The primary prevention of positive behavioral interventions and supports (PBIS) consists of rules, routines, and physical arrangements that are developed and taught by school staff to prevent initial occurrences of behavior. Research indicates that 3-5 behavioral expectations that are positively stated, easy to remember, and significant to the school are best.
The school leadership team determines when and how often to teach these expectations. Some of our schools teach through a week long Character Camp while other schools teach the expectations the first two days of school by rotating stations. Behavioral expectations are continually taught with "boosters" that are scheduled at key times during the school year (after winter and spring break for example).
All-School Teaching Matrix: Each site creates an all-school matrix of 3-5 positively stated, school-wide expectations with rules providing specific descriptions of what students and staff are expected to do in all specific settings. The matrix is also supported by developed routines for all non-classroom settings. Classroom matrices are also developed within the PBIS framework within the first year of implementation and classroom matrices rules and routines are tied to the all-school wide expectations.
The school leadership team determines when and how often to teach these expectations. Some of our schools teach through a week long Character Camp while other schools teach the expectations the first two days of school by rotating stations. Behavioral expectations are continually taught with "boosters" that are scheduled at key times during the school year (after winter and spring break for example).
All-School Teaching Matrix: Each site creates an all-school matrix of 3-5 positively stated, school-wide expectations with rules providing specific descriptions of what students and staff are expected to do in all specific settings. The matrix is also supported by developed routines for all non-classroom settings. Classroom matrices are also developed within the PBIS framework within the first year of implementation and classroom matrices rules and routines are tied to the all-school wide expectations.