Positive Behavioral Interventions and Supports PBIS
Roles and Responsibilities
The responsibility of maintaining positive, constructive behavior within the school is a cooperative effort, shared by students, parents/legal guardians, teachers, administrators, and support staff.
The active involvement of, and support by teachers, parents/guardians, administrators and other school staff is critical in helping the student to understand the value of good conduct and its relationship to individual learning and success. Teaching and assisting students to develop positive/productive attitudes and behaviors will enable them to be active learners and valued contributors to the school community.
Positive Behavioral Interventions and Support
Each school within the Wilson Elementary School District implements Positive Behavioral Interventions and Supports (PBIS).
PBIS is an evidence based three-tiered framework designed to improve and integrate all of the data, systems, and practices affecting student outcomes every day. Furthermore, it is to prevent problem behavior while teaching socially appropriate behaviors. The focus of PBIS at WSD is creating and sustaining safe and inclusive environments for all students to support appropriate behavior and redirect disruptive behavior. More information about PBIS is available at https://www.wsd.k12.az.us/Page/1
PBIS and Discipline
Discipline is an old English derivative that is based on the word “disciplina” which means “to teach”. Discipline is developmental rather than punitive. Its function is to teach, model, and practice social emotional and behavioral skills that are inclusive and support each and every student. Implementation of PBIS includes the development of a standardized system based on a Major and Minor Discipline Flow Chart (See Appendix B). A Major/Minor Flowchart includes the identification of “Minor” behaviors that are handled in the classroom by the classroom teacher. Examples of minor behaviors may include disruption, defiance, calling out, or tardies. More serious behaviors, “Major” behaviors, are referred directly to the administration. Examples of “Major” behaviors may include fighting, sexual harassment, or bullying. Each school creates a Major and Minor Flowchart is that agreed upon by the school staff and aligned with the District discipline process.
PBIS and the Wilson Discipline Process
When using the Wilson Discipline Process to provide consequences for negative behaviors, every school should first work through their site’s Major and Minor Flowchart.
In other words, the Wilson Discipline Process is used after a student has been referred to the administrator and a formal discipline referral has been generated.
How Does WSD Implement PBIS?
WSD strives to create safe, positive environments by: defining and teaching behavioral expectations; monitoring and acknowledging appropriate behavior; providing corrective, appropriate consequences; providing appropriate behavioral supports (including actions like mentoring, social skills groups, and daily monitoring); using a team-based approach; and using referral data for problem solving.
Who Is Responsible For Implementing Restorative Practices and PBIS?
Everyone. At every site. Under the direction of the campus principal/assistant principal and/or the MTSS Facilitator, staff members at every site must understand school rules; reinforce appropriate student behavior; and use constructive classroom management, positive behavioral interventions and supports, and/or restorative practices strategies, where appropriate, to promote safe, inclusive, and supportive learning environments for all students.