PBIS is a behavior management strategy built around the concept that identification and rewarding of desired, appropriate, “target” or “example” behavior is likely to increase those behaviors. The key elements of PBIS are well researched and widely supported across environments (see PBIS.org website). At the heart of PBIS is the creation of instructional routines and environments that help students succeed through the active teaching of positive social behaviors. Implementation of PBIS in schools involves establishing clear rules and routines that are implemented school-wide, are explicitly taught and practiced, and are reinforced in all settings within the school by all staff members.

The goal of PBIS is to prevent problem behaviors by encouraging students to choose appropriate behaviors. When PBIS strategies are implemented well: student behavior success rates increase while challenging behaviors, office referrals, and disciplinary actions decrease; students feel more positively toward their teachers, administrators and schools; students feel safer in their schools; students spend more time participating in instructional activities and less time removed from instruction due to disciplinary actions; teachers spend more time delivering academic instruction and less time responding to student behavior; and academic outcomes improve.

PBIS

Positive Behavioral Interventions and Supports

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based, tiered framework for supporting students’ behavioral, academic, social, and emotional needs. It requires an ongoing commitment to supporting students, educators, and families through a systems focus. PBIS helps create positive, predictable, and safe learning environments so that students can thrive. When PBIS is implemented well, students experience improved behavioral, social, emotional, and academic outcomes.

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Thrive Time Curriculum

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Frequently Asked Questions

What is PBIS?

PBIS is a behavior management strategy built around the concept that identification and rewarding of desired, appropriate, “target” or “example” behavior is likely to increase those behaviors.
The key elements of PBIS are well researched and widely supported across environments (see PBIS.org website).
At the heart of PBIS is the creation of instructional routines and environments that help students succeed through the active teaching of positive social behaviors.
Implementation of PBIS in schools involves establishing clear rules and routines that are implemented school-wide, are explicitly taught and practiced, and are reinforced in all settings within the school by all staff members.

Why implement PBIS?

The goal of PBIS is to prevent problem behaviors by encouraging students to choose appropriate behaviors.
When PBIS strategies are implemented well:
- student behavior success rates increase while challenging behaviors, office referrals, and disciplinary actions decrease;
- students feel more positively toward their teachers, administrators and schools;
- students feel safer in their schools;
- students spend more time participating in instructional activities and less time removed from instruction due to disciplinary actions;
- teachers spend more time delivering academic instruction and less time responding to student behavior; and
- academic outcomes improve.

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District PBIS Team

Jonathan Stewart

DTL Specialist

Email: jonathan.stewart@canyonsdistrict.org

Send Email

801-826-5169

STEM Brain Booster Co-Lead

Lora Tuesday Heathfield

Program Evaluation Coordinator

Email: lora.tuesdayheathfield@canyonsdistrict.org

Send Email

801-826-5122

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Instructional Supports

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Positive Behavioral Interventions and Supports

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Behavioral Instructional Priorities

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Classroom Focused Interventions

Morning Meeting

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Six Essential Classroom Climate Practices

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Classroom Climate Observation Tool

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Thrive Time Curriculum

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Canyons School District

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