PBIS – Positive Behavior Interventions and Supports

USD 489 PBIS logo

Welcome to the USD 489 PBIS Page.


CHAMPS August 5


Core Beliefs

  1. Staff behavior creates the climate of the school, and a positive, welcoming, and inviting climate should be intentionally created and continuously maintained.
  2. All student behaviors necessary for success need to be overtly and directly articulated and taught to mastery.
  3. All students should have equal access to good instruction and behavior support, regardless of their skills and backgrounds.
  4. Clarity of expectations and consistency of enforcement are essential for all common areas and school-wide policies.
  5. Punitive and corrective techniques are necessary, but they have significant limitations. Misbehavior represents a teaching opportunity.
  6. Everyone (even students who make poor choices) should be treated with respect.

From Safe and Civil Schools Foundations (Sprick, Booher, & Rich, 2014)


What is Foundations?

Foundations is a positive, proactive approach used to improve student behavior across all school settings. In USD 489, all four elementary schools, the middle school, and the high school have created a building level team, identified areas to improve, and have started implementing new policies and procedures. The goal is to create safe schools where all students interact respectfully and are engaged in their learning.

Core Beliefs Poster

STOIC Poster

Foundations and CHAMPS

CHAMPS and Discipline in the Secondary Classroom

What are CHAMPS and DSC?

CHAMPS is a positive, proactive approach used to improve student behavior in the classroom. CHAMPS is the common term used for the strategies used in the elementary grades, and Discipline in the Secondary Classroom (DSC) is used in the secondary grades. Both are centered around the STOIC, which represents the 5 areas that we can influence to prevent inappropriate behavior.

STOIC program logo

CHAMPS Templates

CHAMPS Template Editable




Space Voice Levels Chart

CHAMPS/DSC Weekly Tips

1 – The First Day

2 – The First Month

3 – Prep for Labor Day

4 – Relationships Matter

5 – Positive Feedback

6 – Ratios of Interaction

7 – Active Supervision

8 – The 4 Tools of Correction

9 – Menu of Corrections

Menu for Responding to Misbehavior Example

Menu for Responding to Misbehavior Blank

10 – Future Focused Feedback

11 - Before and After Breaks

12 – Attention Signal

13 – Launching in January

14 – Launch

15 – Motivation

16 – Non-contingent Attention

17 – Opportunities to Respond

18 – Before and After Breaks

19 – Preparing for Unique Events

20 – Behavior Specific Praise

TIER II/III Interventions

PBIS World 

Intervention Central

Intervention Ideas

(Click the intervention for an explanation of the intervention and resources related to the intervention)

Alternatives to Suspension

Behavior Contracts

Behavior Intervention Plan

Check In Check Out

Classroom Management Support

Counselor Referral

Daily Behavior Form

Jot It Down

Reward System

Self Monitoring

Social Stories

Structured Breaks

Teaching Conflict Resolution Skills

Teaching Relationship Skills

Bullying InterventionDetention

Family Group 



Peer Mediation


Resources on Restorative Practices

Truancy Reduction


Non-Compliant Behavior – High Probability Requests

Behavior Progress Monitoring Tools

Below are various tools that can help monitor the effectiveness of behavior interventions. The Toolkit includes all tools in one, and individual tools are available below the Toolkit

Behavior Progress Monitoring Toolkit

Progress Monitoring Record 0-10 scale

Progress Monitoring Record 0-30 scale

Progress Monitoring Record 0-100 scale



Behavior Count Data Collection

Behavior Interval Rating – 15 min intervalsBehavior Interval Rating

Weekly Scatterplot Times Data Collection


ABC log Data CollectionABC Recording Form

Direct Behavior RatingDBR Overview for Intervention Teams

Direct Behavior Rating Instructions_pdf_V 1.3 DBR Standard Form – Fill-in Behaviors

Direct Behavior Rating Operational Definitions

Moment by Moment Assessment – Caregiver FormMoment by Moment Summary

Behavior Data Collection Videos

Trauma-Informed Schools

Values for a Trauma-Informed Care Culture in Your Classroom and School

Understanding Trauma’s Effects on Learning

  • Childhood Trauma and Positive Health: Learn about adverse childhood experiences (ACEs) and how they can impact a child’s developing brain and are linked to high-risk behaviors, chronic diseases, and negative health outcomes in adulthood. (The Child and Adolescent Health Measurement Initiative, 2017)
  • How Trauma Is Changing Children’s Brains: Explore the latest research on the effects trauma has on young people’s brains, and learn strategies you can use to make your classroom feel safer. (NEA Today, 2016)
  • Responding to Trauma in Your Classroom: Examine the signs and causes of student trauma, and explore strategies for responding to and supporting students who are experiencing trauma. (Teaching Tolerance, 2016)
  • How Teachers Help Students Who’ve Survived Trauma: Read about how experiences with trauma impact student learning, and review several expert suggestions on ways that educators and schools can help. (The Atlantic, 2014)
  • Helping Kids Recover From Trauma: Discover how resilience can be fostered by supportive factors in schools, and read takeaways from research. (Edutopia, 2009)

Helping Students Who Have Experienced Trauma

School-Wide Approaches to Addressing Trauma

Strategies for Coping With Violence and Disaster

Supporting Grieving Students

This list is from Matt Davis’s compilation on edutopia.org. https://www.edutopia.org/article/helping-students-trauma-tragedy-grief-resources