What is PBIS?
Positive Behavioral Interventions and Supports
The mission of Thomasville City Schools is to ensure a safe, orderly climate in which quality educational experiences maximize the individual potential of all learners. Our learning organization will produce problem solvers, life-long learners and productive members of our local and global communities.
Thomasville City Schools is a proud partner of the Georgia Department of Education in implementing Positive Behavioral Interventions and Supports. PBIS is an evidence-based, data-driven framework proven to reduce disciplinary incidents, increase a school’s sense of safety and support improved academic outcomes. More than 19,000 U.S. schools are implementing PBIS and saving countless instructional hours otherwise lost to discipline. The premise of PBIS is that continual teaching, combined with acknowledgement or feedback of positive student behavior will reduce unnecessary discipline and promote a climate of greater productivity, safety and learning.
PBIS schools apply a multi-tiered approach to prevention, using disciplinary data and principles of behavior analysis to develop school-wide, targeted and individualized interventions and supports to improve school climate for all students. (OSEP Technical Assistance Center on Positive Behavior Interventions & Supports, 2009)
The combination of Response to Intervention (RTI) and PBIS provides effective instructional strategies for both academic and behavior systems. Grounded in the same principles as PBIS, the core features of RTI include:
· Expectations for high quality, research-based instruction in general education classrooms.
· Classroom-based screening to identify need for additional support.
· Collaborative, team-based approach to development, implementation, and evaluation of alternative interventions.
· Increasingly intense, multi-tiered application of an array of high-quality, evidence-based instruction matched to individual needs.
· Continuous monitoring of progress to determine impact of interventions.
· Expectations for parent involvement throughout the process.
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