Taylor Elementary believes students and staff excel best when they feel welcome in the building, safe in their classrooms, and trustful of each other. We believe all students and staff can learn and deserve opportunities to show and achieve success. We believe valuing diversity and working to understand one another is vital and important. We believe a high priority should be placed on providing holistic support to ensure success. To that end, Taylor Elementary has implemented a school wide Positive Behavior Intervention and Support (PBIS) framework.
PBIS is an evidence-based, three-tiered framework for improving and integrating all of the data, systems, and practices affecting student outcomes every day. PBIS is based on research that indicates that the most effective discipline systems use proactive strategies designed to prevent discipline problems. Before consequences are given, students must first be supported in learning the skills necessary to enhance a positive school climate and avoid negative behavior. This research also shows that there is a strong link between a positive school climate and academic success for all students when students clearly understand behavioral expectations.
Taylor Elementary develops and annually revises a PBIS Action Plan which includes: teaching positive school rules; implementing a social emotional skills instruction; positively reinforcing appropriate student behavior; using effective classroom behavioral practices; providing early intervention and support strategies for misconduct; and appropriate use of logical and meaningful consequences including the use of restorative practices.
Tier I: Universal Prevention (All Students) Tier I systems, data, and practices impact everyone across all settings. They establish the foundation for delivering regular, proactive support and preventing unwanted behaviors. Tier I emphasizes prosocial skills and expectations by teaching and acknowledging appropriate student behavior.
Tier II: Targeted Prevention (Some Students) Tier II systems, data, and practices provide targeted support for students who are not successful with Tier I supports alone. The focus is on supporting students who are at risk for developing more serious problem behavior before those behaviors start. The support at this level is more focused than Tier I and less intensive than Tier III.
Tier III: Intensive, Individualized Prevention (Few Students) At most schools, there are 1-5% of students for whom Tier I and Tier II supports have not connected. At Tier III, these students receive more intensive, individualized support to improve their behavioral and academic outcomes.