What is PBIS?

What is PBIS (Positive Behavior Interventions and Supports)?

 It is a proactive systems approach to preventing and responding to classroom and school-wide discipline problems.   The PBIS emphases are directed toward developing and maintaining a safe learning environment where teachers can teach and student can learn.

It’s a school-wide integration of:

  • A systems and process approach for teaching behavior
  • A continuum of behavioral supports
  • Prevention-focused efforts to reduce behavioral problems
  • Specific instruction of academic and personal/social behavior
  • Research-based practices
  • Ongoing use of data to make decisions regarding needs and successes at the building level

Tier 1 – Universal Level

Tier 1 interventions and supports are intended for all students in the school. The core components of prevention include:

  • setting clear behavioral expectations (school-wide and classroom matrix, Cool Tools, Kick-offs and Stop/Walk/Talk Bully Prevention)
  • creating an acknowledgment system to reinforce desired behaviors (PAWS incentives)
  • developing a system for addressing misbehavior (discipline plan)

Tier 2 – Secondary Interventions and Supports

Tier 2 interventions and supports are designed for the 10-15% of the students who are not responding effectively to the universal supports of the school. These students need more intensive interventions to reduce problem behaviors.  Tier 2 team members determine and monitor the entrance and exit criteria for Tier 2 interventions.

Interventions that may be put in place to support students are:

  • Check-In/Check-Out (CICO)
  • Individualized Check-In/Check-Out
  • Social/Academic Instructional Groups (SAIG)
  • Check N Connect
  • Functional Behavior Assessment (FBA)

Tier 3 Interventions and Supports

The Tier 3 team identifies the 5-10% of students who are not responding to the Tier 1 and Tier 2 interventions.

There is no set criterion but the following needs are considered:

  • The student’s needs are numerous and cannot be effectively handled through Tier 1 or 2 services.
  • The student’s needs range across the life domain areas: family, living situation, vocational, educational, social/recreational, psychological/emotional, medical, legal, and safety/crisis.
  • The student is at-risk for change of educational placement because he/she is not responding to current systems and practices.
  • The adults in the student’s life are facing life challenges impacting the entire family. 

The student and/or family member(s) have expressed a concern.

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