Correctingerrors is anaspect ofPBIS Tier 1Effectivewarning is aredirection witha potentialconsequenceClassifiedstafftraining onMarch 23BehaviorfollowsreinforcementPre-correctionis a quickreminder oftheexpectationsPBIS helpsstudentsbecome bothintrinsically andextrinsicallymotivated.Continuum ofconsequencesis a corecomponent ofPBISCorrectiveconsequencesreteaches amissing skillMAVSexpectationsshared withthe groupReteachingexpectationsafter breaks isimportant formy studentsMAV Bucks areour building-wideacknowledgementsystemTeachingexpectationsis 1 of the 4aspects ofTier 1 PBISEffectiveconsequencesemphasizeinstructionAugust PBIS PDwill be abouthow to reportand recordstudentbehaviorsTier 1FocusIt is importantto have apraise ratio thatis at least 4:1(praise tocorrection)Having school-wideexpectations isa corecomponent ofPBISFind a PBISteammember____(intials)EffectiveRedirection tellsstudent to stopand give themsomething to doinsteadBehavior specificpraise addressdesirable behavior inspecific observableand measurabletermsShare aconnectionyou madetoday or aska questionEffectiveconsequencesfocus on thefunction of thebehaviorShare an ah-ha you hadtoday withthe wholegroupFind a colleague toshare 2 things thatyou are excited toimplement in yourclassroom or withyour studentsCorrectingerrors is anaspect ofPBIS Tier 1Effectivewarning is aredirection witha potentialconsequenceClassifiedstafftraining onMarch 23BehaviorfollowsreinforcementPre-correctionis a quickreminder oftheexpectationsPBIS helpsstudentsbecome bothintrinsically andextrinsicallymotivated.Continuum ofconsequencesis a corecomponent ofPBISCorrectiveconsequencesreteaches amissing skillMAVSexpectationsshared withthe groupReteachingexpectationsafter breaks isimportant formy studentsMAV Bucks areour building-wideacknowledgementsystemTeachingexpectationsis 1 of the 4aspects ofTier 1 PBISEffectiveconsequencesemphasizeinstructionAugust PBIS PDwill be abouthow to reportand recordstudentbehaviorsTier 1FocusIt is importantto have apraise ratio thatis at least 4:1(praise tocorrection)Having school-wideexpectations isa corecomponent ofPBISFind a PBISteammember____(intials)EffectiveRedirection tellsstudent to stopand give themsomething to doinsteadBehavior specificpraise addressdesirable behavior inspecific observableand measurabletermsShare aconnectionyou madetoday or aska questionEffectiveconsequencesfocus on thefunction of thebehaviorShare an ah-ha you hadtoday withthe wholegroupFind a colleague toshare 2 things thatyou are excited toimplement in yourclassroom or withyour students

Madison Place MAVS! - Call List

(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.


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  1. Correcting errors is an aspect of PBIS Tier 1
  2. Effective warning is a redirection with a potential consequence
  3. Classified staff training on March 23
  4. Behavior follows reinforcement
  5. Pre-correction is a quick reminder of the expectations
  6. PBIS helps students become both intrinsically and extrinsically motivated.
  7. Continuum of consequences is a core component of PBIS
  8. Corrective consequences reteaches a missing skill
  9. MAVS expectations shared with the group
  10. Reteaching expectations after breaks is important for my students
  11. MAV Bucks are our building-wide acknowledgement system
  12. Teaching expectations is 1 of the 4 aspects of Tier 1 PBIS
  13. Effective consequences emphasize instruction
  14. August PBIS PD will be about how to report and record student behaviors
  15. Tier 1 Focus
  16. It is important to have a praise ratio that is at least 4:1 (praise to correction)
  17. Having school-wide expectations is a core component of PBIS
  18. Find a PBIS team member ____(intials)
  19. Effective Redirection tells student to stop and give them something to do instead
  20. Behavior specific praise address desirable behavior in specific observable and measurable terms
  21. Share a connection you made today or ask a question
  22. Effective consequences focus on the function of the behavior
  23. Share an ah-ha you had today with the whole group
  24. Find a colleague to share 2 things that you are excited to implement in your classroom or with your students