The purpose of our PBIS team is to form a proactive partnership with all stakeholders to insure the PBIS philosophy with integrity. In addition, the team will develop sustainable practices, policies and professional development that will support a fully implemented system throughout our district.
Positive Behavior Interventions & Supports (PBIS)
Positive Behavior Interventions and Supports (PBIS) is a proactive systems approach for creating and maintaining safe and effective learning environments in schools, ensuring that all students have the social/emotional skills needed to ensure their success at school and beyond.
PBIS Multi-Tiered Instruction and Support (MTSS)
PBIS is the framework used on the “behavioral side” of the Response to Intervention model. PBIS applies a three-tiered system of support, and a problem-solving process to enhance the capacity of schools to effectively educate all students.
Through instruction, comprehension, and regular practice, all stakeholders use a consistent set of behavioral expectations.
School teams within the building review data on individuals and groups of students to determine which students are not responding to the teaching of the behavioral expectations. PBIS schools view it as an opportunity for re-teaching.
PBIS offers supports for families, youth, and schools.
The school-wide PBIS process emphasizes the creation of systems that support the adoption and implementation of evidence-based practices and procedures fitting within on-going school reform efforts.
The principles and practices of PBIS are consistent with federal education mandates such as the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act of 2004 (IDEA 2004). The PBIS model is supported by the ISBE promoting effective practices to benefit all children. PBIS integrates state school improvement initiatives including Systems of Support, Standards Aligned Curriculum, and Response to Intervention to assist schools in meeting Illinois’ educational goals and mandates.