Sheafe Road Elementary School

Wondering what PBIS is?

It's an acronym for Positive Behavioral Interventions and Supports. 

PBIS within a school is:

• The implementation framework for maximizing the selection and use of evidence-based prevention and intervention practices along a multi-tiered continuum that supports the academic, social, emotional, and behavioral competence of all students.
• The interplay of 4 implementation elements is considered in all decisions
  • Data – What information is needed to improve decision making
  • Outcomes – What students need to do for academic and behavior success
  • Practices – What students experience to support the learning and improvement of their academic and behavior success, e.g., teaching, prompting, and recognizing expected social behaviors
  • Systems – What do educators experience to support their use of evidence-based academic and behavior practices, e.g., school leadership teams, data-based decision making, continuous professional development and coaching
• The multi-tiered “continuum” is comprised of carefully selected, evidence-based practices at three different levels of support intensity.  Specific practices are matched both to the level of support need, and the local cultural context
  • Tier 1: Universal practices are experienced by all students and educators across all settings to establish a predictable, consistent, positive and safe climate
  • Tier 2: Targeted practices are designed for groups of students who need more structure, feedback, instruction and support than Tier 1 alone
  • Tier 3: Indicated practices are more intense and individualized to meet the challenges of students who need more than Tiers 1 and 2 alone.

Students benefit from a systematic PBIS approach:

• All students develop and learn social, emotional, and behavioral competence, supporting their academic engagement.
• All educators develop positive, predictable, and safe environments that promote strong interpersonal relationships with students through teaching, modeling, and encouragement

When PBIS implemented with fidelity, schools will realize:

• Reductions in major disciplinary infractions, antisocial behavior, and substance abuse.
• Reductions in aggressive behavior and improvements in emotional regulation.
• Improvements in academic engagement and achievement.
• Improvements in perceptions of organizational health and school safety.
• Reductions in teacher and student reported bullying behavior and victimization.
• Improvements in perceptions of school climate.
• Reductions in teacher turnover

Students and Teachers both benefit from the systems developed within a PBIS school:

• All students enhance their social, emotional, and behavioral competence by
  • Regularly reviewing their school’s agreed upon school-wide social values.
  • Frequently experiencing specific recognition when they engage in expected behavior
  • Extending expected behaviors to all parts of the school, especially in classrooms to enhance their academic engagement and success
  • Experiencing predictable instructional consequences (reteaching) for problem behavior without inadvertent rewarding of problem behavior
  • Using a common language for communication, collaboration, play, problem solving, conflict resolution, and securing assistance
• All educators develop positive, predictable, and safe environments that promote strong interpersonal relationships with their students by
  • Prompting, modeling, teaching, and acknowledging expected student behavior
  • Actively supervising all their students across all settings
  • Maximizing academic instruction to enhance student achievement and support social, emotional, and behavioral development
  • Providing clear and predictable consequences for problem behavior and following up with constructive support to reduce probability of future problem behavior
  • Intensifying their PBIS supports (T2/3) if students are unresponsive to universal practices (T1)

PBIS is NOT:

• PBIS is NOT an intervention or practice.
  • PBIS IS an implementation framework for selection and use of proven practices.
• PBIS is NOT just for special education students.
  • PBIS support the academic, social, emotional, and behavioral success of ALL students.
• PBIS is NOT a fad.
  • PBIS Center has been in place for 20 years and the PBIS framework is visible in all 50 states.
  • The practices within PBIS have been used successfully in schools and documented in research literature since the 1980s.
• PBIS is NOT implementable in one professional development day.
  • PBIS develops local organizational structures (e.g., leadership teams) and implementation capacity (e.g., coaching and data-based decision making) that enables continuous and local professional development and technical assistance.
• PBIS is NOT focused only on promoting positive behaviors.
  • PBIS develops preventive supports to enhance and align with the procedures outline in discipline handbooks and codes of conduct.
• PBIS is NOT implemented independently of academic instruction.
  • PBIS practices and systems are aligned with and integrated into academic instruction, professional development, school improvement goals, etc.
• PBIS is NOT a replacement for other effective social, emotional, and behavioral curricula and practices.
  • PBIS establishes a continuum framework that guides alignment and integration of practices aligned with prioritized student outcomes.
  • PBIS provides the systems and organizational structure that align with social emotional learning, restorative practices, the Good Behavior Game, and other proven practices.