2018-2019 PBIS Team
Katie Rush ...... Team Leader
Kelly Ellis ...... Recorder
Jennifer Spilewski..... PBIS Coach
Amy Elwell ...... Reporter/Webmaster
Emma Peirce....... Data Analyst/Leadership Representative
Shawna Griffin..... RP Representative/Behavior Specialist
Ben Tillman..... Administration
Anne Myers...... Co-Event Planner
Zondra Goosby.... Grade level Representative
Pam Ross.... RTI Coordinator
Brittney Stone..... Parent/Volunteer Coordinator
Venus Mitchell..... Time Keeper
PBIS Classroom Expectations
|What It Is?||What It Looks Like?|
Positive Behavior Interventions & Support (PBIS)
Positive Behavior Interventions and Support is Harper's school-wide discipline plan. The purpose of the plan is to teach, support and recognize appropriate student behavior throughout the school in an effort to maintain a safe and orderly environment that is conducive for optimal learning. Core components of Harper's PBIS Plan include clearly defined student behavior expectations, rules, rewards and consequences to enable our students to meet and/or exceed state academic standards.
PBIS Mission Statement
The mission of Harper Elementary School is to use
Positive Behavior Interventions and Support to teach students
how to make appropriate choices to avoid conflicts
and accept responsibility for their behavior.
Harper Elementary School
Positive Behavioral Interventions and Supports (PBIS), is a systematic approach to teaching and managing behaviors in schools. The goal of establishing a PBIS system is to enhance the capacity of schools, families, and communities to create and maintain positive school environments so all the students can achieve academically and socially. Thomasville City Schools began implementing PBIS in 2010 and will continue to use PBIS while incorporating Restorative Practices. Both initiative focus on proactive approaches and multiple levels of support for both staff and students.
PBIS and Restorative Practices are whole-school models that can be used collaboratively to increase positive outcomes for student behavior. Both approaches emphasis prevention and positive response to problem behavior. The multi-tiered system of support structure for implementing practices, the systematic use of data provide, and student/staff engagement are essential elements to both PBIS and RP.
They support social-emotional learning for students and staff, and are seen as effective strategies to lower racially disproportionate discipline referrals by offering staff members alternative responses to student misbehavior. PBIS shifts focus from solely punishing and excluding misbehavior to teaching and rewarding positive student behavior, while restorative practices encourage personal reflection, accountability, and uplift student strengths.