Longfellow's PBIS Mission Statement:
Our PBIS mission is to increase positive and appropriate behavior, to reduce ongoing patterns of problem behavior, and to increase the likelihood of improved academic performance of all students.
What is PBIS?
PBIS is an acronym for Positive Behavior and Intervention Supports. It is 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
Longfellow's behavioral expectations for students, staff, and visitors include:
- Be Respectful
- Be Responsible
- Be Safe
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 matrix)
- Creating an acknowledgment system to reinforce desired behaviors (SPOT 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 ccriteria for Tier 2 interventions.
Interventions that may be put in place to support students are:
- Check-In/Check-Out (CICO)
- Individualized CICO
- Social/Academic Instructional Groups (SAIG)
- Functional Behavior Assessment (FBA)
Tier 3 – Interventions
The Tier 3 team identifies the 5-10% of students who need intensive Tier 3 interventions and supports. 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 members have expressed a concern.