SPASD PBIS Framework
  • Support

    DESCRIPTION

    Conference With Student

    Private time with a student to discuss behavior interventions/ solutions. This can include direct instruction in expected or desirable behaviors.

    Conference With Parent(s)

    Teacher communicates with student’s parent(s) by phone, email, written notes, or person to person about the problem.

    In-Class Time Out

    Predetermined consequence for breaking a classroom rule. Short duration (five minutes or less, usually separated from group, but remains in class) and brief withdrawal of attention and other reinforcers (a time for student to reflect on his or her action). Use a timer or some other way of showing end of time-out period. Student simply rejoins group after time out is over. Student must comply with rules of time out. Time out procedure must be taught to students before implementing.

    Think Sheet

    A PBS form used to help a student identify negative behavior including space to write a solution for the behavior.

    Privilege Loss

    Incentives given for positive behavior are lost. Example: Five minutes off recess.

    Out-of-Class Time Out

    Student is assigned to another supervised environment for a period of time out (e.g., another classroom). Slightly longer duration than in-class time out (30 minutes or less). Student must comply with rules of exclusion time out. Reduction in reinforcement (it should be boring). May include completion of a think sheet. Time-out procedure must be taught to students before implementing.

    Apology/Restitution

    Student makes amends for negative actions. Takes responsibility to correct the problem created by the behavior through verbal or written declaration of remorse.

    Corrective Assignment

    Completion of a task that restores the relationship. Also triggers a desire not to revisit the negative behavior. Examples: clean-up, do something for another person.

    Home/ School Plan

    Parent(s) and teacher agree on a consistent approach. The plan should be consistent with PBS practices—emphasizing teaching and rewarding of appropriate behaviors and using consistent consequences for problem behaviors. The home/school plan should be explained to the student by the parent(s) and teacher, as appropriate.

    Written Contract

    Student, teacher, and parent(s) may formulate a document expressing the student’s intention to remediate or stop further occurrences of a problem behavior. Written contract should be positive in tone. It should include incentives but may also include consequences for misbehavior.

     
  • Tier II Intervention/Response

    Description

    Target Group Profile

    Avoid Using With a Student Who

    Check In/Check Out

    Check-in Check-out DPR
    Example

    Meets threshold identifier(s)

    Demonstrates problem behavior across all/most environments

    Enjoys adult attention

    Enjoys making progress toward a goal

    Would benefit from frequent feedback

    Has more than 6 behavior referrals in a semester

    Has Tier 3 or individualized behavior needs

    Demonstrates problem behavior in only some specific environments

    Dislikes adult attention

    Demonstrates high levels of anxiety or perfectionism

    Is violent or aggressive

    Mentoring

    (Secondary)

    Charger Connection, Patriot Connection, Panther Connection

    Meets threshold identifier(s)

    (Ben) Students who have problems with attendance, home issues, academics, lack of extra curriculars- not involved at school, DEWS data, Oasys data

    Successful academic, behavioral, extra curricular involvement, Kids who are connected.  

    Mentoring

    (Elementary)

    Small group work with goals

    Meets threshold identifier(s)

    Social Skills Competency Groups

    Meets threshold identifier(s)