Wise - Powerful - Diverse

What is Schoolwide PBIS?

• Proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments.
• Instead of using a piecemeal approach of individual behavioral management plans, a continuum of positive behavior interventions and support for all students within a school is implemented in areas including the classroom and non-classroom settings (such as hallways, buses, and restrooms).
• Positive behavior interventions and support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occurs.
• Attention is focused on creating and sustaining primary / core (school-wide), secondary/ supplemental (classroom), and tertiary / intensive (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making targeted behaviors less effective, efficient, and relevant, and desired behavior more functional.

What are the benefits of PBIS?

• Development of a leadership team in your building that focuses attention on social emotional needs of students and improvement of climate and culture of the building.
• Focuses attention and resources on prevention of problem behaviors.
• Prioritizes resources and staff development to increase all staff skills in dealing with problem behaviors.
• Supports the use of a common language across staff, students, families and the community.
• Teaches staff to implement a system for data based decision making.
• Decreases discipline referrals and thus decreases administrative time devoted to problem behavior.
• Increases instructional time and student achievement.
• Fosters a calm, safe environment and improves the climate and culture of the building.
• Can increase both student and staff attendance.

District staff are responsible for providing proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments for all students, identifying those students who need additional supports, and implementing interventions based upon student need. If you feel that your child needs additional supports in the area of behavior, please contact your child's teacher, guidance counselor, and/or principal. Together we will work with you to ensure that your child is successful.

Our core values and PBIS expected behaviors and actions for students are outlined based on the synchronous, asynchronous and community learning times throughout their day. We will continue to develop experiences, discussions, common language, and feedback around these principles and learning targets to foster greater knowledge, attitude and skills they can take with them and use as they grow.

Online and on time

Synchronous

I can manage my time and responsibilities in order to be an active participant in my learning.

I can communicate with trusted adults and classmates at school and at home. 

Asynchronous

I can start and continue working on my learning goals

I can persevere on tasks that are difficult for me.

Community

I can show respect for the differing views of classmates.

I can understand how my words and actions may affect others.

with Materials
 

Synchronous

I can keep my personal and school items organized.

 I can use my school materials so that I can participate to the best of my ability each day.

Asynchronous

I can choose the correct supplies to help me complete assignments and projects.

I can manage my time effectively to complete assignments and projects.

Community

I can work cooperatively within a group or the community. 

I can provide input on the learning goals and support so that others around me are also successful.

learner Ready

Synchronous

I can listen attentively and engage with adults and classmates.

I can respond appropriately to compliments and constructive feedback.

I can use technology responsibly.

Asynchronous

I can identify my learning goals and the steps needed to complete class work.

I can check/monitor my own progress to meet the expectations.

Community

I can recognize my role in different communities.

I can have healthy relationships in my family, school and community

Supportive, Receptive, and Inclusive

Synchronous

I can understand and appreciate different points of view.

I can work with adults and classmates who are different from me.

I can communicate my needs with the teacher.

Asynchronous

I can think about how my choices or decisions affect me, others and my future. 

I can think about how my emotions affect my ability to problem solve and make constructive decisions. 

Community

I can value the similarities and differences among peers around me.

I can interact respectfully and consider the needs of my family, school and community.