Monthly Archives: May 2015
May 30, 2015
PBIS is much more than a rewards program. It is true that it aims to reduce disciplinary actions and punishments in favor of more positive interventions and positive reinforcement, but that does not mean that it is only about rewarding students, or that it fails to address disruptive behavior. PBIS incentive rewards work by gently motivating students to take responsibility for their own behavior and to work to improve throughout the school year. By introducing them effectively, PBIS incentives reduce problematic behavior (since they don’t reward problematic behavior), reduce disciplinary issues, and reduce academic failure.
Intrinsic motivation is able to grow with incentive systems, but care must be taken to not make rewards too easy or expected. In many classrooms, PBIS incentive rewards are earned only by students who work to go above and beyond the basic expectations of good behavior, participation, and learning. Students naturally crave praise and accomplishment and will reach for excellence when they aren’t given gold stars for average acheivements. PBIS incentive rewards work in tandem with behavioral interventions to prevent undesired behaviors (by steering students gently in another direction), and fuel students’ internal sense of worth and potential. PBIS incentive rewards are used not to manipulate students, but to empower them to take ownership of their own behavior.
PBIS Incentive Rewards Target Attention-Worthy Behaviors
The PBIS philosophy is partly based on the fact that certain students will sometimes repeat behaviors that attract attention from the people around them, whether family, educators, or peers. Consequently, punishment can actually motivate a child to repeat the disruptive behavior, especially if it also elicits reaction from peers.
By giving attention to positive behavior and academic achievements, you encourage the student to repeat the behavior that has brought him or her praise, positive attention, and yes, rewards.
PBIS is therefore much more than a rewards program or a punishment alternative. It is an entire system that, when implemented the right way school-wide and supported by all staff and families, can deliver positive results and also creates a more positive school environment with significantly improved social behavior.
Why Should I Use PBIS Incentive Rewards?
- Students are gently motivated by positive rewards, especially when they have had a hand in selecting and defining the rewards themselves.
- Students remain engaged when they experience positive feedback, and become more self-motivated.
- PBIS incentive rewards offer tangible signs of progress and success.
- PBIS incentive rewards teach students to root for themselves, and for one another.
PBIS For Prevention of Problem Behaviors
The success of PBIS does not lie only in encouraging and rewarding desired behavior, but also in identifying and intervening in cases of students who are at increased risk of problematic behavior.
to prevent any escalation or future issues, whether disciplinary or academic.
To reduce escalations, academic issue, and behavior issue, The PBIS system employs a three-tier intervention system, according to each student’s level of risk. Most students will be at no heightened risk and for them the primary prevention activities are all that are needed — like teaching and explaining appropriate behavior within the school setting, and using PBIS incentive rewards.
A much smaller percentage of students (in most situations) will fall under the other two categories of increased risk (Tier 2 and Tier 3), where secondary and tertiary levels of intervention are often used and recommended. Tier 2 methods are typically applied in small groups, for a better and more efficient use of time and resources.
For the students in Tier 3, individual attention is usually required, in addition to the programs featured in primary and secondary intervention levels. These kids are at higher risk of behavioral, disciplinary, social and academic problems than the rest of their peers, which is why their family and friends are also involved as “natural support.”
When Should I Use PBIS Incentive Rewards?
- When students show little self-motivation or interest.
- When you want to increase positive behaviors and improve student outcomes.
- When a student exhibits low self-esteem.
- When an assignment is especially difficult, intensive, or “boring.”
How should PBIS Incentives be Used?
Here are a couple of key points:
- Establish a PBIS incentive rewards system early.
- PBIS incentive rewards should be used regularly and consistently.
PBIS Incentive Rewards Must Be Used Consistently
PBIS is an effective system that steps away from problematic older models of discipline that relies on negative reinforcement. PBIS incentive rewards allow each student to earn his/her own positive feedback. When students have ownership of their own reward system, it increases their intrinsic motivation to work toward behavioral and academic goals.
The usually heroic efforts that teachers, administrators, and the rest of school staff make school-wide shouldn’t be ignored to focus on PBIS incentive rewards. An effective positive encouragement system is used consistently, by many adults in a student’s network. It is based on data, and is efficient, making use of psychological research and practice in the fields of education, natural child development, and positive reinforcement, to ensure a safe and positive school environment.
Team(You) helps you to motivate positive classroom behavior. Contact us today to learn more.
We’ve entered the 21st century, and screens, devices, and ever-advancing technologies are ubiquitous. It is important that our schools help students become techologically adept, preparing them to thrive in any future career or passion. What’s more, when students are allowed to make use of their technological skills in school, they tend to be more curious, engaged and empowered, and learning thrives.
Of course, educational technologies are not just for students. They make it easier for teachers, administrators, counselors, organizers, and parents to stay organized, measure student progress and outcomes, and store and share lesson materials and student work, and much more. Tracking software, for example, helps school officials collect, measure, and respond to student behavior data.
PBIS Tracking Software Supports Effective Decision-Making
PBIS tracking software can be a teacher or principal’s most useful tool for decision making. Accurate, valuable data leads to more effective, reasoned decisions about student rewards, interventions, discipline, and learning. And having an easy-to-use program that makes data easy to enter, access, understand, and visualize means educators will actually use it. The efficiency of software also helps schools make smart use of material resources, time, and staff.
Implementing PBIS via an automated platform means a more efficient way of collecting data, monitoring progress, and keeping teachers, students, and parents informed. Information is easy to share, send, store, and access, so everyone involved in a school’s leadership can be on the same page. Educators and administrators can work together to decide when youth are in need of tertiary-level supports; some schools use PBIS tracking software to guide teams in creating effective plans for students in need of Tier 2 and Tier 3 supports. PBIS data can even be used at the school district and state levels in planning educational initiatives and policies.
Tracking Software Connects Teachers, Administrators and Parents
Software that Connects Teachers, Administrators & Parents
One of the greatest things about having PBIS tracking software is that it provides a common ground for everyone involved in a student’s learning to connect and get involved. Educators, administrators, students. and parents all have access to and participate in the program, collectively improving the school climate. When PBIS is implemented school-wide, or even district-wide, it becomes far more effective when everyone is making use of the same tools and has access to the same information. It is vital for everyone to have the same goal, the same information, and apply the practices in the same way for optimal results.
PBIS tracking software is an especially valuable tool for parents, who do not always have the time needed to stay aware of what’s happening at school. Yet when parents become involved, the risk of problematic behavior or delayed academic progress decreases. A common platform makes it easier for parents to connect with teachers and principals and keep track of their child’s progress, as well as the intervention practices applied, so they can support the practices at home. And parents are often much more receptive to and supportive of a school’s individualized plans for their students when it’s based on clear data.
Motivating Positive Student Behavior
Youth should receive the same consistent message from all of the authority figures around them, from parents, to administrators, teachers, and counselors. To most effectively motivate students, all school leaders must reward positive behaviors with the same methods.
PBIS tracking software not only makes the messages students receive from authority figures more consistent, it allows them to participate in their own system of rewards and incentives. When students receive PBIS training and understand or are given access to PBIS software, they feel involved and empowered. They develop a deeper understanding of positive and appropriate behaviors, and become part of the same team as parents and teachers.
Tracking software can make the system more appealing to students, and make them invested in its success. Through the software, they can have access to important and valuable resources that will help with their progress. Students especially like to check in on and keep track of the rewards they have earned through their consistent positive behavior.
Tracking Software is Not One-Size-Fits-All
Lasting and worthwhile PBIS software is built to suit students from kindergarten through high school, and is designed to integrate with the existing techniques, methods, and practices that work for your school. PBIS platforms seek to further the effort of school staff and parents to create a more positive learning environment that motivates social and academic excellence. With the help of data-centric PBIS tracking software, educators can optimize the school experience, support the individual strengths of teachers and students, and see school-wide outcomes steadily improve.
To learn more about how PBIS tracking software can work for your school, classroom, or afterschool program, contact Team(You) today.
May 9, 2015
PBIS guidelines for success start with the support and cooperation of everyone, actively depending on the involvement of a whole school community to affect behavior and to minimize learning disruptions. A school-wide PBIS system engages teachers, administrators, counselors, and staff in proactive strategies that define, teach, and support positive student behaviors to create a more productive learning environment.
In order to ensure your Positive Behavior Interventions and Supports program’s success, and to maximize its potential, school-wide PBIS should be implemented and supported consistently by everyone who comes into contact with students on school grounds. It starts with educators, but continues with the rest of the staff, who are all working towards the same goals of improving learning, culture, and discipline throughout the school day. Each authority figure on school grounds, from the principal to lunch workers and bus drivers, has the power to recognize, reward, and reinforce positive behaviors.
Below we offer some PBIS guidelines for success, and answer some common questions about PBIS programs.
Why does every staffperson need to take part in your PBIS program?
Because PBIS programs are far more effective when students are consistently recognized for their achievements. When school leaders are unified behind a PBIS approach, students no longer receive conflicting message. This way, the concepts, techniques, and methods that students learn will be the same no matter who they interact with, and the positive behavior approach is reinforced from morning to afternoon. Wherever students find themselves—in the classroom, on the bus, in the locker room, or auditorium—they will know what is expected of them.
Consistency—as well as repetition—is very important in youth development, which is why it’s essential for all school staff to become involved. When students receive the same support and positive reinforcement for desired behaviors from multiple different sources, time and time again, it is easier for them to understand and adapt to a PBIS-based learning environment.
What are some PBIS guidelines for success and how do we implement a school-wide system?
An effective school-wide PBIS system is built on solid structures and processes that can help you sustain and track the use of PBIS techniques. When getting started, these 5 initial steps can set you up for PBIS success:
- Establish a core behavior support team to lead and manage your school-wide PBIS efforts.
- Gain the commitment and active support of the majority of administrators and staff, ideally 100% of administrators, and 80% of teaching staff.
- Evaluate and assess your existing discipline system(s).
- Create an action plan that will carry you from training to implementation to an ongoing cycle of measurement and improvement.
- Create a system for consistently collecting office referral and other disciplinary data in order to measure the effectiveness of your school-wide PBIS program.
Why do we need school-wide training to implement a PBIS program?
It is important that all staff be trained in both the philosophy and methodology of the PBIS system. School-wide PBIS training is a vital part of the process because it provides staff with the necessary information and required skills to enact universal, or Tier 1, behavioral interventions and supports, and to achieve your school-wide learning goals.
The selection, integration, and implementation of techniques, methods, and practices, as well as their importance, are taught to school teams during training. The value of these techniques cannot be underestimated: they have been proven to yield positive results when it comes to the students’ improvement, both behaviorally and academically.
Comprehensive school-wide training allows you to communicate the purpose and significance of PBIS to everyone who plays a role in students’ education. This shared purpose unifies teachers and administrators around a common approach to teaching, discipline, rewards, and interventions. Your staff becomes a team working in concert to accelerate learning, and to discourage inappropriate and disruptive behaviors.
When do we need to implement Tier 2 and Tier 3 PBIS throughout our school?
Some students need behavioral supports that are more involved (Tier 2 and Tier 3), and to provide these behavioral supports and successfully aid these students you need a consistent, multi-tiered school-wide PBIS system. Schools have traditionally responded to struggling students with parent conferences, observations, psychological evaluations, and minimal interventions. Due in part to the revision of the Individuals with Disabilities Education Act (IDEA), schools must now take a more proactive, focused, and individualized approach that meets each student at their unique level of need.
If you are able, you will want to create a clear and reliable universal supports system before staff becomes involved with more intensive behavioral supports. Working from this foundation to implement a multi-tiered system of support for desired behaviors can lead to significant improvements in students’ social behavior, and will help educators to address learning challenges in a more targeted way.
By establishing (and sustaining) a successful primary support system school-wide, the staff creates a foundation for secondary and tertiary supports systems, in the classroom and for individuals, respectively. Tiers 1, 2, and 3 work together in PBIS to create a more inclusive and constructive learning environment that is not one-size-fits-all.
Is school-wide PBIS really effective?
Yes, and especially if you have everyone’s collaboration and dedication. Educators, administrators, and the rest of the staff should have a shared goal of applying the recommended procedures in order to improve the school environment. School-wide implementation also allows for focus on the most important elements targeted by PBIS: Practices, Outcomes, Systems, and Data.
School-wide PBIS systems have been demonstrated to be highly effective for creating a positive school-wide culture, improving learning outcomes, and decreasing problem behavior. Each school should consistently monitor and assess the effectiveness of its own PBIS system to know how to maximize results, and an data-centric PBIS software tool will be invaluable for doing that. Over time, as you continue to monitor, you will see which practices in particular are ineffective and are taking up unnecessary time and resources, and which are contributing to positive change. This way, your school-wide PBIS system will become both more efficient and effective over time.
School-wide PBIS is not only strongly recommended, but is often actually necessary to its successful implementation. It requires teamwork and consistent involvement from schools administrators and teachers. The primary benefit of PBIS is that it provides much-needed support for student learning, while equipping educators with evidence-based practices that lead to positive results.