What is PBIS? PBIS is a proactive systems approach to preventing and responding to classroom and school discipline problems. Emphasis is directed toward developing and maintaining safe learning environments where teachers can teach and students can learn. PBIS is not an "add-on" curriculum, package, or "canned" program. It is a systems approach that emphasizes: ·        

• Team based planning and problem solving
• Instructional approach to behavior and classroom management
• Active administrator support and participation
• Long term action planning
• Establishment of staff commitment
• On-going professional development

What kinds of problems does PBIS address?

• High rates of problem behavior (e.g., defiance, insubordination, fighting)
• Ineffective and inefficient disciplinary practices
• Lack of general and specialized behavioral interventions
• Lack of staff support to address problem behavior
• Negative school climate
• High uses of crisis/reactive management (e.g., suspensions, detentions)

What outcomes are emphasized? Purpose of the PBIS approach is to provide schools with the capacity for systematic planning and problem solving when preventing and responding to problem behavior. Activities focus on:  

• Enhancing communications
• Increasing implementation consistency
• Collecting and disseminating information
• Identifying, implementing and sustaining effective practices
• Influencing and operationalizing policy, reforms and initiatives
• Increase efficiency and effectiveness of efforts
• Formalize problem solving

What systems are emphasized? Four overlapping systems are emphasized:

• School-wide discipline (all students, all staff, all settings)
• Classroom management
• Non-classroom supervision (e.g., hallways, cafeteria, playground)
• Individual student (1-7% of students who consume > 40% of resources and account for < 40% of office referrals)

What strategies are emphasized? A continuum of research-validated practices is emphasized. For example, the following topics are covered:

• School-wide discipline practices
• Social skills instruction
• Self-management strategies
• Behavioral interventions and classroom management
• Functional assessment based behavior support planning
• Active supervision in non-classroom settings
• Teacher assistance team planning/problem solving
• Comprehensive wrap-around based plans for students with the most intensive needs.