Beginning in September 2005, The Sherlock Center for Disabilities at Rhode Island College will launch a state-wide initiative to build a network of PBIS practitioners and trainers. PBIS is not a program. It is a framework for school-wide and, eventually, statewide organization. This PBIS framework encourages critical choice and creativity in identifying effective structures and practices. Schools may borrow structures and practices that are widely validated and may generate their own. Prominent among these are the structures and practices promoted by

.		The Center for Social and Emotional Education, www.csee.org
.		The Collaborative for Academic, Social, and Emotional Learning, www.casel.org .
.		And, of course, The Technical Assistance Center On Positive Behavioral Interventions and Supports www.pbis.org

What is POSITIVE Behavior? It is any behavior that potentially insures:

.		physical safety
.		belonging
.		acceptance of others
.		mutual respect
.		responsibility for time, space and materials
.		an activity level that allows learning to occur
.		peer support
.		management and resolution of conflicts

What do we adults do when we SUPPORT positive behavior?

.		We clearly state the non-negotiable rules  so that there is no ambiguity. [e.g., No illegal substances!]
.		We state other behaviors, not dictated by rules, that we consider positive. [e.g., "It would be hard to enforce a "no rolling the eyes when someone makes a mistake" rule.  I think it would be a good idea to agree to no eye rolling."]
.		We develop an agreement on what our class considers positive behavior. "The Ways We Want Our Group To Be"
.		We model these behaviors.
.		We recognize the behaviors when they occur and acknowledge them to our students.
.		We help students to acknowledge the behaviors in themselves.
.		We document the behaviors and help students to document them.
.		We discuss the behaviors with our students and help them to understand their importance.
.		We teach and reteach the behaviors to students who need exceptional support.
.		We seek help from other people when we are out of ideas.

When we enter a Rhode Island PBIS school a year or two from now, this is what we'll observe:

.		School-wide efforts to build a teaching and learning community in which everyone is welcome, everyone belongs, and everyone has a voice. This is the ultimate protective factor.
.		Adults who understand the functional meaning of behavior and the influence of school-wide environment on behavior and, ultimately, on academic performance and achievement.
.		Adults who see all students as their students and PBIS as the responsibility of everyone, not only of the special educators, social workers, psychologists, counselors, and principals.
.		A focus on building strong, collaborative relationships with families and surrogate families.
.		Opportunities for students to learn the skills of self-awareness, self-monitoring, and self-management.
.		Many opportunities for students to learn and to practice pro-social behaviors through (a) observation of exemplary adult behavior, (b) direct instruction of desired behaviors, (c) continuous practice of these behaviors in real life situations, continuous feedback and frequent opportunities for relearning.
.		Many opportunities for weaving together academic learning and social, emotional, and behavioral learning.
.		A UNIVERSAL Team that has responsibility for guiding the creation of a safe, supportive, and nurturing environment for everyone. A TARGETED Team that has responsibility for guiding the creation of behavioral interventions for some students who need additional support. An INTENSIVE Team that has responsibility for guiding the creation of behavioral interventions for the few students who need exceptional individual support.
.		New SALT data that show a vastly improved perception of safety, belonging, and access to support among students and a significant decrease in behavioral referrals to the central office and out-of-school suspensions.