What is Positive Behavior Intervention Support?
PBIS is a framework that guides school teams in the selection, integration and implementation of evidence-based practices for improving academic, social and behavior outcomes for all students. The PBIS process emphasizes four integrated elements: data for decision making, evidence-based interventions and practices that support varying student needs (multi-tiered), systems that efficiently and effectively support implementation of these practices, and continual progress monitoring to ensure outcomes are met.
Clear Expectations
Comprehensive Instruction
Consistent Systems of Acknowledging and Correcting Behaviors
Supportive Structure
Community Connections
Ohio Rules and Policy
Ohio’s adopted strategic plan for education, Each Child, Our Future, explicitly recognizes the need for a positive climate in every school to support student well-being, academic achievement and future success. Click here to learn more.
Multi-Tiered System of Support Framework
The Multi-Tiered System of Supports (MTSS) is a framework that helps educators provide academic and behavioral strategies for students. It is a data-driven, problem solving initiative that seeks to improve outcomes for all students. The above graphic represents how the framework is separated into three Tiers:
What does PBIS look like at Firelands Elementary School?
Firelands Elementary School Matrix of Expected Behaviors:
FES has developed a matrix of expected behaviors. These areas of expectations are categorized as being safe, organized, achieving goals, and respectful. When following these expected behaviors, students SOAR. These expectations help students and staff to be aware of what is expected in all areas of the building. Staff teach and model a variety of lessons that are designed for specific areas of the school. These are taught at the beginning of each school year, and again mid-year. Behavior expectations are reinforced daily and feedback is given to help students gain a deeper understanding of their behaviors and how they either meet or do not meet the desired expectations in the SOAR matrix. Following these guidelines helps our students and staff foster a positive learning environment and develops the appropriate social skills necessary to thrive in society.
How do we use Falcon Bucks and Class Dojo?
Our school uses Falcon Bucks to reward students for showing expected behaviors in the classroom and within different areas of the building. Students will be able to “purchase” prizes and rewards based on their earned Falcon Bucks. Popular items have been the opportunity to help a teacher, sit in the teacher’s chair, bring a stuffed animal to school and plan a spirit day for the building. Students are also able to “purchase” trinket items that they enjoy.
We use Class Dojo to help students become more aware of unexpected behaviors. Class Dojo will only be used for “reminders” when students are not meeting expectations.
FES rewards students for having minimal Dojo “reminders” quarterly. Criteria is determined by grade level.