What is PBIS?

Positive Behavior Supports Defined

Positive Behavior Interventions and Supports (PBIS) is rooted in the behavioral or behavior analytical perspective in which it is assumed that behavior is learned, is related to immediate and social environmental factors, and can be changed. PBIS is based on the idea that students learn appropriate behavior in the same way they learn to read—through instruction, practice, feedback, and encouragement. Key features of PBIS include: (1) administrative leadership, (2) team-based implementation, (3) a clear set of defined positive expectations and behaviors, (4) teaching of expected behaviors, (5) recognition of meeting expected behaviors, (6) monitoring and correcting errors in behaviors, and (7) using data-based information for decision-making, monitoring, and evaluating building results.


Previously, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important aspect of a student’s educational experience. Teaching behavioral expectations and recognizing students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBIS is to establish a climate in which appropriate behavior is the norm.

Piqua High School

Building-Wide Expectations

In accordance with PBIS universal guidelines, the PBIS expectations at Piqua High School are designed to (1) provide a clear understanding of expected student behavior, (2) be few in number, (3) be positively stated and structured, (4) use familiar language, and (5) include example behaviors defined for purposes of instruction. These expectations are:





“What Does School-Wide PBIS Emphasize?”


In general, SWPBIS (School-Wide Positive Behavior Interventions and Supports) emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of these practices.

These four elements are guided by six important principles:

  1. Develop a continuum of scientifically based behavior and academic interventions and supports

  2. Use data to make decisions and solve problems  

  3. Arrange the environment to prevent the development and occurrence of problem behavior  

  4. Teach and encourage pro-social skills and behaviors  

  5. Implement evidence-based behavioral practices with fidelity and accountability  

  6. Screen universally and monitor student performance & progress continuously

Piqua High School

PBIS Goals

Our ultimate goal is to improve overall school climate and lay foundations for building relationships that will pay dividends in the future. Together through consistency and positive relationships, we will improve the behavior of all students. PBIS aims to decrease behavioral infractions showing year-over-year improvement. PBIS assists towards this end as it is based upon the concept of teaching behaviors that will prevent noncompliance. We hope to develop a positive school community, to teach everyone the expectations for our high school and reward systems for being a Respectful, Responsible, and Kind. By concentrating on positive behaviors, we hope to create and maintain a positive and safe learning environment. Being consistent with addressing students when they do and do not meet our behavior expectations will increase compliance, provide them with greater structure, and clarify expected behavior.

Students at Piqua High School will meet the three building-wide expectations specified within both classroom and non-classroom settings at all times. As a student at Piqua High School, I will:

  • Be Responsible

  • Be Respectful

  • Be Kind

Classroom Teacher Responsibilities

1. Teachers will teach, model, and practice each of the building-wide behavioral expectations.

2. Teachers will show the Building Expectations presented during the morning announcements.

3. Teachers will display and use the classroom expectations based upon the building-wide expectations. (Classroom expectations are to be posted in the classroom)

4. Teachers will use the PBIS team and the Pyramid of Interventions when working with students who fail to meet building-wide and/or classroom expectations. (See pyramid below)

5. Teachers will develop and/or use PBIS established strategies for recognizing students who meet and/or exceed building-wide and classroom expectations using informal and formal recognition programs such as Indian Cards, Student of the Week posted, and implement school-wide attendance policy.

Staff Personnel Responsibilities

1. Staff personnel are defined as all adults with supervisory authority, including those assigned to hall duty, lunch duty, bus duty, and all teachers whose students are in attendance at assemblies.

2. All classroom teachers are involved as supervisors at various points within the school day and/or school year.

3. Staff personnel will circulate among students and observe students to see that they are meeting building-wide expectations in all non-classroom settings of the school.

4. Staff personnel will talk with students and provide feedback based on the building -wide expectations.

5. Staff personnel will use the PBIS team and the Pyramid of Interventions when working with students who fail to meet building-wide expectations. (See pyramid below)

6. Staff personnel will develop and/or use PBIS established strategies for recognizing students who meet and/or exceed building-wide and classroom expectations such as Indian Cards and Student of the Week recognition.

Continuum of School Wide PBIS

School wide PBIS (SWPBIS) schools organize their evidence-based behavioral practices and systems into an integrated collection or continuum in which students experience supports based on their behavioral responsiveness to intervention. A three-tiered prevention logic requires that all students receive supports at the universal or primary tier. If the behavior of some students is not responsive, more intensive behavioral supports are provided, in the form of a group contingency (selected or secondary tier) or a highly individualized plan (intensive or tertiary tier).

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