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PBIS At Stew-Stras

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click here for Elementary PBIS websiteClick here for Jr. High and High School PBIS website                                             

 

What is PBIS?

SIMPLE OVERVIEW:  PBIS STRUCTURE & BEHAVIORAL COMPONENT

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  • All student behavior will fall into one of three categories.  Eighty percent of students will need little or no reminders about behavioral expectations.  Approximately 15% of students may need several reminders or minor consequences to attain behavioral expectations.

  • Five percent of students will need frequent reminders and consequences to reach the targeted behavior.

  • Behavioral data is compiled and reviewed by the PBIS teams and then used to make decisions about problem areas in the building (and student concerns).

  • Students in need of specific behavioral plans are developed by the academic teams in cooperation with the student, parent[s], guidance counselor, and the administration.

 

Four Elements of PBIS:

The school-wide PBS process emphasizes the creation of systems that support the adoption and durable implementation of evidence-based practices and procedures, and fit within on-going school reform efforts. An interactive approach that includes opportunities to correct and improve four key elements is used in school-wide PBS focusing on systems, data, practices and outcomes. 

  • Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, and educators. 
      
  • Practices: Curricula, instruction, interventions, and strategies that are evidence-based. 
      
  • Data: information that is used to identify status, need for change, and effects of interventions. 
      
  • Systems: supports that are needed to enable the accurate and durable implementation of the practices of PBS.

The Illinois PBIS Network:

The mission of the Illinois PBIS Network is to build skills and capacity of PBIS district and school-based leadership teams through training, coaching and technical assistance.  The focus is assisting schools in developing structures for teaching expected behaviors and social skills, creating student behavioral and academic support systems, and applying data-based decision-making to discipline, academics, and social/emotional learning at the school, district, regional, and state levels.  The Illinois PBIS Network promotes family and community involvement at all levels of implementation.

Illinois PBIS Network Goals: (Illinois PBIS Network 2009-10 Annual Progress Report)

 
  1. Increase data-based decision-making on behavior and academic instruction and reinforce across all school settings.
     
  2. Increase consistent use and effect of research-based behavioral and academic instructional strategies among all school staff at schoolwide, classroom, and individual student levels.
     
  3. Reduce use of reactive discipline measures in schools (e.g., office discipline referrals, detentions, suspensions, expulsions) for all students.
     
  4. Increase academic achievement levels of all students.
     
  5. Implement effective intervention plans for students with the most comprehensive behavioral and emotional needs that support and evaluate their success across home, school, and community.
     
  6. Increase capacity of general education settings to successfully educate students with disabilities and prevent academic and/or social failures of all students.
     
  7. Increase capacity of schools and districts to address over- and under-representation of students by ethnicity relative to discipline, disability status, and academic achievement with access to data on these outcomes.
  
Critical Elements to Achieving PBIS Goals:

 
  • Careful acknowledgment, consideration and achievement of outcomes (e.g., academic achievement, social competence, career/work opportunities) that are valued by significant stakeholders (e.g., students, family members, teachers, employers).
     
  • Adoption and sustained use of research-validated practices and curricula that maximize achievement of student and teacher outcomes.
     
  • Application of data-based decision-making at many levels (i.e., individual, classroom, school), with multiple individuals (i.e., student, teacher, administrator, support staff), across contexts (e.g., general vs. special education, school vs. home), and with multiple outcomes (e.g., reading, grades, attendance, discipline referrals).
     
  • Development of systems (e.g., processes, routines, working structures, administrative supports) that are needed to ensure consideration of valued outcomes, research validated practices, and data-based decision-making.
 

 

 

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