PBIS is a research-based program implemented in many schools across the nation and Minnesota to proactively teach behavior and character expectations. Data is collected on an on-going basis.  Additionally, access to nationally trained PBIS officials evaluate the effectiveness of Laporte’s program and offer insights on how to become even better.

Key elements of PBIS:  

Clearly defined school-wide expectations                                              Teaching the expectations to all students 

Acknowledging students who demonstrate expected behaviors         Reteaching behavior

Consistently using corrective consequences                                         Using behavior data to guide decisions
 

All employees of the district are involved: Certified Teachers, Paraprofessionals, Custodians, Secretaries, Kitchen Staff, Bus Drivers 

PBIS provides opportunities for our students, and the adults who work with them, to experience even more success than we’ve already had.  By incorporating a common language and behavioral expectations that are posted in each area of the building, everyone knows what is expected and what will happen with consistent consequences.  This is similar to a rubric used in an academic class, allowing a student to quickly see what they need to do to for a certain project to achieve a certain grade. It acts as a bullseye, helping them to focus their effort on a set goal.

As students transition from one learning zone or school area to another, the expectations for appropriate behavior are clearly stated and posted and adhered to.  Rather than having to learn new rules for each zone that might be dependent on which adult is in charge of that zone on that day, the student is free to concentrate on their academic success knowing that they are safe.

Implementing PBIS is meant to provide common, concrete rules and expectations that both students and adults will be able to follow with ease, allowing all of us to achieve more success!   The PBIS team coordinates the implementation of this program by posting behavioral expectations posters at key common areas, as well as providing ones for each classroom. Celebrations and an incentive program, as well as data collection on office referrals, is completed by the PBIS team to insure the program’s primary purpose of proactively handling behavior/discipline issues in the classroom is seamless, so more time may be devoted to learning than to dealing with management issues.  Ultimately Laporte’s PBIS program is to have students who are CARING with a positive ATTITUDE showing TEAMWORK and exercising SAFETY.