Positive Behavior Interventions and Support (PBIS)
Positive Behavior Interventions and Support (PBIS) is a proactive approach to promote positive behavior
resulting in improved academic outcomes, school safety and overall satisfaction of the school experience for
students, families and staff. The focus of PBIS is prevention and intervention. In other words, PBIS is a
process of teaching, reinforcing and recognizing the behaviors that lead to student success instead of
simply punishing misbehavior.
At its heart, PBIS focuses on evidence-based practices that provide a common language and focus for
behavioral expectations; instruction and communication toward them; recognition when they are met; and
interventions/corrective actions when they are not met. The supports are provided within the Multi-Tiered
System of Supports (MTSS) model that focuses on universal supports for all (Tier 1), supplemental supports
for some (Tier 2) and intensive supports for the few that need them (Tier 3).
PBIS is recognized by The School District of Lee County as a necessary and vital component of a complete
behavior support and discipline system. All schools are required to adopt and implement PBIS or a similar
positive behavior support system. Currently, seventy-four (74) Lee County schools are trained by, and active
with the Florida PBIS Project, with twenty-nine (29) attaining Model School status. Schools supplement
positive behavior support systems with social skills instruction, Restorative Practices, and other programs
that increase the ability of staff and students to handle conflict, develop social skills, and create
positive school cultures. Each school has a dedicated team that continually reviews school attendance,
behavior and course performance data to problem solve and determine needed adjustments/new supports. The
School District of Lee County continues to support the implementation of positive behavior systems and
strategies through training and technical assistance.
The outcomes are significant. Research studies on PBIS conclude it leads to better student behavior including
reduced numbers of referrals, suspensions, and bullying incidents. Students learn positive behavior
expectations and strategies that will serve them throughout their lives at home, work and in the community.
Learn More More Information
Restorative Practices
Restorative Practices are not just about discipline. They support the development of a positive classroom
culture, build community and strengthen the connections within the group, as well as between learners and
the teacher. This translates into increased opportunities for high quality instruction and greater student
engagement. Multiple studies across the United States confirm the positive effects of Restorative Practices
on
graduation rates, social competencies, academic achievement while also reducing behaviors or activities that
negatively impact student success. Outcomes of implementing Restorative Practices include reduced student
suspensions and improved school climate, two vital factors that influence student achievement.
The following three strategies are the pillars of the Restorative Practices framework, and currently being
implemented in our Lee County schools.
Affective Communication
- Expression of feelings in response to an action, provides feedback and information to support repairing
any harm that may have been done.
- Questions facilitate reflection on how behavior impacts others, how situation can be
repaired/responsibility taken and what victim may need to be able to move forward.
Proactive & Restoration Circles
- Experience that allows students to share thoughts, feelings and ideas as a vehicle to build trust,
community and shared values systems/behavioral expectations. Allows peers to engage in group problem
solving, allows for conversations focusing on repairing harm and restoring relationships.
Restorative Conferences
- Structured interaction utilizing restorative communication and focusing on taking responsibility,
identifying harm, repairing relationships and building empathy.
Multi-Tiered System of Supports (MTSS) Behavior Intervention Guide
The Multi-Tiered System of Supports (MTSS) behavior intervention guide is intended as a resource for parents
and educators to assist in integrating academic and behavioral supports and services into a fluid and
seamless system of multi-tiered service delivery for all students in the school setting. The MTSS model for
instruction and intervention is based on the principle that academic and behavioral supports are first
provided at a core or universal level to effectively address the needs of all students in a school, referred
to as Tier 1. However, not all students respond to the same curricula and teaching strategies. As a result,
some students with identified needs will receive supplemental or targeted instruction and intervention at
Tier 2. Finally, at Tier 3, a few students with the most intensive needs will receive the most intensive and
individualized behavioral and/or academic supports.
The link below provides samples of interventions students may receive at the different levels of support.
https://www.leeschools.net/cms/one.aspx?portalId=676305&pageId=1313241
Universal Supports
Proactive Student
Engagement
Strategies...
(may
include but are not
limited to)
Social skills group (lunch or after school); social skills lessons;
write a social story or review
an available social story; Circles
Role-playing (to teach replacement behavior)
Limit activities (but not exclude), i.e. offer a select number of
activities
De-escalation with a familiar adult (taking a walk or time in a quiet
space while supervised, create an Intervention Center)
In-house service opportunity (work in the cafe, teach/mentor younger
students, peer buddy)
Assign a success mentor (Check & Connect); check in/check out;
relationship/trust building adult to student; practice culturally relevant and responsive
teaching; mediation opportunities
Point sheets; self-monitoring checklists; Think Sheets
Reflection counseling with behavior “coach”
“Caught you being good” (random awards) and positive referrals
Student participation in visual supports (task completion puzzle, break
card)
Environmental restoration
Home visits or phone calls made by both teacher and administrator for
positive referrals
Mini-skill reviews (i.e. exit ticket, video clip)
Reflect on how the behavior impacts others and yourself (narrative,
picture); write yourself a positive letter; draw a picture of yourself engaging in
appropriate schoolbehavior and meeting expectations; write an apology letter
Pre-teaching the appropriate response to emotional/behavioral situations
(ex: Second Step mini-lessons)
School-wide and classroom expectations
Classroom behavior support plan/structure in place(i.e. Zones of
Regulation - Zones check in & behavior mapping)
...to
prevent student disengagement such as
- Inappropriate social behaviors
- Cheating
- Property destruction
- Dress code violation
- Horseplay
- Peer conflict
- Petty theft
- Skipping
- Tardiness
- Visiting an unauthorized area
- Bullying
- Disruptive behavior
- Improper electronic device use
- False accusations
- Fighting
- Forgery
- Harassment
- Insubordination
- Use of profanity
- Safety violation
- Use of threats/intimidation
- Trespassing
- Vandalism