The purpose of Positive Behavioral Interventions and Supports (PBIS) in our school is to create consistent, research based strategies to teach expected behavior and routine within our school. PBIS is a shift in attention focusing on what students should be doing instead of on students’ misbehavior. These expectations hold true not only in the classroom, but also all other non-classroom school settings such as the bus, lunch room, playground, bathrooms and hallways. Students learn positive behaviors through repeated reinforcement of the expected behaviors, while monitoring and correcting unwanted behaviors with a re-teaching component. Introducing, modeling and reinforcement are key modules of this system. The PBIS system uses data to create and continually evaluate its effectiveness.
PBIS builds on the positive behaviors already working in each school. These behaviors then become expectations that are taught and practiced school-wide.
PBIS relies on a team of educators to evaluate effective behaviors throughout the school, both in the classroom and elsewhere. Based on the evaluation, the team sets expectations for the school and teaches those expectations to students. PBIS, like RtI, is a system that uses a multi-layer/tiered approach with increasing levels of support that reach all students.
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