Positive Behavior Intervention Supports

During the 2012-2013 school year, North Slope Borough School District (NSBSD) introduced an evidence-based program called School-Wide Positive Behavioral Interventions & Supports (SW-PBIS) at Fred Ipalook Elementary School (Barrow). As per the Board's strategic plan, one school has been added every year: Hopson Middle School (Barrow), Tikigaq School (Point Hope), Meade River School (Atqasuk), Kali School (Point Lay), and Nuiqsut Trapper School (Nuiqsut). The Board's goal to have PBIS in all our schools will be met by continuing to introduce one school per year. Nunamiut School (Anaktuvuk Pass) was added in the 2016-2017 school year.

Learn more about SW-PBIS at www.pbis.org.

SW-PBIS in NSBSD focuses on teaching and encouraging appropriate behavior in all areas of the school. It provides structured lessons that focus on each building's "expectations" based on their individual school-wide matrix. For example, students who follow the "expectations" act appropriately, develop positive relationships with others, maximize their learning opportunities, maximize learning time, and support the learning opportunities of their teachers and classmates.

SW-PBIS actively teaches students to achieve their academic and career potential by teaching social emotional skills that promote learning and positive relationships. It includes strategies for defining, teaching, and supporting appropriate behavior. The goal is to provide the most effective learning community possible with the best outcomes for all students. Attention is focused on creating and sustaining school-wide, classroom, and individual systems of support. Unlike how schools have typically responded in the past (e.g., discipline in response to student misbehavior) PBIS teaches behavioral expectations and rewards students for following them. The goal is to establish a climate in which appropriate behavior is the norm.

The SW-PBIS system includes three tiers or intervention levels: Universal (Tier 1 school-wide), Secondary (Tier 2 classroom or small group), and Tertiary (Tier 3 individual) are designed to teach, improve, and maintain student's appropriate social emotional behaviors (personal, health, social, family, work, recreation) thru environmental interventions. This is accomplished by:

  • Creating a consistent and predictable environment for staff, students, and family.
  • Establishing a common focus and common language among school staff, family, community, and students.
  • Removing the attention from the unwanted behaviors and increase the attention and motivation for the wanted behaviors that support learning.

This school-wide systematic approach is designed to promote positive, proactive, and preventative school climates through the development of predictable, sustainable and consistent interventions. In other words, everyone knows the rules, and everyone does things the same. These consistent environments are created through structured on-going cultural respect, staff development, student input, family support, and external supports. The external supports are focused on maintaining the evidence-based criteria, creating a link between research-validated practices and the development of grass root multi-tiered interventions, and creating a sustainable SW-PBIS system through assessments.