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Example Behavior Management Flowchart_Aligned to 21-22 Code of Conduct (1)

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PBIS Rewards PD Presentation Training  (1)

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A collection of quick tip videos for how to use PBIS Rewards. Each video demonstrates the ease-of-use for a different PBIS Rewards feature.

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Caregiver PBIS Flyer (Editable Template)

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Caregiver PBIS Flyer (Editable Template)

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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High School PBIS Implementation: Student Voice

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High School PBIS Implementation: Student Voice

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Lessons Learned on Implementation of PBIS in High Schools Current Trends and Future Directions

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Lessons Learned on Implementation of PBIS in High Schools Current Trends and Future Directions

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Monograph on SWPBS Implementation in High Schools:Current Practice and Future Directions

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Monograph on SWPBS Implementation in High Schools:Current Practice and Future Directions

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Kickboard's guide to shifting away from punitive discipline policies

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Middle School Community Meeting Resources

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Middle School Community Meeting Resources

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Plans and resources for building community and strengthening relationships

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Students who feel connected to their teachers and peers attend school more regularly, achieve more academically, and are more likely to graduate than those who lack those connections. Supporting students' relationships with one another and their teachers had never been more important.

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Creating a Virtual Behavior Matrix for your Classroom

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Creating a Virtual Behavior Matrix for your Classroom

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PDE's Equitable Practices Hub - General Equity Practices

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PDE's Equitable Practices Hub - General Equity Practices

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Resources to empower school communities to seek out barriers and act to mitigate or dismantle them.

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Have you been home long enough to realize you're doing things you wouldn't normally do?

I check the status of our backyard 11 times a day.

I've justified chocolate as breakfast approximately twice a week for the last seven weeks

3:00 AM feels like a good time to be awake.

I know the exact question coming my way based on the level and tone of the word "Mom".

I'm exhausted.
There are little changes in our kids, too. The 9-year-old is uncharacteristically quiet and quick to react to her little sister's pestering. The 5-year-old doesn't want anything to do with a Zoom circle time and needs to be physically near one of us at all times. Together, we're going through a collectively stressful time. No one's routine is exempt. We can't hug our friends and we're continually disappointed by another cancelled plan. For us as adults, it's a lot.

Then I imagine...
I'm a preschooler who left class on a Friday and hasn't seen my friends since. I'm a 7th grade drama student whose play won't open. I'm a senior in high school whose last day of school feels like an anticlimactic end to 13 years of education. Students have their own set of emotions in this, particularly students experiencing additional barriers to remote education.

Under typical circumstances, schools provide students stability, security, and access to technology they may not have at home. These are not typical times. The immediate switch to distance learning has undoubtedly been stressful for you and your students. Just like you've been doing some things you wouldn't normally do, you have likely started noticing some new problem behaviors coming up in your virtual settings, too.

Managing classroom behaviors when students are physically in front of you is challenging. How on earth are you supposed to respond to problem behaviors over the internet? Well, here's a 4-step process to get you started.

Step 1: Take a Breath

The first Zoom meeting I had with more than two people, the noise level in my house hit its loudest decibel level possible. I don't know what that level is, but I promise you, we found it that day in our living room. I muted my microphone and yelled at everyone to KNOCK IT OFF AND GO OUTSIDE! It was a proud moment. What I'm saying is, doing your job in a way you've never done it before is a big deal. Doing it for the first time, with 26 sets of eyes watching you, is nerve-wracking. You're bound to react differently than you would in the comfort of your own classroom.

When misbehaviors happen in your virtual settings, the first step to responding is to take a breath. Collect yourself. Make sure your reaction is rooted in the student's behavior and not your own stress. For me, I stop and take a beat. I notice my heart racing and an overall nervous feeling in my body. I take a deep breath and make sure the next words out of my mouth happen in a calm tone. Taking a few seconds to do this step sets you up for what comes next.

Step 2: Reteach Expectations

Up until now, most students' online interactions involved social media, gaming, and text messages with friends. Doing school online is new. Your expectations related to language and behavior are probably pretty different from how they've used online spaces before. Your students are familiar with your classroom expectations. Do they know your expectations for distance learning?

Back in March, the Center on PBIS released a practice brief with recommendations for setting up a behavior teaching matrix for your remote locations. [1] If you haven't set these expectations and shared them with your class, students may not know their behavior is out of line.

Teaching expectations once won't magically create a perfect classroom. Remember, distance learning is different for everyone and we're all bound to mess up. When you see misbehaviors, particularly when those misbehaviors happen with lots of students, take the time to reteach the expectation. Remind folks about how you expect them to use the technology, what to do with their microphones when they enter a meeting, how to use the chat to enhance the lesson rather than distract from it, etc. Sometimes a reminder is all anyone needs for new expectations to stick.

Step 3: Get Curious

‍ Considering a student's motivation makes any intervention more effective. Remote locations carry the same types of motivations as their physical counterparts: To get or to avoid something. Before deciding to document the behavior with a referral, put the behavior in context. My favorite trick for doing that comes from the Basic FBA Online Training: Build a sentence.

During [insert routine], when [insert trigger], the student [insert observable behavior] and as a result [insert consequence].

During our large class meeting, when I gave instructions to the class, Alan spammed the chat with cat memes and as a result other students reacted with emojis and photos of their own.

The sentence makes it a little more obvious Alan's cat memes get him tons of attention from his peers. With that small detail, the solutions you implement can target his motivation instead of work against it.

Beyond typical motivating factors, every student's circumstance away from school is different. Food insecurity, internet access, familiarity with technology, support from adults at home, it all affects a student's behavior in class.

Is Bryan bored and looking for something interesting to do?

Does Lydia need attention after being away from her friends?

Is a slow internet connection making it difficult for someone to engage in the lesson?

When you notice misbehaviors, get curious why it's happening. Maybe something a student did really warrants a referral. It's also possible students need alternative support given their specific remote circumstances.

Step 4: Document

In the end, some behaviors warrant documentation. With students out of your physical presence, you won't likely see the same behaviors as a typical day in school. Disruption looks different. You won't see students pushing each other on the playground or find too many dress code violations on Zoom...although I could be proven wrong. You might even see some behaviors every day that you never saw in your classroom. To keep your behavior data during this distance-learning period consistent with the beginning of the year, it's important to revisit your behavior definitions.

Each problem behavior has a definition. What those behaviors look like in remote settings could be different. If you haven't already, take the time to consider the misbehaviors you see right now. Talk with other teachers and your school-wide team. Categorize these new behaviors by your existing problem behavior definitions. One example looks like this:

Abusive Language/ Inappropriate Language/
Profanity
(Inapp Lan)

Student delivers verbal messages that include swearing, name calling, or use of words in an inappropriate way.

The delivery of direct or technology-based messages that involve intimidation, teasing, taunting, threats, or name calling.

*Repeated teasing or taunting in chat or video

Student engages in refusal to follow directions or talks back.

Student delivers socially rude or dismissive messages to adults or students.

Student engages in behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, or screaming; noise with materials; horseplay or roughhousing; and/or sustained out-of-seat behavior.

The delivery of disrespectful messages in any format: gender, ethnicity, sexual, race, religion, disability, physical characteristics, or other protected class. These subtypes are based on documentation from the U.S. Office of Civil Rights.

Student engages in problem behavior not listed.

Student leaves or misses class without permission.

*Skips online instructional session (not due to technology or access problem)

Student is late (as defined by the school) to class or the start of the school day (and Tardy is not considered a minor problem behavior in the school).

Student engages in inappropriate (as defined by school) use of cell phone, pager, music/video players, camera, and/or computer.

Responding to behavior is something you're already doing every day. Documenting what you do only helps get you and your students the additional support necessary to get through this time a little more smoothly.

Step 4a: Document Behaviors as Minor

A referral is a piece of information about a student's behavior and an adult's reaction to it. Even though students aren't at school, it's as important as ever to collect this information. These data give school teams details they need to look for school-wide patterns and identify students who may need additional supports. A major ODR typically carries an official, administrative action. Minor referrals document persistent behaviors happening in class and how you address them in the moment. If you haven't taken advantage of entering minor, classroom-managed behaviors before, now is a great time to start.

Student engages in low-intensity, but inappropriate disruption.

Student engages in low-intensity instance of inappropriate language.

*Low-level inappropriate language in chat or video

‍

Talking about responding to problem behaviors might be overwhelming right now. We're all figuring out how to use technology to do our jobs and sometimes we don't have enough patience left to address one more thing. The thing is, responding to behavior is something you're already doing every day. Documenting what you do only helps get you and your students the additional support necessary to get through this time a little more smoothly. Take the time to collect yourself before heading into your distance instructional time. Remind your students about agreements for how to conduct the time you all spend together. When you see misbehaviors come up, consider why students might act that way. Is it because of academic challenges or are they managing more outside of school than before? Then, when student misbehavior keeps happening, document their behaviors with a major or minor referral in a way that aligns with your school's defined behavior categories.

1. Center on Positive Behavioral Interventions and Supports (March, 2020). Creating a PBIS Behavior Teaching Matrix for Remote Instruction. University of Oregon. www.pbis.org.

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PBISApps | Teach By Design-A 4-Step Plan for Handling Problem Behavior Remotely

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Managing classroom behaviors when students are physically in front of you is challenging. How on earth are you supposed to respond to problem behaviors over the internet? First, breathe...

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Teachers across the country are working hard to translate their effective practices to work in remote learning spaces. Students are learning how to connect with each other from a distance. Families are doing their best to navigate the new normal in their homes. During these uncertain times, the Center on PBIS wants to share the resources available to help guide the work you do around student behavior.
Versión en español
One of the key principles of Positive Behavioral Interventions and Supports (PBIS) is to focus on building prosocial skills. This practice brief contains a few simple recommendations educators can embed across a continuum of supports and families can try to encourage while students are at home.
Versión en español
Families and caregivers should consider using PBIS in their homes on a daily basis. It is especially helpful when events disrupt normal routines - events like worldwide health pandemics. This practice brief provides recommendations for families and caregivers on how to use PBIS to continue to support their students' social and emotional growth and minimize behavioral disruptions in the home.
Versión en español
This practice brief shares tips for maintaining continuity of learning through defining classroom expectations for remote (i.e., distance) instruction and online learning environments. With a few adaptations, teachers can use a PBIS framework to make remote learning safe, predictable, and positive.
Versión en español
When your students are ready to come back to school, it's important to remember they may have been exposed to unpredictable schedules, inconsistent supervision, or food insecurity while they've been away. This practice guide has six strategies we recommend school teams use to ensure a safe, predictable, and positive school year. They are beneficial for all students if the school has been closed, as well as for individual students returning from extended time away from school.

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Center on PBIS | 4 Resources to Support Students During the Pandemic

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During these uncertain times, the Center on PBIS wants to share the resources available to help guide the work you do around student behavior.

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Calendar of Virtual Field Trips for Families March, April, May 2020

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As communities open up for outdoor exercise, open parks like ours did recently, and the late spring weather forces more of us outside, more and more children will be in public places. Whether it is when a parent is forced to take a child to a grocery store for essential goods because there is no available childcare or a chance run-in with another family at a park or running trail, we need to equip our children and students with the tools to remain safe when they are in shared spaces inside and out. Here are some of my ideas for how to teach children to stay 6 feet apart from others in public.

These tools are about maintaining proper social distancing, for more about how to explain COVID-19 / Coronavirus to young children check out this PBSParents article. It's the most appropriate advice I have found for preschoolers.

How To Teach Young Children To Stay 6 Feet Apart

Explain why we need to stay 6 feet apart.

There is no perfect way to do this because every child processes information differently. Some are very sensitive and will turn a little information into a dire warning, others will need constant reminders, and it still won't sink in. The general information all children should have is that there are germs going around, and if we stay 6 feet apart, we make it harder for the germs to spread. If your family is wearing masks, this is also when you would explain those are added protection to keep germs from spreading.

Use Play

Measure It
Get out the measuring tape and show your child how far 6 feet is. Make it fun. Go to different areas of your home and have your child make estimations about what is 6 feet from where they are standing. Is the wall? Measure it. Is the bathtub 6 feet from the toilet? How about the fridge to the kitchen table? If you have a yard take it outside. This is all part of learning about staying 6 feet apart.

Throw it.
Can you throw a pillow 6 feet? What about a ball? Find whatever is safe to throw and try. Again, this is all part of giving your child the tools to understand how to keep themselves safe. Part of that is a firm understanding of what 6 feet is essential for when you remind them, " Sally, 6 feet back.".

Red Light, Green Light
This game is an essential tool for parents of very young children that do not yet have a firm grasp on what 6 feet looks like. Yelling "Stop" can scare kids and should only be used in an emergency. Yelling it as they are getting too close to a neighbor could be very upsetting to a young child, and we don't want to instill fear of people they shouldn't fear into our children. Instead, play the game Red Light Green Light Often, especially if and when you are in public. If you aren't familiar with the game, it's simple; Children line up in front of a caller (you). When you say green light, they go. When you say yellow light, they slow down, and red light means stop. We play it all the time at preschool, so we too can use this tactic if we need children to stop abruptly but do not what them to be scared. By practicing this often and making it fun, you can use it if your child is getting too close.

Bubble Up
This is not my idea, but it's genius. In my area, much like other parts of the world, we do a lot of outdoor activities. Running, biking, walking on forest trails, and visits to the beach, I live on an island, so there are lots of that. This pandemic has shifted how we explore these places, but most of us are still getting outdoors safely. This will help you do that, especially if you have a few kids. While walking together in a park or forest trail, it's okay for children to spread out, but when there is another person, the family needs to quickly get together to make enough space for other people to pass safely. This is when a parent or observant kiddo yells, "Bubble up!" the family scoots together, clearing the way for the other party to pass. This can also work if your child is getting too far from you at the park, or you need to pick them up to provide proper social distancing for others or your family. "Bubble up!" is a light-hearted way to get to you fast without using fear. This is a scary enough time for kids. We need them to know they are safe, but that simple measures like this are how they stay safe.

Practice Often

These tools will help, but they can only help if you practice. Social distancing is a new skill we all need to learn. Play bubble up at funny times, like when you have a family movie night and pile up on the couch, you can play red light green light as your kiddos are running upstairs for bathtime. Get in on the fun and have your children be the one calling out red light green light too. Mine used to love to yell red light just as I was heading to the bathroom. Stinkers!

We have no choice that, for now, this is our norm, but we do have an opportunity to empower our kids through play. Answering their questions about not giving their buddy a high five when they see them in the neighborhood with "Because I said so." might stop the questions, but it won't stop them from wondering why and jumping to their own conclusions. Talk to your children, answer their questions, and use play to practice these new skills.
Please note social distancing rules are different based on your local community, and you may not be in a position to leave your home. I am not advocating for anyone to break those rules and take a child out when it's not safe. Your local rules rea set up by your local officials based on the situation in your area. Please follow them to the best of your ability.

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How to Teach Children To Stay 6 feet Apart

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As more communities start to open after COVID-19 lockdowns parents need tools to teach their children how to stay 6 feet apart in public and shared spaces.

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Watch the entire CNN/Sesame Street coronavirus town hall | CNN

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CNN's Erica Hill and Dr. Sanjay Gupta partner with Sesame Street to explain the ABC's of coronavirus in a town hall for parents and kids.

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Handling behavior challenges in the classroom can be difficult at the best of times. This fall, all the changes and uncertainty of the pandemic make things even tougher.

We're here with guidance for teachers on how to reduce classroom behavior issues like not following directions, defiance and outbursts, and advice to help improve your relationship with students who are acting out. Most of these tips apply whether you're in a physical classroom or a virtual classroom, and they can even help smooth out transitions between the two.

You can get ahead of behavior problems before they start by setting clear classroom expectations and referencing them frequently. You might feel like your students already know the drill, but clarifying rules and expectations helps avoid misunderstanding or misbehavior while increasing cooperation, compliance and positive behavior. This is especially important with so many new rules around things like masks and social distancing.

Some easy strategies for making expectations clear include:

Posting (or screen-sharing) visual classroom rules. Refer to them before all classroom activities, whether online or in-person. Keep in mind that as expectations change at different points in the day rules may need to shift as well- it's okay to have different sets of rules, as long as your students understand what they are and know when they're coming. Include opportunities to discuss the rules and see them modeled, as well as practice time to get used to any new rules.

Prepare your students for transitions. For example, before a change in activity, begin with a 10-minute warning: "In 10 minutes, it will be time to move on to writing." Then provide a 5-minute warning, and finally remind your students when there are 2 minutes left before the transition. It also helps to use a visual timer to make things even more predictable and let your students get emotionally ready for that activity change.

Use "when/then" statements to clarify expectations. For example, you can say to one student: "When you complete your math assignment, then you can take a 5-minute break to draw." This works for bigger groups, too: "When the class finishes the math assignment, then we'll dance to a GoNoodle." It's helpful to remember that alternating between study and something more enjoyable keeps motivation high.

Sticking to clear schedules and routines is especially important during this time of change and uncertainty. You want to try to provide as much structure and predictability as possible for your students.

Starting early and being consistent can go a long way in promoting compliance. Take time at the beginning of the school year to rehearse new classroom routines with students, like your socially distant morning line-up routine. The time you invest at the start of the year will pay off in quicker follow-through during the rest of the year.

Creating a clear visual schedule will also help students feel prepared for the school day. Some students might struggle with sudden changes to that schedule, so it's important to give as much warning as possible when changes come up. When students know what's coming it can reduce defiance and outbursts.

It's helpful to verbally review the schedule at the beginning of each day and have it posted in your classroom so students are really clear on what to expect.

For online learning, the same is true. It's helpful to go over a daily schedule to structure students' learning environment and promote assignment completion. A clear schedule is also helpful for parents for monitoring their children's learning at home.

Positive relationships are built on positive interactions, and there are several ways that we can promote positive relationships with our students by directing our attention. Your attention is a very powerful tool as a caretaker and educator.

The foundation is regularly providing positive individual attention to your students. It can be as simple as talking to a student about their interests or making a positive comment about something they did: "You did such a great job explaining the reading!" As adults, we often find ourselves correcting misbehavior to discourage it from happening again. But your intervention might actually have the opposite effect because your student may learn that if they do that behavior, they are going to get your attention.

If you see this in your classroom, it's helpful to use selective attention. First, you want to identify the positive opposite of the misbehavior. For example, if the problem behavior is calling out, the positive opposite would be waiting for your turn to speak. So in that case, when you observe your student raising a quiet hand to answer a question and waiting patiently, you acknowledge that behavior by praising it immediately and specifically. That's something we often call labeled praise. You might say: "Fantastic job waiting for your turn to speak." Letting kids know you appreciate their behavior will make them feel good and when they know exactly what behavior they're being praised for, they will be more likely to do it again.

In addition to providing labeled praise to the behaviors we want to see more of, we want to actively ignore minor misbehaviors that are reinforced by our attention. For example, ignoring a student who's calling out, even if it's really annoying you. The idea is to deliberately withdraw your attention until you see the positive opposite behavior occur. This helps teach your students that you will give attention to the positive and desired behaviors.

A lot of times, defiance is about seeking control. We see more bids for control from kids when things seem uncertain and out of control, like they do now. This can show up as an increased need for students to feel like they are "in charge" of their lives, and sometimes it leads to an uptick in pushing back against rules and expectations at school. When students are given a lot of commands, then they don't feel like they have autonomy. That's when they tend to rebel, especially older students.

Providing small moments of autonomy can help students to feel more respected and make them more likely to follow through on the commands that you do give. One way to put this into action is by providing two choices instead of giving a command. For example, rather than saying, "You have to do this math worksheet now," you can say: "You get to decide today. Do you want to start with Part A of the worksheet or Part B of the worksheet?" Or maybe: "Do you want to use a pencil or a pen to do the worksheet?" It's a subtle way of giving them control while still getting them to do what you're asking them to do. The key is to keep it to just two options, both of which you are okay with.

Even though school looks a lot different this year, the basic principles we use to engage our students have generally stayed the same. A big part of that is setting up a rewards system based on classroom rules and expectations. Here's a reliable process you can use to do that:

Determine how students will earn points toward a reward. For instance, in a remote learning scenario you can have the entire class work on sitting quietly and staying on screen, and then they can earn class-wide points when everyone displays that behavior.

Make it clear which rewards students can earn. Rewards are a tangible way to give children positive feedback for desired behaviors, and they work best when the child can choose from a variety of things that work both online and in-person. Try putting together a list of privileges like watching a short movie, getting show-and-tell time with the class (screensharing works for online classes!, earning a special role for the day like being the "rules reader," or playing a game like Simon Says or charades.

Use labeled praise and describe positive behaviors. We talked about labeled praise as a way of directing your attention and building relationships, but it can also increase engagement and motivation. If you note out loud that two of your students turned on their video cameras, you're not necessarily praising it directly, but by simply describing what you're seeing you are reinforcing that positive behavior with your attention.

Build momentum. Start with demands that are easy for students to comply with, and praise them when they do. It's important to provide labeled praise for each small direction followed, one at a time. Then when you have momentum, state the command that's more challenging. For example, you may have a student who frequently refuses to complete math assignments. First you would provide one or two direct commands where compliance is likely: "Please pick up the pencil near your foot" followed by "Great job listening!" Then you can move on: "Please complete question 1 on the math assignment." Slowly build up to the commands you want them to follow.

Provide lots of opportunities to respond. Keeping a quick pace and allowing for more verbal and nonverbal engagement will increase student attention, on-task behavior and overall engagement. This could look like:

Rather than using the traditional raised hand, require all students to respond. To agree or disagree with an answer your students can all respond at once by giving a thumbs-up or thumbs-down.

Have all students write their answers down on a personal whiteboard (or in the online chat) and hold it up when they're finished.

Break down more complex questions and allow multiple children to answer different parts of the problem. This gives ample opportunities for kids to respond and succeed, while also giving you a lot of great opportunities to reinforce with positive labeled praise or behavior descriptions.

The fewer commands that you give, the more likely it is that students are going to comply with them. When you do give a command, here are a few tips to make them more effective:

Provide context. If a friend told me, "Give me your computer please," I would be hesitant to hand it over. But if they provided context by saying, "Give me your computer please, I need to quickly look something up and mine isn't working," I would be a lot more likely to follow through. Kids are the same way. Giving them information about why you're having them do something will help them feel more respected and better understand why it's important to follow through.

Tell students what to do - not just what NOT to do. You always want to give a replacement behavior. This is going to clarify exactly what they should be doing rather than just taking something away. For example, rather than saying, "Stop running," it's more helpful to say: "Please walk."

"Catch" compliant behavior. Labeled praise goes a long way in helping students listen and reduce disruptive behaviors. After students do what you say, you can respond with something like, "Thank you for following my direction right away." That will strengthen that behavior and promote further compliance, even with children who tend to be defiant.

As we jump into the school year, there are still so many unknowns that it can be hard to remember to how important it is have fun. Remember to express joy and excitement as you interact with your class. Telling jokes, pointing out beautiful moments, silly things, or even just smiling when you greet your class in the morning. The more fun you're having, the more engaged your students will be.

Enthusiasm will continue to promote positive relationships throughout the school year, even if our day-to-day isn't consistent. Now more than ever, it's so important to be that model for students of how we can positively cope through challenging times. For example, if you get an unexpected schedule change, show your students that it's not the end of the world: "I know we just got this change in our schedule. That's a little stressful. Let's all take some deep breaths together." That kind of modeling can support social-emotional learning and strengthen your bond with your students.

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Managing Students' Behavior During Remote or Hybrid Learning - Child Mind Institute

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Guidance for teachers on how to reduce classroom behavior issues, whether you're in a physical classroom or a virtual one.

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Just like incentives are a great way to engage students and create excitement for your PBIS initiative, incentives for teachers are a great way to encourage buy-in from your staff and nurture fidelity in your PBIS initiative. Everyone loves to be recognized for the good things that they do, and your staff is no exception. Our list of Teacher Incentives is designed to give your staff the feel-good boost they need, while keeping your budget in check.

Incentives are categorized by:

Price: our estimate of your school's cost

Category: Recognition, Privilege, and Tangible

Value: one trophy represents an incentive that can be easily earned in one to two weeks; two trophies, a grading period; three trophies, half the school year or more

To view additional information and a long description of each PBIS Incentive, just click the next to the Incentive title. What better way to recognize the great things your staff is doing than by acknowledging them, just like you do your students?

The Ultimate List of Teacher Incentives

A smiley face balloon, + note of appreciation, attached to goodie bag of Air Heads!

See images of the gift on Twitter.

Price: Inexpensive

Category: Recognition
Value:
Submitted by: Kate Ashmore, Caldwell Elementary

Do you have a teacher incentive idea that would be a great addition to our list? We'd love to hear about it!
Share Your Idea

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The Ultimate List of Teacher Incentives. Now with more than 75 ideas!

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Engage teachers in the school-wide PBIS program with Teacher Rewards (from PBIS Rewards) and The Ultimate List of Teacher Incentives.

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ClassDojo helps teachers, parents, and students build amazing classroom communities.

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This Ultimate List of PBIS Incentives contains over 350 items to inspire your PBIS rewards program. Sort by tangible, recognition, or privilege.

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Technology has made it easier to continue education even when it's not possible to physically be in the classroom. Distance learning, or eLearning, has been a mainstay of post-secondary education for many years now. It allows working adults to pursue a degree and remain employed. But for many teachers and students in elementary, middle, and high school, distance learning is not typically part of the school environment.

Distance Learning and PBIS

When circumstances force teachers and students out of the classroom and into an eLearning situation, it can be challenging to stay on track. Maintaining your PBIS initiative might feel impossible in times like these, but you CAN offer PBIS incentives during distance learning! PBIS Rewards makes it easy for you to reward your students anywhere - even when they're not in your physical classroom. Keep connected with your students, award points, and let your students redeem their earnings, all virtually!

Need some ideas for PBIS incentives to use with distance learning?

We've got you covered! You can use these incentive ideas to keep your students engaged and make the most of your time in the virtual classroom.

Some of these distance learning incentives are designed to work in a digital classroom environment, and their effectiveness may depend on your school's approach to eLearning. For example, "Lunch with the Assistant Principal" would be a virtual lunch meeting via Google Hangout, Zoom, Microsoft Teams, GoToMeeting... however you may be connecting with your students. As schools everywhere adjust and adapt to new methods of learning, distance learning incentives can help maintain a sense of togetherness within the school community.

Have an idea for PBIS incentives for distance learning? Share it and we'll add it to the list!

Students get to change their virtual backgrounds on Zoom.

Simply click on the arrow next to Start Video and change your virtual background or add your own image. Students will be motivated to log in to see their classmates' new backgrounds (Minecraft, lollipops, etc!)

Price: Free
Value:
Category: Privilege

Submitted by: Kelly Gordon (Flourtown)

Choose Video Conferencing Virtual Background

Student chooses the virtual background the teacher will use during video conferencing with the class

Price: Free

Category: Privilege

This was our end-of-summer party. I ordered Mickey Mouse ears (Girls & Boys), gift bags, and treats (cotton candy, cracker jacks, ring pops, Mickey Mouse Goldfish crackers, etc.). I delivered them to my students. If you have too many to deliver, you could mail the ears only.

I Zoom shared the 12 most exciting Disney Virtual rides... along with the parade and fireworks at the end. We had a wonderful day at the park. I gave trivia information in between rides and shows. There is also a video taking you into the park and on the monorail.

Everything was purchased on Amazon. About $5 a child for ears/treats. $1.50 per child for ears only.

Price: Bulk

Category: Privilege

Submitted by: Robin Gray (Friendship Ideal Academy)

Students can enter into a monthly drawing/raffle to win a Door Dash lunch delivery.

In distance learning, this can be delivered to their home, instead of to them at the school.

Price: $5 or More

Category: Tangible

Submitted by: Esperanza Soria (Wrenn Middle School, TX)

Send a laptop sticker to students with a personalized message. You can buy laptop stickers in bulk for as low as $5. Consider school branded laptop stickers.

If in distance learning, the sticker and message can be mailed to the student.

Price: Inexpensive
Value:
Category: Tangible

Submitted by: Jacquelin Camacho (Wheeling, IL)

Online Book Reading

Read a book online to your students. Have them choose from an approved selection.

Read, Wonder, and Learn! Favorite Authors & Illustrators Share Resources for Learning Anywhere - Spring 2020

Price: Free
Value:
Category: Privilege

Teachers can create personalized backgrounds for students based on the qualities they wish to recognize.

This is easy to do using Canva, a digital product/print creating platform that has a free upgrade for educators. Educators can use already created Zoom templates and individualize them to match the student.

Price: Free
Value:
Category: Recognition

Submitted by: Tiffany Garbiso (Santa Ana High School)

Student(s) can redeem this rewards and get a fun, silly, or energetic photo ( or video) with their friends that is shared by the teacher or school. This could even be shared via social media by the school, PBIS team, or teachers.

See example on Instagram

Price: Free
Value:
Category: Privilege

Submitted by: Mrs. Ashton, Rio Vista Elementary in Anaheim, CA

Students can have their picture/photo/video (if allowed by a parent/guardian) shared as a social media shout out on the school's social media account(s).

This would have to be verified by the teacher in order to have the student's name/picture/video release.

Price: Free
Value:
Category: Recognition

Submitted by: Samantha McBride (Houston, TX)

Spirit Week

Participate in a Spirit Day activity, i.e.:

Elementary:  Monday - Wear Pajamas, Tuesday - Crazy Hair, Wednesday - Crazy Socks, Thursday - Dress Like Your Teacher, Friday - Hat Day

Secondary: Monday - Wear Pajamas, Tuesday - Wear School Colors, Wednesday - Crazy Socks, Thursday - College Gear, Friday - Hat Day  Being on time for video lessons

Price: Free

Category: Privilege

Spoon Balancing Challenge

Students can challenge the teacher or other students with the spoon balancing challenge. Place the spoon on the bridge of your nose so that the handle is pointing down towards the floor and whoever can get the spoon to stay on their nose for the longest period of time wins!

In distance learning, this can be adjusted to be during a Zoom/Classroom video session.

Price: Free
Value:
Category: Privilege

Allow students add X test points for use on a future test of their choice.

Price: Free

Category: Privilege
Value:
Submitted by: Maria Price, Nimitz Sr High School, Houston, TX

Share Your Incentive for Distance Learning

Do you have an incentive idea for distance learning that would be a great addition to our list?
Share Your Idea
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This list of incentives for distance learning is a great asset for your PBIS program and virtual PBIS implementation. Have one to add? Share it.

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PBIS Manual for Distance Learning (Addendum)

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A variety of resources can be found within this Padlet.