The Student Ownership of Behavior 

Positive Behavior Interventions and Supports (PBIS)

Positive Behavior Intervention & Supports (PBIS) is an evidenced-based framework for promoting safety and positive behavior. PBIS provides ideas to support teaching, modeling, recognizing appropriate behavior, and also identifies systems for logically responding to classroom and individual student problems that can also be used in the home setting. PBIS increases the capacity to reduce problem behaviors. The focus of PBIS is prevention, not punishment. If a student struggles behaviorally, PBIS looks at behavior as a form of communication. Instead of punishment, PBIS focuses on what is motivating the behavior, teaching appropriate expectations, and using logical consequences.  

Restorative Practices

Restorative Practices are grounded in a philosophy that fosters belonging over exclusion, social engagement over control, and meaningful accountability over punishment. Humans are hardwired to connect. The philosophy behind restorative practices considers the importance of creating a sense of community where students feel they belong, and their voices are heard. We shift from punishment to student ownership of behavior to empower students to learn from their behavior and understand the impact their behavior has on the school/classroom community.

Trauma-Informed Practices

Trauma Informed Care is a strength-based framework that is grounded in an understanding of and responsiveness to the impact of trauma. It emphasizes the physical, psychological, and emotional safety of students, thereby creating opportunities to rebuild a sense of control and empowerment. When we label these behaviors as “good” or “bad,” we forget that children’s behavior is reflective of their experience.

Social Emotional Learning

Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Social and Emotional Learning is the foundation of all relationships and the plate in which we should serve all instruction. No significant learning happens without a significant relationship. We must understand SEL is helpful to both children and adults, increasing self-awareness, academic achievement, and positive behaviors both in and out of the classroom. Students who are equipped to deal with problems that affect them on a personal level are then better able to navigate the pressures of adult life. SEL and well-being in the classroom and at home are critical to our students' success.