PBIS Behavioural Matrix
It was a pleasure entering a school in mid-February 2024 in which the PBIS approach is engrained deeply in all aspects of the educational environment here at Riverview Middle School. To enter a school that is so intentional in their behavioural approach and practices that it seems seamless has been an eye opener. PBIS practices meet so well with the existing restorative approach at RMS that it is hard to discern between the two. We hope to continue this growth moving forward and are very proud of where we are now and how it effects the global culture and climate of our building.
Jonathan Godbout
Principal, Riverview Middle School, New Brunswick, Canada
What is a Schoolwide PBIS Matrix?
A schoolwide matrix is simply a table that defines expectations in various settings throughout your school campus. Along one axis are the expectations, while the other axis includes locations in which these behaviours are expected. The corresponding cells illuminate what these behaviours look like in the various locations. A schoolwide matrix spells out what positive behaviours look like in the school’s common areas, such as hallways, restrooms, the cafeteria, and so on. It can also cover off-campus conduct such as bus behaviours and virtual learning, as well as in extracurricular settings such as school-sponsored events.
New Brunswick EECD Positive Behaviour Intervention Behavioural Matrix Flipbook
A critical part of a school’s journey when embarking upon PBIS Implementation is establishing positive schoolwide expectations that reflect the shared values of the school and school community (i.e., educators, students, families), that support the school improvement plan, and align with the New Brunswick Department of Education, New Brunswick Teachers’ Federation, and school district policies. Establishing, teaching, and modelling of those positive schoolwide expectations are the foundational cornerstone when creating a solid positive teaching and learning environment.
The NB EECD PBIS Behavioural Matrix Flipbook provides a visual reference point to assist the school-based PBIS team in the creation of a matrix. This is the first in a series of three such PBIS Behavioural Matrix Flipbooks.
NB School Behavioural Matrixes should include content that is reflective of the cultural context of the school. Upon review of the matrix, the consumers should be able to explicitly identify and define (a) predictable schoolwide and learning space routines (b) positive schoolwide/ learning space expectations, and (c) critical social, emotional, and behavioural (SEB) skills that are required to be a productive citizen of the larger school community.
“If common positive school expectations (e.g., We Respect Ourselves, We Respect Others, We Respect Property) do exist, anchor classroom expectations to the school expectations to promote consistency.”
CREATING A CLASSROOM TEACHING MATRIX:
Karen Robbie, Maria Santiago-Rosario, Kimberly Yanek, Laura Kern,
Brian Meyer, Kelsey Morris, and Brandi Simonsen.
August 2022 PBIS.org
Online Learning Space and the Virtual Classroom
“Multi-Tiered Systems of Supports (MTSS), such as PBIS, is an ideal framework for implementing strategies to support students within physical school buildings as well as those engaged in hybrid and/or full-time remote instruction. This tiered approach focuses on the whole school environment regardless of structure to ensure majority student success and organizes advanced supports across a continuum for those requiring more.”
REMOTE INSTRUCTION STRATEGY MATRIX:
Sara McDaniel, Erin Chaparro, Maria Santiago-Rosario, Laura Kern,
and Heather Peshak George.
November 2020 PBIS.org.
“When transitioning education online, it can be helpful to remember that the practices that are used in a physical classroom can work just as well in the virtual classroom. It is important to define, teach, and practise the behaviour we want to see, especially virtually. Simply because today’s students may spend more time online doesn’t mean they won’t struggle with remote instruction. Students may not be familiar with the software used and may have learned misrules about how to interact with others online (e.g., gaming, social media). It is important to stress that online interactions are just like real-life interactions, with the same positive and negative consequences for behaviours.”
CREATING A PBIS BEHAVIOUR TEACHING MATRIX FOR REMOTE INSTRUCTION:
PBIS Centre. November 2020
What impact has PBIS had on your school? / How is it helping you to make a difference in your school?
For our school, PBIS has facilitated conversations about expectations and how we do business with staff, students, and the community. We are able to be targeted and intentional about the non-negotiables, while at the same time being collaborative and responsive to individual situations and needs. This framework, especially going through the process of building the matrix, has re-oriented the community on learning and how the school needs to sound, look, and feel to get the best learning environment for the staff and students.
Emily Ostler Colpitts
Principal, Caledonia Regional High School, New Brunswick, Canada