Positive Behavioral Interventions and Supports - P.B.I.S.

PBIS is a framework for improving the culture, climate, safety, and learning for all students.  PBIS incorporates researched

 and evidenced based practices that have proven success.  Our goal is to systematize these practices so that all staff and 

students have a common experience within a school setting.  When done correctly, students and staff have a better sense

 of pride and respect towards each other and their school; students value coming to school; and staff work with all 

students to support them socially, emotionally, behaviorally, and academically.  This mission is accomplished by clearly 

defining expectations in all areas, teaching and re-teaching expectations, acknowledging students when they meet and 

exceed expectations, having consistent procedures and responses in place for unexpected behaviors, and by tracking 

behavior incidents and analyzing data to identify students who are at risk and may need additional support and re-

teaching.                   


                             
    


 We are implementing PBIS in all schools because academic performance is directly linked to a child’s social, emotional, and behavioral success with in a school environment.  Within the PBIS framework there are three levels of support: Universal (Tier 1), Secondary (Tier 2) and Tertiary (Tier 3).  At each level, systems and practices are developed to support students and staff.  Our goal is to create a safe, predictable, learning environment where common language, expectations, and routines are experienced within a school.  When implemented with fidelity, approximately 85-90% of students will experience success and respond to Universal Supports implemented through the PBIS framework within all schools.         5-10% of students will require additional targeted Secondary Supports (Tier 2), and less than 5% of students will require individualized Tertiary Supports (Tier 3).

The documented national outcomes of School-Wide PBIS are:

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  • Decrease in Office Discipline Referrals
  • Increase in Instructional Time
  • Increase in Student Achievement
  • Decrease in Administrator Time Spent on Discipline
  • Efficient and Effective Use of Resources
  • Increase in Perceived School Safety