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Positive Behavioral Interventions and Supports (PBIS)

What is PBIS?

The district implements Positive Behavior Interventions & Supports (PBIS) with all K-8 students and staff. PBIS is an approach to address student behaviors and includes proactive interventions and strategies for defining, teaching and supporting appropriate student behaviors. Each school has a system of acknowledgement to recognize students and motivate them to be their best in the classroom as well as on the playground, in the hallways, the cafeteria and on the bus.

“PBIS” is a research-based systems approach designed to enhance the capacity of schools to….

  • Effectively educate all students, including students with challenging social behaviors
  • Adopt and sustain the use of effective instructional practices.

A National Movement

The PBIS approach is a national movement in education, and New York State encourages districts to adopt an approach. Schools that do adopt an approach are paired with an external coach – Warwick’s PBIS coach is a behavior specialist from Dutchess County BOCES Regional Special Education Technical Assistance Support Center.

Who has been and will be trained in PBIS in our school district?

In addition to administrators, principals and teachers, the WVCSD has also trained bus drivers, cafeteria workers and playground monitors in the PBIS approach. They recognize good behavior with things like bracelets, feathers and crowns. 

What negative behaviors in our schools will PBIS combat?

Warwick schools may not have as many “negative incidents” as some school districts – but there is no denying that parents, bus drivers, teachers and students themselves have observed and experienced plenty of negative behaviors and attitudes in our schools. PBIS will work to combat the following behaviors that do exist in our schools:

  • Disrespect
  • Bullying
  • Negative attitude
  • Misuse of Property

What outcomes are associated with implementation of PBIS?

Schools that establish systems with the capacity to implement PBIS with integrity and durability have teaching and learning environments that:

  • Are less reactive, aversive, dangerous, and exclusionary, and
  • Are more engaging, responsive, preventive, and productive
  • Address classroom management and disciplinary issues (e.g., attendance, tardiness, antisocial behavior)
  • Improve supports for students whose behaviors require more specialized assistance (e.g., emotional and behavioral disorders, mental health), and
  • And most importantly, maximize academic engagement and achievement for all students.