PBIS at Central

Respectful! Responsible! & Ready!

Proactive Approach to School-Wide Discipline

Schools that implement school-wide systems of positive behavior support focus on taking a team-based system approach and teaching appropriate behavior to all students in the school. Schools that have been successful in building school-wide systems develop procedures to accomplish the following:

  1. Behavioral Expectations are DEFINED. A small number of clearly defined behavioral expectations are defined in positive, simple rules, the Code of Conduct:


  • Respectful
  • Responsible
  • Ready
  1. Behavioral Expectations are TAUGHT. The behavioral expectations are taught to all students in the building, and are taught in real contexts. Teaching appropriate behavior involves much more than simply telling students what behaviors they should avoid. Specific behavioral examples are:
  • Respectful means treating people the way that you would like to be treated.
  • Responsible means being able to account for your own actions and following the school rules.
  • Ready means being on time in the appropriate place in school with required materials.

Behavioral expectations are taught using the same teaching formats applied to other curricula. The general rule is presented, the rationale for the rule is discussed, positive examples ("right way") are described and rehearsed, and negative examples ("wrong way") are described and modeled. Students are given an opportunity to practice the "right way" until they demonstrate fluent performance. Remember Harry Wong’s emphasis on PROCEDURES and ROUTINES to manage behavior rather than CRIME and PUNISHMENT.

  1. Appropriate Behaviors are ACKNOWLEDGED. Once appropriate behaviors have been defined and taught, they need to be acknowledged on a regular basis. CHS has designed a formal system that rewards positive behaviors. Individual teachers should also develop and consistently use an acknowledgment system in their classroom.
  1. Behavioral Errors are Corrected PROACTIVELY. When students violate behavioral expectations, clear procedures are needed for providing information to them that their behavior was unacceptable, and preventing that unacceptable behavior from resulting in inadvertent rewards. Students, teachers, and administrators all should be able to predict what will occur when behavioral errors are identified. Student Disciplinary Tracking Forms are used to document and record incidents managed by the teacher in the classroom. Office Discipline Referral forms are used to refer major incidents or chronic disruptions to the administration. The Student Behavior Management Process Flowchart is used to help teachers distinguish major from minor behavioral incidents.
  1. Decisions about behavior management are DATA BASED. One of the most important features of PBIS is the use of the web-based data management system called SWIS. The SWIS database tracks what types of discipline incidents are occurring, where, what time of the school day and who is involved in them. SWIS eliminates guesswork from the decision making process about what is and is not working in a building’s behavior management system. It allows decision makers to create reports that enable them to devote resources and time to the precise place, parts of the school day and people that need them.
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