Why Coatesville needs to continue with PBIS

By: Stephanie Waterman

6th Grade Mathematics Teacher

Scott Middle School

Twenty years ago when I started teaching, I was searching high and low for a program like PBIS; however, it just wasn't developed yet.  PBIS is part of trauma-informed schools, in which I am a huge advocate. It really makes an impact!  The main goal is to increase positivity within the school climate.  It allows each student to be seen, to be recognized, and to be heard.  It teaches students the skills they need to replace problem behaviors.  

The National Association of School Psychologists report that according to data,  

If all of the PBIS components are consistently implemented in a school, the school and classroom climate improves, office referrals decrease, and academic successes increase. Implemented school wide the three critical features – systems, practices, and data – work together to promote positive, predictable, safe environments for everyone in all school settings.

Pennsylvania’s PBIS website, PAproviders.org, states, “Students thrive academically and behaviorally in a positive school climate that promotes resiliency and social-emotional learning.”

PBIS is one of the many acronyms in education today.  We have so many in fact, that even educators need a cheat sheet to decipher them all.   So what is it?  And do we really need to implement yet another program in our schools?  As an educator, I will share my views from the inside. 

PBIS stands for Positive Behavioral Support Interventions and Supports.  By definition, it is an evidence-based, three-tiered framework to improve and integrate all of the data systems and practices affecting student outcomes every day.  Well, that is a mouth full!  Simply stated, PBIS is a program that each school develops using discipline and academic data, to develop a positive school climate.

Embedded in the program are three tiers.  Tier I includes all the students.  School-wide expectations are taught, and positive behavior tickets are given consistently.  Tier II support includes students who are in danger of developing problem behaviors.  These students may be placed into therapeutic groups with other students or have a check-in/check-out time with a teacher, as examples.  Tier III focuses on a small population of students that require more intensive and individualized programs to improve behavior and academic outcomes.  

The PBIS team that oversees the program includes the administrators, school counselors, behavior health specialists, psychologists, and a few teachers.  They need to meet at least monthly but weekly or bi-weekly obviously allows more productivity.  During the meetings, the PBIS will review discipline and academic data, which will guide decisions and reveal the effectiveness of the supports already in place.  The team also discusses current students, possible students that may need reinforcements, supports that are working or not working, as well as any ideas that may benefit the program.

So that is a brief synopsis of the structure of PBIS but is it worth the time and energy needed to implement?  In the eyes of this educator, the answer is an astounding, yes, yes, yes!  Our society is inundated with so much negativity.  At least our schools should be safe and positive environments. PBIS is centered on positivity.

One of the supports offered for all students involves a ticket given to students when they follow the school’s expectations.  Students can then redeem tickets for prizes such as basketball time, gift cards, or a dress down pass, all depending on what students may enjoy.  Students are “caught being good” which validates positive behavior and encourages future positive behavior.

In order for students to follow school expectations, they are directly instructed, not just handed expectations on a piece of paper.  They are taught in lessons during the first two weeks of school and are modeled during an assembly at the beginning of the year.  These expectations are also discussed with parents and guardians, most likely during back to school or during orientation.  Students are shown what to do to be successful, not told what not to do.  When a student does not follow an expectation, they are counseled on how to adjust the situation and a NATURAL consequence is given.

What more can I say?  PBIS rewards positive behavior and helps students learn the skills needed to decrease negative behavior.  Teaching all children requires reaching all children and sometimes there are layers of barriers in the way before we can help them acquire learning, but as teachers, we keep fighting and do whatever it takes to help each child in need.  It does not matter how difficult or how long it takes because the lives of each of our children are all that matters. PBIS is a research-proven way to accomplish this goal.  PBIS is a framework for helping our students’ social-emotional learning.