You might know classroom PBIS as positive classroom behavior support, positive and proactive classroom management, or by some other similar sounding name. Regardless of what it is called, classroom PBIS refers to educators utilizing evidence-based practices to establish predictable, positive, effective, and equitable teaching and learning environments where all students can receive the level of support (Tier 1: universal, Tier 2: targeted, or Tier 3: individualized) they need to experience positive SEB and academic outcomes. Systems are developed to support the educator’s implementation and use of data to inform decision-making about their students’ academic and SEB support needs. Educators implementing classroom PBIS focus on preventative strategies to maximize the efficiency of resources and promote a classroom climate where students experience a sense of belonging, connection, and value.
SEB Guidebook.pdf
Where Do I Start?
This is a powerful resource! Turn to page 10 in the Guidebook. The Steps to Support and Respond to Students’ SEB Needs (Figure 2) provides an organizational layout of the document, and the corresponding tables provide details about each recommended practice:
1. Create positive classroom environment (Table 1)
2. Actively promote SEB growth (Table 2)
3. Monitor fidelity and use data to guide
implementation (Table 3)
4. Monitor outcomes and use data to guide response (Table 4)
After reviewing the guide, you can complete the self-assessment to consider your current implementation of classroom practices. The self-assessment (Page 26) will help you focus implementation efforts and includes hyperlinks to content that will be most useful to respond to each item. After completing the self- assessment, you can then identify practices to prioritize and develop an action plan to support implementation.
Continuum of Responses.pdf
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