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Positive Behavior Interventions and Supports PBIS

Positive Behavior Interventions and Supports

What is Positive Behavior Interventions & Supports (PBIS)? 

Positive Behavior Interventions and Supports is a process for creating school environments that are more predictable and effective for achieving academic and social goals. PBIS will enhance our current systems and practices and also change our culture for the better. 

How does it work? 

A key strategy of the PBIS process is prevention. The majority of students follow the school’s expectations, but are never acknowledged for their positive behavior. Through instruction, comprehension and regular practice, all teachers and staff members will use a consistent set of behavior expectations and rules. When some students do not respond to teaching of the behavioral rules, we will view it as an opportunity for re-teaching & re-engagement, not just punishment. 

Does it make a difference? 

The PBIS model is a research-based strategy that is supported by the state of California and the federal Department of Education. The 3-tiered approach reduces problem behavior as a barrier to student achievement. We only have 180 days each year to advance academic progress, so instructional time is very valuable. Research shows that schools following the PBIS model recover thousands of hours of instructional time and, on average, four days of student instruction per year. 

What about students that are disruptive? 

PBIS school teams have developed a documented discipline system that is integrated with the district’s Code of Conduct. When problem behavior occurs, students are provided a full continuum of supports to address the behavior. If students do not respond, the intensity of the support increases. Most problem student behaviors either have an academic or social base. Properly addressing the root cause of behavior can prevent student failure later in life. 

What about parents? 

Parents are an important part of PBIS implementation. We encourage parents to use the same expectations and rules that the school teaches. This common language creates consistency and unified support for expected student behavior. Parents are asked to discuss the common rules and expectations and post them at home for easy reference. Children thrive when they have consistent, predictable expectations and consequences. 

How is PBIS different from other school behavior programs? 

  • The program is focused on acknowledging students for consistent positive behavior. 
  • There are expectations for all students, parents, staff, and settings.
  • Teachers are acknowledged for noticing positive student behavior. 
  • Direct instruction of expected behaviors will occur throughout the school year. 
  • Routines and language with respect to appropriate school behavior are consistent throughout the school. 
  • Students are rewarded for expected behavior by staff throughout the school year. 
  • Problem behavior will be responded to with consistent consequences that are focused on re-teaching the expected behaviors. 

What can you do to help your child stay on the path to positive behavior? 

  • Review the school’s core values with your child. 
  • Ask your child about his/her day at school every day. 
  • Make sure your child is ready every day. Ensure a good night’s sleep. 
  • Provide a quiet time and space for your child to do homework nightly.
  • Keep in touch with your child’s teacher.  
  • Encourage your child to use appropriate language and tone. 
  • Practice positive phrases with our child, such as, “Thank you,” “Excuse me,” “Please,” and “I’m sorry.” 
  • Be a visible part of your child’s school day. Attend PTA meetings and other school activities as your schedule allows.

For more information about PBIS at your child's school, please contact the school office and/or contact the school principal.

The PBIS School Climate Survey

The School Climate Survey is an annual survey school used to measure student perceptions of school climate.  The elementary and middle school surveys are brief, reliable, and valid for assessing perceived school climate among students in Grades 3-8.  Schools use each survey separately or in combination to assess perceptions. Each survey includes a set of demographic questions about the participant and a number of questions related to school climate with Likert-type response option.

School Climate Survey: Elementary

The School Climate Survey: Elementary obtains elementary school students’ perceptions of school climate on a single scale. Excluding demographic data questions, this 11-item survey uses a 4-point rating scale (from Never to Always). Elementary school students (typically grades 3-5) complete the survey during school hours using campus computers under the guidance of teachers or other appropriate school personnel. The time to complete the survey is approximately 10-15 minutes.

To preview the survey questions for elementary, CLICK HERE.

School Climate Survey: Middle/High

The School Climate Survey: Middle School provides schools with an overall understanding of how middle school students perceive the school climate. Excluding demographic data questions, this 9-item survey uses a 4-point rating scale (from Strongly Disagree to Strongly Agree). Middle school students (typically grades 6-8) complete the survey during school hours using campus computers under the guidance of teachers or other appropriate school personnel. The time to complete the survey is approximately 10 minutes.

To preview the survey questions for middle school, CLICK HERE.