School-Wide Program: Positive Behavioral Interventions and Supports (PBIS) by Lisa Coates https://padlet.com/lmcoates/v4ltxtwz4a5t PBIS: Improving School Climate en-us 2016-07-04 02:50:32 UTC 2025-04-21 15:01:50 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Folder.png 12 Dimensions of School Climate  lmcoates https://padlet.com/lmcoates/v4ltxtwz4a5t/wish/115879065 A successful PBIS program has the potential to support all dimensions of school climate identified by the National School Climate Center, which include Safety, Teaching and Learning, Interpersonal Relationships, Institutional Environment and Staff only. 

1. Safety:  A PBIS system will  clearly communicate rules about physical and consistently enforce the norms for adult intervention. In turn, students and staff alike will feel safe and secure in the school/classroom.
2.  Teaching and Learning:  When behaviors are not interfering with the day-to-day routines within a school and classroom setting, a better opportunity for teaching and learning can occur. Time increases toward lessons, not discipline.
3.  Interpersonal Relationships: Students learn to interact and manage their relationships with peers and adults. They become better equipped to understand how their actions can have an impact on themselves and others, with gaining skills to cope better. 
4. Institutional Environment: Each student and teacher has the right to be educated in a safe, respectful, clean and welcoming environment. With a PBIS system, a school has the ability to be characterized by positive relationships, both transformation and transactional.
5.  Staff Only:  Teachers and staff become accountable to implement a PBIS system with fidelity. Each staff is a role model.   School administrators, in collaboration with instructional staff and community support, are responsible for establishing a caring school climate and safe environment 

]]> 2016-07-04 02:54:29 UTC https://padlet.com/lmcoates/v4ltxtwz4a5t/wish/115879065 Quality Instruction and Culture  Levers  lmcoates https://padlet.com/lmcoates/v4ltxtwz4a5t/wish/115879141
Data Driven Instruction
 •Data interpretation and a recommendations
 • Alignments with Student Leadership-Engagement

Student and Staff Culture
 •Set high expectations for students and teachers (behavior, attendance, learning environment, quality work) 
• Create a strong culture where learning thrives 
•Build and Support the right team for your school 
•Allow educators to participate and develop a safe, respectful, and orderly learning environment

School Leadership Teams
•Implement the school-wide PBIS action plan
 Monitor behavior data •Collect staff, parent and student feedback
 •Hold regular team meetings
 •Maintain communication with staff and coach
 •Evaluate progress •Support coach and administrator
 •Critical to sustainability of PBIS project 
]]> 2016-07-04 02:56:21 UTC https://padlet.com/lmcoates/v4ltxtwz4a5t/wish/115879141 Measuring Fidlelity of PBIS lmcoates https://padlet.com/lmcoates/v4ltxtwz4a5t/wish/115879362 A school -wide PBIS initiative can be quantified to determine the positive or negative impacts of the program by:

Positive Impacts 
A. Reduction of referrals, suspensions, and/or detentions
B.  Increased daily attendance
C.  Increased test scores
D.  Increase in teacher/school moral
E.  Increase in parental-community support
F.  Increased student engagement
G.  Increased self-management/regulation
H.  Smoother transitions

Negative Impacts
A.  Poor implementation 
B.  Lack of interest from students
C. Inconsistent behavioral consequences
D.  Extrinsic Motivation 

]]> 2016-07-04 03:00:53 UTC https://padlet.com/lmcoates/v4ltxtwz4a5t/wish/115879362 Bibliography  lmcoates https://padlet.com/lmcoates/v4ltxtwz4a5t/wish/115879515 Bambrick-Santoyo, P. (2012). Leverage leadership: A practical guide to building exceptional schools. San Francisco, CA: Jossey-Bass

Childs, K. E., George, H. P., & Kincaid, D. (2011). Stability in variant administration methods of the School-Wide PBS Benchmarks of Quality (BoQ). Evaluation Brief. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports.

Individuals with Disabilities Education Act of 1997, Pub. L. 94-142, 614, 672 . Retrieved July 1, 2016 from http://www2.ed.gov/offices/OSERS/Policy/IDEA/index.html

Luiselli, J. K, Putnam, R. F, Handler, M. W, & Feinberg, A. B. (2005). Whole-school positive behaviour support: Effects on student discipline problems and academic performance.Educational Psychology 25(2–3), 183–198.

National School Climate Center (n.d.) 12 dimensions of school climate.  Retrieved from http://www.schoolclimate.org/programs/documents/dimensions_chart_pagebars.pd]]> 2016-07-04 03:03:56 UTC https://padlet.com/lmcoates/v4ltxtwz4a5t/wish/115879515 Introduction  lmcoates https://padlet.com/lmcoates/v4ltxtwz4a5t/wish/115879535 Positive Behavioral Interventions and Supports (PBIS) impacts all of the dimensions of school culture. Researchers Childs, Georgre, and Kincaid (2011) state , PBIS is about improving classroom and school climate, integrating academic and behavior initiatives, improving supports for students, decreasing reactive management and maximizing academic achievements.  

PBIS is short for Positive Behavioral Intervention and Supports. This language comes directly from the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA). 

PBIS is based on principles of applied behavior analysis and the prevention approach and values of positive behavior support (Individual with Disabilities Act, 1997).]]> 2016-07-04 03:04:40 UTC https://padlet.com/lmcoates/v4ltxtwz4a5t/wish/115879535 Conclusion  lmcoates https://padlet.com/lmcoates/v4ltxtwz4a5t/wish/115879545 PBIS is the solution to positively change a school’s climate and allows schools to focus on what they were created for – providing students opportunities to learn and grow.  

The PBIS framework has been proven to change a school’s climate and allow focus to return to a school’s main goal – teaching. 

Research  shows that there is a strong link between a positive school climate and academic success for all students when students clearly understand behavioral expectations (Luiselli,Putnam, Handler, & Feinberg, 2005).  

It is only with the understanding, collaboration and cooperation of everyone who has a stake in the education of our youth that we can succeed in creating learning environments that are conducive to optimum academic achievement for all students. 

]]> 2016-07-04 03:04:58 UTC https://padlet.com/lmcoates/v4ltxtwz4a5t/wish/115879545 Methods for Quantificaiton  lmcoates https://padlet.com/lmcoates/v4ltxtwz4a5t/wish/115880795 1.  Staff/student climate surveys 
2.  Engagement data
3.  Test scores/grades
4.  Discipline data
5.  Parental Engagement 
Daily attendance records
6. Number of bullying reports ]]> 2016-07-04 04:00:52 UTC https://padlet.com/lmcoates/v4ltxtwz4a5t/wish/115880795