Information

Positive Behavioral Interventions and Supports (PBIS) at Tisdale is our school wide framework for creating positive, predictable, and equitable learning environments where all students can succeed academically, socially, emotionally, and behaviorally.

Who We Serve?

Tisdale Elementary serves approximately 27  students in Pre-K. Our students bring diverse strengths, cultures, and needs. PBIS helps us build a safe, respectful, and inclusive school community for everyone.

What is PBIS? 

PBIS is an evidence-based, three-tiered framework for organizing our data, systems, and practices to improve student outcomes every day. It is not a single program or curriculum; it is an ongoing commitment to teaching expectations, reinforcing positive behavior, and using data to guide decisions.

Our School-Wide Expectations

At Tisdale, we teach and reinforce three core expectations in all settings:

  • Be Respectful

  • Be Responsible

  • Be Safe
    These expectations are explicitly taught, modeled, and reinforced in classrooms, hallways, cafeteria, playground, and during arrival/dismissal.

PBIS Framework and Tiers

PBIS at Tisdale is organized into three levels of support:

  • Tier 1 – Universal supports for all students

  • Tier 2 – Targeted supports for students who need more than Tier 1 alone

  • Tier 3 – Intensive, individualized supports for a small number of students with the most significant needs

Tier 1: Universal for all students

 

  • Provided to 100% of students in all settings

  • Includes schoolwide expectations, behavior matrix, explicit teaching, positive reinforcement, and consistent responses to problem behaviors

  • Goal: prevent problem behavior and promote social-emotional and academic success for about 80–85% of students

 

Tier 2: Targeted supports

 

  • For approximately 10–15% of students who are at risk or not fully responding to Tier 1

  • Uses small-group, targeted interventions like Check-In/Check-Out, social skills groups, and self-management supports

  • Goal: provide efficient, early intervention before concerns become more serious


 

Tier 3: Intensive, individualized supports

 

  • For about 1–5% of students whose needs are chronic, complex, or intense

  • Includes individualized, function-based behavior support plans, collaboration with families, and often community or mental-health partners

  • Built on strong Tier 1 and Tier 2 systems

 

 

What Tier 1 looks like at Tisdale

 

  • Clearly posted behavior expectations in classrooms and common areas

  • A Behavior Matrix that describes what “Respectful, Responsible, and Safe” look like in different settings

  • Daily routines: greetings at the door, clear directions, transitions, and closure

  • A Tier 1 reward system (tickets/points, praise, class celebrations) to acknowledge positive behavior

  • Consistent responses to minor misbehavior, including reteaching and restorative conversations


 

Who Tier 2 is for

Tier 2 supports students who do not fully respond to Tier 1 alone and who show patterns of at-risk behavior (frequent minor referrals, work avoidance, mild aggression, anxiety, etc.).

Who is Tier 3 for

Tier 3 is for a small number of students whose needs are significant and ongoing and who have not responded to Tier 1 and Tier 2 supports.

Data & Progress Monitoring

PBIS improves outcomes when schools use data regularly to make decisions about systems, practices, and individual supports.

Data We Collect

 

  • Schoolwide data

    • Office discipline referrals (ODRs)

    • Attendance and tardies

    • Positive acknowledgments issued (tickets/points)

  • Tier 2 data

    • CICO points

    • Group intervention attendance and progress

  • Tier 3 data

    • FBA/BIP progress measures

    • Individualized goals (e.g., % of class periods without outburst)


 

How We Use Data

PBIS team meets monthly to review patterns by:

  • Time of day

  • Location

  • Behavior type

  • Grade level

Data is Used To

 

  • Adjust Tier 1 expectations and routines

  • Start, stop, or revise Tier 2 interventions

  • Make decisions about Tier 3 supports and referrals