The truth is that PBIS will not be effective unless teachers adopt the mindset, habits, and pedagogical practices to support students' behavioral needs during classroom instruction.

This means changing our own behaviors first, many of which may be embedded by years or decades of practice. The concept map below is taken from the document Supporting and Responding to Student Behavior, published at pbis.org. It represents the research-supported classroom management practices that align with the PBIS framework. As the authors state, "the effectiveness of these classroom strategies are maximized when: (a) the strategies are implemented within a school-wide multi-tiered behavioral framework, such as school-wide positive behavioral interventions and supports (PBIS; see www.pbis.org); (b) classroom and school-wide expectations and systems are directly linked; (c) classroom strategies are merged with effective instructional design, curriculum, and delivery; and (d) classroom-based data are used to guide decision making."

All teachers in Davenport Community Schools are encouraged to click on the graphic below to read through the full document, which describes and delineates the critical features, elementary examples, secondary examples, and non-examples of each strategy or practice listed.

The rubrics

To assist teachers in discerning where they are in their development of these practices, as well as where to focus their attention for professional development, the Learning Supports department, in collaboration with TLCS Innovators, has developed a set of rubrics for the first eight of these practices. The rubrics take the critical features of each practice as described in Supporting and Responding to Student Behavior, and use these features to establish the "meets" criteria. Beginning, progressing, and exceeds criteria were extrapolated from there.

You can download the complete set of rubrics here. Or, explore individual rubrics using the drop-down menus below.