Positive Behavior Interventions Supports (PBIS)
We are a learning community committed to providing a safe, respectful, and positive environment for academic and social success for all.
Our school is participating in an important district initiative. It is called Positive Behavioral Interventions and Support (PBIS).
PBIS is a process for creating safer and more effective schools. It is a systems approach to enhancing the capacity of schools to educate all children by developing research-based, school-wide, and classroom behavior support systems. The process focuses on improving a school’s ability to teach and support positive behavior for all students.
PBIS is an approach to teaching and supporting positive behaviors and meeting the needs of ALL students. This school-wide approach to discipline focuses on building a safe and positive environment in which all students can learn.
The foundation of PBIS at Diamond Point Elementary School is the expectations:
- Be responsible and persevere
- Be kind and respectful
- Be safe
In addition to our behavior expectations, PBIS has four other components:
1) a Behavior Matrix which explains behavior expectations in each school setting
2) Direct Teaching of the expectations throughout the school year. Teachers will help students learn what the expectations look and sound like in every setting during the school day. These lessons will be re-taught and reinforced throughout the school year, and become a regular part of our instructional program
3) PBIS Shine Tickets earned for positive behavior; tickets are placed in a raffle to win an assortment of both individual and class prizes
4) Lower Level Referrals (LLR for minor incidents) or Office Discipline Referrals (ODR for major incidents) to record and address inappropriate behaviors
As part of our PBIS process, teachers and other staff members use evidence-based practices to increase student learning and decrease classroom disruptions. To support students in meeting the behavior expectations in a positive manner, we do the following when teaching academics and behavior:
Þ Constantly teach and refer to our school-wide expectations.
Þ Provide students with more praise than correction.
Þ Talk to students with respect using a positive voice tone.
Þ Actively engage everyone in the class during instruction.
Þ Use pre-correcting, prompting, and redirecting as we teach.
Þ Look for the positive first and provide positive, immediate, frequent, and explicit feedback.
California PBIS Coalition