PBIS = Positive Behavior Intervention Support
PBIS is a process for creating a safer, more effective school environment.
- We respect other people and property.
- We do our best work…on time.
- We listen and cooperate.
- We use good judgment.
- We understand that everyone has the right to learn.
- We act like SCHOLARS.
Teachers reinforce appropriate behavior through praise and other forms of positive recognition in the classroom. Additionally, scholars may receive “ Trailblazer Tickets” and special awards, which will be presented at our monthly Scholar of the Month and Trimester Award Assemblies. The Trailblazer Ticket Program recognizes scholars for their positive contributions to our school. Scholars who are awarded 'Trailblazer Tickets’ can visit the Scholar Store once a month or save them up to attend school-wide events such as a dance party during lunch.
- What does PBIS stand for?
“PBIS” is short for Positive Behavioral Intervention and Supports. This language comes directly from the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA). PBIS is used interchangeably with SWPBS, which is short for “School-wide Positive Behavior Supports.” PBIS is based on principles of applied behavior analysis and the prevention approach and values of positive behavior support.=
- What is PBIS?
PBIS is a framework or approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students. PBIS IS NOT a packaged curriculum, scripted intervention, or manualized strategy. PBIS IS a prevention-oriented way for school personnel to (a) organize evidence-based practices, (b) improve their implementation of those practices, and (c) maximize academic and social behavior outcomes for students. PBIS supports the success of ALL students.
- What Outcomes are Associated with Implementation of PBIS?
Schools that establish PBIS systems with integrity and durability have teaching and learning environments that are
- Less reactive, aversive, dangerous, and exclusionary, and
- More engaging, responsive, preventive, and productive
- Address classroom management and disciplinary issues (e.g., attendance, tardies, antisocial behavior),
- Improve supports for students whose behaviors require more specialized assistance (e.g., emotional and behavioral disorders, mental health), and
- Most importantly, maximize academic engagement and achievement for all students