PBIS: Positive Behavioral Interventions and Supports

• Positive Behavioral Interventions and Supports (PBIS) is a data-driven framework.
• PBIS is designed to foster positive school environments.
• PBIS improves behavioral outcomes for all students.
• PBIS proactively teaches and reinforces positive behaviors.
• PBIS prevents problem behaviors.
• PBIS provides targeted support to students in need.
• PBIS uses a three-tiered prevention model.
• PBIS addresses diverse student needs in dual language immersion.

Three Tiers of PBIS

• Tier 1: Universal Support provides a foundation of positive behavior for all students.
• Tier 1 involves clear expectations and rules.
• Tier 1 includes teaching social and emotional skills.
• Tier 1 acknowledges and rewards positive behavior.
• Tier 1 in dual language immersion requires clear communication in both languages.
• Tier 1 considers cultural differences when defining appropriate behaviors.
• Tier 2: Targeted Support provides additional support to students exhibiting at-risk behaviors.
• Tier 2 can involve small group interventions, mentoring, or social skills training.
• Tier 2 in dual language can be tailored to address linguistic or cultural needs.
• Tier 2 provides language support or culturally relevant behavior interventions.
• Tier 3: Intensive Support provides individualized support to students with significant behavioral needs.
• Tier 3 may involve functional behavior assessments and behavior intervention plans.
• Tier 3 includes collaboration with families and outside agencies.
• Tier 3 interventions should consider the student's primary language and cultural background.
• Tier 3 may require bilingual and bicultural professionals.
• Implementing PBIS in dual language immersion settings can create a culturally responsive and supportive environment.
• PBIS promotes positive behavior, academic success, and social-emotional well-being.
• Tier 1 interventions are universal.
• Tier 1 applies to all students in a dual language immersion setting.
• The goal of Tier 1 is to create a strong foundation of positive behavior support.

Behavioral Expectations and Routines

• Behavioral expectations should be clearly defined and consistently enforced.
• Behavioral expectations should be taught in both languages.
• Visual aids and bilingual signage can remind students of rules.

Culturally Responsive Teaching

• Daily routines should reflect and honor diverse cultures and languages.
• This fosters a sense of belonging and respect.

Positive Reinforcement

• A reward system acknowledges positive behavior in both languages.
• Rewards include stickers, praise, or extra playtime.
• Tier 2 interventions provide more focused support than Tier 1.

Small Group Social Skills instruction

• Small groups can practice social skills in both languages for Tier 2 intervention.
• Tier 2 allows students to express and manage emotions and interactions bilingually.

Mentorship Programs

• Tier 2 pairs struggling students with bilingual mentors or older students.
• Tier 2 provides role models and support in both languages.

Check-In/Check-Out Systems

• Tier 2 systems involve teacher or counselor check-ins.
• Tier 2 reinforces expectations and provides feedback in both languages.
• Tier 3 interventions are individualized, serving students with significant behavioral challenges.

Individualized Support Plans

• Tier 3 plans address specific behavioral and language needs.
• Tier 3 incorporates both languages and cultural contexts in strategies.

One-On-One Counseling

• Tier 3 sessions are provided in the student's preferred language.
• Tier 3 facilitates communication and understanding of underlying issues.

Behaviorial Contracts

• Contracts with clear behavioral goals and rewards are regularly reviewed with the student and parents in both languages for Tier 3 intervention.
• Decisions to move a student between tiers should be data-driven.
• Tier movement should be based on consistent monitoring of behavior and responsiveness to current interventions.
• Regular team meetings are crucial to discuss progress and changes.
• Team members should include bilingual educators, administrators, and specialists.
• Observational data, feedback from teachers, and language assessments can guide these decisions.
• Factor in the behavior's frequency, intensity, and duration in the decision-making process.
• Factor in the fidelity of intervention implementation in the decision-making process.
• Implementing culturally and linguistically responsive strategies across all tiers improves support for diverse learners.
• PBIS creates an inclusive and effective learning environment.