Discover how Beasley Elementary overcame challenges to implement PBIS effectively, fostering positive changes.
That statement is the first thing that comes to mind when schools decide to improve behavior and it’s a great rallying point to get your program off the ground. The mindset shift from punitive punishment to focusing on positive behavior is a powerful one.
When students are rewarded PBIS points for displaying positive behaviors, it creates a ripple effect, encouraging more of those desirable actions. But where do you start? The idea of “improving behavior” is a pretty complex process in any school and can seem daunting.
There’s an awful lot to consider, including types of behaviors, interventions, rewards, and of course teacher buy-in. If that sounds a bit overwhelming you are not alone. Most schools struggle to implement all of those at once with consistency.
But some of them do master them all. The secret, as we learned from Laura Spiegel of Beasley Elementary, is simply “focus”. But before we start learning more about how Laura and her team improved behavior, let’s take a closer look at what exactly are PBIS points.
Positive Behavior Interventions and Supports (PBIS) is a proactive approach to managing behavior in your building. PBIS aims to tailor support levels according to the varying needs of your students. In short, you build PBIS tiers around behaviors you want to see your students exhibit.
You then progress monitor how well your students adhere to those expectations. PBIS points allow teachers to track interactions for goal setting and lesson planning. The act of awarding those points provides another layer of motivation in the classroom, hallway, cafeteria, or recess.
By using a platform like LiveSchool they can easily acknowledge positive, on-task behaviors using a laptop, an interactive touchscreen, a smartboard, or even an app on a phone or tablet.
It also means they can log redirections. This can be tied to your students' point total but it also can be used just for data purposes. Whether you deduct points with redirections or not is a school culture choice.
Beasley started with the concept we mentioned above. They started rewarding points for good behavior and hosting parties to celebrate student success. However, when Laura and her team began implementing PBIS, they encountered several obstacles.
Despite these initial difficulties, Beasley Elementary addressed them systematically, focusing on small, manageable changes and gradually building a school culture centered around behavior management, positive reinforcement, and teacher support.
For the system to work, and behavior to improve, Beasley Elementary had to address those initial hurdles that could keep it from being sustainable. Sustainability and consistency are crucial when implementing school initiatives like PBIS.
Maintaining long-term sustainability ensures that positive outcomes persist over time, fostering a lasting impact on school culture and student behavior. Consistency in implementation ensures that expectations remain clear and uniform, promoting fairness and stability for all.
By prioritizing sustainability and consistency, schools can effectively embed initiatives like PBIS into their organizational structure, leading to enduring positive change. Let’s take a look at each of the specific hurdles and the solutions that Laura and her team used to overcome them.
This is one instance where a committee is truly the best way forward. By involving representatives from various departments and grade levels, Beasley’s committee can gather diverse perspectives and insights, leading to more effective strategies and solutions.
Furthermore, participation in the planning process fosters a sense of ownership and investment among staff members, increasing their commitment to the PBIS framework.
You can reward points everywhere, all the time, to everyone all at once. That doesn’t necessarily mean you should.
Laura and her team looked at the results from the first year on their behavior data dashboard. The results indicated that the problem areas were largely recess, specials, and hallway transitions…so that’s where they asked teachers to award more points!
By reinforcing their school-wide expectations in those focused problem areas, they were able to reduce the workload on teachers. This leads to a more consistent, targeted, implementation … which leads to a noticeable improvement in behavior and it incentivizes good attendance!
They incentivized good attendance in this manner by focusing the reward fulfillment days on the days they traditionally had seen the worst attendance.
Beasley Elementary tackled overcrowding issues at reward events by implementing strategic measures. They reduced overcrowding by:
This approach ensured that events remained enjoyable for students while still being manageable for the staff.
Beasley Elementary successfully gained buy-in from special teachers for their PBIS initiatives by involving them in the decision-making process.
Special teachers were given input on the number of points students could earn in their classes, empowering them to contribute to the system's design. This collaborative approach ensured that special teachers felt valued and invested in the program.
Additionally, by aligning incentives with behavior expectations in special classes, such as cleaning up supplies and staying in designated areas, special teachers were motivated to actively promote positive behavior.
At Beasley Elementary, achieving consistency in their PBIS strategies involved strategic solutions to initial challenges, ensuring long-term success.
By prioritizing sustainability and uniformity, the school ensured enduring positive outcomes, shaping a lasting impact on both school culture and student behavior.
Overcoming obstacles such as teacher resistance, logistical complexities, and overcrowding at events required collaborative efforts and innovative approaches. By embedding core PBIS practices into their plan, they’ve built a culture of positive reinforcement and lasting change.
That statement is the first thing that comes to mind when schools decide to improve behavior and it’s a great rallying point to get your program off the ground. The mindset shift from punitive punishment to focusing on positive behavior is a powerful one.
When students are rewarded PBIS points for displaying positive behaviors, it creates a ripple effect, encouraging more of those desirable actions. But where do you start? The idea of “improving behavior” is a pretty complex process in any school and can seem daunting.
There’s an awful lot to consider, including types of behaviors, interventions, rewards, and of course teacher buy-in. If that sounds a bit overwhelming you are not alone. Most schools struggle to implement all of those at once with consistency.
But some of them do master them all. The secret, as we learned from Laura Spiegel of Beasley Elementary, is simply “focus”. But before we start learning more about how Laura and her team improved behavior, let’s take a closer look at what exactly are PBIS points.
Positive Behavior Interventions and Supports (PBIS) is a proactive approach to managing behavior in your building. PBIS aims to tailor support levels according to the varying needs of your students. In short, you build PBIS tiers around behaviors you want to see your students exhibit.
You then progress monitor how well your students adhere to those expectations. PBIS points allow teachers to track interactions for goal setting and lesson planning. The act of awarding those points provides another layer of motivation in the classroom, hallway, cafeteria, or recess.
By using a platform like LiveSchool they can easily acknowledge positive, on-task behaviors using a laptop, an interactive touchscreen, a smartboard, or even an app on a phone or tablet.
It also means they can log redirections. This can be tied to your students' point total but it also can be used just for data purposes. Whether you deduct points with redirections or not is a school culture choice.
Beasley started with the concept we mentioned above. They started rewarding points for good behavior and hosting parties to celebrate student success. However, when Laura and her team began implementing PBIS, they encountered several obstacles.
Despite these initial difficulties, Beasley Elementary addressed them systematically, focusing on small, manageable changes and gradually building a school culture centered around behavior management, positive reinforcement, and teacher support.
For the system to work, and behavior to improve, Beasley Elementary had to address those initial hurdles that could keep it from being sustainable. Sustainability and consistency are crucial when implementing school initiatives like PBIS.
Maintaining long-term sustainability ensures that positive outcomes persist over time, fostering a lasting impact on school culture and student behavior. Consistency in implementation ensures that expectations remain clear and uniform, promoting fairness and stability for all.
By prioritizing sustainability and consistency, schools can effectively embed initiatives like PBIS into their organizational structure, leading to enduring positive change. Let’s take a look at each of the specific hurdles and the solutions that Laura and her team used to overcome them.
This is one instance where a committee is truly the best way forward. By involving representatives from various departments and grade levels, Beasley’s committee can gather diverse perspectives and insights, leading to more effective strategies and solutions.
Furthermore, participation in the planning process fosters a sense of ownership and investment among staff members, increasing their commitment to the PBIS framework.
You can reward points everywhere, all the time, to everyone all at once. That doesn’t necessarily mean you should.
Laura and her team looked at the results from the first year on their behavior data dashboard. The results indicated that the problem areas were largely recess, specials, and hallway transitions…so that’s where they asked teachers to award more points!
By reinforcing their school-wide expectations in those focused problem areas, they were able to reduce the workload on teachers. This leads to a more consistent, targeted, implementation … which leads to a noticeable improvement in behavior and it incentivizes good attendance!
They incentivized good attendance in this manner by focusing the reward fulfillment days on the days they traditionally had seen the worst attendance.
Beasley Elementary tackled overcrowding issues at reward events by implementing strategic measures. They reduced overcrowding by:
This approach ensured that events remained enjoyable for students while still being manageable for the staff.
Beasley Elementary successfully gained buy-in from special teachers for their PBIS initiatives by involving them in the decision-making process.
Special teachers were given input on the number of points students could earn in their classes, empowering them to contribute to the system's design. This collaborative approach ensured that special teachers felt valued and invested in the program.
Additionally, by aligning incentives with behavior expectations in special classes, such as cleaning up supplies and staying in designated areas, special teachers were motivated to actively promote positive behavior.
At Beasley Elementary, achieving consistency in their PBIS strategies involved strategic solutions to initial challenges, ensuring long-term success.
By prioritizing sustainability and uniformity, the school ensured enduring positive outcomes, shaping a lasting impact on both school culture and student behavior.
Overcoming obstacles such as teacher resistance, logistical complexities, and overcrowding at events required collaborative efforts and innovative approaches. By embedding core PBIS practices into their plan, they’ve built a culture of positive reinforcement and lasting change.
That statement is the first thing that comes to mind when schools decide to improve behavior and it’s a great rallying point to get your program off the ground. The mindset shift from punitive punishment to focusing on positive behavior is a powerful one.
When students are rewarded PBIS points for displaying positive behaviors, it creates a ripple effect, encouraging more of those desirable actions. But where do you start? The idea of “improving behavior” is a pretty complex process in any school and can seem daunting.
There’s an awful lot to consider, including types of behaviors, interventions, rewards, and of course teacher buy-in. If that sounds a bit overwhelming you are not alone. Most schools struggle to implement all of those at once with consistency.
But some of them do master them all. The secret, as we learned from Laura Spiegel of Beasley Elementary, is simply “focus”. But before we start learning more about how Laura and her team improved behavior, let’s take a closer look at what exactly are PBIS points.
Positive Behavior Interventions and Supports (PBIS) is a proactive approach to managing behavior in your building. PBIS aims to tailor support levels according to the varying needs of your students. In short, you build PBIS tiers around behaviors you want to see your students exhibit.
You then progress monitor how well your students adhere to those expectations. PBIS points allow teachers to track interactions for goal setting and lesson planning. The act of awarding those points provides another layer of motivation in the classroom, hallway, cafeteria, or recess.
By using a platform like LiveSchool they can easily acknowledge positive, on-task behaviors using a laptop, an interactive touchscreen, a smartboard, or even an app on a phone or tablet.
It also means they can log redirections. This can be tied to your students' point total but it also can be used just for data purposes. Whether you deduct points with redirections or not is a school culture choice.
Beasley started with the concept we mentioned above. They started rewarding points for good behavior and hosting parties to celebrate student success. However, when Laura and her team began implementing PBIS, they encountered several obstacles.
Despite these initial difficulties, Beasley Elementary addressed them systematically, focusing on small, manageable changes and gradually building a school culture centered around behavior management, positive reinforcement, and teacher support.
For the system to work, and behavior to improve, Beasley Elementary had to address those initial hurdles that could keep it from being sustainable. Sustainability and consistency are crucial when implementing school initiatives like PBIS.
Maintaining long-term sustainability ensures that positive outcomes persist over time, fostering a lasting impact on school culture and student behavior. Consistency in implementation ensures that expectations remain clear and uniform, promoting fairness and stability for all.
By prioritizing sustainability and consistency, schools can effectively embed initiatives like PBIS into their organizational structure, leading to enduring positive change. Let’s take a look at each of the specific hurdles and the solutions that Laura and her team used to overcome them.
This is one instance where a committee is truly the best way forward. By involving representatives from various departments and grade levels, Beasley’s committee can gather diverse perspectives and insights, leading to more effective strategies and solutions.
Furthermore, participation in the planning process fosters a sense of ownership and investment among staff members, increasing their commitment to the PBIS framework.
You can reward points everywhere, all the time, to everyone all at once. That doesn’t necessarily mean you should.
Laura and her team looked at the results from the first year on their behavior data dashboard. The results indicated that the problem areas were largely recess, specials, and hallway transitions…so that’s where they asked teachers to award more points!
By reinforcing their school-wide expectations in those focused problem areas, they were able to reduce the workload on teachers. This leads to a more consistent, targeted, implementation … which leads to a noticeable improvement in behavior and it incentivizes good attendance!
They incentivized good attendance in this manner by focusing the reward fulfillment days on the days they traditionally had seen the worst attendance.
Beasley Elementary tackled overcrowding issues at reward events by implementing strategic measures. They reduced overcrowding by:
This approach ensured that events remained enjoyable for students while still being manageable for the staff.
Beasley Elementary successfully gained buy-in from special teachers for their PBIS initiatives by involving them in the decision-making process.
Special teachers were given input on the number of points students could earn in their classes, empowering them to contribute to the system's design. This collaborative approach ensured that special teachers felt valued and invested in the program.
Additionally, by aligning incentives with behavior expectations in special classes, such as cleaning up supplies and staying in designated areas, special teachers were motivated to actively promote positive behavior.
At Beasley Elementary, achieving consistency in their PBIS strategies involved strategic solutions to initial challenges, ensuring long-term success.
By prioritizing sustainability and uniformity, the school ensured enduring positive outcomes, shaping a lasting impact on both school culture and student behavior.
Overcoming obstacles such as teacher resistance, logistical complexities, and overcrowding at events required collaborative efforts and innovative approaches. By embedding core PBIS practices into their plan, they’ve built a culture of positive reinforcement and lasting change.
Jordan resides in Lexington, Kentucky. He has experience in Public Education as an Administrator, Science Teacher, and as a Coach. He has extensive experience with School Discipline, PBIS, SEL, Restorative Practices, MTSS, and Trauma-Informed Care.
That statement is the first thing that comes to mind when schools decide to improve behavior and it’s a great rallying point to get your program off the ground. The mindset shift from punitive punishment to focusing on positive behavior is a powerful one.
When students are rewarded PBIS points for displaying positive behaviors, it creates a ripple effect, encouraging more of those desirable actions. But where do you start? The idea of “improving behavior” is a pretty complex process in any school and can seem daunting.
There’s an awful lot to consider, including types of behaviors, interventions, rewards, and of course teacher buy-in. If that sounds a bit overwhelming you are not alone. Most schools struggle to implement all of those at once with consistency.
But some of them do master them all. The secret, as we learned from Laura Spiegel of Beasley Elementary, is simply “focus”. But before we start learning more about how Laura and her team improved behavior, let’s take a closer look at what exactly are PBIS points.
Positive Behavior Interventions and Supports (PBIS) is a proactive approach to managing behavior in your building. PBIS aims to tailor support levels according to the varying needs of your students. In short, you build PBIS tiers around behaviors you want to see your students exhibit.
You then progress monitor how well your students adhere to those expectations. PBIS points allow teachers to track interactions for goal setting and lesson planning. The act of awarding those points provides another layer of motivation in the classroom, hallway, cafeteria, or recess.
By using a platform like LiveSchool they can easily acknowledge positive, on-task behaviors using a laptop, an interactive touchscreen, a smartboard, or even an app on a phone or tablet.
It also means they can log redirections. This can be tied to your students' point total but it also can be used just for data purposes. Whether you deduct points with redirections or not is a school culture choice.
Beasley started with the concept we mentioned above. They started rewarding points for good behavior and hosting parties to celebrate student success. However, when Laura and her team began implementing PBIS, they encountered several obstacles.
Despite these initial difficulties, Beasley Elementary addressed them systematically, focusing on small, manageable changes and gradually building a school culture centered around behavior management, positive reinforcement, and teacher support.
For the system to work, and behavior to improve, Beasley Elementary had to address those initial hurdles that could keep it from being sustainable. Sustainability and consistency are crucial when implementing school initiatives like PBIS.
Maintaining long-term sustainability ensures that positive outcomes persist over time, fostering a lasting impact on school culture and student behavior. Consistency in implementation ensures that expectations remain clear and uniform, promoting fairness and stability for all.
By prioritizing sustainability and consistency, schools can effectively embed initiatives like PBIS into their organizational structure, leading to enduring positive change. Let’s take a look at each of the specific hurdles and the solutions that Laura and her team used to overcome them.
This is one instance where a committee is truly the best way forward. By involving representatives from various departments and grade levels, Beasley’s committee can gather diverse perspectives and insights, leading to more effective strategies and solutions.
Furthermore, participation in the planning process fosters a sense of ownership and investment among staff members, increasing their commitment to the PBIS framework.
You can reward points everywhere, all the time, to everyone all at once. That doesn’t necessarily mean you should.
Laura and her team looked at the results from the first year on their behavior data dashboard. The results indicated that the problem areas were largely recess, specials, and hallway transitions…so that’s where they asked teachers to award more points!
By reinforcing their school-wide expectations in those focused problem areas, they were able to reduce the workload on teachers. This leads to a more consistent, targeted, implementation … which leads to a noticeable improvement in behavior and it incentivizes good attendance!
They incentivized good attendance in this manner by focusing the reward fulfillment days on the days they traditionally had seen the worst attendance.
Beasley Elementary tackled overcrowding issues at reward events by implementing strategic measures. They reduced overcrowding by:
This approach ensured that events remained enjoyable for students while still being manageable for the staff.
Beasley Elementary successfully gained buy-in from special teachers for their PBIS initiatives by involving them in the decision-making process.
Special teachers were given input on the number of points students could earn in their classes, empowering them to contribute to the system's design. This collaborative approach ensured that special teachers felt valued and invested in the program.
Additionally, by aligning incentives with behavior expectations in special classes, such as cleaning up supplies and staying in designated areas, special teachers were motivated to actively promote positive behavior.
At Beasley Elementary, achieving consistency in their PBIS strategies involved strategic solutions to initial challenges, ensuring long-term success.
By prioritizing sustainability and uniformity, the school ensured enduring positive outcomes, shaping a lasting impact on both school culture and student behavior.
Overcoming obstacles such as teacher resistance, logistical complexities, and overcrowding at events required collaborative efforts and innovative approaches. By embedding core PBIS practices into their plan, they’ve built a culture of positive reinforcement and lasting change.
“Let’s reward students for doing the right things!”
That statement is the first thing that comes to mind when schools decide to improve behavior and it’s a great rallying point to get your program off the ground. The mindset shift from punitive punishment to focusing on positive behavior is a powerful one.
When students are rewarded PBIS points for displaying positive behaviors, it creates a ripple effect, encouraging more of those desirable actions. But where do you start? The idea of “improving behavior” is a pretty complex process in any school and can seem daunting.
There’s an awful lot to consider, including types of behaviors, interventions, rewards, and of course teacher buy-in. If that sounds a bit overwhelming you are not alone. Most schools struggle to implement all of those at once with consistency.
But some of them do master them all. The secret, as we learned from Laura Spiegel of Beasley Elementary, is simply “focus”. But before we start learning more about how Laura and her team improved behavior, let’s take a closer look at what exactly are PBIS points.
Positive Behavior Interventions and Supports (PBIS) is a proactive approach to managing behavior in your building. PBIS aims to tailor support levels according to the varying needs of your students. In short, you build PBIS tiers around behaviors you want to see your students exhibit.
You then progress monitor how well your students adhere to those expectations. PBIS points allow teachers to track interactions for goal setting and lesson planning. The act of awarding those points provides another layer of motivation in the classroom, hallway, cafeteria, or recess.
By using a platform like LiveSchool they can easily acknowledge positive, on-task behaviors using a laptop, an interactive touchscreen, a smartboard, or even an app on a phone or tablet.
It also means they can log redirections. This can be tied to your students' point total but it also can be used just for data purposes. Whether you deduct points with redirections or not is a school culture choice.
Beasley started with the concept we mentioned above. They started rewarding points for good behavior and hosting parties to celebrate student success. However, when Laura and her team began implementing PBIS, they encountered several obstacles.
Despite these initial difficulties, Beasley Elementary addressed them systematically, focusing on small, manageable changes and gradually building a school culture centered around behavior management, positive reinforcement, and teacher support.
For the system to work, and behavior to improve, Beasley Elementary had to address those initial hurdles that could keep it from being sustainable. Sustainability and consistency are crucial when implementing school initiatives like PBIS.
Maintaining long-term sustainability ensures that positive outcomes persist over time, fostering a lasting impact on school culture and student behavior. Consistency in implementation ensures that expectations remain clear and uniform, promoting fairness and stability for all.
By prioritizing sustainability and consistency, schools can effectively embed initiatives like PBIS into their organizational structure, leading to enduring positive change. Let’s take a look at each of the specific hurdles and the solutions that Laura and her team used to overcome them.
This is one instance where a committee is truly the best way forward. By involving representatives from various departments and grade levels, Beasley’s committee can gather diverse perspectives and insights, leading to more effective strategies and solutions.
Furthermore, participation in the planning process fosters a sense of ownership and investment among staff members, increasing their commitment to the PBIS framework.
You can reward points everywhere, all the time, to everyone all at once. That doesn’t necessarily mean you should.
Laura and her team looked at the results from the first year on their behavior data dashboard. The results indicated that the problem areas were largely recess, specials, and hallway transitions…so that’s where they asked teachers to award more points!
By reinforcing their school-wide expectations in those focused problem areas, they were able to reduce the workload on teachers. This leads to a more consistent, targeted, implementation … which leads to a noticeable improvement in behavior and it incentivizes good attendance!
They incentivized good attendance in this manner by focusing the reward fulfillment days on the days they traditionally had seen the worst attendance.
Beasley Elementary tackled overcrowding issues at reward events by implementing strategic measures. They reduced overcrowding by:
This approach ensured that events remained enjoyable for students while still being manageable for the staff.
Beasley Elementary successfully gained buy-in from special teachers for their PBIS initiatives by involving them in the decision-making process.
Special teachers were given input on the number of points students could earn in their classes, empowering them to contribute to the system's design. This collaborative approach ensured that special teachers felt valued and invested in the program.
Additionally, by aligning incentives with behavior expectations in special classes, such as cleaning up supplies and staying in designated areas, special teachers were motivated to actively promote positive behavior.
At Beasley Elementary, achieving consistency in their PBIS strategies involved strategic solutions to initial challenges, ensuring long-term success.
By prioritizing sustainability and uniformity, the school ensured enduring positive outcomes, shaping a lasting impact on both school culture and student behavior.
Overcoming obstacles such as teacher resistance, logistical complexities, and overcrowding at events required collaborative efforts and innovative approaches. By embedding core PBIS practices into their plan, they’ve built a culture of positive reinforcement and lasting change.
“Let’s reward students for doing the right things!”
That statement is the first thing that comes to mind when schools decide to improve behavior and it’s a great rallying point to get your program off the ground. The mindset shift from punitive punishment to focusing on positive behavior is a powerful one.
When students are rewarded PBIS points for displaying positive behaviors, it creates a ripple effect, encouraging more of those desirable actions. But where do you start? The idea of “improving behavior” is a pretty complex process in any school and can seem daunting.
There’s an awful lot to consider, including types of behaviors, interventions, rewards, and of course teacher buy-in. If that sounds a bit overwhelming you are not alone. Most schools struggle to implement all of those at once with consistency.
But some of them do master them all. The secret, as we learned from Laura Spiegel of Beasley Elementary, is simply “focus”. But before we start learning more about how Laura and her team improved behavior, let’s take a closer look at what exactly are PBIS points.
Positive Behavior Interventions and Supports (PBIS) is a proactive approach to managing behavior in your building. PBIS aims to tailor support levels according to the varying needs of your students. In short, you build PBIS tiers around behaviors you want to see your students exhibit.
You then progress monitor how well your students adhere to those expectations. PBIS points allow teachers to track interactions for goal setting and lesson planning. The act of awarding those points provides another layer of motivation in the classroom, hallway, cafeteria, or recess.
By using a platform like LiveSchool they can easily acknowledge positive, on-task behaviors using a laptop, an interactive touchscreen, a smartboard, or even an app on a phone or tablet.
It also means they can log redirections. This can be tied to your students' point total but it also can be used just for data purposes. Whether you deduct points with redirections or not is a school culture choice.
Beasley started with the concept we mentioned above. They started rewarding points for good behavior and hosting parties to celebrate student success. However, when Laura and her team began implementing PBIS, they encountered several obstacles.
Despite these initial difficulties, Beasley Elementary addressed them systematically, focusing on small, manageable changes and gradually building a school culture centered around behavior management, positive reinforcement, and teacher support.
For the system to work, and behavior to improve, Beasley Elementary had to address those initial hurdles that could keep it from being sustainable. Sustainability and consistency are crucial when implementing school initiatives like PBIS.
Maintaining long-term sustainability ensures that positive outcomes persist over time, fostering a lasting impact on school culture and student behavior. Consistency in implementation ensures that expectations remain clear and uniform, promoting fairness and stability for all.
By prioritizing sustainability and consistency, schools can effectively embed initiatives like PBIS into their organizational structure, leading to enduring positive change. Let’s take a look at each of the specific hurdles and the solutions that Laura and her team used to overcome them.
This is one instance where a committee is truly the best way forward. By involving representatives from various departments and grade levels, Beasley’s committee can gather diverse perspectives and insights, leading to more effective strategies and solutions.
Furthermore, participation in the planning process fosters a sense of ownership and investment among staff members, increasing their commitment to the PBIS framework.
You can reward points everywhere, all the time, to everyone all at once. That doesn’t necessarily mean you should.
Laura and her team looked at the results from the first year on their behavior data dashboard. The results indicated that the problem areas were largely recess, specials, and hallway transitions…so that’s where they asked teachers to award more points!
By reinforcing their school-wide expectations in those focused problem areas, they were able to reduce the workload on teachers. This leads to a more consistent, targeted, implementation … which leads to a noticeable improvement in behavior and it incentivizes good attendance!
They incentivized good attendance in this manner by focusing the reward fulfillment days on the days they traditionally had seen the worst attendance.
Beasley Elementary tackled overcrowding issues at reward events by implementing strategic measures. They reduced overcrowding by:
This approach ensured that events remained enjoyable for students while still being manageable for the staff.
Beasley Elementary successfully gained buy-in from special teachers for their PBIS initiatives by involving them in the decision-making process.
Special teachers were given input on the number of points students could earn in their classes, empowering them to contribute to the system's design. This collaborative approach ensured that special teachers felt valued and invested in the program.
Additionally, by aligning incentives with behavior expectations in special classes, such as cleaning up supplies and staying in designated areas, special teachers were motivated to actively promote positive behavior.
At Beasley Elementary, achieving consistency in their PBIS strategies involved strategic solutions to initial challenges, ensuring long-term success.
By prioritizing sustainability and uniformity, the school ensured enduring positive outcomes, shaping a lasting impact on both school culture and student behavior.
Overcoming obstacles such as teacher resistance, logistical complexities, and overcrowding at events required collaborative efforts and innovative approaches. By embedding core PBIS practices into their plan, they’ve built a culture of positive reinforcement and lasting change.
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