Positive Behavioral Interventions and Supports (PBIS)

Dr. Jacqueline Jones
PBIS District Coordinator/SWIS Facilitator

Success For All Students! 

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based, data-driven framework proven to reduce disciplinary incidents, increase a school’s sense of safety and support improved academic outcomes. More than 22,000 U.S. schools are implementing PBIS and saving countless instructional hours otherwise lost to discipline. The premise of PBIS is that continual teaching, combined with acknowledgement or feedback of positive student behavior will reduce unnecessary discipline and promote a climate of greater productivity, safety and learning. PBIS schools apply a multi-tiered approach to prevention, using disciplinary data and principles of behavior analysis to develop school-wide, targeted and individualized interventions and supports to improve school climate for all students. (OSEP Technical Assistance Center on Positive Behavior Interventions & Supports, 2009).

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based framework that helps schools design effective environments and supports that, when implemented with fidelity, increase teaching and learning opportunities for all students. The American Heritage Dictionary defines discipline as “training that is expected to produce a specific character or pattern of behaviors, especially training that produces moral or mental improvement.” This is the focus of PBIS. Like reading and math, behavior can be taught and since 2008, Georgia’s PBIS team at the GaDOE has worked with over 40 Georgia district’s involving over 400 schools to prevent or reduce problem behaviors while creating more positive learning environments for all students. Georgia’s PBIS schools report reduced discipline rates and increased learning opportunities in their classrooms. This work involves helping districts build the necessary framework to promote positive outcomes for all students over time.  

PBIS Schools In Troup County School System
Berta Weathersbee Elementary School  (Distinguished)
Callaway Middle School  (Emerging)
Callaway Elementary School  (Emerging)
Callaway High School (Emerging)
Ethel W. Kight Elementary School  (Distinguished) 
Franklin Forest Elementary School  (Emerging)
Gardner Newman Middle School (Emerging)
Hogansville Elementary School (Operational)
The HOPE Academy (Emerging)
Troup County High School (Emerging)
West Point Elementary School (Emerging)

WEST POINT ELEMENTARY IMPLEMENTS PBIS

West Point Elementary participates in Day1, Tier I training as they join the Troup County School System as a PBIS School. Tony Feldmann, the school climate specialist from the GaDOE, along with Dawnyell King and Dr. Lynn Skinner, the school climate specialist from West Ga. RESA facilitated the training. 

THANK YOU BERTA

Our PBIS Coaches Getting it Done. BWES opens their doors and host the monthly PBIS coaches meeting.

Our awesome Art Teacher, Mrs. Jaynie Jackson, incorporated our PBIS focus into an art lesson.  Students were asked to draw a picture of themselves encouraging others. Love this!

PBIS Coach Highlight: Mrs. Erin Griffin

Mrs. Griffin is the PBIS Coach at Callaway Middle School. Along with her coaching duties, she is also the school’s media specialist. Mrs. Griffin brings a tremendous amount of energy and dedication to the implementation of PBIS throughout Callaway Middle School. She consistently make sure teachers are modeling the school’s expectations and rewarding students when they meet those expectations.

CHAMPS

A Proactive Approach to Classroom Management
One of the most essential components in creating a classroom environment that is welcoming, structured, and has a positive feeling is to have identified and defined classroom expectations. Applying the CHAMPS acronym when defining expectations provides an easy structured way for success in the classroom. 

              C     Conversation

H     Help

    A     Activity

          M    Movement

              P     Participation

       S     Supplies

Conversation - Can students have conversations with each other during independent seat work? If so, what? With whom? How many students can be involved in a single conversation? How long can that conversation last?

Help - How do students get questions answered during independent seatwork time? How do students get your attention? If students have to wait for help, what should they do while they wait?

Activity - This is the given activity or transition. In this example, the activity is independent seatwork, but other could include: taking a test/ quiz, small group work, teacher lecture, turning in homework and cleaning up at the end of the day. 

Movement - Can students get out of their seats during independent seatwork? If yes, what are the acceptable reasons for doing so? Do they need permission from you?

Participation - What behaviors show that students are participating fully and responsibly during independent seatwork? What is their role during this time?

Supplies - What supplies might a student need during independent work? 

Jessica Sprick, M,S., Randy Sprick, Ph.D.., Jacobs Edwards, M.A., M.Ed., Cristy Coughlin, Ph.D. 

As you go through these prompting questions, the expectations around a given activity will become more clearly defned for you. It will prepare you to clearly define your expectations for your students, reducing any confusion and misunderstanding as to what is expected.