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SEPT: All Area
OCT: Bathroom and Hallway
NOV: Courtyard and Playground
DEC: Classroom and Cafe/Assembly
JAN: Bathroom and Hallway
FEB: Arrival and Dismissal
MAR: Classroom and Cafe
APR: Bathroom and Hallway
MAY: Classroom and Cafe/Assembly

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TBD at PBIS team meeting

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Struggling to find interventions? Try here 

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Struggling to find interventions? Try here 

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Take a minute to think about what a positive school climate means to you. How do the students behave? How do adults behave? What kinds of relationships do people have? Now, what do you think it would take for your school or district to get there?

Behavior is top of mind for educators across the country, and many school districts are implementing a PBIS framework ( Positive Behavioral Interventions and Supports) to address student behavior through systemic change. According to the Center on PBIS , when the framework is implemented well, it benefits all facets of school life:

Students achieve improved social and academic outcomes.

Schools see fewer office discipline referrals and reduced use of exclusionary practices like suspensions.

Faculty and staff members feel more effective.

The three-tiered system starts with Tier 1 school-wide expectations and supports established for all students and educators across all settings. Tier 2 and Tier 3 provide more targeted interventions when students need additional support.

The PBIS interventions a school or district implements at Tier 1 set the foundation for the entire system. These interventions focus on setting clear expectations for behaviors, and implementing procedures and practices for teaching the emotional and social skills needed for positive behavior. Tier 1 practices rely on adults establishing the environment students need in order to succeed, and providing skill-building opportunities to address student misbehavior in a constructive way.

Here are five easy-to-implement Tier 1 PBIS intervention strategies educators can use to promote positive behavior in and out of the classroom:

1. Behavior-Specific Praise

2. Visual Aids

3. Positive Home Contact

4. Take a Break

5. Social Contract

1. Behavior-Specific Praise

How many times a day do you find yourself saying "Great job!" to a student? Probably more than you can count. While positive praise like this is reinforcing for some students, you can make an even more powerful impact by giving behavior-specific praise.

Behavior-specific praise acknowledges desired behaviors with specific language about the observed behavior and the student(s) you are praising. Nearly 30 years of research on behavior-specific praise has shown that it can increase positive behavior in the classroom and boost academic success.Behavior-specific praise helps students learn what positive, appropriate behaviors look and feel like, reinforces classroom expectations, and increases the likelihood of students engaging in expected behaviors in the future. This research-based strategy can be especially beneficial as a classroom management tool to address challenging behavior or disruptions, as it reinforces positive behaviors and makes repetition of desired behavior more likely in the future.

Behavior-specific praise includes three key components:

A description of a positive social or academic behavior

Specific identification of the student/group engaging in the positive behavior

Use of an authentic, positive, and warm tone of voice

You can use this strategy with any age group of students, from elementary to high school. The following are examples of behavior-specific praise:

"Table 2, thank you for taking out your math books when I asked!"

"Janelle, thank you for keeping your hands to yourself."

"Thanks for keeping your phones away during class, everyone. Today's lesson had some really important information, and it's great that you all paid close attention."

"Ezra, great job lining up quietly!"

It's important to note that some students are uncomfortable with being praised publicly and prefer one-on-one conversations. When giving behavior-specific praise to individual students, try to have these conversations in a more private setting.

2. Visual Aids

Visual aids serve as quick, consistent reminders for students that help them navigate life in the classroom: what supplies are needed for activities, the flow of the day, or behavior expectations. Educators can remind students to check the visual reminders, helping them develop independence instead of relying on asking teachers for information.

Visual aids can include:

Visual Timers: Many students, especially those who are still learning to tell time, do not have a strong understanding of time management. Using visual timers can show students how much time they have left to work on something, so when you say "five more minutes," they understand what that means! There are many options available for visual timers. You can choose to use a physical timer, or an online timer .

Visual Schedules : Writing the day's (or class period's) schedule on the board, or using accompanying pictures, can help students build independence, understand expectations, and ease anxiety for students who are unsure about what's coming next.

Visual Reminders: Are there certain supplies students need to keep with them during the day, or as part of a specific lesson plan? Maybe you have a list of classroom expectations you would like students to remember. Keeping visual reminders, like a photograph of the supplies needed or a poster of the expectations, can help students remember what is expected of them and develop positive habits.

3. Positive Home Contact
Courtesy of GiveThx
Tell a student's family something that you are grateful to their child for. Expressing thanks for a student's behavior to a student's family shows that the educator values the student and behavior. This reinforces both the behavior and the relationships between educator, student, and family.

Select a student to celebrate in this way. Think of something they did or a way they behaved that contributed positively to the class.

Call, text, or email the student's family. Share the student's positive action or behavior in the form of gratitude for what it contributed to the class. This action can be especially impactful for families who may expect critical communication from the school.

Leaving a phone message or writing an email provides the family with something concrete they can re-share with their child and refer back to.

Aim to make this a daily routine by contacting one family per day.

Get more ideas for building family partnerships with the Building Family Understanding of Social-Emotional Learning toolkit.

4. Take a Break

Brain breaks help reset our minds and bodies when we're feeling unfocused and allow us to get back to work. These breaks can be physical, like doing some jumping jacks or going for a quick walk, or mental, like a word puzzle or breathing exercise. Giving individuals or groups of students opportunities to take a brain break during the school day can replenish the attention, motivation, and energy levels needed to keep learning. Students also learn better when lessons are broken up into smaller segments.

The most effective brain breaks are intellectually stimulating and completely remove the student's thinking from the previous activity. This is especially important when using a brain break as a redirection from a distressing emotional situation, as some break activities aren't sufficient to keep a student from ruminating on the problem. In these situations, using mind puzzles like crosswords or Sudoku, or something physical such as following along with a dance video, can be helpful.

5. Social Contract

Courtesy of CharacterStrong

Establish an agreed-upon set of classroom values, expectations, and consequences that all students help create and sign. A social contract gives students a voice in creating their own class environment and deciding how their ideal class should look, sound, and feel. It also serves as a classroom management tool for addressing challenging behaviors with clear, logical consequences that the teacher and students have already agreed upon. Social contracts should be responsive to and inclusive of student needs.

Share Context About the Contract (5-10 minutes): Share with the class that, because you believe all people in the room should have a voice in how the class functions, you are all going to work together to create a set of classroom expectations. Explain that this will become a contract that everyone signs, and that it will be posted up as a reminder of what they created together and agreed to as norms.

Posing Questions for the Contract (5-10 minutes): Ask students to individually respond to the following questions. They can use both words as well as images to help paint a picture. (Remind students that they need to be realistic when responding because we really want to use their ideas.)

How do you want to be treated in class? What does that look/sound/feel like?

How do you believe I want to be treated as your teacher? What does that look/sound/feel like?

What does the ideal learning environment look/sound/feel like?

Group Work + Share Out: Have students share their ideas with each other and see if they can create a single inclusive vision for each question. Ask groups to share out as a class, asking a few students to volunteer to write the key words and phrases on the board.

Collaborate to Create the Contract: Work together as a class to summarize their ideas into a class contract that is posted on the wall, then have everyone in the class sign.

Want more Tier 1 strategies?
Download a PBIS intervention menu template in this toolkit!

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5 PBIS Interventions for Tier 1 to Use in Your District Today

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Explore 5 PBIS interventions for Tier 1 to support behavior work in your classroom, school, or district.

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Strategies for Reaching ALL Learners-min

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Color your Feelings: Support with ID feelings 

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Color your Feelings: Support with ID feelings 

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Why Learn De-escalation Strategies

Kids and young adults who become emotionally overwhelmed or irritated in a situation may begin to express their emotions in aggressive or violent ways. Some examples of these behaviors might include aggressive posturing, yelling, throwing items, swearing, and making threats. Quite often, without training, these situations become a power struggle between the young adult and the teacher. These power struggles only make the situation worse, though.

The best way to handle these types of behaviors is to de-escalate the situation as soon as possible. De-escalation focuses on helping the student return their emotions back to a normal level. It is critical that the student is calm for a period of time before behavior and expectations are discussed again.

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What is Tier 3 Support?

The PBIS Triangle-The red area represents Tier 3 that supports a few students. Tiers 1 and 2 supports are still used with students engaged in Tier 3 supports.

PBIS' framework doesn't just work with school-wide and targeted supports. It's also an effective way to address sometimes dangerous, often highly disruptive behaviors creating barriers to learning and excluding students from social settings.

At most schools, there are 1-5% of students for whom Tier 1 and Tier 2 supports have not connected. At Tier 3, these students receive more intensive, individualized support to improve their behavioral and academic outcomes. Tier 3 strategies work for students with developmental disabilities, autism, emotional and behavioral disorders, and students with no diagnostic label at all.

Foundational Systems

Tier 3 practices stem from strong foundations in Tier 1 and Tier 2 supports. With both tiers in place, schools are free to organize individualized teams to support students with more intense needs.

The foundational systems involved in Tier 3 supports are:

Multi-disciplinary Team

Tier 3 team membership includes an administrator, a coach/behavior representative, others with basic knowledge of problem solving. Team members should also include personnel who actively provide Tier 3 support in the school. This gives them input on decisions about interventions they provide to students they serve. Including school personnel from different departments ensures an array of perspectives.

Behavior Support Expertise

A school's Tier 3 team must include someone who has experience providing formal behavior support. They need to have applied behavior expertise and experience developing multi-agency support.

Formal Fidelity and Outcome Data Collection

Documenting student outcomes lets teams monitor how the resources allocated and the practices adopted affect student's outcomes. These data are essential to:

Supporting data-based decision making and problem solving

Identifying needed adjustments to Tier 3 practices

Maximizing resources

Ensuring all students are supported fully and equitably

Evaluating the system's overall effectiveness

Determining student eligibility for additional resources

Evaluating individual education programs·

Assessing how closely Tier 3 supports are implemented as intended (fidelity of implementation) ensures student outcomes can be attributed to the interventions provided.

For more information on how to setup Tier 3 supports, check out our guides:

Key Practices

Tier 3 practices start with strong Tier 1 and Tier 2 foundations. In addition to these practices, the key practices involved in Tier 3 supports are:

Function-based Assessments

Functional behavior assessment (FBA) is the formal process for ensuring a student's plan centers on why a student behaves the way they do. FBA allows teams to identify which interventions are most likely to be useful for an individual student. Plans resulting from a formal FBA process will include strategies for:

Preventing unwanted behavior

Teaching appropriate behavior

Positively reinforcing appropriate behavior

Reducing rewards for unwanted behavior

Ensuring student safety

For more information, check out our FBA guides:

Wraparound

Wraparound differs from many service delivery strategies, in that it provides a comprehensive, holistic, youth and family-driven way of responding when children or youth experience serious mental health or behavioral challenges. Wraparound puts the child or youth and family at the center of the process to develop a support plan. With support from a team of professionals and natural supports, the family's ideas and perspectives about what they need and what will be helpful drive all of the work in Wraparound.

The student and their family members work with a Wraparound facilitator to build their Wraparound team, which can include the family's friends and people from the wider community, as well as providers of services and supports.

With the help of the team, the family and young person take the lead in deciding team vision and goals, and in developing creative and individualized services and supports that will help them achieve the goals and vision. Team members work together to put the plan into action, monitor how well it's working, and change it as needed.

Bruns and Walker (2008) identified ten principles of the wraparound process that included:

1. Family voice and choice

2. Team Based

3. Natural Supports

4. Collaboration

5. Community based

6. Culturally Competent

7. Individualized

8. Strengths-based

9. Unconditional

10. Outcome based

All of these principles are consistent with a PBIS approach and can result in a seamless connection between PBIS practices at Tier3, that include Functional Behavior Assessments and Behavior Intervention Plans,and wraparound supports.

For more information about wraparound, please visit the National Wraparound Initiative. The Midwest PBIS Network also has an abundance of materials for both the wraparound and person-centered planning process.

Person Centered Planning

Person-Centered Planning (PCP) is a way for diverse people, who share a common need to align:

Their vision, purposes, and goals,

Their understanding of the student's past,present and future life, and

Their actions for change, mutual support,personal and team development, and learning.

PCP makes a commitment and takes action to ensure that changes will be accomplished for the student. The PCP philosophy aims to 1) build support based on a capacity-based perspective of the student, 2) use natural school, family and community resources to fulfill a vision of a positive future for the student, and 3)build a circle of support for the student that includes friends, family, school personnel and service providers. The PCP team coordinates supports around the life of the individual rather than around the needs of the system and existing services. The team also recognizes that abilities of ordinary citizens, neighbors, fellow students, and school personnel, can teach students skills, help them participate, model appropriate behaviors, and foster interdependent relationships.

PCP is a planning process that involves long-term commitment to an action plan and a positive vision for the future of the student. This plan is not intended to replace an IEP or a Behavior Intervention Plan, but can be seen to supplement and extend those plans by addressing broader quality of life and community, personal, and life goals of the student. PCP has much in common with wraparound, with wraparound being a broader umbrella under which PCP can be used as an effective planning process. Both approaches, as well as PBIS, share a commitment to five essential goals of PCP that include:

Being present and participating in community life,

Gaining and maintaining satisfying relationships,

Expressing preferences and making choices in everyday life,

Having opportunities to fulfill respected roles and live with dignity, and

Continuing to develop personal competencies.

There are several Person-Centered Planning processes that have been developed using group facilitation techniques and graphic planning supports including:

Planning Alternative Tomorrows with Hope (PATH),

Making Action Plans (MAP),

Essential Lifestyle Planning (ELP),

Personal Profile,

Futures Plan,

Circle of Support, and

A combination of the above approaches into hybrid models.

For more information about Person Centered Planning visit the Administration for Community Living and the National Parent Center on Transition and Employment.

Cultural and Contextual Fit

With every practice, the student's and the school's culture and context must be considered. Each of these element influences and adds value to a school's Tier 3 practices:

Local environments such as neighborhoods and cities

Personal characteristics such as race, ethnicity, and nationality

Learning histories such as family, social routines, customs, and experiences

Language such as dialect and vocabulary

Tier 3 Teams

There are two types of teams associated with Tier 3 supports: the Tier 3 leadership team and individual student support teams.

Tier 3 Leadership Team

Tier 3 teams won't look the same in every school. Whether you have one team looking at Tier 3 specifically, or one team monitoring Tier 2 and 3 systems together, this leadership team meets regularly to be sure:

Students who need additional support have access to those systems

Students who receive Tier 3 supports are successful

Tier 3 leadership teams are led by someone with applied behavior expertise, administrative authority, multi-agency support experience, knowledge of students, and knowledge about how the school operates across grade levels and programs.

Tier 3 Student Support Team

In addition to a team committed to monitoring Tier 3 systems, there must be a problem-solving team for each student receiving Tier 3 supports.These teams meet regularly to design and refine strategies specific to one student. The team's goal is always to transition a student to fewer intensive supports.

Tier 3 student support teams typically include people from the student's school, home, and community. Students and their families input and approval on who is on the team. The school's administrator must have enough involvement to allocate resources as needed for a student's plan.

Assessments

The Tiered Fidelity Inventory (TFI) assess how closely school personnel apply the core features of PBIS. The TFI includes three separate surveys - one for assessing each tier - schools can use separately or in combination with one another. Schools at every stage of implementation may use the TFI to assess any tier.

Explore the Evidence Base for Tier 3

At its foundation, PBIS is a framework supported by research spanning decades. Study after study confirms the positive impact Tier 3 systems and practices have on improving student outcomes. The evaluation brief, " Is School-wide Positive Behavior Support an Evidence-based Practice?" and " References for the Evidence Base of PBIS" each lay out some of the research and provide additional resources to explore the topic further.

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At most schools, there are 1-5% of students for whom Tier 1 and Tier 2 supports have not connected. At Tier 3, these students receive more intensive, individualized support to improve their behavioral and academic outcomes. Tier 3 strategies work for students with developmental disabilities, autism, emotional and behavioral disorders, and students with no diagnostic label at all.

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These interventions are led by Admin and Student Support team.

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Alternatives To Suspension Behavior Contract Behavior Intervention Plan (BIP) Behavior Meetings Structured Breaks Check In Check Out (CICO) Collaboration With Student's Physician And/Or Mental Health Provider Counselor Referral Daily Behavior Form Forced Choice Reinforcement Survey

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Tier 2 practices and systems provide targeted support for students who are not successful with Tier 1 supports alone. The focus is on supporting students who are at risk for developing more serious problem behavior before they start. Essentially, the support at this level is more focused than Tier 1 and less intensive than Tier 3.

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Before implementing these, we should be working with the SAC, admin, parents.

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PBISWorld.com Tier 2 Positive Behavior Interventions And Supports | PBIS World

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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What is Tier 1 Support?

The PBIS Triangle-The green area represents Tier 1 that supports all students.

Tier 1 systems, data, and practices support everyone across all settings. They establish the foundation for delivering regular, proactive support and preventing unwanted behaviors. Tier 1 emphasizes modeling, teaching, and acknowledging positive social, emotional, and behavioral (SEB) skills. Teams, data, consistent policies, professional development, and evaluation are essential components for these practices to work effectively.

The core principles guiding Tier 1 PBIS include the understanding that we can and should:

Foundational Systems

Tier 1 systems serve as the foundation upon which all other tiers are built. With school-wide systems in place, schools can ensure students and staff are thriving and quickly identify which students need additional support. These Tier 1 foundational systems are:

Leadership Team

The Tier 1 team represents multiple and diverse perspectives to co-create the systems and practices for Tier 1 support. This team is responsible for uncovering strengths and needs by monitoring school and community data, ensuring students receive equitable access to these supports, and evaluating overall effectiveness.

Regular Meeting Routine, Schedule, and Structure

The Tier 1 team meets at least monthly. Team members should have availability to attend at least 80% of all scheduled meetings to provide consistency around action planning and tracking progress. Meetings should include an agenda, minutes, team agreements, defined roles, and a current action plan linked to the school improvement plan.

Commitment Statement for Establishing Positive School Climate

The Tier 1 team's role is to establish the priority for improving the conditions for learning through the adoption of evidence-based practices. If it is not identified as one of the school's top three needs, it is unlikely anyone will allocate the time and effort needed to accomplish implementation. Although not a requirement, It is beneficial when a majority of school community members also agree PBIS implementation is critical to addressing issues related to SEB growth of all students.

School systems can either reflect a biased society or provide a protective buffer against it. To make it a protective place, teams should adopt a behavior framework that is preventive, instructional, and flexible enough to be tailored to the strengths, needs, and values of its students, families, and community. Tier 1 can be implemented with fidelity only when it is equitable and adapted to fit the local context, which means attending directly to aspects of culture.

On-Going Data-Based Monitoring, Evaluation, and Dissemination

Tier 1 teams review and use multiple data sources regularly to guide decisions. Reviewing fidelity data measures how closely the school implements the critical components of PBIS at Tier 1. Annually, teams evaluate the overall effectiveness of Tier 1 supports and share their findings with interested parties. School community members should see school and community data regularly and have opportunity to provide input on Tier 1 foundations.

Procedures for Selecting, Training, and Coaching New Personnel

The key to PBIS implementation is staff consistency. All staff members are involved in the development of goals, process, and measures. Tier 1 implementation may require professional development to orient all school personnel - particularly around five core practices:

Core Practices

Before schools start implementing Tier 2 and Tier 3 practices, Tier 1 practices must be in place. These include:

Schoolwide Positive Expectations and SEB Skills are Defined and Taught

Rather than establishing specifically what not to do, schools define and teach expectations and SEB skills they want to see. Schools should identify 3-5 positively stated, easy to remember expectations. These should create the conditions for a positive school climate to support teaching and learning. Anyone should be able to walk into the school at any time and ask 10 random students to name the school-wide expectations. At least 80% of the time those students should be able to say what they are and give examples of what they look like in action.

For students to know the expectations, they must be taught. The Tier 1 team should decide how students will learn expected academic and social behaviors across various school settings.

Procedures for Establishing Classroom Expectations and Routines Consistent
with Schoolwide Expectations

Students spend the majority of their day within classroom settings. It's critical the expectations in the classroom align with the broader school-wide systems. This consistency supports better behavioral outcomes for all students. Teachers and students co-design agreements and routines that align with school expectations.

Continuum of Procedures for Encouraging Expected Social, Emotional Behavior

A school's Tier 1 team determines how to acknowledge students positively for prosocial behaviors. Schools might use an acknowledgment system to support offering specific praise when students do what's expected. No matter the system, it should be:

Continuum of Procedures for Discouraging Unwanted Behavior

All discipline policies should include definitions for behaviors interfering with academic and social success. They offer clear policies and procedures for addressing office-managed versus classroom-managed problems. Defining both the behaviors and the procedures promote consistent application of Tier 1 across all students and school personnel.

Procedures for Ensuring School-Family Partnerships

Teams should solicit stakeholders, including families, for input on Tier 1 foundations. Opportunities to provide ongoing feedback and direction should happen at least once a year, if not more regularly. This input ensures Tier 1 is culturally responsive and reflects the values of the local community.

The Tier 1 Team

In addition to monitoring Tier 1 systems, the Tier 1 team meets regularly to refine school-wide practices and evaluate their effectiveness. The team reviews discipline data, curriculum-based measures, state tests, and other data sources related to improving school-wide outcomes. Individuals with the following positions are often included on Tier 1 teams:

In addition to these suggested roles, the team should have the following skillsets represented:

SEB expertise

Applied behavior support

Mental health and trauma

Academic instruction

Coaching expertise

Equity

Physical health and wellness (e.g., nurse)

Knowledge of student academic and behavior patterns

Knowledge about how the school operates across grade levels and programs

Assessments

The Tiered Fidelity Inventory (TFI) assesses how closely school personnel apply the core features of PBIS. The TFI includes three separate surveys - one for assessing each tier - schools can use separately or in combination with one another. Schools at every stage of implementation may use the TFI to assess any tier.

Explore the Evidence Base for Tier 1

At its foundation, PBIS is a framework supported by research spanning decades. Study after study confirms the positive impact Tier 1 systems and practices have on improving student outcomes. The evaluation brief, " Is School-wide Positive Behavior Support an Evidence-based Practice?" and " References for the Evidence Base of PBIS" each lay out some of the research and provide additional resources to explore the topic further.

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Tier 1 systems, data, and practices impact everyone across all settings. They establish the foundation for delivering regular, proactive support and preventing unwanted behaviors. Tier 1 emphasizes prosocial skills and expectations by teaching and acknowledging appropriate student behavior. Teams, data, consistent policies, professional development, and evaluation are essential components for these practices to work effectively.

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PBIS Team Meetings 1x a month Ms. Wallace Office

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PBIS Team Meetings 1x a month Ms. Wallace Office

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Check-In / Check-Out: Providing a Daily Support System for Students

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Make Referral system

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"Williams, Suzanne" <williamssu@springfieldpublicschools.com>; "Kutz, Colleen" <kutzc@springfieldpublicschools.com>; "Grise, Marissa" <grisem@springfieldpublicschools.com>; "Haber, Amanda" <habera@springfieldpublicschools.com>; "Lamb, Roxanne" <lambr@springfieldpublicschools.com>; "Lewis, Cameron" <lewisc@springfieldpublicschools.com>; "Wallace, Kelly" <wallacek@springfieldpublicschools.com>; "Hill, Gail" <hillg@springfieldpublicschools.com>

"Nooney, Domenica" <nooneyd@Springfieldpublicschools.com>

Erica Morales and Laura Mann Have joined us this year!!!!

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How PBIS used in schools.

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Positive Behavior intervention & Supports (PBIS)

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This strategy has new content introduced to students at home or prior to the lesson. With a possible rotating schedule for school days coming this fall, instruction and learning will have to be partially independent. This will allow students to explore the activity on their own, identify what was easy and what was difficult, and give the teacher more time to address the difficult tasks when face to face. The video attached explains the process for students.

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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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Teach about Growth Mindset vs. Fixed Mindset

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Teach about Growth Mindset vs. Fixed Mindset

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Many of our students negative behaviors are derived from a feeling of frustration that comes from failing. Our Glickman students need to understand that we focus on Growth Mindset. By promoting a Growth Mindset throughout the school, students will begin to understand that mistakes are simply part of the learning process.

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Liberty Elementary School Behavior Matrix

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Liberty Elementary School Behavior Matrix

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When correcting a behavior, follow up with 4 positive reinforcing the expected and wanted behaviors.

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If you would like support with a specific behavior, identify the behavior using the link (#1) and submit form to one of the PBIS members.

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PBIS Intervention Planner- Individual Student

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Our short term memory is fast and tiny. Some researchers say we can only remember up to 4 things at given time. Think about this when delivering a lesson. By chunking the parts/step/or transition it will allow students to focus on specifics for a given time block.

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Chunking: Learning Technique for Better Memory

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This video is an example of how your words and interactions with children can effect their day. At Glickman, we Greet To Be Great.

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There are several videos to explore if you would like to learn more about PBIS Rewards

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education pbis "classroom management" rewards incentives recognition "positve behavior support" "positive behaviour for learning" pb4l pbl "pbis rewards" "po...

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PBIS Rewards is a Software-as-a-Service solution that provides a digital, schoolwide PBIS management system. Our system greatly helps with the implementation and tracking of the PBIS framework within a school. With PBIS Rewards, school administration can clearly see how teachers are utilizing PBIS and how PBIS is improving school culture.

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How to Greet To Be Great while social distancing?

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How to Greet To Be Great while social distancing?

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We loved all the creative ways teachers had to greet their students at their door. With social distancing guidelines in effect we need to adapt how we greet to be great. Some ideas to teach and use when students arrive to school or your class.
1. Hug yourself and point to who you are sending it to.
2. Dance - Call and Response (students do a move and you copy it)
3.  Personal Greeting on Post-its at  student's desks.
4. Perform a welcome cheer for all to do when everyone arrives.

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Positive Response Strategies to Student Misbehavior

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Positive Response Strategies to Student Misbehavior

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Some Positive Response Strategies to Student Misbehavior

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Student Behavior Management Process (Teacher vs Office)

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Student Behavior Management Process (Teacher vs Office)

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Strong, positive, and genuine relationships are a foundational element for success for all learners. This includes relationships between students as well as relationships between students and adults. Spend some extra time discussing positive qualities, friends, hopes for the future, and more with these questions. Getting to know your learners can help them open up, feel more prepared to take risks, and develop more positive feelings towards school in general.