PBIS

PBIS Tracking Form-Example

PBIS Matrix

What is PBIS?

Positive Behavior Intervention and Support (PBIS) is a collaborative and positiveprocess for structuring the learning environment to support the academic and social success of all students.

The main purpose of PBIS is to provide and maintain a school-wide consistent, positive, and fair behavior plan. This plan promotes and encourages a philosophy that encompasses the entire school population and establishes a “community” where everyone is engaged, active, and invested in the process.  PBIS establishes a positive learning and working climate, provides a unified teaching focus, and maximizes efficiency of instructional time. Furthermore, it fosters improved communication among students, faculty, staff, parents, and other community members, along with providing extra supports for at-risk student populations.

PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes, while preventing problem behavior through positive reinforcement and reward. The primary focus and philosophy of this program will be “reinforcing” targeted behaviors rather than “punishing” or delivering “consequences” for unwanted behaviors.

Research shows that students achieve at a higher level when they know the expectations and feel safe. The PBIS plan provides detailed expectations for every area in the school, as well as most situations that may occur throughout the school day, while placing an emphasis on safety.

Creating Behavior Expectations
WHAT DO WE EXPECT AND WHY?

RESPECT:  It is the ability to show honor, esteem, and consideration for others.  It is the ability to show compassion toward others.  Respect for others is closely related to respect for oneself.  Those who lack self-respect usually do not give respect to others.  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.

RESPONSIBILITY: A core value of our district; 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/her actions, 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.”

SAFETY:  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 members 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, as well as in all areas of our school. If you witness an unsafe situation, report it.

 

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