PBIS Team Pre-Read Handout PBIS Refinement
Pre-Read Packet for Team Alignment
READ AHEAD
Purpose
We are coming together to strengthen our PBIS system so that expectations are clear, responses are consistent, and students are supported and held accountable. This work helps us better serve students now and align with our partner school as we prepare for consolidation.
Pre-Reads (Total ~20–30 mins)
1. PBIS Framework (Big Picture)
Focus on: Tier 1, 2, and 3 structures at PBIS.org
Strong Tier 1 prevents over-reliance on Tier 2/3.
PBIS.ORG
2. Restorative Practices
Repairing harm vs. traditional discipline at IIRP.edu
Restorative work is about repair and rebuilding relationships.
IIRP.EDU
3. Behavior Lens Excerpt
"Students don’t always misbehave willfully—behavior often reflects lagging skills. If they don't know how to read, we teach. If they don't know how to behave, we must teach." — (Behavior Code / Lost at School)
Bring Your Thinking
Where do we see consistency or breakdown in how behavior is handled?
When does our system work well? (Current Successes)
How do we balance accountability and support?
NOT ADDING MORE
CLARIFYING
NOT COMPLIANCE
CONSISTENCY
NOT EITHER/OR
BALANCE
PBIS Refinement Slides PBIS Refinement & Alignment
Building a system that is clear, consistent, and supportive.
Purpose
Strengthen what we already have.
Build consistency across classrooms.
Balance accountability and support.
Prepare for alignment with our partner school.
By the end, we will have:
Clear Definitions Minor vs. Major behaviors.
Response System A shared "who does what" map.
Tiered Supports Defined actions for Tiers 1-3.
Alignment Priorities across campuses.
Our Norms
Stay grounded in student impact.
Assume positive intent.
Keep it practical.
Say the real thing (respectfully).
The Reality
Students experience inconsistency across classrooms.
Staff experience frustration and uncertainty.
Our Goal: Predictable, fair, and effective responses.
PBIS Framework
TIER 1
All students.
TIER 2
Some students.
TIER 3
Few students.
If Tier 1 isn't strong, everything else gets overloaded.
Guiding Tension
We are balancing:
STRUCTURE RELATIONSHIPS
CONSEQUENCES SKILL-BUILDING
CONSISTENCY PROFESSIONAL JUDGMENT
Data Reflection
Project Data Here
What stands out?
What feels predictable?
What feels preventable?
Minor vs. Major
What should always be handled in the classroom vs office?
Minor
"Classroom Managed"
Major
"Office Managed"
This is the foundation of consistency.
Surfacing Inconsistency
Where do students get different responses for the same behavior?
Where do staff feel unsupported or uncertain?
The Intervention Map
WHERE
Classroom, Hall, Office?
WHEN
Immediate or delayed?
WHO
Who is responsible?
Day 2: Build & Align
Tiered Supports
Tier 1: What is guaranteed for ALL students?
Tier 2: When do we move to targeted support?
Tier 3: What triggers intensive intervention?
The Discipline Flow
Clear Teacher Response Progression
Clear Office Response
Clear Follow-up & Reentry
If it's confusing, it won't be used.
Restorative Practices
Accountability is still required.
Focus on repairing harm and relationships.
Builds long-term behavior change over short-term compliance.
Alignment with Partner School
NON-NEGOTIABLES
What MUST be consistent for students across campuses?
FLEXIBILITY
Where can we allow for campus-specific culture?
Next Steps: Implementation
1
What rolls out immediately?
2
What needs staff training?
3
What needs further refinement?
If we get this right:
"What will feel different in classrooms?"
"What will feel different for students?"
Staff Voice Survey PBIS Staff Input Survey
Help us build a system that is clear, consistent, and practical across all settings on campus. This is not evaluative.
1
Your Role & Setting
Primary Role on Campus:
Classroom Teacher
Campus Supervisor
Food Service Staff
Office/Library Staff
Primary Settings (Check all that apply):
Classroom
Hallways
Lunch/Cafeteria
Before/After School
2
Current Reality
What behaviors most frequently disrupt learning or safety in your setting?
3
Consistency
How consistent are behavior expectations across different settings?
NOT AT ALL
1
2
3
4
5
VERY CONSISTENT
4
Beliefs & Balance
Which statement best reflects your perspective?
Students need stronger consequences to change behavior
Students need more support and skill-building
A balance of both is needed
5
Final Reflections
What is working well in our current system?
What is one thing that would make managing behavior more manageable for you?
Teacher Response Cheat Sheet Response Cheat Sheet
QUICK GUIDE FOR STAFF
REVISED: APRIL 2026
Step 1: Identify Behavior
Minor
• Off-task / Blurting
• Horseplay (mild)
• Low-level disruption
• Unpreparedness
Classroom Managed
Major
• Physical Aggression
• Defiance (persistent)
• Harassment / Safety
• Drugs / Weapons
Office Managed
Step 2: Classroom Response (Minors)
1
Nonverbal Redirect
Proximity, signal.
2
Verbal Reminder
Tie to expectations.
3
Reteach
Model desired action.
4
Contact + Log
Pattern identified.
Step 3: Office Response (Majors)
Immediate Safety Check
Fact-Finding
Consequence Applied
Restorative Reentry
Support Tiers
Tier 1
ALL STUDENTS
Universal Expectations
Tier 2
SOME STUDENTS
CICO / Targeted
Tier 3
FEW STUDENTS
SST / Intensive
Final Reminder
Consistency matters more than intensity.
"Every interaction is an opportunity to teach."
Behavior Flowchart Poster Student Behavior Response Flow
Consistency • Predictability • Support
BEHAVIOR OCCURS
Minor
Off-task • Blurting
Horseplay • Disruption
Teacher Managed
1 Nonverbal Redirect
2 Verbal Reminder
3 Reteach Expectation
4 Conference / Parent
Major
Aggression • Defiance
Harassment • Safety
Office Managed
Ensure Safety
Call for Support
Submit Referral
Restorative Meeting
Pattern of Behavior?
If behaviors persist despite interventions, move to Tier 2 (CICO, Contract) or Tier 3 (SST, Behavior Plan).
Consistent • Predictable • Supportive
Building alignment for student success.
Student Voice Survey Student Voice Survey
Grades K - 2
1. Do you know the rules at school?
YES
A LITTLE
NO
2. Do your teachers help you when you make a mistake?
YES
SOMETIMES
NO
3. Do you feel safe at school?
I FEEL SAFE
I DON'T
Student Voice • Grades K-2
Student Voice Survey
Grades 3 - 12
Rate your experience (1 = Disagree, 4 = Agree):
1. The school rules and expectations are clear to me.
Disagree
1
2
3
4
Agree
2. When students break the rules, the consequences are fair.
Disagree
1
2
3
4
Agree
3. I have at least one adult at school I can go to if I have a problem.
Disagree
1
2
3
4
Agree
If you could change one thing about how behavior is handled at school, what would it be?
What makes you feel most safe or supported at school?
Thank you for sharing your voice • Grades 3-12
Family PBIS Flyer Supporting Student Success
Our Commitment to Clarity & Consistency
Dear Families,
As part of our ongoing work to support students both academically and socially, our team has spent time reviewing and strengthening our approach to student behavior. Our goal is simple: To create a school environment that is clear, consistent, and supportive for every student.
Clear Expectations
Students will experience clear expectations across all classrooms and settings.
Predictable Responses
Staff will respond to behavior in consistent ways, regardless of the classroom.
Restorative Support
We balance accountability with opportunities for students to reflect, repair, and grow.
Campus Alignment
This work is also helping us align with our partner school as we prepare for future consolidation. Our goal is to ensure that students experience a smooth, predictable transition between campuses.
Questions? Let's connect.
As always, we appreciate your partnership in supporting our students.
Your School Team
