PBIS is based on school staff using a proactive and preventive approach to discipline while meeting student's needs, and reinforcing prosocial behavior by using evidence-based practices and data to make decisions (Harlacher, 2018). 

Tier 1 EVIDENCE-BASED STRATEGY: Classroom skits

Classroom skits performed by teachers and students to address a primary behavioral problems of disrespect and tardiness was proven effective in a case study in a New Hampshire high school. Prior to the intervention the school had 2x the office referrals/ day compared to the national data set. Team leaders created the skits. Teachers and students acted out the skits. When students acknowledged the topic and demonstrated postive behavior they received tickets to exchange for a reward. Students also elected a "respect student of the week" from each class. A drawing of all the "respect students" was held for a "secret prize". Throughout the project teachers used similar strategies to address behavior problems. 

Refernce Malloy, et.al., 2018. 

Tier 1 EVIDENCE-BASED STRATEGY: NONCLASSROOM SUPPORTS

The National Education Association published a policy brief that addressed the PBIS framework and that it works for every student. The brief summarizes supports needed in the common areas or nonclassroom areas of school. For example, the cafeteria and hallways are common areas for disruptive behavior to escalate and altercations to occur. To be proactive and use the PBIS framework, all staff (including bus drivers, custodians, food service, office staff, educators, admin) at the high school will provide the following:

  • Active supervision by all staff
  • Positive expectations and routines taught and encouraged
  • Pre-corrections and reminders
  • Positive reinforcement 

Staff will be supplied with reward tickets to award to students displaying positive behavior and meeting school-wide expectations. 

In order to document behaviors of students not displaying appropriate behavior, staff may use an ABC log. This data explains what happened before the behavior, the exact behavior, the consequences, and the student's reaction. The log can be turned into the team leader who can track the behavior and monitor as needed. 

Reference https://www.nea.org/

TIER 2 EVIDENCE BASED STRATEGY: CHECK-IN CHECK-OUT

Check-in/Check-out (CICO) is a DAILY REPORT CARD that the student takes home for the parents to review and sign. The student brings the signed card back to school the next day. The use of CICO has strong evidence that it works to reduce problem behavior (Horner, et.al., 2010). 

  1. Student checks in with an adult upon entering school and receives a new "report card". 
  2. Checks in and out with each teacher to receive feedback on his or her performance on school-wide expectations during each class. The teacher gives feedback on the card to rate the student's behavior. The student also self reports how they feel they did in each class. 
  3. Student checks out with an adult at the end of the day. and receives more feedback on how the day went. 
  4. Carries the daily report card home for parents to review, sign, and send back to school the next day. 
  5. Data is collected daily and used for team decision making to monitor progress and make changes as needed.
  6. The main teacher will discuss progress with parent every 6 school days by phone, text, email, or meeting based on parent's preference. 

TIER 2 EVIDENCE BASED STRATEGY: BEHAVIORAL CONTRACTS

 Behavior contracts are an excellent strategy for including student voice and are used to change behavior. The student is actively involved in writing the contract and setting the goal. The primary goal of the contract is to change behavior and wean the stduent off the contract in a reasonable amount of time. A Behavior Contract involves reteaching the correct behavior (expectation) and reinforcing it when it happens. This increases the likelihood that the student will behave correctly to receive the postive feedback more frequently. 

The teacher's goal is to provide 4 positive reinforcements to 1 negative corrective feedback per class period. Data is collected daily on a Behavior Chart to monitor progress. Once the criterion of the contract is met the student and teacher can renegotiate the contract. 

An example would be if the student gets 5-6 thumbs up a day on their behavior chart they can recieve a daily reward. If they receive 4 out of 5 daily rewards in a week they will get a weekly reward. If they meet 2 consecutive weeks of receiving a weekly reward the contract can be renegotiated. 

Refernce: Knoster & Drogan, (2020) 

The above Behavior Progress Report can be used with Check-in Check-out. Each teacher gives a rating of how the student did in their class and feedback comments. At the end of the day the student brings it to the check-out and receives feedback from the primary teacher before taking it home. 

The Thumbs UP Chart can be used to collect data on a behavior contract. Each teacher will have a chart for the week. At the end of the week the team leader will collect them and analysis the data before discussing it with the student and parents. 

TIER 2 EVIDENCE-BASED STRATEGY: SOCIAL-EMOTIONAL LEARNING WITH SOCIAL SKILLS TEACHING

A Tier 3 strategy is Social-Emotional Learning (SEL) and teaching social skills to students who need Tier 3 support. The
Learning Policy Institute included on their website an article on Evidence for Social and Emotional Learning in Schools. This article
concluded that when schools implement evidence-based SEL programs the students demonstrated positive social behaviors and had lower rates of behavior problems. SEL begins in Tier 1 and all students are included. 10-15% of the students will need increased
support at Tier 2 and would be part of a small social skills learning group. 1-5% of students will need Tier 3 support for learning social
skills which would be a 1:1 teaching experience that includes modeling exercises, intentional collaboration, targeted progress tracking, structured family engagement, specialized resources, and flexible intervention frameworks since one size does not fit all
(https://everydayspeech.com/). In order to monitor progress the teacher will need to collect data daily on the student’s behavior and
allow the student to also track their behavior as able.

Teachers and paraprofessionals can use a Behavior Tracking Chart to collect daily data on behavior. A weekly report can be generated to provide visual feedback to the student and parent on progress. The student can also tract and monitor their daily behavior with their own chart. The chart will provide incentive for good behavior and working towards a reward. 

Reference Greenberg, M. (2023). 

TIER 3 EVIDENCE BASED STRATEGY: FUNCTIONAL COMMUNICATION ASSESSMENT

An example of a Tier 3 strategy is a Functional Communication Assessment followed by Functional Communication Training.
Steps to take include first gather data on Antecedent -Behavior-Consequences (ABC). Secondly, review behavior and determine the
communication factor or intent of the behavior. The teacher can gather data by using a communication summary. The school would
want to use Functional Communication Training with their staff to identify the purpose of the student’s behavior then teach a
replacement behavior that will serve the same purpose in an appropriate manner known as a replacement behavior. The replacement
behavior can use a visual communication board, high priority words and phrases the student memorizes, or hand signals that the
teacher understands. Teaching the student how to gain attention in a positive manner, how to express their feelings or needs, and how
to ask for help are examples. Behavior can be monitored and tracked with a data sheet that includes goals and target behavior clearly
stated on the form. Since behavior is communication, and many students struggle to communicate, by giving them options to
communicate they may not need to “act out”.

Reference (https://www.resa.net/downloads/pbis/tier-three/tier3pbis2021-22.pdf).

A Behavior Data Chart can be used by teachers and paraprofessionals to track behavior, make decisions on delivery of strategy, monitor progress, and be a visual feedback for the team, parents, and student. 

SOONER HS HAS G.R.I.T.......GOALS.....RESPECT.....INTEGRITY.....TEAMWORK.....

MRS. KAPPELLE'S CLASSROOM INCENTIVE: WILL BE AWARDED TO STUDENTS WHO DEMONSTRATE POSITIVE BEHAVIOR BY FOLLOWING RULES & PROCEDURES

ATTENDANCE/ TARDY/ DETENTION INCENTIVES FOR POSITIVE BEHAVIOR
PICK ONE:
1. YOU MAY HAVE AN HOUR OF “SEAT TIME” ADDED TO YOUR TOTAL TIME FOR FREE
2. YOU MAY BE EXCUSED FOR 1 TARDY
3. YOU MAY RECEIVE 1 EXCUSAL FROM LUNCH DETENTION
STUDENT NAME:_____________________________________________
TEACHER SIGNATURE:________________________________________
DATE:_____________________________________________________
REASON:________________________________________________

EXPECTED STUDENT BEHAVIOR POSTERS FOR MRS. KAPPELLE'S                                                             CLASSROOM 

STUDENT BEHAVIOR EXPECTATIONS FOR THE CLASSROOM