PBIS in SFSD

The Place to Learn S'more about PBIS within the District

November 2022

SFSD Frequently Asked Questions

Does PBIS take a lot of effort at first and then become more natural?

Successful initiatives follow multiple stages of implementation: exploration/adoption, installation, initial implementation, elaboration, and continuous regeneration. At this time, some schools are in the installation phase and others are undergoing initial implementation. During the installation phase, PBIS teams will develop tools and systems to be used during the initial implementation. It is possible schools will not implement pieces of the framework until August 2023, and over the next few years, PBIS teams will continue to develop Tier 2 and Tier 3 systems and practices. Overall, a lot of time and resources are allocated to the development of this new framework. As pieces are in place and being implemented, the effort may seem to decrease or be focused on other areas of implementation.

How long will it take for a change to occur in my school?

It can take three to five years for a school to implement PBIS with high integrity. It is possible for schools to experience positive change within the first year of initial implementation when Tier 1 interventions are introduced.

Does PBIS mean more work for teachers?

Although teachers may spend more time directly teaching school-wide expectations, recording data, and providing students acknowledgement, this "work" pays off when less time is spent redirecting or responding to challenging behaviors.

How does PBIS work for each school given the differences in population?

PBIS is not a cookie-cutter solution. Because each school is unique, PBIS teams individualize the tools for their school based on the population they serve. Remember, PBIS is a framework as opposed to a curriculum or system, and because it is a framework, it should target schools' specific needs.

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Classroom and School Tips

Classroom-Wide PBIS

“…the key to successful classroom management is prevention of problems before they start, not knowing how to deal with problems after they have begun.”

–George Sugai and Brandi Simonson

Classroom-wide PBIS focuses on designing environments and giving specific positive feedback that impacts student social behavior and learning. Classroom environments consistently implementing effective practices (structure, expectations, engagement, feedback and consequences) support and promote academic, behavior and social success for ALL students.

Elementary PBIS Tips

Secondary PBIS Tips

Research Summary: Effects of Middle School Teachers' Praise-to-Reprimand Ratios on Students' Classroom Behavior

The purpose of this study was to assess whether praise-to-reprimand ratios (PRRs) affect class-wide on-task behavior, to identify if PRRs affect on-task behavior, disruptive behavior, and grades for students at risk for emotional or behavioral disorders (EBD), and to determine if there is an optimal PRR.

Twenty-eight general education teachers participated in the study. Each teacher had roughly 23 students in his or her classroom. Following screening, 75 middle school students were identified as at risk for EBD-- about two to three students per classroom.

Results demonstrated that the higher the PRR, the lower the rates of disruptive behavior and higher the on-task behavior and grades.

These correlations were present with class-wide behavior as well as targeted students at risk for EBD.

This study did not identify a specific ratio as most effective but did determine effectiveness was identified at a one-to-one ratio. This means that as long as there were more praise statements than reprimands, the above correlations were present.

What can we learn from this research? If aiming for a five-to-one ratio of praise-to-reprimands seems like an impossible feat, start by using more praise statements than reprimands. This small step is still likely to increase on-task behavior and grades while decreasing disruptive behavior in students. Know that a higher PRR is correlated with more significant differences in behavior.

Caldarella, P., Larsen, R. A. A., Williams, L., & Wills, H. P. (2021). Effects of Middle School Teachers’ Praise-to-Reprimand Ratios on Students’ Classroom Behavior. Journal of Positive Behavior Interventions, 0(0). https://doi.org/10.1177/10983007211035185

Celebrating Successes!

70 staff members completed the Google Form last month.

Congrats to Patti Pannell (Renberg), Alicia Evan (Human Resources), Emily Koo (Lincoln) and Fred Jackson (Patrick Henry) for being selected as October WINNERS!

Keep an eye out for a gift coming through school mail.