Nettleton Public Schools is an active Positive Behavior Interventions and Supports (PBIS) district.  

What is PBIS?

Positive Behavior Interventions and Supports (PBIS) is a proactive systems approach for creating and maintaining safe and effective learning environments in schools, and ensuring that all students have the social/emotional skills needed to ensure their success at school and beyond. The mission of the Nettleton PBIS program is to build skills and school-based leadership teams through training, coaching and technical assistance. Each building has a leadership or universal team that meets periodically to monitor the progress of the program.  The focus is assisting schools in developing structures for teaching expected behaviors and social skills, creating student behavioral and academic support systems, and applying data-based decision-making to discipline, academics and social/emotional learning at the school, district, regional and state levels. 

Our Goals

• Increase consistent use of positive teaching and reinforcement strategies among all school staff at school-wide, classroom and individual student levels.
  
• Reduce use of reactive discipline measures in schools (i.e., office discipline referrals, detentions, suspensions, expulsions) for all students.
  
• Increase data-based decision-making about behavior and academic instruction and reinforcement across all school settings.
  
• Implement effective comprehensive supports/services/interventions for students with the most intensive behavioral/emotional needs through wraparound plans that address home, school, and community settings.

Four Elements of PBIS:

Systems ~ Practices ~ Data ~ Outcomes

Critical Elements to Achieving PBIS Goals

• Careful acknowledgement, consideration and achievement of outcomes (i.e., academic achievement, social competence, career/work opportunities) that are valued by significant stakeholders ( i.e., students, family members, teachers, employers).
  
• Adoption and sustained use of research-validated practices and curricula that maximize achievement of student and teacher outcomes.
  
• Application of data-based decision-making at many levels (i.e., individual, classroom, school), with multiple individuals (i.e., student, teacher, administrator, support staff), across contexts ( i.e., general vs. special education, school vs. home), and with multiple outcomes (i.e., reading, grades, attendance, discipline referrals). 
•  Development of systems (i.e., processes, routines, working structures, administrative supports) that are needed to ensure consideration of valued outcomes; research validated practices, and data-based decision-making.