What is PBIS?

Positive Behavior Interventions and Supports (PBIS) is an approach to supporting students to be successful in schools. PBIS was developed from research in the fields of behavior theory and effective instruction. PBIS supports all students through intervention ranging from a school-wide system to a system for developing individualized plans for specific students. School-wide PBIS focuses on the development and implementation of pro-active procedures and practices to prevent problem behavior for all students and improve school climate.

Positive Approach to School-Wide Discipline

The main focus of PBIS is to provide a clear system for all expected behaviors at Rancho San Justo Middle School. While many faculty and students may have assumptions of what is expected behavior, we cannot assume that everyone’s beliefs are similar. Through PBIS, we will work to create and maintain a productive, safe environment in which ALL school community members have clear expectations and understandings of their role in the educational process. As a PBIS school, we will take a team-based system approach and be intentional about teaching appropriate behavior to all students in the school.

Schools that have been successful in building school-wide systems develop procedures to accomplish the following:

Behavioral Expectations are Defined. Everything we do, we do with P.R.I.D.E. Our expectations are defined in positive, simple rules, the Core Values.

Productive

Respectful

Integrity

Determined

Engaged

Behavioral Expectations are Taught. The behavioral expectations are taught to all students in real contexts. Teaching appropriate behavior involves much more than simply telling students what behaviors they should avoid. Behavioral expectations are taught using the same teaching formats applied to other curricula. The general rule is presented, the rationale for the rule is discussed, positive examples (“right way”) are described and rehearsed, and negative examples (“wrong way”) are described and modeled. Students are given an opportunity to practice the “right way” until they demonstrate fluent performance. Our goal is to emphasize PROCEDURES and ROUTINES to manage behavior rather than CRIME and PUNISHMENT.

Appropriate Behaviors are Acknowledged. Once appropriate behaviors have been defined and taught, they need to be acknowledged on a regular basis. RSJ has designed a formal system that rewards positive behaviors. Rancho Pride Cards are immediate forms used by the individual staff member, at their discretion, as a tool of encouragement and a student motivator. Staff can award Rancho Pride Cards to students, whether they teach them or not. Rancho Pride Cards can be turned in to the student store to enter students and teachers in drawings for tangible rewards or used to “purchase” school items.

Behavioral Errors are Corrected Proactively. When students violate behavioral expectations, clear procedures are needed for providing information to them that their behavior was unacceptable. Students, teachers, and administrators all should be able to predict what will occur when behavioral errors are identified. Tier 1 Behavior documentation records incidents managed by the teacher in the classroom. Office Discipline Referral forms (Tier 2 & Tier 3) are used to refer major incidents or chronic disruptions to the administration. The Student Discipline Referral Process Flowchart is used to help teachers distinguish major from minor behavioral incidents.

Decisions about behavior management are data based. One of the most important features of PBIS is the use of data. Utilizing our web-based student information system called Infinite Campus as well as Google Forms, what types of discipline incidents are occurring, where, what time of the school day, and who is involved in them will be tracked. This data will eliminate the guesswork from the decision making process about what is and is not working in a building’s behavior management system. It allows decision makers to create reports that enable them to devote resources and time to the precise place, parts of the school day and people that need them.