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this classroom?” or “I really like how ______ is raising their hands and I need all of you to do

the same.” They should use the system of rewards to their advantage as well. This should

partly be covered in prompting...if students are consistently prompted/reminded of

expectations, it should eliminate some of this extra effort.

■ Never tolerate behaviors that are not aligned with the expectations. For instance, if

students run in the classroom to get in line, teachers should send students back to their seats and

try again until every student walks. Teachers should do this as many times as necessary -

consistency and repetition is key if the students are to truly internalize positive behaviors.

■ Use the system at every appropriate moment every day, reviewing as many times as

needed.

If, at some point in the semester, you feel confident that the teachers have a solid grasp on PBIS, the

next step would be to implement the system school-wide. The essentials of the system would be the same -

expectations, positivity, rewards, consistency, etc.; however, it would be on a larger scale. All the staff would,

ideally, be rewarding and holding students accountable for behavior outside during “recreo”, a.k.a. recess,

“refrigerio” a.k.a. lunch, in the bathrooms, and in all other settings that are related to school (for instance, field

trips). Expectations would be clear, reviewed, and rewarded, just like in the individual classrooms. A reward

system would have to be developed for the entire school as well, separate from the system in the individual

classrooms.

At this point, we will speak on some of the struggles we faced that may or may not affect your experience

taking on this project - either way, it’s important to be aware of them.

First and foremost, although most teachers and Virgen del Carmen were very appreciative and on board with

the project, which was fantastic, it seemed that there was quite a bit of time where we, the USIL team, were

the only ones utilizing and supporting the PBIS system. We are only there two days a week, so, since the

system requires meticulous consistency to work properly and grow, it felt almost as if we had to restart it

every week that we came. Furthermore, some of our teachers didn’t use the system even when we were there,

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