Positive Behavioral Intervertions & Supports

PBIS - Teach Expectations Introduction

Why is it so important to focus on teaching positive social behaviors?

Introducing, modeling, and reinforcing positive social behavior is an important step of a student’s educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBIS is to establish a climate in which appropriate behavior is the norm.

Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support.

The following diagram illustrates the multi-level approach offered to all students in the school. These group depictions represent systems of support not children:

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PBIS @ Walnut Creek

During our meeting on September 23rd, the team reviewed the SET evaluation from the previous year and used it as a guide to create the Action Plan for the 2015-16 school year.

Based on the SET, the team has decided to focus on:

· Making sure that each class has the PRIDE Matrix displayed

· Reward System- Individual paws and/or class paws

· Demonstrating how PRIDE is connected to the schools’ vision and mission (PRIDE starts here!)

· Teacher Buy-in

· Using SIRS to track minor behaviors

The team will decide how to meet these goals in the next meeting.

We positively reinforce expectations which is the foundations of PBIS. If your class or a student is not displaying a desired expectation then teach them. Be consistent in your actions and use our school-wide matrix to help you explain expectations. You can reach out to your grade level team members for help with classroom management, positive rewards, or consequences.


WCES PBIS Team Members

Jarrett Marlin- Chair, Shelia Whitehurst, Judith Battle, Jasmine McNeill, Tracey Spruill, Maxine Weakly, Paulette Pinkney, Robiane Morgan, AJ Byrd, Jawann Baker, Horace Canady, Chanteal Alston