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Positive Behavioral Interventions & Supports

PBIS, or Positive Behavioral Intervention and Supports, is a school-wide approach to preventing and responding to school and classroom behavior. PBIS is used in BKW at the elementary level, and in hundreds of schools across the country.

Meet the PBIS Team:

Special Education
Susan Casper
Director, Special Education
CPSE/CSE Chair

(518) 872-2030
Student Services
Lisa Scalzo
Elementary/Social Worker
(518) 872-1482

Melissa Coyle
School Psychologist
(518) 872-1482
Teaching Faculty Representatives
Caitlin Cranker
Melissa Crounse
Brenda Dibble
Colleen Henry
Len Kies
Judy Tambasco
Becky Thorman
Lindsay Zayachek
 

FAQ/Frequently Asked Questions

What is PBIS?

PBIS, or Positive Behavioral Intervention and Supports, is a school-wide approach to preventing and responding to school and classroom behavior. PBIS is used in BKW with all students at the elementary level, and in hundreds of schools across the country.

How does it work?

In the program, positive behaviors are frequently reinforced by school staff, while negative behaviors are consistently addressed with predictable consequences.

What are the outcomes?

The outcome is positive behavior and a school environment that is conducive to learning. PBIS aims to reduce the number of referrals or suspensions and enables educators to be more active and consistent in addressing behavior problems that do arise.

Is PBIS just for students in special education programs?

No. At BKW, PBIS is used at the elementary level with all students and staff to encourage positive behavior and create a positive school community. School-wide PBIS is based on the research-based application of hundreds of schools currently implementing successful changes in their school environment.

Parents Partnering in PBIS

There are many ways families can help support their children's education and social/emotional learning and development. Following are some suggested home-based activities: 

 

Talk about what happens at school

  • Ask your child to tell you about something that was learned at school each day, or to name one or two things he or she did well/is proud of.

  • Ask your child what is being discussed in a class and what interests him or her about this.

Each day, notice your child's efforts/praise successes and progress approporately.

  • Notice improvements in work quality and accuracy. Use phrases that are specific such as "You put so much effort into your science project. Great job!" and "I know your math homework was challenging, but you worked hard at it and did your best."

Spend quality time with your child.

  • Stay active with your child—this can help limit more passive activities such as video games and other screen time.

Communicate with your child’s teacher weekly. Ask  about what your child studying.

  • Talk to your child's teacher about academics and extracurriculars your child is skilled at/has an interest in.

  • Suggest approaches that have been helped your child with learning in the past.

  • Alert the teacher to changes at home or ways your child may be struggling with schoolwork or relationships with classmates.

Build a daily routine for homework/establish a regular time and place for homework.

  • Supervise actively, positively, regularly.

  • Praise hard work and efforts toward learning.

  • Be available to help your child if needed while homework is being done.

Teach and acknowledge positive school-wide expectations, rules and routines.

  • Ask your child to tell you about the positive expectations and
    classroom routines at school.

  • Ask your child to give you examples of school rules and how he/she can help by following these.

  • Acknowledge and praise displays of positive expectations at
    school and home.

  • Source: www.pbis.org