Keystone AEA PBIS

Year 1 Day 1 Review


We are so excited that you have decided to join this year's PBIS Year 1 Cohort. As many of you know, educators cannot “make” students learn or behave BUT can create environments to increase the likelihood of both. Over the course of this year, you will be building the framework for your school that includes proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Below is just a review of information that we discussed in October. Please take the time to review the information prior to our Day 2 training. We look forward to seeing you on January 22nd!

Components of PBIS

  • Define Expectations
  • Teach Expectations
  • Monitor and Acknowledge Positive Behavior
  • Provide Corrective Consequences
  • Use Information to Make Decisions
  • Establish a Continuum of Supports

Effective PBIS Teams

As part of your school's PBIS team, you will be a part of a school-wide systems change effort. These efforts take time and your team’s ability to effectively collaborate, identify team member roles, distribute responsibility evenly and work efficiently towards goals are important in setting your foundation for success. Your PBIS team must realize that you are a leadership team and have the ability to make positive changes in your school. In order to establish the foundation for your team, you will want consider the following:

  • Clearly established team norms
  • Define team member roles
  • Set up regular meeting times

Team Roles and Responsibilities

PBIS - Expectations Introduction

Defining Expectations

The first core component of PBIS is defining behavioral expectations for all your school settings. Positive behavioral expectations are guidelines and routines that are taught in order to encourage appropriate behavior and prevent inappropriate behavior. A school's behavioral expectations form the building blocks for a positive school environment that encourages academic achievement. You will need to define 3 to 5 behavioral expectations that are positively stated. These expectations should be clear, memorable and general enough to apply to all school settings (e.g. classroom, hallways, playgrounds).

Defining School-Wide Expectations

Before the Next Training

Before our next training, please complete the following:

Upcoming Training Dates

Day 2 - January 22, 2016
Day 3 - March 8, 2016
Day 4 - April 29, 2016