Welcome to Sacaton School’s MyPBIS page

What is PBIS?

PBIS is the scientific system behind our Braves Expectations for preventing discipline problems. Our PBIS team is hard at work taking more professional development training so that we can create the culture that we want for our school. Throughout this year, the PBIS Team will be again be asking students, staff, and our community for information and feedback. We want your input!

One of the foremost advances in school-wide discipline is the emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments.
Instead of using a piecemeal approach of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in areas including the classroom and nonclassroom settings (such as hallways, buses, and restrooms).
Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making targeted behaviors less effective, efficient, and relevant, and desired behavior more functional.

Learn about PBIS in this 30-minute video from KOI Education.

What are the Outcomes?

Decreased classroom disruptions and office discipline referrals
Increased academic achievement and performance
Improved school climate and safety

Why is it Needed Here?

Office Referral Data

Our student discipline data shows that almost 200 students were sent to the office for behavior problems last year. If the student was out of the classroom for an average of only 20 minutes per office referral, we lost 11 days of instruction. If you include the time it took the student to get back on task once retuning to class, this time could easily double to 22 days (a whole month!) of instruction. This doesn’t include the days lost if students were suspended.

When students struggle with reading – we teach. When students struggle with math or music – we teach. When students struggle with behavior – we need to teach them how to succeed.

Climate Surveys Data

This past June 2012, we surveyed staff to gather their perceptions about our school climate and safety.

95% of staff agree or strongly agree that teachers care about our students
78% of staff agree or strongly agree that students bully others
55% of staff agree that current school rules and consequences are fair

Anecdotal Data

Here are some quotes from our June 2012 staff climate surveys, clearly change is needed:

Consistency in classroom management is lacking.
Teachers are inconsistent with follow through with their expectations.
Some teachers enforce school rules and reinforce appropriate behavior while others do not.