
RtI-Behavior
Students for whom Tier 1 (Classroom interventions) are not
successful, should begin to receive Tier 2 interventions for
behavior and discussed during your bi-weekly grade level RTI
(Multi-Tiered System of Support MTSS) meetings.
Students will begin school year on same Tier that they ended
last year. Students should be reviewed after 10 school days
during the MTSS meeting.
Tickets
Give out frequently to reinforce positive behaviors.
Not a reward for academic success, homework, notes signed, etc.
Should be tied to specific expectations, and not generalized for whole class.
Students will keep up with their own tickets (zipper pouch,
envelope, etc.)
Students/Teachers will record how many tickets they received in
agendas/binders each day.


Cafeteria Expectations
Students will be quiet in the line.
Students will have GREEN cup first and then
RED cup the last ten minutes.
Students will be silent while lining up.
School Store
Students will have an opportunity to spend their
tickets bi-weekly at a mobile school store.
The store will be operated by Pat and PTO.
Grades K-2 and 3-5 will alternate Fridays to spend
tickets. Schedule will be coming soon!
Shining Stars Wall
Displayed in the cafeteria on the back wall.
Students will be recognized when they hit ticket milestones, beginning
at 50 tickets.
Teachers complete Google Doc form, when students hit milestone.
Board will be updated, with a colored star representing the ticket
club.
I Have a Bright Future Board
There will be a K-2 board and a 3-5 board outside of the media center.
All students will have his/her picture made (by PTO) to display in each
classroom, saying My Future Is Bright.
Each month, classroom teachers will select 1-4 students that
demonstrated positive PBIS expectations to have their picture displayed
on the Bright Boards.
Chosen students will be recognized on in-house.
Bus Discipline
Teachers will be asked to volunteer to ride on buses for the first
three weeks of school to model bus expectations (will be given trade
time).
A Star Bus Student will be selected from each bus every week.
Bus drivers will report problems to the assistant principal after
morning and afternoon routes. Those students displaying negative
behaviors will be conferenced with.
This plan will be revised as needed.
Moving into Module 2
Module 2 focuses on addressing the behavioral needs of the 15%
of learners that school wide expectations are not reaching (CORE
+ MORE).
When universals have been implemented but are not sufficient to impact
specific behaviors.
Students display chronic patterns of behavior that are impacting
academic progress and time in class.

Layered Support
Remember
Before implementing a secondary intervention, you
must ask:
IS THE STUDENT RECEIVING AN
ADEQUATE DOSE OF THE UNIVERSAL
INTERVENTION?
Tier 2 Interventions
Small Group Social Skill Lessons (Classroom or Pull Out)
REACH 2 (check-in/ check-out)
Mentoring
Who is Appropriate for Secondary
Interventions?
Students showing a pattern of behavior
2 Major Referrals or 5 Minor Referrals
Recurring minor incidents behavior pattern
Behavior occurs across multiple situations/settings
i.e. talking out, disruption, work completion

Secondary Referral Process
Teacher fills out referral form on Google Doc.
K-2 (Candace Minton) or 3-5 (Ashley Walker) case manager responds stating they received the referral.
Case manager will ask a support staff to complete a ten minute observation of the student using the
Direct Behavior Rating (DBR) form while observing the student. DBR will be returned to case
manager.
PBIS Leadership Team meets and problem solves to assign a secondary intervention.
Case manager will meet with teacher so the intervention begins within 10 days.
Team reevaluates every 10 days
Decision to continue intervention or move to next step in problem solving process
Data Needed to Problem-Solve
Data from minor discipline referrals (room-to-room and/or
reflections)
Data from major discipline referrals
Information about location, frequency, problem behavior,
motivation
What is the root cause?