More schools are moving toward a proactive, preventative system of positive behavior interventions and supports (PBIS) to cultivate more effective and efficient learning environments (Horner, 2015). As that transition happens, it is important for teachers to establish clear, concise classroom rules and procedures and to anchor them to school-wide expectations for consistency and predictability. A combination of clearly taught expectations and well designed routines increases the likelihood that students will be actively engaged in learning and decreases the probability of problem behavior (Kern & Clemens, 2007). A comprehensive system of classroom behavior supports leads to improved teacher and student perceptions of climate and increased academic performance (Caldarella, Shatzer, Gray, Young, Young, 2011).
The process of aligning school-wide expectations with daily routines and procedures in the classroom can be challenging. An effective, comprehensive management plan focuses on several key components: maximizing structure, teaching expectations, and developing a continuum of responses to appropriate and inappropriate behavior (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008). PBIS of VA has created “Cool Tools” to assist with developing and aligning classroom rules with school-wide expectations and maximizing structure with routines and procedures. These tools provide additional research, rationale, examples and non-examples, along with a step-by-step guide to implementing each practice.
Cool Tool: Classroom Rules Aligned with School-wide Expectations: A step-by-step guide to creating and teaching classroom rules using evidence based features and practices.
Cool Tool: Maximizing Structure with Routines and Procedures: A guide to developing comprehensive routines and procedures along with examples, non-examples, and a self- assessment tool (Barrett & Bohanon 2013).
The IRIS Center Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan: An online module including videos and activities to assist teachers in developing comprehensive classroom management plan with all core components.
Barrett, S. & Bohanon, H. (2013). High school pbis summit: Keynote presentation. St Johns, MI. Retrieved from (broken link) https://miblsi.org/presentations/2013-high-school-pbis-summit
(Note: scroll down web page to see Cool Tools)
Caldarella, P., Shatzer, R. H., Gray, K. M., Young, R., & Young, E. L. (2011). The Effects of School- wide Positive Behavior Support on Middle School Climate and Student Outcomes. Research in Middle Level Education, 35(4), 1-14.
Horner, R. (2015, October 21). Aligning PBIS to Achieve Educational Excellence. Speech presented at PBIS Forum, Chicago, Illinois.
Kern, L., & Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380.