PBIS
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Positive Behavior Interventions & Supports (PBIS) is a proactive, team-based framework for creating and sustaining safe and effective schools. PBIS is a system of tools and strategies for defining, teaching, acknowledging appropriate behavior, and correcting inappropriate behavior.
It is a framework for creating customized school systems that support student outcomes and academic success. PBIS is for the whole school, it is preventative, and it changes the paradigm of focus from negative behaviors and exchanges to positive expectations and interactions.
Emphasis is placed on prevention of problem behavior, development of pro-social skills, and the use of data-based problem solving for addressing existing behavioral concerns. School-wide
PBIS increases the capacity of schools to educate all students utilizing research-based schoolwide, classroom, and individualized interventions.
Some essential features of an effective PBIS system:
✺ the use of respectful, non-punitive, prevention-oriented practices
✺ a focus on skill teaching
✺ the use of evidence-based practices
✺ the availability of a continuum of interventions that meet the needs of all students
✺ on-going assessment of students’ needs
✺ data-based decision making
An important aspect of PBIS is the understanding that appropriate behavior and social competence is a skill that requires direct teaching to students just like math and reading. There is no assumption, in PBIS, that students will learn social behavior automatically or pick it up as they go through life. This critical feature in PBIS leads to its effectiveness.
PBIS methods are research-based and have been proven to significantly reduce the occurrence of problem behaviors. One of the keys is to focus on prevention. It is based on the idea that when students are taught clearly defined behavioral expectations and provided with predictable responses to their behavior, both positive and corrective, 80-85% of students will meet these expectations. The 15-20% of the students not responding to universal interventions will receive additional support through group and individual interventions with the effective use of data to make appropriate and meaningful decisions

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In order to create an environment conducive to learning we must remember that discipline procedures are not the answer to problematic behavior – it is the positive relationships we build as a learning community between students, families and staff. Punitive measures have little effect on student behavior and are more likely to increase instances of inappropriate behavior when used as stand-alone behavior management method. School staff should strive to create a positive environment and build a school culture by making connections with our students and families. Children learn best in the context of positive relationships and a safe, comfortable atmosphere. Staff will explain appropriate behavior and procedures throughout the year. They detail why it is important and encourage all students to be respectful, safe and responsible. By teaching students the necessary social skills for future success we set out students on a course to be lifelong learners and successful citizens. It is our job to ensure that students learn the skills needed to survive and thrive in society. This means developing students that excel in reading, math, writing, and behavior.
Reactive management practices (verbal reprimands and clamping down on misbehavior) are only a temporary solution to problematic behaviors. Problem behaviors typically reoccur, sometimes at a higher rate and at a more intense level. This program will help all of us
(administration through the school staff) to shift the culture of behavior management from one that is reactionary to one that is preventive and positive.
This is a type of behavior management system that is MORE than a program – it’s a cultural attitude and practice. Since it causes a shift in culture, it will endure. This is good for Riverview
Elementary School because it creates an even more positive learning environment for students that frees up more time for engaged instruction while less time is spent with reacting to problematic behaviors.
Research and practice tells us that implementing a PBIS framework will have a wide-spread impact on creating positive behavioral shifts in our building. An assurance of improvement to school-wide behavior can be made if and when PBIS is implemented with fidelity. This is the critical element: fidelity.
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All staff at Riverview must make a commitment to create the kind of culture we envision, together. We have to commit to this framework and the necessary shift in thought and language it requires. It will be challenging and it will take time to get accustomed to, but it will work if we

each put in equal effort for ALL of OUR children. You are all given this challenge to shift your own thoughts about behavior and help make PBIS a great success at Riverview Elementary
School!
PBIS is the behavioral side of Response to Intervention (RTI) which is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling students are provided with interventions at increasing levels of intensity to accelerate their behavioral success. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI (PBIS) is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.
Tier I/Universal
Universal interventions target the entire school population and are designed to promote and enhance student wellness by increasing pro-social behaviors, emotional wellbeing, skill development, and positive mental health. This includes the school-wide acknowledgment system, behavior management systems and/or interventions provided in the classroom, delivery of any school-wide social/emotional/behavioral curriculum, and all events and/or lessons regarding the Riverview school-wide expectations. The specific content of Tier 1/Universal approaches and interventions should be based on data review and reflect the specific needs of the school population.
Tier II/Secondary
Secondary interventions are targeted interventions designed for students who need additional supports beyond (yet in combination with) universal-level interventions. Secondary interventions are implemented in a standardized approach, which means key features of the intervention look similar across all children receiving the intervention. Secondary interventions typically occur after the onset of an identified concern or when a universal screening measure identifies a student or group of students at potential risk. Risk factors do not necessarily indicate poor outcomes, but rather refer to statistical predictors that suggest barriers to learning. Examples of risk factors may include loss of a parent or loved one, frequent moves resulting in multiple school

placements, or exposure to violence and trauma. Secondary interventions are implemented through the use of a comprehensive developmental approach that is collaborative, culturally sensitive, and geared towards skill development and/or increasing protective factors for students and their families. Examples of secondary interventions include but are not limited to
Check In and Check Out programs and Skill Development Groups.
Tier III /Tertiary
Tertiary interventions are intensive, individualized interventions for students exhibiting severe or persistent behavioral challenges who have not responded to prior supports at Tiers I or II.
Typical tertiary interventions involve in-depth, individual behavior analysis and behavior intervention planning. Examples of tertiary interventions include but are not limited to creation of Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP), and linkage with community mental health agencies and wraparound support.