Tier 1
This practice focuses on making sure learners are familiar with school-wide positive behaviors including beginning of the year, after breaks, and as needed when data shows need.
What is teaching/reteaching expectations
This PBIS practice provides additional instruction to 10 or more students in areas like behavior management, effective communication, keeping our hands to ourselves, etc.
What are small groups
This intervention is school-based for external therapy.
What is a referral to mental health services
An intervention should be monitored for this length of time before moving a student between tiers.
What is 6-8 weeks
This practice should happen at least twice per year and ensures staff & students hold knowledge on building wide expectations, signage, and other required PBIS practices at the core.
What are building walkthroughs
This document should be posted frequently in buildings and encompasses common areas and specific themes that are the foundation of PBIS.
What is an expectation matrix
This intervention provides students with a trusted adult that intervenes 2-3x per day, gives opportunities for student feedback, and allows for praise and redirection in a proactive manner vs. reactive to negative behavior.
What is Check In/Check Out (CICO)
This practice should include both positive feedback to guardians and happens in a timely manner for instances of correction or concern.
What is frequent home/school communication
This data platform houses all referrals for behavior in the District and is used by all building staff to document minor and major behaviors.
What is SWIS
This approach ensures students are hearing the same terms regardless of which building they are in.
What is common language
This component of PBIS is facilitated in the classroom by teachers and should be done at least once per week to promote student skill development in the 5 CASEL competencies.
What is Social Emotional Learning (SEL)
This intervention provides positive stated target behaviors for students to monitor and report on. It often includes points and is tied back to the school-wide expectations.
What is self-monitoring
This is the ideal frequency of monitoring/evaluating intensive interventions for students receiving Tier 3 services.
What is weekly
Building PBIS teams should meet at this frequency AT MINIMUM.
What is monthly
Each building should have staff ownership of PBIS at this percentage.
What is 80%
This Tier 1 practice involves documentation and a consistently used list of defined behaviors to be addressed by either staff or administration.
What are referrals
This practices partners a student with exemplar positive behavior with a student who may need additional support or guidance in developing skills.
What is/are peer mentoring/buddy systems
This plan, not directly related to mental health, provides supports and interventions specific to an individual student with identified intensive behavior needs.
What is a success plan
This tool is facilitated once per semester and gathers staff, student, and family feedback on perceptions related to the school community and the environment in each building.
What is climate & culture survey
Building teams with questions or find areas of needed support should reach out to this person for additional assistance.
Who is Ashley Pittman
Building teams complete this document once each semester to identify PBIS practices in their buildings, identify gaps in programming, and identify sustainable practices happening. In order to move on, you must score 70% in each category.
What is the Tiered Fidelity Inventory (TFI).
What are targeted positive reinforcement systems (i.e. incentives).
This intensive intervention requires a trained professional in the District to facilitate observations and identifies the root of behavior expression.
What is a Functional Behavior Assessment (FBA)
This integral part of a building PBIS team is the largest area on the TFI where points are lost. Examples of this role include parents, community leaders, partners, and other engaged individuals who share investment in the school community.
What are stakeholders
All 11 buildings should have at least this many clearly defined, positively stated, expectations for students.
What are 3-5.