POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS Clause Samples

The POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS clause establishes a framework for promoting and maintaining appropriate student behavior through proactive strategies. It typically requires the implementation of evidence-based practices, such as teaching behavioral expectations, providing consistent positive reinforcement, and using data to monitor progress. By focusing on prevention and support rather than punishment, this clause aims to create a safe and productive learning environment while reducing disciplinary issues.
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POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS. The Positive Behavioral Interventions and Supports (PBIS) process is followed at ▇▇▇▇▇▇▇ Elementary. PBIS is a “proactive systems approach to school-wide discipline designed to be responsive to current social and educational challenges through assessment and development of effective interventions.” Our PBIS team has worked diligently to develop school-wide procedures, expectations, consequences, and rewards. It is the goal of ▇▇▇▇▇▇▇ Elementary School to provide a happy, safe and orderly learning environment that allows all students the opportunity to learn. ▇▇▇▇▇▇▇’▇ school-wide expectations are: R: Be Responsible O: Respect Others C: Use Self-Control K: Show Kindness Through PBIS (Positive Behavioral Interventions & Supports), students are taught core behavioral expectations. If student problems are identified, students are entered into increasingly intense levels of intervention. Our PBIS Matrix and Expectations are displayed throughout the building as a visual reminder to students what our expectations are for behavior for each area such as the cafeteria, bathroom, hallway, etc. Teachers will share and review the PBIS Matrix with all students. Students and staff also recite the ▇▇▇▇▇▇▇ Gator Pledge daily during announcements: “I pledge as a ▇▇▇▇▇▇▇ ▇▇▇▇▇ to respect myself, my peers, and my teachers by following all school rules. I am here to do my best, and to learn something new. Today is going to be a great day!” All rules and procedures for the classroom, buses, technology, and common areas of the school are aligned with these four simple expectations. Classrooms will use CLASS DOJO to address daily behavior. Class Dojo is a digital classroom management tool designed to help teachers improve student behavior. Teachers will set up the point expectations based on their class needs. All students are expected to have 80% or higher positive behavior on the individual student DOJO report. The areas of the Gators Rock Matrix will be used for rewarding points for school wide expectations, however teachers can add other areas. ● Each Grade Level Team will follow the CLASS DOJO classroom management/behavior system that is consistent across the grade level and throughout the school. ● Individual students and entire classrooms will have the opportunity to receive recognition, celebration, and/or rewards for displaying excellent behavior and meeting goals. ● A recording sheet for parents to sign may be sent home weekly and/or monthly. Class goals will be set by ...
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POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS. In conjunction with RTI’s academic focus, PBIS focuses on the behavioral needs of students. PBIS, according to ▇▇▇▇▇ et al. (2019), “refers to a framework of systematically organizing and implementing evidence‐based behavioral supports to all students to promote positive academic and behavioral outcomes” (p.1513). Historically, research by ▇▇▇▇▇ & ▇▇▇▇▇▇, (2020) states that PBIS was first acknowledged through its relation to the Individuals with Disabilities Education Act and Special Education, focusing on avoiding exclusionary practices and creating classrooms that are respectful, orderly, and safe. Although no specific recipe was developed (▇▇▇▇▇ & ▇▇▇▇▇▇, 2020), ▇▇▇▇▇ et al. (2019) state that the PBIS framework is based on providing tiered levels of support, according to student needs. Some refer to PBIS as behavioral RTI, with practices grounded in applied behavior analysis, and originally geared towards students with disabilities (▇▇▇▇▇▇ et al., 2010). The Center on PBIS (2022) emphasizes five key elements of PBIS, which include equity, systems, practices, data, and outcomes. Equity focuses on providing high expectations and support to all, including staff members. Creating systems, including teams and process, are essential to sustainability. A wide variety of data should be collected to drive practices to support expected student outcomes. Figure 2.1 shows how these elements work together to create effective PBIS implementation (Center on PBIS, 2022).
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