PBIS stands for Positive Behavioral Interventions and Supports.
The broad purpose of PBIS is to improve the effectiveness, efficiency, and equity of our classrooms. PBIS improves social, emotional, and academic outcomes for all students, including students with disabilities and students from underrepresented groups. CenClear implements PBIS through the framework of the Pyramid Model.
We will provide a culturally responsive education to all children, families, CenClear staff and community partners in order to promote equitable outcomes that are developmentally appropriate and inclusive of all our children and families. We will implement evidence-based practices to promote healthy social and emotional well-being.
We will support the behavioral needs of all children through the Framework of the Pyramid Model to promote healthy social emotional development and reduce the need for more intensive interventions. A knowledgeable PBIS team will create a safe and consistent environment that is inclusive, culturally responsive, and supports equitable outcomes for all children, families, and staff.
PBIS Program-Wide Expectations
- Be safe with yourself, others, and materials
- Respect yourself, others, and materials
- Be kind to yourself and others
Check out our Behavior Matrix! All parents receive a copy. The Matrix explains the behavior expectations for children and adults.
Social Emotional Development
To support Social Emotional Development, we utilized PBIS through the framework of the Pyramid Model. This method of support focuses on a variety of methods to help children, families, and staff understand and support the development of these skills at home and in a social setting. This model focuses on nurturing and responsive relationships, high-quality supportive environments, targeted social emotional supports, and intensive interventions when needed. more information can be found at www.challengingbehavior.org website.
One of our goals is to teach children appropriate behavior in the classroom. With your support, we will help them learn to exhibit socially acceptable and respectful manners and to express their ideas and opinions in appropriate ways.
The classrooms are structured to help children learn to interact appropriately and we have classroom systems in place to address routine behavior concerns when they occur.
Classroom teachers and support staff are trained in techniques that support Social Emotional competence and limit challenging behaviors. There are times when children do not respond to supports and adaptations. If this occurs, the team working with you and your child will meet to discuss methods to use to address these concerns. Our main goal within every classroom is to assure that all children and adults are safe at all times. Parent support and involvement is critical during these situations and we will work with you and your children to address challenging behaviors.
These one-page articles below provide information on how to help young children develop social emotional skills and reduce challenging behaviors. As part of our Positive Behavioral Interventions and Supports (PBIS) process, we feel it is important to provide you with ideas and resources to use at home. There are four series of handouts:
- Addressing Behavior
- Routines and Schedules
- Social Skills.