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Opstad Elementary School

Positive Behavior Interventions and Supports (PBIS) is a tiered approach to student behavior management. Tier I represents a proactive, preventative foundation of expectations and procedures applicable to all students, staff, and settings. Tier II and Tier III include specific, progressive interventions for students who are not responding to supports at lower levels.

Tier I: Universal Interventions

In Tier I of the PBIS model, universal or primary approaches that are preventative in nature are put into place. These approaches are for all students, staff, and settings and include the development of school-wide expectations, a behavior matrix, and reinforcement system to recognize expected behaviors. Outcomes, systems, data, and practices are continually evaluated when providing universal supports. When effectively implemented and maintained, it is estimated that approximately 80% of students respond to Tier I interventions. Below are Tier I Universal Interventions used at Opstad Elementary School.

  • School-Wide Expectations: Opstad Otters follow the Otter Code: Be Respectful, Responsible, and Do the Right Thing. These traits are highlighted through CHAMPS expectations defined for various situations and settings (Conversation level, How to get Help, Activity, Movement, Participation, Success).
  • Common Voice Levels: Expected voice levels for common areas are described in CHAMPS posters throughout campus.
  • Behavior Matrix: A behavior matrix outlines other CHAMPS expectations for classroom and common areas around the building. The matrix is taught to students at the beginning of the year and in subsequent advisory lessons throughout the year. Corresponding CHAMPS posters highlight these behavior expectations throughout campus.
  • Positive Recognition and Reinforcement: Positive student behaviors are reinforced and recognized verbally and through the use of Otter Actions. Staff members award Otter Actions by filling out a paper award for students.  Students who receive Otter Actions are recognized each week in our Friday video announcements.
  • Tracking Data: Discipline data is tracked through two confidential web based reporting systems: School Wide Information System (SWIS) and Skyward. Data is used to identify building trends that may require additional student support. Otter Action data is also tracked and regularly reviewed by the PBIS team.

Tier II: Targeted Interventions

Along with strengthening preventative aspects of our behavior management system, PBIS provides us with structures for students who may not be meeting behavior expectations with Tier I supports. The primary prerequisite for an effective Tier II Intervention system is a firmly established and internalized system of expectations and reinforcements. Approximately 15% of students benefit from Tier II interventions.

When a student is identified to benefit from Tier II interventions, a team problem-solving approach is used to create a plan which is supported and monitored by the Tier II team. Tier II interventions are matched to the function of behavior. The process to identify and match students to interventions may include:

  • Universal Screener, completed each fall and spring by teachers
  • Discipline data
  • Staff observations
  • Attendance concerns

Below is a list of some interventions we provide students:

  • Alternative Recess
  • Calm Down Spot
  • Sensory Tools
  • Lunch Groups
  • Attendance Contract
  • Behavior Contract
  • Check In Check Out (CICO)
  • Small Group Social-Emotional or Counseling Groups

Tier III: Individualized Intensive Interventions

In Tier III, individualized supports are provided for students unresponsive to Tier I and Tier II interventions. Generally, five percent of the school population require these individualized and intensive services.

Below are a few of the interventions that can be provided for our Tier III students:

  • Check, Connect, and Expect
  • Integrated Interventions (more than two Tier II interventions in place)
  • Behavior Intervention Plan