Positive Behavioral Interventions and Supports (PBIS) developed as a multi-tiered framework to teach positive social and cognitive behaviors. PBIS provides strategies for students to engage in the classroom by setting behavioral expectations, positive rewards, and clear consequences. These practices are supported by the physical school environment, effective classroom routines, and behavioral expectations.

When implemented correctly, PBIS promotes a more positive school climate, safer learning environments, and more trusting and respectful student-teacher relationships.

Classworks Observations are an excellent resource when looking for a consistent, easy-to-use, and transparent platform for the daily observations that are so integral to PBIS.

Why:

  • Provides students with more one on one help, support, and intervention

  • Holds students accountable on a daily basis

  • Provides structure, routine, consistency, and organization

  • Promotes self-responsibility

  • Improves students’ grades and accountability

  • Improves student buy-in

  • Increases student motivation and effort

  • Improves school/home communication

When:

  • When students exhibit persistent behavior problems

  • When students are very disorganized

  • When students consistently fail to compete daily class/school requirements

  • When students exhibit persistent emotional difficulties, like frustration, anxiety, etc.

  • When students are defiant and oppositional

How:

  • Utilize Classworks Observations

  • Decide on the main problem behaviors and discuss with the student

  • Rate the student for each period, hour, or otherwise designated block

  • Email or text parents the link that shows the student’s progress. Determine how often you plan to communicate with the parent about the student’s progress. Remember, this is a live link in Classworks.

  • Review the student’s daily behavior and marks with them in a productive manner, discussing how they felt they did, why, and what to change or do differently the next day, etc.

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