# data[].attributes.body
-Be specific
-Be clear about the expectations
-Praise the process and progress, not just the outcome.
-Be sincere--don't over praise
-Be sensitive, and follow culturally responsive practices.
-Avoid comparisons to other students.

# data[].attributes.headline
How are PBIS and Responsive Classroom Approach Similar?

# data[].attributes.subject
How are PBIS and Responsive Classroom Approach Similar?

# data[].attributes.body
They both use
-positive strategies which recognize that the "get tough" and punitive strategies can be counterproductive and are harmful.
-establish a positive environment which focuses on changing the environment to support positive behavior and discourage the negative ones.
-teach skills that help the students meet behavior expectations.
-both recognize the importance of constantly reinforcing positive behavior as soon as the students have been taught the desired behavior.
-response to inappropriate behavior is emphasized by having a system for responding immediately and constantly to the inappropriate undesired behavior.

# data[].attributes.headline
What is Positive Behavioral and Intervention Supports (PBIS) ?

# data[].attributes.subject
What is Positive Behavioral and Intervention Supports (PBIS) ?

# data[].attributes.body
PBIS is a three-tiered framework designed for improving and integrating all of the data, systems, and practices that affect student outcomes daily. It is a way to support everyone, especially those with disabilities, to create schools where every student is successful. PBIS is a commitment to addressing student behavior through system change. When PBIS is implemented well, it improves social and academic outcomes of students. Schools experience reduced exclusionary discipline, and school staff feel more affective when PBIS is implemented well.

# data[].attributes.body
Tier 1:
UNIVERSAL PREVENTION (ALL):
Tier one systems affect everyone across all settings. They establish a foundation of delivering regular, proactive support and preventing unwanted behaviors. Tier one emphasizes on personal skills and expectations by teaching and acknowledging appropriate student behavior.

Tier 2:
TARGETED PREVENTION (SOME):
Tier two data and systems target students who were not successful in tier one systems alone. If focuses on students who are at risk of developing more serious problem behavior before those behaviors start. Tier two usually involves group interventions with 10 or more students participating.  The support at tier two is more focused than tier one, but not not as intense as tier three.

Tier 3:
INTENSIVE, INDIVIDUALIZED PREVENTION (FEW):
At tier three, students receive more intensive, individualized support to improve their behavioral and academic outcomes. Tier three strategies work for students with developmental disabilities, autism, emotional and behavioral disorders, and students with no diagnostic label at all.

# data[].attributes.body
PBIS does not ignore the problem behavior, it focuses on teaching expectations, preventing problems, and using logical consequences to change the students behavior in that moment and in the future.

# data[].attributes.body
Schools that use traditional discipline may try to correct behavior through punishment. For example, sending someone to the principal's office for disrupting class. The student is sent back to class and is expected to behave, but there was no instruction telling the student what an appropriate behavior would have been. Schools with PBIS look at behavior as a form of communication. Instead of the teacher sending the student to the principal's office, she may see the disruption as a form of wanting attention. So she can ask the student to participate in a discussion. If the behavior continues, there can be an intervention to develop a plan for when disruption happens. For example, giving the student a break to cool off, or a break to talk with a peer mentor.

# data[].attributes.body
Take a step back and evaluate the situation. Is the student hungry? Did something happen at home? Did they get enough sleep? Talk to the student beforehand to see what is going on so you can create a plan to prevent behavior.

# data[].attributes.body
- students need explicit instruction and opportunities to practice appropriate behavior and receive feedback.
- stepping in early can prevent serious behavior problems.
- each student and behavior is different so each behavior plan and support needs to be different as well.
- Tracking student’s behavior progress is important.
- staff needs to be consistent with behavior plans, expectations, and reinforcements.

# data[].attributes.body
Regularly check the effectiveness of their practices

Pull from a continuum of evidence-based interventions to support student needs

Develop content expertise through coaching and on-going professional development

Rely on teams to guide implementation

Use data to monitor student progress

Implement universal screening practices

Include community members and families to create culturally-relevant practices.

# data[].attributes.attachment_link.description
Whether you are a school brand new to PBIS or someone looking for new ideas to freshen up your own implementation, it's always helpful to see what other schools do. Check out these samples, case studies and lesson plans and use them as a springboard to improve your own implementation.

# data[].attributes.body
These range from reinforcing teacher language such as, verbal reinforcement, “Nice walking feet! You are a super star!”, to the use of material rewards such as, token boards and getting a prize when reaching the end based on positive behavior.