• Positive Behavioral Interventions and Supports (PBIS)

    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 and are frequently visited by schools and districts interested in implementing PBIS.

    The PBIS system consists of five basic elements:

    Define - Behavioral expectations that 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. Example of a Student Behavior Matrix
     
    Teach - Behavioral expectations are formally taught via classroom-based lessons (“Cool Tools”) which are selected by the school-wide (Tier I) teams based upon review of school discipline data. Example of a "Cool Tool"
     
    Remind - Tangible acknowledgments (i.e. ‘Gotchas’, ‘Paws’, ‘Pins’, etc.) are used to focus staff and student attention upon positive student behaviors and reminds staff and students to frequently acknowledge expected 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). Example of incentives
     
    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. 

    For more information, please visit your child's school website or http://www.pbis.org or http://www.pbisillinois.org.

    Tier 2/3 behavioral rti team
    Students who require additional support in order to achieve their highest level of school success are referred to the Tier 2/3 Behavioral RtI Team. The Tier 2/3 Team is made up of school staff who know behavior and instruction well and have a vested interest in achieving positive outcomes for students. This team identifies and provides intervention strategies for students at risk as part of the District 65 Response to Intervention (RtI) system. Teachers can access the team for assistance with individual students, groups of students, and/or classroom systems as a whole. Students are identified for support from the Tier 2/3 Team via discipline data (ODR's) attendance, grades, etc. Teacher and/or parents may also make a direct referral to the Tier 2/3 Team. The team typically includes the school principal, assistant principal, school psychologist, school social worker, special education staff, general education teacher(s), and parent (for individualized plans). Contact your school's principal or assistant principal with any questions.

    PBIS at Home
    • Create a home matrix that is aligned with the PBIS behavioral expectations of your school (post expectations around your home)
    • Discuss with your child how the behavioral expectations apply in your home & in the community.
      • Review the school's current "Cool Tool" with your child
    • To encourage the expected behaviors, give five positive recognitions for each reminder 
    • Acknowledge your child's positive behavior with celebrations at home (e.g. extra TV/screen time or special treat)
    • Additional information