Positive Behavior Intervention Support
PBIS is a proactive approach to behavior management on a school-wide level for creating and sustaining safe and effective schools. PBIS places emphasis on prevention of problem behavior, development of pro-social skills, and the use of data-based problem solving for addressing existing behavior concerns.
PBIS methods are research-based and schools are discovering that PBIS:
- Addresses the behavioral needs of all students with proven, easy to implement strategies.
- Allows the school to create the “right fit” for them, so that practices are appropriate to the context and sustainable over time.
- Is doable and does not have to overwhelm staff given the limited time and resources that schools generally experience.
- Is affordable.
- Helps to create a positive school climate.
- Results in increased time for instruction and fewer disciplinary incidents.
One of the keys is to focus on prevention. It is based on the idea that when students are taught clearly defined behavioral expectations and provided with predictable responses to their behavior, both positive and corrective, 80-90% of students will meet these expectations. The 10-20% of the students not responding to universal interventions will receive additional support through group and individual interventions.
RESPECT: It is the ability to show honor, esteem, and consideration for others and property. It is the ability to show compassion for others. Respect for others and property is closely related to respect for oneself. Those who lack self-respect usually do not give respect to others and property. Respect is important to give and to receive. It shows that you think the other person has value and importance. It is an unspoken communication that occurs between people. It is an attitude as well as a personal quality, an important “ingredient” of life.
RESPONSIBILE: A core value of our school; the ability to act and/or make decisions on one’s own without supervision. It is an obligation/expectation to carry forward a task to a successful end. Those practicing responsibility will think before acting, expect accountability for his/actions, will admit mistakes and plan for correction of those mistakes. In the words of Henry Ward Beecher, an abolitionist, “Hold yourself responsible for a higher standard than anybody else expects of you, never excuse yourself.”
SAFE: Student perception of school safety is associated with violence in schools (Gottfredson & Skroban, 1996). When students perceive their school to be a dangerous place, they are more likely to engage in problematic behaviors that they view are necessary for their personal safety. Safety should be the number one concern of school staff as students cannot learn unless there is a perception of safety. It is the right of all students, parents and staff to be safe from danger, risk, or injury in the school environment. Safety does not “just happen.” It is incumbent upon each person to contribute to safety in our community and in all areas of our school. If you witness an unsafe situation, report it.