PBIS » Positive Behavioral Interventions & Supports

Positive Behavioral Interventions & Supports

Our school district has partnered with the City of Pleasanton to be a Community of Character and Positive Behavior Interventions and Supports (PBIS) Members from PUSD, the City of Pleasanton, the Pleasanton Chamber of Commerce and volunteers from other organizations have been actively participating in the Community of Character Collaborative committee. Committee members’ work together to create a community culture that is built on values: goodwill and community accepted character traits of compassion, honesty, respect, responsibility, integrity and self-discipline. These six character traits are taught, integrated and emphasized throughout our Pleasanton Schools. Select students who exemplify one of the traits are formally recognized during School Board meetings throughout the school year. During the 2014-15 school year, the Pleasanton Unified School District received a School Climate Transformation Grant (SCTG) from the U.S. Department of Education’s Office of Safe and Healthy Students. The grant allows us to continue to focus on taking a proactive approach to student behavior and discipline. Over the course of five years, PUSD will implement Positive Behavior Interventions and Supports (PBIS) across all school sites. Full implementation of PBISs anticipated by the 2018-19 school year.

PBIS is based on principles of applied behavioral analysis and the prevention approach and values of positive behavior support. It is a framework or approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated curriculum that enhances academic and social behavior outcomes for all students. PBIS supports the success of all students. PBIS emphasizes the establishment of organizational supports or systems that give school personnel capacity to use effective interventions accurately and successfully at the school, district and state levels. These supports include:

(a) team-based leadership
(b) data-based decision making
(c) continuous monitoring of student behavior
(d) regular universal screening
(e) effective on-going professional development