"Insanity is doing the same thing over and over again and expecting different results"
WHAT IS A POSITIVE BEHAVIOR APPROACH?
A school-wide positive behavior process emphasizes the development of systems that support the implementation of evidence-basedpractices and procedures. Schools applying a positive behavior approach begin by establishing clear expectations for behavior that are taught, modeled, and reinforced across all settings and by all staff. School teams make decisions based on documented discipline data. If problem behavior occurs, students are provided with a full continuum of supports to address the behavior. Schools view it as an opportunity for re-teaching and practicing school-wide expectations. The systems and practices support acknowledging appropriate student behaviors; thus reducing the use of reactive discipline measures (e.g. office discipline referrals, detentions, exclusion from class) for all students. Behavior management paradigm shifts from focusing on punishment to focusing on prevention and early intervention. As a student’s needs increase, the intensity of the support increases. The consistency in adult practices and a school-wide approach that promotes positive behavior creates a host environment that supports academic, social, and emotional instruction.
Prevention and early intervention are essential components of positive, effective behavior management for all students.
A MULTI-TIERED SYSTEM OF SUPPORTS
Positive Behavior Intervention and Supports (PBIS) applies a multi-tiered system of support (MTSS), and a problem-solving process to enhance the capacity of schools to effectively educate all students. PBIS is a proactive approach to establishing the behavioral supports and social culture needed for all students in a school to achieve social, emotional and academic success. Family and community engagement at all levels of implementation.
Universal Tier 1
Tier 1/Universal focuses on the importance of school-wide behavioral expectations and positive reinforcement of appropriate behavior. Students and staff learn 3 to 5 school-wide behavioral expectations. Students are acknowledged individually or as a group for meeting behavioral expectations. Decisions are driven by data.
Secondary Tier 2
Tier 2/Secondary provides select groups of students with additional support appropriate to the student’s level of need and then monitors the progress of students receiving those interventions. Typically, these are specific, research-based group interventions. Students may participate in brief plans to improve behaviors. Parents are encouraged to support the interventionsand community resources may provide additonal support.
Tertiary Tier 3
Tier 3/Tertiary provides intensive supports to individual students who continue to struggle after receiving Tier 1 and Tier 2 support. At this level, families and the community are engaged in providing supports that a student may need.