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Student
Achievement
Rigorous Behavior
Instruction Management
This guide will help your school create a preventive, proactive and positive
school-wide behavior plan. Its content is based upon research from around the
nation and around our own school district. These strategies, supported by a
federal Safe Schools Healthy Students grant and by the Minnesota
Department of Education, have proven effective in several Minneapolis
schools and can work in yours.
This is not another new initiative, but a framework to help your school align
the work of teaching academics with the work of teaching behavior.
Eleanor T.Coleman
Chief of Student Support, Family and Community Engagement
Accountability v Aligned with data v Lines of accountability clear v Expectations are clear
Systems v Monitoring frequent v Focus on learning and improving adult and student performance
There are fundamental components for a school-wide positive behavior plan to be effective. While each school will have its
own individual characteristics for how these components appear and operate, all are essential for success.
1. A positive behavior team that is representative of 5. Clear distinctions between which behaviors are
the entire school community and meets at least handled in the classroom and which behaviors are
monthly to review and analyze data, write action plans handled outside of the classroom. The distinctions are
and train other members of the staff and school communicated and understood by all staff.
community. 6. A systematic approach for responding to behavior
2. Three to five positively stated expectations violations and for dealing with dangerous situations
with a system for teaching, practicing and positively and crisis management. The approach is
reinforcing throughout the school year. communicated and understood by all staff.
3. An educational approach to teaching 7. Data based decision making with a system for
expectations, including direct teaching of routines, collecting, analyzing and making decisions based on
transitions and social skills. Emphasis is placed on data from multiple resources.
prevention. 8. Families know and support behavior and
4. Positive acknowledgement for staff and students attendance expectations.
who demonstrate understanding of these Reference:
Sugai & Horner, 2007, www.pbis.org
expectations, as well as a system for delivering
positive acknowledgement.