PBIS Classroom Practices: Building Positive, Predictable, and Proactive Learning Environments

Presenters

• JoAnna Jones, Green River Regional Educational CooperativeFollow
• Anna Clardy, Green River Regional Educational CooperativeFollow

First Presenter's Highest Degree Earned

M.A. Principal Certification, Level 2

Year First Presenter's Degree Was Awarded

2011

First Presenter's Field of Study

Educational Leadership

Institution Where First Presenter Received Highest Degree

Western Kentucky University

First Presenter's Institution

Green River Regional Educational Cooperative

First Presenter's Brief Bio and Description of Credentials for This Presentation

JoAnna Jones is a PBIS Consultant with GRREC and Project ACCESS, bringing a rich and diverse background in education. With experience spanning roles as a Classroom Teacher, School Counselor, Assistant Principal, Principal, and Director of Elementary Instruction, JoAnna offers a well-rounded perspective and deep understanding of school systems and student needs. She holds both Bachelor’s and Master’s degrees in Elementary Education with a Reading Endorsement from Western Kentucky University, along with a Rank I in School Counseling and an Educational Leadership Endorsement. JoAnna is an active contributor to state and national efforts supporting student well-being. She serves on several leadership teams and organizations, including the Council of Administrators of Special Education, the National Council for Mental Wellbeing, the Project AWARE 2.0 and School Climate Transformation Project State Leadership Team, and the Kentucky Department of Education’s Project AWARE ISF Committee. Driven by a passion for helping schools thrive, JoAnna is dedicated to creating safe, supportive learning environments where students and educators can succeed. She finds joy in empowering school teams to implement sustainable systems that make a lasting impact on student outcomes. Education: 2011 Western Kentucky University Principal Certification, Level 2 2000 Western Kentucky University Rank I, Guidance 1996 Western Kentucky University Master of Arts, Education Reading Endorsement 1992 Western Kentucky University Bachelor of Science, Education CERTIFICATIONS Professional Certificate for Instructional Leadership, Principal, All Grades, Level 2 Kentucky Certificate for Guidance Counselor, Elementary Grades K-8 Kentucky Certificate for Teaching in the Early Elementary Grades K-4 and Self-Contained 5-6 Kentucky Endorsement for Reading Specialist, Grades 1-8

Second Presenter's Institution

Green River Regional Educational Cooperative

Second Presenter’s Email Address

anna.clardy@grrec.org

Second Presenter's Highest Degree Earned

M. A. Rank I Standard School Counseling (P-12)

Year Second Presenter's Degree Was Awarded

2009

Second Presenter's Field of Study

School Counseling

Institution Where Second Presenter Received Highest Degree

Western Kentucky University

Second Presenter's Brief Bio and Description of Credentials for This Presentation

With over 35 years of experience in education, Anna Clardy is passionate about creating learning environments where students and staff feel valued, supported, and connected. As the Project ACCESS Coordinator at the Green River Regional Educational Cooperative (GRREC), she partners with school districts to strengthen Multi-Tiered Systems of Support (MTSS), focusing on behavior and social-emotional wellness. A strong advocate for relationship-building, Anna believes that meaningful connections among students, families, and educators are at the heart of school success. She is also a nationally certified Mental Health First Aid trainer, providing educators and community members with evidence-based strategies to recognize and respond to mental health and substance use challenges. Education: B.S Education Education 1990 M. A. Elem School Counseling 1996 M. A. Rank I Standard School Counseling (P-12) 2009 KY Certifications School Counseling all grades, Teaching (K-4), Teaching Self-Contained (5-6), Elem Ed Program Consultant Field: Education Degree from WKU Occupational Title: Educational Consultant

Location

Scarbrough 1

Document Type

Individual Presentation

Primary Strand

Positive Behavior Interventions and Support

Relevance to Primary Strand

This training on PBIS Classroom Practices directly supports the implementation and sustainability of the PBIS three-tiered framework by focusing on Tier 1 strategies essential for promoting a positive, proactive school climate. Classroom-level implementation is a critical extension of school-wide PBIS and ensures consistency, predictability, and equity in behavioral expectations and supports across all learning environments.

Participants will explore evidence-based practices that enhance the effectiveness of school-wide PBIS at the classroom level, including the explicit teaching of expectations, the use of reinforcement systems, and proactive classroom management. These strategies contribute to a cohesive, supportive learning environment for all students, including those considered at risk or with disabilities, and serve as a foundation for identifying students in need of more intensive (Tier 2/3) interventions.

The training also addresses methods for increasing sustainability and capacity through alignment with school-wide goals, staff collaboration, and data-informed decision-making. Participants will consider strategies for engaging families and community partners to foster shared leadership and reinforce positive behavior supports beyond the classroom.

By bridging classroom practices with school-wide PBIS efforts, this training builds the capacity of educators to contribute to a positive, inclusive, and responsive school climate aligned with the PBIS framework at all levels.

Alignment with School Improvement Plan Topics

Climate and Culture

Brief Program Description

This training is designed to equip educators with practical, evidence-based strategies to implement Positive Behavioral Interventions and Supports (PBIS) at the classroom level. Participants will learn how to align classroom practices with school-wide PBIS efforts to foster consistent expectations, increase student engagement, and reduce disruptive behaviors. This session provides models, tools, and action planning strategies that can be immediately applied in diverse classroom settings

Summary

Overview:

This interactive training provides educators with practical strategies to implement Positive Behavioral Interventions and Supports (PBIS) at the classroom level. Grounded in evidence-based practices, the session focuses on creating a positive, predictable, and supportive learning environment that promotes academic and behavioral success for all students.

Participants will explore the core components of effective classroom PBIS, including teaching and reinforcing expectations, using consistent routines, engaging in proactive classroom management, and providing timely feedback and acknowledgment. Through real-world examples, collaborative activities, and reflection, educators will learn how to align their classroom practices with school-wide PBIS frameworks to support equity and improve student outcomes.

Whether you're new to PBIS or looking to refine your current approach, this training offers actionable tools to foster student engagement, reduce disruptions, and build a stronger classroom community. By the end of the session, participants will be equipped with ready-to-use strategies that can be immediately applied to support a positive and productive learning environment.

Content & Methods:

• PBIS Three-Tiered Framework

• Classroom Behavior Systems aligned with SWPBIS

• Effective Teaching and Reinforcement Matrix

• Culturally Responsive PBIS Practices

Methods & Strategies:

• Direct instruction on key PBIS practices

• Guided self-assessment (e.g., Classroom Systems Observation Tool)

• Behavior expectation teaching plans and lesson modeling

• Visual supports and environmental design for behavior cues

• Positive behavior acknowledgment systems (tickets, points, verbal praise)

• Quick behavior data tools for classroom decision-making

• Strategies for building relationships with high-needs students

Interactive Components:

• Small group collaboration and role play

• "Walk through my classroom" reflection activity

• Real-world scenario problem-solving

• Action plan development and peer feedback

• PBIS Classroom Practices Toolkit, including:

  • Sample behavior expectations matrix

  • Reinforcement menus

  • Behavior lesson plan templates

  • Quick-start guide for teaching routines

  • Classroom self-assessment checklist

  • Family engagement planning template

• Personalized Action Plan for implementing or improving PBIS strategies in their own classrooms

• Access to Digital Resource Folder with editable templates, videos, etc. to use in their own schools and classrooms

Target Audience:

• Classroom Teachers (K–12)

• Instructional Coaches

• PBIS Teams

• Administrators

• Special Education Staff

• Behavior Interventionists

Evidence

Positive Behavioral Interventions and Supports (PBIS) is a multi-tiered framework rooted in behavioral, social, and learning theory. It is supported by over two decades of empirical research demonstrating its effectiveness in improving student behavior, academic outcomes, and school climate.

Classroom PBIS practices are grounded in evidence-based strategies that emphasize prevention, positive reinforcement, and data-informed decision-making. Core elements such as explicitly teaching behavioral expectations, establishing predictable routines, using active supervision, and providing consistent acknowledgment have been shown to reduce disruptive behavior and increase instructional time (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008).

Research also highlights the importance of alignment between classroom practices and school-wide PBIS to sustain positive outcomes. When implemented with fidelity, PBIS is associated with reductions in office discipline referrals, suspensions, and disproportionality in discipline practices (Bradshaw, Mitchell, & Leaf, 2010). It also supports inclusive, equitable learning environments where all students are more likely to experience success.

Overall, classroom PBIS is not a stand-alone program but a set of proactive practices embedded in a broader, systemic approach. The strategies are adaptable across grade levels and contexts, making them effective tools for enhancing student engagement and academic achievement while promoting positive social behavior.

References:

• 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.

• Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes. Journal of Positive Behavior Interventions.

Learning Objective 1

Participants will be able to implement evidence-based Tier 1 PBIS strategies, including teaching behavioral expectations, establishing consistent routines, and using positive reinforcement to support student behavior.

Learning Objective 2

Participants will be able to align classroom behavior practices with school-wide PBIS systems to promote consistency, equity, and a positive learning environment.

Learning Objective 3

Participants will be able to develop a classroom action plan that applies proactive PBIS strategies to support all students, including those with behavioral challenges or at risk for escalation.

Start Date

6-1-2026 3:45 PM

End Date

6-1-2026 4:45 PM

Recommended Citation

Jones, JoAnna and Clardy, Anna, "PBIS Classroom Practices: Building Positive, Predictable, and Proactive Learning Environments" (2026). Southeast Conference on School Climate. 34.
https://digitalcommons.georgiasouthern.edu/secsc/2026/2026/34

Creative Commons License

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