Positive Behavioral Interventions & Support

PBIS provides systems for schools to design, implement, and evaluate effective school-wide, classroom, non-classroom, and student specific plans. PBIS includes school-wide procedures and processes intended for all students and all staff in all settings. PBIS is not a program or a curriculum. It is a team-based process for systemic problem solving, planning, and evaluation. It is an approach to creating a safe and productive learning environment where teachers can teach and all students can learn.

Second Step

Second Step is used in elementary schools in Urbana School District #116. Second Step offers a social-emotional learning curriculum that supports the whole child. It teaches skills for resolving conflicts, working with others, forming healthy relationships, and making good decisions—so students can be more successful emotionally, socially, and academically.

Positive Action 

Positive Action is based on the intuitive philosophy that we feel good about ourselves when we do positive actions. The Thoughts-Actions-Feelings Circle (TAF) illustrates how this works in life: our thoughts lead to actions and those actions lead to feelings about ourselves which in turn lead to more thoughts. When this cycle is negative, students do not want to learn. When this cycle is positive, students want to learn. The essence of the program is to emphasize those actions that promote a healthy and positive cycle. The Positive Action program works through these concepts in a systematic way.

Zones of Regulation 

Self-regulation is something everyone continually works on whether or not we are cognizant of it. We all encounter trying circumstances that test our limits from time to time. If we are able to recognize when we are becoming less regulated, we are able to do something about it to manage our feelings and get ourselves to a healthy place. Zones of regulation helps students identify feelings and practice self-regulation strategies (such as deep-breathing).

Trauma Informed Teaching 

A trauma-informed classroom understands the wide-spread impact of trauma, the signs and symptoms of trauma, and how individuals recover. It also is part of a larger school system that integrates knowledge about trauma into its policies and procedures, putting these into practice. It also seeks to not re-traumatize students.

Mindfulness 

Mindfulness simply means taking notice of what’s around you and how you feel which allows you to focus more deeply, pay attention, and deal with emotions in a more effective manner.

Growth Mindset

A growth mindset is the underlying belief that abilities can be developed through effort and practice. Children with a growth mindset persist in the face of challenges because they understand that effort and hard work can change ability and intelligence.

Restorative Practices 

Through restorative practices, we provide opportunities to correct wrongdoing while maintaining positive student-to-adult relationships. These interventions build life and character skills in students that focus on self-regulation, peaceful conflict management, and civic responsibility.