What is PBIS?

PBIS is a system intended to provide all students the support necessary to demonstrate behaviors that are school and learning friendly. Behavior in a learning community is a skill just like solving equations or throwing a perfect spiral. It takes instruction, practice, and reinforcement to achieve. PBIS is an evidence-based practice that can improve student well-being and academic performance, reduce exclusionary discipline, and improve teacher outcomes.

The PBIS system has three Tiers.

• The Tier I system is universal and serves all students through explicit instruction, positive acknowledgment, and corrective feedback.

• The Tier II system involves selected interventions to shore up areas where extra support will make the difference for some students

• The Tier III system involves targeted interventions that are truly tailored to a few individual student's needs

While there are three Tiers, no student is relegated to a certain Tier. Rather, the Tiers represent a continuum of support needed to demonstrate fluency in a certain behavior. Perhaps a student is fluent in walking safely in the hallway but needs more structures in place to demonstrate safe conflict resolution at recess. They may receive a Tier II intervention to help shore up their conflict resolution skills while their hallway walking skills are supported by the Tier I system that serves all students.

In the Tier I system, students receive explicit instruction in skills and procedures that prepare them to learn and help support others in their learning. Common language is used to create a culture where all students are familiar with the broad expectations of the school building and grounds. When students demonstrate the expected behavior, they receive positive reinforcement to help them notice, celebrate, and continue the positive choices they are making!

If a student demonstrates less fluency in a behavior, reteaching, prompting through common language, and feedback occur throughout the school day to help them. If a student needs extra support, our Tier II team selects an intervention to increase the frequency of instruction or feedback. Interventions are designed with that student's abilities and areas of growth in mind. This might include small group instruction or increased frequency in structured feedback from teachers. These decisions are made with input from the family to increase home-school connection.

If a student's needs are still not being met, a targeted set of interventions may be pursued to meet that student's unique needs at the Tier III level. These interventions are selected and put in place in consultation with the family and a larger school and district team to support that student's success.