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PBIS Outcomes
What is PBIS
Events & Resources

Positive Climates

Positive Climates PBIS is a framework for establishing a school-wide social culture with the necessary individualized supports needed for all students to achieve academic and social success! This framework enhances the adoption and implementation of a continuum of evidence-based instruction and interventions to achieve academic and behavioral important outcomes for ALL students.

SWPBIS is about improving classroom and school climate, integrating academic and behavioral initiatives, deceasing reactive management, improving 3-tiered instruction and support for ALL students, and maximizing academic achievement. This requires several cultural shifts in the way education traditionally “does business.”


WHAT DO SCHOOLWIDE POSITIVE CLIMATES LOOK LIKE?

Firmly linked to behavioral theory and applied behavioral analysis
  • Function-Based: a careful and specific consideration of the function of behavior; what precedes the misbehavior and what supports the misbehavior in School-Wide, Targeted Group and Individual Student instructional practices
  • Emphasis on the use of positive reinforcement procedures.
  • Establish a continuum of consequences for responding to rule violations
  • Systems of care and wraparound processes emphasizing family and student strengths, goals and resources

Focus on prevention through establishment of a continuum of intervention and supports organized within a three-tier logic model
  • Staff agreement on School-Wide Positive Behavior System
  • Team driven data-based decision making model for each tier (Tier I, Tier II, Tier III)
  • Implementation process guided by team whose members coordinate, who, when, where and how Tier II interventions might be implemented.
  • Regular and frequent screening for and identification of students whose behavior has been unresponsive to Tier I teaching and interventions
  • Students stay connected with SW-positive expectations, which serve as a focus of behavior feedback, social skills instruction, positive reinforcement and data-based decision-making.
  • A regular system of communication is established with students, parents, faculty and administration.

An instructional focus which directly teaches social behaviors that increase social and academic success
  • Students, staff and community members identify a set of SW-expectations, few in number, positively stated, focus on all in all settings and emphasize support for academic and behavioral success.
  • SW-expectations are taught directly and continuously in the same manner as academic skills
  • A continuum of procedures to regularly acknowledge student display of the behavioral expectations.

Selection, adoption and use of evidence-or research-based behavioral practices
  • Use of a record-keeping and decision-making system that has: (a) structure and routine for data collection; (b) mechanisms for data entry storage, and manipulation; and (c) procedures and routines for review and analysis of data
  • Behavioral data is used to select research validated implementations with measureable outcomes.

The adoption of a systems perspective when selecting and implementing behavioral interventions
  • When selecting and implementing behavioral interventions, systems to support teachers must be considered and in place for each of the eight steps to implementation and behavioral interventions-what will support teachers in doing what they said they would do?

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