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PBIS

Positive Behavioral Interventions and Supports

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based, tiered framework for supporting students’ behavioral, academic, social, and emotional needs. It requires an ongoing commitment to supporting students, educators, and families through a systems focus. PBIS helps create positive, predictable, and safe learning environments so that students can thrive. When PBIS is implemented well, students experience improved behavioral, social, emotional, and academic outcomes.

Quick Navigation

Behavioral Instructional Priorities

Behavioral Instructional Priorities

Direct Links

Tier 1 Behavior Interventions

Classroom Focused Interventions

Direct Links

Morning Meeting

Relationship Builder

Resources

Six Essential Classroom Climate Practices

Classroom Examples

Resources

Classroom Climate Observation Tool

Observation Tool

Link to Tool

Thrive Time Curriculum

Social and Emotional Well-Being

Grades K-8
Curriculum

Behavioral Instructional Priorities

Behavioral Instructional Priorities

Direct Links

Tier 1 Behavior Interventions

Classroom Focused Interventions

Direct Links

Morning Meeting

Relationship Builder

Resources

Six Essential Classroom Climate Practices

Classroom Examples

Resources

Classroom Climate Observation Tool

Observation Tool

Link to Tool

Thrive Time Curriculum

Social and Emotional Well-Being

Grades K-8
Curriculum

Frequently Asked Questions

  • PBIS is a behavior management strategy built around the concept that identification and rewarding of desired, appropriate, “target” or “example” behavior is likely to increase those behaviors.
  • The key elements of PBIS are well researched and widely supported across environments (see PBIS.org website).
  • At the heart of PBIS is the creation of instructional routines and environments that help students succeed through the active teaching of positive social behaviors.
  • Implementation of PBIS in schools involves establishing clear rules and routines that are implemented school-wide, are explicitly taught and practiced, and are reinforced in all settings within the school by all staff members.
  • The goal of PBIS is to prevent problem behaviors by encouraging students to choose appropriate behaviors.
  • When PBIS strategies are implemented well:
    • student behavior success rates increase while challenging behaviors, office referrals, and disciplinary actions decrease;
    • students feel more positively toward their teachers, administrators and schools;
    • students feel safer in their schools;
    • students spend more time participating in instructional activities and less time removed from instruction due to disciplinary actions;
    • teachers spend more time delivering academic instruction and less time responding to student behavior; and
    • academic outcomes improve.

Currently Happening

  • More to come…

Resources

District PBIS Team

Jonathan Stewart

DTL Specialist

Email: jonathan.stewart@canyonsdistrict.org

801-826-5169

Lora Tuesday Heathfield

Program Evaluation Coordinator

Email: lora.tuesdayheathfield@canyonsdistrict.org

801-826-5122

Lucie Chamberlain

Alta View Elementary

If a movie about super teachers were ever made, Lucie Chamberlain would be a prime candidate for a leading role. Fortunately for her kindergarten students at Alta View Elementary, she already thrives in a supporting role for them. Parents thank her for being a “super teacher.” She is also described as an “amazing colleague.” Whether students need help in the classroom or from home while sick, Lucie goes above and beyond to help them learn, overcome fears, and feel important and cared for. Lucie is the reason a number of kids went from hating school to loving it, according to parents. The way she exudes patience, sweetness, positive energy, and love for her students with special needs melts is appreciated and admired. One parent noted: “Both my kids wish she could be their teacher forever.” Another added:  “She treats every student like their learning and their feelings are her priority.” Super teacher, indeed!

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