PBIS – POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS

USD 489 PBIS

WELCOME TO THE USD 489 PBIS PAGE.

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)

FOUNDATIONS

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

STOIC

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.

CHAMPS TEMPLATES

CHAMPS Template Editable

CHAMPS Signs

FREECHAMPSPosters

CHAMPSManagementClipChartEditableFreebie

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 Interactions

ROI Monitoring

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 Intervention

Detention

Family Group Conferencing

Mentoring

Peer Mediation

Restitution

Resources on Restorative Practices

Truancy Reduction

Wraparound 

Non-Compliant Behavior – High Probability Requests

BEHAVIOR PROGRESS MONITORING TOOLS

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