Monthly Archives: September 2015

The Importance of a PBIS Check In Check Out System

September 16, 2015

The PBIS (Positive Behavior Interventions and Supports) approach is designed to establish the social and behavioral support students need in order to reach academic, emotional and social success in a much more effective way than might otherwise be possible. Undesirable behavior can stand in the way of learning. As most educators know, there is no universal way of dealing with behavioral issues. Each problem needs to be discussed and analyzed in order to arrive at an appropriate solution for each individual student.

PBIS’s main focus is on creating systems of support that extend throughout each area of the student’s life, including the school (primary), the classroom (secondary) and the student himself (tertiary). These systems of support can significantly enhance children’s relationships, their schoolwork, their outside recreational activities, as well as their home life and personal goals. As many educators have seen time and time again, any type of misbehavior can be visibly diminished when PBIS is used appropriately.

The PBIS approach was based on the premise that effective teaching requires a continuous strategy and that positive feedback produces desirable changes in students’ behavior. Desirable behavior, in turn, will lead to an increased rate of productivity and learning on the part of the child. Schools that utilize the PBIS approach have systems in place that track and analyze student behavior for the purpose of developing targeted and individualized interventions and supports school-wide.

An Introduction to the PBIS Check In Check Out System


Do you need a check in check out system?

Sometimes referred to as the Behavior Education Program, the Check In Check Out system may be seen as a method of intervention designed for groups of students who are not responding to other disciplinary approaches. Because this is a group-based intervention method, the costs involved are minimal. Within a few days implementing the system, a group of as many as 30 students or more can be entered into the program. The check in check out program monitors students’ progress and assesses how well PBIS is being implemented. Ultimately, the check in check out system can be turned into a self-managing program.

Features of the System

  • Students and adults are in constant contact with each other, with the focus placed on positive interaction.
  • Adults need to provide frequent feedback to students.
  • Adults help students to build social skills.
  • Educators communicate with the students’ parents/guardians on a daily basis.
  • Adults provide positive reinforcement whenever students meet behavioral goals.
  • Expectations must be in line with behavioral goals.

Concrete Implementation

When it comes to implementing the program, students who are involved in a PBIS check in check out system are also involved in “concrete” activities, such as the following:

  • A check in check out coordinator is assigned to the students at the beginning of each day.
  • Every student carries a point card on which the school’s expectations are listed.
  • Frequent feedback is provided by adults throughout the whole day, on a regular basis.
  • The coordinator or the homeroom teacher checks to see how each student has worked to attain his/her goals at the end of the day.
  • Each student takes the point card home at the end of the day to allow his/her parents to sign off on the card and provide further feedback.

Here is an illustration showing how this process is implemented in schools:

PIBS check in check out system process flow.

Monitoring Students’ Progress

Some of the most important steps in following this strategy are maintaining an open line of communication and improving the implementation of the process, as well as closely supervising and assessing the students’ progress and intervening whenever adjustments to the system must be made.

In order for effective, data-based decision-making to take place, the educators facilitating the program must follow some basic guidelines:

Why Should the PBIS Check In Check Out System Be Used?

How to properly implement a PBIS check in check out system.

A PBIS check in check out system offers several advantages to educators:

  • It enhances a student’s accountability.
  • Students can monitor themselves and auto-correct accordingly.
  • Behavioral and academic pursuits are significantly improved in situations where other strategies have failed.
  • The student will be more organized, motivated and excited when involved in the program — enjoying its support, incentives and structure.
  • The everyday home-school communication link is ensured.
  • Students’ success and accomplishments are internalized.

The PBIS check in check out program is effective in virtually any situation where other interventions and strategies meant to correct bad behavior have failed. When a student consistently fails to do homework, has emotional or attention issues, lacks motivation and is not willing to make any effort to improve, the PBIS check in check out system can resolve these issues much more effectively than other means.

How PBIS Reflection Sheets Help Students & Teachers Alike

September 11, 2015

To support efforts to improve school culture and student behavior with PBIS, administrators, teachers and students need to regularly review their individual performance. A PBIS reflection sheet is one touchstone in the ongoing behavior evaluation process. When students do not meet positive behavior expectations, they can use a PBIS reflection sheet to honestly reflect on their choices through a set of guiding questions. Depending on the age of the student, they can write or draw their reflections, and openly consider how certain behavior choices may be holding them back or affecting others.

When students use a PBIS reflection sheet to personally evaluate how they are managing their behavior, they practice valuable skills like responsibility and self-awareness, and learn to take ownership of their actions. Teachers and administrators can gain important insight into students’ reasoning and processes, helping them make better informed decisions regarding rewards, interventions and discipline.

What Does a PBIS Reflection Sheet Look Like?

What a PBIS reflection sheet looks like.

A PBIS reflection sheet may take many different forms depending on the age of the student, emphasized behaviors, classroom expectations, and school-wide behavior goals. Many schools have found creative ways to make PBIS reflection sheets engaging, and maximize their impact on students. PBIS reflection sheets may include room for children to write and draw, and may use a flowchart style format to help students visualize the connection between actions and consequences.

Why Should I Use a PBIS Reflection Sheet?

When students do not meet classroom and school-wide PBIS behavior expectations, it can negatively impact their own learning outcomes as well as school culture. It is essential for students to understand that their actions have consequences—both positive and negative. It is also essential for students to learn that they have the ability to reflect on and learn from their actions, and make different choices in the future. This is an empowering life lesson that can improve students’ self-esteem.

Rather than simply punishing a student for an undesired behavior—and feeding negative actions with attention and stimulus—a PBIS reflection sheet redirects negative behavior into a positive action. Sometimes, this is all a student needs in order to see where s/he went wrong and how to get back on track.

How to Put PBIS Reflection Sheets Into Practice

How to put a PBIS reflection sheet into use.

To help you implement your PBIS reflection sheet procedures, and make them more engaging for students, here are two systems to consider:

  1. The PBIS Behavior Chart

A PBIS Behavior Chart serves as a behavior management scheme. It is often color coded, with each color representing a different “stage” of behavior on a spectrum from negative behavior to exceeding expectations. For example, Green may represent positive behavior, Yellow indicates that some part of the student’s behavior needs to change, Orange represents negative behavior that requires reflection, and Red indicates that the negative behavior has persisted even after reflection.

Each student should be able to see where they are on the behavior chart throughout each day. This can be visually shown with a clothespin or magnet for each student. As a default rule, all students start their day on Green. As the day progresses and students have the opportunity to participate, interact, and behave, they may see themselves move on the behavior chart. Students can also start their day on a different color if, for example, they don’t arrive to class on time.

The PBIS reflection sheet becomes integral to the behavior chart because students must fill one out when their actions lead to a change from green or yellow to orange. This PBIS reflection sheet asks them to detail what happened, how they affected others, how they could have acted differently, and how different choices would have led to different results. At the end of the day, the student should take the PBIS reflection sheet home for their parents to review.

  1. The PBIS Reflection Desk

If a student does not meet classroom or schoolwide behavioral expectations, they can be sent to the reflection desk, where they fill in their PBIS rreflection sheet. The reflection desk is strategically positioned in order to obstruct and prevent any distractions while the student considers their actions and consequences.

After the student completes the PBIS reflection sheet in full, they may process their responses with a teacher or administrator. This one on one meeting with an adult may take place at the reflection desk as well. This keeps the student from returning too quickly to the distractions, stimulus, and interactions of the classroom, and ensures they have enough time to internalize what they’ve learned . After some dedicated reflection and processing, they may return to their peers.

It’s very important to fully process the PBIS reflection sheet as it is a step in the intervention process. A successful outcome from the PBIS reflection sheet means you will not have to progress to another, more serious intervention. The role of the reflection desk is not to isolate or shame the student. It should be viewed a positive time and opportunity for the student to personally adjust their behavior.

Learn More Ways To Motivate Positive Classroom Behavior

Learn more ways to motivate positive classroom behavior.

A PBIS reflection sheet is just one tool teachers and administrators can use to motivate positive behavior and successfully implement a PBIS system. The Team(You) digital learning and incentive program increases student engagement by promoting and rewarding positive behavior.

Contact Team(You) to learn how our system of customizable and science-backed behaviors and rewards, combined with real-time reporting and analytics, can impact your school today.