Author: GCOAKLEY

Parents/Guardians and PBIS
To be successful, our behavior program needs to be a partnership between home and school. Throughout the school year the PBIS team will send updates and information about PBIS. We invite your comments, concerns and ideas to make PBIS work at each school.
Please support PBIS at by:
Reviewing the behavior expectations with your child
Volunteering for the PBIS events
Seeking donations for prizes
Sharing comments with or asking questions of PBIS team members
Join us at your site Parent Involvement Meetings.
Together we can achieve more!

PBIS Specialists
Julia Reyes
Julia.reyes@twinriversusd.org
Kelly Young
Kelly.young@twinriversusd.org
Mary Victor
Mary.victor@twinriversusd.org
5115 Dudley Blvd.
McClellan Park, CA 95652
916.566.1600

Positive Behavioral Interventions and Supports:
PBIS
Parent Guide

Every Minute,
Every Day,
Every Student!

Where every day begins positively!

What is PBIS?

Positive Behavioral Interventions and Supports (PBIS) is an approach to teaching and supporting positive behaviors and meeting the needs of ALL students. This school-wide approach to discipline focuses on building a safe and positive environment in which all students can learn.
Each PBIS school has a set of expectations to ensure the safety and mindfulness of all students. In all common areas, you can see a matrix that outlines the expectations in that area.

Teaching Expectations
Throughout the school year, students will be taught how to behave according to the four expectations. Teachers will help students learn what the expectations “look” and “sound” like in every setting during the school day. These lessons will be re-taught and reinforced throughout the school year, and become a regular part of our instructional program.

KEEPING IT POSITIVE!
Acknowledging and reinforcing positive behavior is one of the best ways to change inappropriate behavior and encourage appropriate behavior. Incentive dollars, or bucks, are redeemed for prizes and drawings!
Behavior Reporting Forms
Even with clear expectations and positive reinforcement, sometimes children will misbehave. To address inappropriate behavior, a Behavior Reporting Form has been implemented. Discipline issues are divided into major and minor infractions. A minor/major description chart is available.

Major infractions are issues that result in office time. Parents/guardians will always be notified by the principal or teacher about major infractions.
Minor infractions are behaviors that are disruptive to the learning environment, but are handled by the supervising staff member.
When a child repeatedly receives minors or majors, parents/guardians, teachers, support staff and the principal will meet to build an effective behavior intervention plan for that child.
PBIS At home: TIPS
Tip #1
Clearly State Your Expectations in Advance
Some undesirable behavior occurs because your child can’t act differently, other times it occurs
because your child simply doesn’t want to act
differently. Either way it helps for you to remem-
ber that your child cannot read your mind. Be
sure to give your child one clear instruction so
that he knows what it is that you want him to do.
You are visiting at your sister’s house and your
daughter has been playing with her favorite cous-
in. Over the course of the afternoon, toys have
been tossed aside and scattered throughout the
room. When you say, “Come on Alicia, it’s time to
get ready to go!” she ignores you completely and
continues to play. A better approach might be to
say, “All right, time to get going. Alicia, let’s start
by putting the blocks in their box. I see it over
there in the corner!”

Tip #2
Use “When...Then” Statements
A “when...then” statement is a simple instruction
that tells your child what he or she must do in or-
der to earn a desired consequence (what he/she
wants to do). This is also known as a contingency
statement. When you use a contingency statement, be sure you:
Give it a positive focus
State it only once
Set a reasonable time limit
Follow through
Are prepared for your child’s response--it may be “NO”
It’s a sunny day and your barefoot child has
decided she would like to go out in the backyard
and play. She starts outside and you stop her
and say, “No...put on your shoes.” She starts to
throw a tantrum. Here’s an alternative approach
you might want to use next time. “When you put
on your shoes, then you may go outside”. You
are not just saying “No”. You are letting her know
what needs to happen in order for her to reach
her desired destination.
Tip #3
Stay Calm
When your child’s behavior is unacceptable,
you can choose to either respond to it or ignore
it. If you decide that a reaction is required,
remember that the least response necessary is
usually best. Acting calm with a minimum of at-
tention will reduce the risk of strengthening the
very behavior you wish to discourage. When
you remain calm, it also gives you time to think
about how you want to respond. Remember, you
are modeling desired behavior for your child-
the more out-of-control your child becomes, the
more self-control you need to show.