UW Lab School

Positive Behavior

Interventions & Support


UW Lab School

Positive Behavior Interventions & Support



Our mission at the UW Lab School is to create a positive learning community that will recognize, foster, and assess continuous improvement toward high levels of academic and social achievement for ALL students, pre-service teachers, faculty and staff.

The UW Lab School recognizes that problem behavior in schools is both a

significant social challenge and a barrier to effective learning.  The school acknowledges the interdependent relationship between academic achievement and behavioral competence.   We are dedicated to promoting an environment that optimizes opportunities for teaching and learning.  In order to achieve our mission of creating a positive learning community that supports high levels of academic and social achievement, a Positive Behavior Support System for classroom and school-wide behavior management was adopted.  A continuum of academic and behavioral supports exists to assist students and teachers in developing positive learning skills and environments.

UW Lab School Rules and Behavior Expectations:

The UW Lab School Rules are: 

  • Be Responsible
  • Be Safe
  • Show Kindness and Respect

Each student has the right to learn and each teacher has the right to teach.  A respectful environment is everyone’s right and responsibility.  Students attending the UW Lab School are expected to:

  • demonstrate safety, responsibility, kindness and respect through actions and language
  • show respect for school property and the property of others
  • recognize individual responsibilities and obligations

Following is the UW Lab School Rules and Behavioral Expectations Matrix.  This matrix shows the school rules and outlines behavior expectations for specific settings and situations within the school.

To maintain consistency throughout the school, it is important that the expectations are taught to all students.  However, teachers may allow students to generate the expectations and/or use “student generated” or “student friendly” language for the expectations, as long as they are guided to include similar minimum expectations as are provided in the matrix.

Dealing with Problem Behaviors within a PBIS System:

At the UW Lab School, problem behaviors have been divided into Major and Minor offenses.

For Minor behavior infractions, the initial responsibility is on the classroom teacher.  Teachers use their classroom-level management systems to support students in following classroom and school expectations (See Levels of Support/Level One).  Teachers are expected to utilize additional “interventions” or instructional strategies to help support students who are consistently not following expectations.  Teachers should also reflect on how they are reinforcing both positive and problem behavior (ratio of four positive acknowledgements to one negative one).  If after implementing additional “interventions” or instructional strategies to re-teach the expected behavior and support positive behavior, the student continues to disrupt the instructional environment, parent notification/involvement should take place (See Levels of Support/Level Two).  If problem behavior does not change after Level One and Level Two supports have been utilized, the student can be referred to the conference room (See Levels of Support/level Three).  Referral to the conference room at this point is justified and appropriate in order to maintain effective classroom learning and provide a higher level of support to the student demonstrating problem behavior.

For Major behavior infractions, the student can be sent directly to the office for intervention and supports. The behavior infraction will also result in disciplinary action at the discretion of the principal.

The goal of the office referral process is to provide an additional level of intervention support to teachers and students.   This support extends the school’s ability to address major behavior infractions and minor repeated behaviors before they develop into more sustained behavioral difficulties.  The support is designed to compliment what teachers are doing in the classroom by providing additional instruction about classroom and school-wide expectations.  Additional intervention and teaching is provided using examples and non-examples, role plays, and topic-focused instruction, as well as implementing additional interventions that support student skills in consistently following classroom and school expectations.  When students are sent to the office, parents will be notified and there may be disciplinary action from the principal (See Range of Disciplinary Action).

Definition of Types of Behavior

Minor Behavior Infractions

            Minor behavior infractions are those actions that distract or disrupt the class and/or the teacher to impact the learning environment and instructional time. Minor behavior infractions include:

  • Disruptive Behavior (Including Horseplay and Play Fighting)
  • Defiant or Disrespectful Behavior (Insolence, Rudeness, Talking back, etc.)
  • Out of Seat Behavior (Leaving seat, group, or classroom inappropriately)
  • Not following Rules
  • Non-compliance (Not following reasonable directions/requests, not participating in classroom lessons/activities, etc.)
  • Talking out of Turn
  • Teasing and or Put-downs
  • Not Prepared for Class (material and/or homework)
  • Unexcused tardies
  • Dress Code Violation (Clothing or symbols that advertise or promote alcohol, drugs, gangs, racial disharmony, profanity, and/or apparel deemed inappropriate for a school setting)
  • Electronic Devices or Toys (Cell Phones, Games, Pagers, etc. in use during school hours)
  • Other

Major Behavior Infractions

            Major behavior infractions result in immediate removal from the classroom to the PBIS room.  Major behaviors infractions include:

  • Inappropriate, Abusive, or Foul Language (written or verbal) or Gestures
  • Harassment/Bullying (Verbal or physical actions toward another person or group directed toward emotional, racial, physical or sexual content or have become a pattern of behavior – more than once)
  • Fighting, Physical Aggression, or Other Out of Control Actions
  • Truancy (Absent from school without an excuse, Off school grounds without permission, Not in scheduled class, etc.)
  • Stealing
  • Vandalism (Deliberately defacing school property or property of staff/students)
  • Weapons
  • Cheating
  • Drugs/Alcohol/Tobacco (Under influence and/or in possession)
  • Inappropriate Use of Internet/Computer


Relationship Between Unacceptable Behavior and Disciplinary Action Behavior:

                                                Minimum                             Maximum



  • Disruptive Behavior                            Warning/Reminder              Repeated minor behaviors will
  • Defiant or Disrespectful                                                                     result in a referral to the PBIS
  • Out of Seat Behavior                          Teacher Intervention          Conference Room.
  • Not following Rules                            & Re-Teaching
  • Non-compliance                                                                                  Consequences may include:
  • Talking out of Turn                             Parent Notification              – Loss of Privilege/Recess
  • Teasing and or Put-downs                                                                 – In School Suspension (ISS)
  • Not Prepared for Class                                                                       – Lunch or After School Detention
  • Unexcused tardies                                                                               – Peer Mediation
  • Dress Code Violation                                                                         – Conference with Teacher, Parent,
  • Electronic Devices                                                                                  and/or Principal
  • Other                                                                                                      – Counseling

– Behavior Plan

– Other




Inappropriate, Abusive, or

PBIS Referral                       Detention


Foul Language and Gestures

Conference w/ Principal     In-School Suspension

Parent Notification             Apology/Retribution



PBIS Referral                        Meeting with Youth Officer

Parent Notification              Detention

Conference w/ Principal     In-School Suspension

Counseling                            Out-of School Suspension

Bullying Class                      Recommendation for Expulsion


Fighting, Physical Aggression, etc.

PBIS Referral                        Meeting with Youth Officer

Parent Notification              Detention/In-School Suspension

Conference w/ Principal     Out-of-School Suspension

Counseling                            Recommendation for Expulsion



PBIS Referral                        Citation from Youth Officer

Parent Notification              Detention/In-School Suspension

Parent Conference               Detention

Conference w/ Principal



PBIS Referral                        Meeting with Youth Officer

Parent Notification              Detention/In-School Suspension

Parent Conference               Out-of-School Suspension

Counseling                            Recommendation for Expulsion

Conference w/Principal



PBIS Referral                        Meeting with Youth Officer

Parent Notification              Detention/In-School Suspension

Parent Conference               Out-of-School Suspension

Counseling                            Retribution

Conference w/Principal



PBIS Referral                        Meeting with Youth Officer

Parent Notification              Detention/In-School Suspension

Parent Conference               Out-of-School Suspension

Damage Reimbursement    Retribution

Conference w/Principal



Item Confiscated                  Meeting with Youth Officer

Parent Conference               Out-of-School Suspension

In-School Suspension         Recommendation for Expulsion

Conference w/Principal



PBIS Referral                       In-School Suspension

Parent Notification             Out-of-School Suspension

Parent Conference            No Credit Provided

Detention                          Conference w/Principal



Citation from Police

Recommendation for Expulsion

Parent Conference

Conference w/Principal

Out-of-School Suspension


Inappropriate Use of Internet/Computer

PBIS Referral                       Semester Loss of Comp. Privileges

Parent Notification              In-School Suspension

Parent Conference               Out-of-School Suspension

Loss of Privileges


Conference w/Principal


 PBIS Office Referrals


            Minor repeated behaviors and major behavior infractions significantly impact the learning environment.  Behaviors that are not consistent with school or classroom rules and expectations should not be tolerated.  Many behaviors do not go away if they are ignored.  They require specific and directed interventions.

Role of the Office Referral in the PBIS System:

A referral to the office should be considered a Level Three Intervention.  The teacher will complete the PBIS Office Referral Form and send it with the student.  Students should be sent to the office for typical Major Behaviors as well as the types of Repeated Minor Behaviors on the referral form.  *It is important to note that the Minor Behaviors need to be repeat behaviors that have not changed even though classroom interventions have been implemented and parents have been contacted and involved.

Often the most appropriate approach for an intervention addressing a repeated Minor Behavior is to set up an appointment for a student reflection and re-teaching session with their advisor, parent, or principal.

Upon referral to the office, each student’s problem behavior will be considered along with their behavioral history to determine any additional supports that will be provided to both the teacher and the student.  Additional parent contact and disciplinary action from the principal will take place as appropriate.

 Sequence of Events and Flowchart for Problem Behavior

Level One

  • Student’s repeated problem behavior is identified
  • Teachers ensure that rules and expectations are clearly stated and use whole-class re-teaching to change student behavior
  • Teachers implement whole-class reinforcement strategies to change student behavior
  • Strategies are broad and promote all students in demonstrating appropriate behavior

Level Two

  • Student’s repeated problem behavior is documented and individual review of the expectations takes place with the student
  • Additional whole-class instruction occurs around the targeted school rule: Responsibility, Safety, or Kindness and Respect.
  • Alternative behaviors that would get the student the same result are identified and encouraged
  • Goal setting may occur
  • The parent is phoned in order to gather information and collaborate on additional classroom focused strategies that may improve the student’s ability to consistently follow expectations. Parents are notified that if there is little or no improvement, the next step will be referral to the office for additional support as well as disciplinary consequences.

Level Three

  • The PBIS office referral is utilized for additional re-teaching of school or classroom expectations
  • Individualized supports/interventions may be identified for reinforcing expected behavior (i.e., Counseling, After-school Programming, Social Skills Program, etc.)
  • Documentation occurs to provide communication with parents and to monitor and inform school-wide and individual behavior support
  • Both teachers and students are provided with support to influence the student’s behavior
  • The principal is involved in the interventions and disciplinary actions