PBIS

School-wide PBIS (Positive Behavioral Interventions & Supports)

What is School-wide PBIS?
School-wide PBIS is a proactive systematic approach that has been found to improve the behavior outcomes of students in every grade.  Staff members work together to consistently teach, model and reinforce appropriate behaviors that student are expected to use in all areas of the school, including hallways, buses, classrooms, playgrounds, assemblies and restrooms.  PBIS teaches students to be responsible for their own behaviors.  Typical expectations include:  Be Safe, Be Respectful, Be Responsible.  Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve chances for academic success for all children and youth.

Why is it so important to focus on teaching positive social behaviors?

In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions (http://www.pbis.org).  Research states that punishment is not effective when used inconsistently and without other positive strategies to encourage desired behavior.  Teaching behavioral expectations by introducing, modeling, and reinforcing desired behavior is not only a positive but an effective approach.  Teaching positive social behaviors creates a school environment where the focus is on the desired behavior not the response to student misbehavior.

What is a systems approach in school-wide PBIS?

The school-wide PBIS process emphasizes the creation of systems that support the adoption and durable implementation of evidence-based practices and procedures, and fit within on-going school reform efforts. An interactive approach that includes opportunities to correct and improve four key elements is used in school-wide PBIS focusing on: 1) Outcomes: What is important to each particular learning community?, 2) Data: What data will you use to support your success or barriers?, 3) Practices: How will you reach the goals?, and 4) Systems: What durable systems can be implemented that will sustain this over the long haul? (http://www.pbis.org). The diagram below illustrates how these key elements work together to build a sustainable system:

In School District 54, the PBIS process is divided into three tiers of intervention.

The following diagram illustrates the multi-level approach offered to all students in the school. These group depictions represent systems of support not children:

 

Tier I-Universal

In Tier I, all students receive proactive, systematic researched based interventions that are designed to increase student learning and decrease problem behaviors throughout the building.  The Universal Team analyzes data from Office Discipline Referrals (ODRs) to determine the needs of the students.  As a result, a building wide behavior Matrix and Cool Tools (Social Skills Lessons) are used to teach students desired behaviors in all areas of the school including the gym, bathrooms, hallways, and busses.  Students are acknowledged for maintaining expected behaviors and decreasing problem behaviors daily.  In addition, staff and students are acknowledged during all building assemblies and celebrations that occur throughout the school year.    Within the Universal framework are also Bullying Prevention components.  The goal of Bullying Prevention is to reduce peer maintained problem behavior outside the classroom through establishing a process for handling problem behaviors by creating a systemic, cohesive, and consistent practice when responding to these behaviors.

Tier II-Secondary

In Tier II, students who are not responding to school-wide interventions are provided another layer of support through small group intervention.  Check-In Check Out (CICO) is a generic intervention that is used to support the relationship between students and staff.  Students in this program are given positive feedback from their teacher throughout the day. The Secondary Team develops rules for entering, monitoring progress, and exiting the program.

If students are not making progress with the CICO system another layer of support can be added.  Other supports include Social Academic Instructional Groups (SAIG), Mentoring, and Individualized CICO.  SAIG groups are brief, open-ended groups designed to teach pro-social, problem-solving, or academic behavior skills.   Mentoring is established for students who need increased support through building a relationship with an adult or older peer.

Tier III- Tertiary

In Tier III students receive intensive individualized supports based upon identified needs of the student.  The Tertiary Team provides services to students through wraparound plans and/or a complex Behavior Intervention Plan.  Wraparound plans are designed to build relationships between students, families and the educational environment.  Wraparound services are ongoing and unconditional.  The team continues to change or modify the plan until the interventions in place are working to decrease problem behaviors.  Students receiving Tier III interventions continue to be supported by Tier I and Tier II levels of support.

What are the benefits of PBIS?

PBIS allows principals and teachers to take a proactive systematic approach to increasing student learning through reduction of problematic behaviors.  Teams make data based decisions that increases communication and build lasting relationships with students and families.  This three tiered process helps build the school community through the use of common language and a matrix of expected behavior for both students and staff.

What is the role of the parent?

When parents and families regularly participate in their student’s academic and social emotional learning, there is an increased chance for academic success for all children and youth.  Parents and families can actively participate in the PBIS program by attending school assemblies, celebrations, and team meetings.  If your student is involved in a Secondary or Tertiary intervention ask school staff what intervention is being used and how the intervention is monitored.  Providing feedback to school staff and praise to students when progress is made are also ways parents can participate in PBIS.