Embedded Files
A positive school climate helps everyone - Schools with strong PBIS systems often report improvements in staff morale, collaboration, and perceptions of school safety.
Developing Mindsets to Support the School-Wide Correction Policy
Developing Mindsets to Support the School-Wide Correction Policy
SBCUSD believes that behaviors are learned and are best taught within a community that intentionally builds, maintains and repairs relationship.
SBCUSD believes that behaviors are learned and are best taught within a community that intentionally builds, maintains and repairs relationship.
Zero Tolerance (SBCUSD: 1980s - present) believes misbehaviors are best eliminated by taking a harsh stance on Minor Offenses and Major Infractions for the purpose of sending a clear message that problem behaviors will not be tolerated. Typical responses to problem behaviors include exclusion and/or punishment. Research to consider: How Exclusionary Discipline Creates Disconnected Students; The School to Prison Pipeline - Time to Shut it Down. Zero Tolerance responses are reserved for administrators to use when students pose a danger to self or others.
Zero Tolerance (SBCUSD: 1980s - present) believes misbehaviors are best eliminated by taking a harsh stance on Minor Offenses and Major Infractions for the purpose of sending a clear message that problem behaviors will not be tolerated. Typical responses to problem behaviors include exclusion and/or punishment. Research to consider: How Exclusionary Discipline Creates Disconnected Students; The School to Prison Pipeline - Time to Shut it Down. Zero Tolerance responses are reserved for administrators to use when students pose a danger to self or others.
PBIS - Positive Behavioral Interventions & Supports (SBCUSD: 2004 - present) believes problem behaviors are best corrected by taking a trauma-sensitive, instructional stance to problem behaviors for the purpose of coaching students to achieve behavior success. Research around Positive Behavioral Interventions - NEA. PBIS practices should be used by all staff and administration to support social-emotional-behavioral skill development.
PBIS - Positive Behavioral Interventions & Supports (SBCUSD: 2004 - present) believes problem behaviors are best corrected by taking a trauma-sensitive, instructional stance to problem behaviors for the purpose of coaching students to achieve behavior success. Research around Positive Behavioral Interventions - NEA. PBIS practices should be used by all staff and administration to support social-emotional-behavioral skill development.
RJ - Restorative Justice (SBCUSD: 2013 - present) believes behaviors are best supported by taking a trauma-sensitive, relational stance to behaviors for the purpose of supporting those who caused harm and those who were harmed. Research to support RJ - Restorative Justice: Fostering Healthy Relationships & Promoting Positive Discipline in Schools. RJ practices should be used by all staff and administration to support social-emotional-relational behavior.
RJ - Restorative Justice (SBCUSD: 2013 - present) believes behaviors are best supported by taking a trauma-sensitive, relational stance to behaviors for the purpose of supporting those who caused harm and those who were harmed. Research to support RJ - Restorative Justice: Fostering Healthy Relationships & Promoting Positive Discipline in Schools. RJ practices should be used by all staff and administration to support social-emotional-relational behavior.
Consistency beats severity - Students respond better to predictable expectations and consistent responses than to increasingly harsh consequences.
Helpful Resources to Align Staff
Consistency builds trust - When all staff respond to behavior in similar ways, students know what to expect, which increases their sense of belonging and safety.
A Behavior Response Flowchart can provide a concise overview of definitions and the processes necessary to support students who demonstrate Minor Offenses, Contextually Inappropriate Behaviors, Major Infractions, and Crisis Behaviors.
A Behavior Response Flowchart can provide a concise overview of definitions and the processes necessary to support students who demonstrate Minor Offenses, Contextually Inappropriate Behaviors, Major Infractions, and Crisis Behaviors.
Lack of clarity can lead to - Staff differing on what constitutes an appropriate office referral.
Lack of clarity can lead to - Staff differing on what constitutes an appropriate office referral.
Under-developed processes can lead to - Staff differing on what should occur during and after the office referral has been written.
Under-developed processes can lead to - Staff differing on what should occur during and after the office referral has been written.
Staff Managed vs. Administrative Managed Behaviors - Definitions & Agreements
Staff Managed vs. Administrative Managed Behaviors - Definitions & Agreements
Staff Managed Behaviors are Behaviors that require an 'on-the-spot' response by all adults on campus.
Minor Offenses: The failure to demonstrate an expectation, social skill or procedure that has been taught, practiced and enforced.
Examples include, inappropriate language, misuse of materials, failure to follow instructions, show respect or stay on task.
Contextually Inappropriate behaviors. Behavior that is acceptable in some situations but is not situationally appropriate for the current setting.
Examples include: moving around the class, checking work with peers, speaking before the teacher or peers have finished, taking a moment before starting to work on an assignment.
All classified and certificated staff have the authority and training to effectively respond to Minor Offenses and Contextually Inappropriate Behaviors which make up approximately 80% of the behaviors that raise to the level of concern.
All classified and certificated staff have the authority and training to effectively respond to Minor Offenses and Contextually Inappropriate Behaviors which make up approximately 80% of the behaviors that raise to the level of concern.
Chronic Minor Offenses: Minor Offenses displayed over a period of time despite staff's attempt to support the behavior by implementing targeted Effective Classroom Practices - as documented on the Tier 1 Intervention Log.
Teaching and Administrative staff have the authority and training to effectively respond to Chronic Minor Offenses which make up approximately 15% of the behaviors that raise to the level of concern.
Teaching and Administrative staff have the authority and training to effectively respond to Chronic Minor Offenses which make up approximately 15% of the behaviors that raise to the level of concern.
Office-Managed Behaviors are behaviors Administrative staff have the authority and training to effectively address.
Office-Managed Behaviors are behaviors Administrative staff have the authority and training to effectively address.
Major Infractions are considered “severe” as defined by Education Code 48900 & 48915. Major Infractions make up approximately 5% of the behaviors that raise to the level of safety concern.
Additional Readings and Supports
Additional Readings and Supports
Information adapted from: CO-PBIS; FLPBIS; PBIS of Georgia; MO-SWPBIS Handbook/Tier One Implementation GuideImages obtained from Google Images and/or chatgbt.com
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