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PBIS is a research-based program that helps schools improve their
educational climate and
ensures that more time is spent on academics and less is
spent on behavioral problems. Many schools
both locally and nationally have documented their success with this
model. The program involves a three-year
commitment to training a team, supporting a coach and
working with a BOCES coach to move through the data-based process. Visit the NYS PBIS-TAC website
the use of data for team based decision making/planning/problem solving
active administrative leadership
a team approach that is representative of the building
an instructional approach to behavior and classroom management
active participation of all school staff, families and students
functional assessment-based behavioral support planning
comprehensive plans for individual students with intensive needs
a three-tiered, Response to Intervention (RtI) approach to supporting the positive behavior of students
Many schools both locally and nationally have documented their success with this model. Our services require a three year commitment to training staff via school teams, supporting PBIS coaches and evaluating the level of implementation of PBIS in the building. We provide comprehensive training on a cohort basis at each level followed by support via an External Coach from Capital Region BOCES as well as on-going technical assistance in-person as well as by phone and email. We also host regional events which combine our fee for service schools together with schools served by the former NYS PBIS Initiative, bringing together a network of over 90 schools to share resources, ideas, work on problem solving and strengthen efforts in PBIS practices.
""What I particularly liked about this workshop was the time our
school had to work on a real problem with a real kid"
"Role playing was very helpful, great training!"
"Thank you for all of your work with us! Your guidance and support has made a huge difference in our school!"
"I feel more connected with other schools in my district because of the push to understand each other on a district-wide basis"