Positive Behavioral Interventions and Supports (PBIS)
in Evanston/Skokie School District 65
Positive Behavioral Interventions and Supports (PBIS) is a school-based problem-solving model, supported by the Illinois State Board of Education, being implemented in all schools/programs in Evanston/Skokie School District 65. The PBIS system focuses on the creation and maintenance of a school climate that is most conducive to student achievement. As part of the PBIS framework, school-based teams create, implement and evaluate student support systems that address academic and behavioral issues at school-wide, targeted (group) and intensive (individual) levels. All of the student support systems implemented using the PBIS system are data driven, both, in terms of problem-identification and evaluation of interventions utilized.
District 65 schools have repeatedly been acknowledged, by PBIS of Illinois, over the years for their successful implementation of the PBIS system.
The PBIS system consists of five basic elements;
- Define - Behavioral expectations are clearly stated and posted, using a student behavior Matrix (e.g. Be Responsible, Be Here/Be Ready, Be Safe) throughout the building so as to encourage a common language and clarity of communication in the school community.
- Teach – Behavioral expectations are formally taught via lessons (“Cool Tools”) which are selected by the school-wide (Tier I) teams based upon review of school discipline data.
- Remind – Tangible acknowledgments (i.e. ‘Gotchas’, ‘Paws’, ‘Pins’, etc.) are used to focus staff and student attention upon positive student behaviors.
- Reinforce – Positive student behaviors, individual, class/team and school-wide, are celebrated (i.e. earned privileges, class pizza party, school dance, etc.) on a regular basis (classroom and school-wide).
- Re-Teach – Inappropriate student behavior is addressed via discussion/review of school behavioral expectations (*The Office Discipline Referral, ODR, is used to formalize this process when negative behaviors are persistent and/or of major significance). This data is then collected and utilized by school teams for problem-solving around school behavior/climate issues that require additional supports.
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