PBIS stands for Positive Behavior Interventions and Supports.  It is an approach for assisting schools in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students.
    PBIS IS NOT a packaged curriculum, scripted intervention, or manualized strategy. 
    PBIS IS a prevention-oriented way for school personnel to (a) organize evidence-based practices, (b) improve their implementation of those practices, and (c) maximize academic and social behavior outcomes for students. PBIS supports the success of ALL students.
    In 2011 Freeport School District began its district-wide implementation of PBIS, starting with four  schools: Freeport High School, Blackhawk Elementary, Center Elementary and Lincoln-Douglas Elementary. Jones Farrar Magnet School, Empire and Taylor Park staff began PBIS training in 2012. The two remaining schools, Carl Sandburg and Freeport Middle Schools, began PBIS in 2013.

    Freeport School District has adopted PRIDE as their district wide behavioral expectations. At the elementary level the PRIDE acronym is defined as Positive, Respectful, Independent, Determined and Excellence.  At the secondary level, PRIDE is defined as Positive, Respectful, Impressive, Disciplined and Educated. The expectations are clearly defined for each of the common areas or times throughout the schools, and are systematically taught and demonstrated through behavioral lesson plans.

    Students are frequently recognized and appreciated, often when they least expect it, for following the expectations. They are “caught doing the right thing” as part of a schoolwide recognition system. Schools often will use some type of “ticket” system as part of a token-economy system where students can earn a reward. Rewards may be individualized or classroom-based and can vary from school to school. Schools with middle and high school grades are encouraged to have a student advisory group to help identify which rewards may be valued most by the students.

    When problem behavior does occur, PBIS supports agreement within the school about what constitutes a minor (managed in the classroom) versus a major (managed in the office) behavior. This is developed through the use of a simple T-chart. There is a clear set of definitions and processes for situations that involve negative behavior so that the school environment becomes a calmer, more predictable, and more consistent place to be for students and adults alike.

    To learn more about PBIS contact your child's school and/or visit Midwest PBIS.

    Second Step
    Second Step:  A Violence Prevention Curriculum is a universal prevention program. That means it is taught to every student in the classroom rather than to selected students. In Freeport School District, Second Step is taught by the classroom teacher to students in grades K-8. The Second Step curriculum is designed to promote social competence and reduce children's social and emotional problems. Second Step focuses on three general areas: 1. Empathy, 2. Impulse control and Problem Solving, and 3. Anger/Emotion Management.
    Students are taught empathy skills so they can identify emotions and recognize possible causes of the emotions that occur in their interactions with others. Learning to respond to social interactions thoughtfully rather than impulsively reduces aggressive behavior and increases the saftey and well-being of all students. Through Second Step lessons, students also learn problem solving steps that promote a neutral rather than a hostile environment.  Lastly, they learn to constructively manage their own anger. 
    To learn more about Second Step, contact your child's school and/or visit www.secondstep.org/.

    Love and Logic
    9 Essentials Skills for the Love and Logic Classroom
    The primary goal of the Love and Logic program is to give parents, educators and others working with youth practical strategies for reducing behavior problems, increasing motivation, and building assests which contribute to life-long responsibility and resilency.
    The 9 Essential Skills for the Love and Logic Classroom program is guided by 5 research based principles:
    1. Preserve and enhance the child's self-concept
    2. Teach youth to own and solve their problems
    3. Share control and decison making
    4. Combine consequences with high levels of empathy
    5. Build the adult-child relationship
    To help ensure these principles are followed, teachers in grades K-8 implement the 9 Essential Skills for a Love and Logic Classroom, decreasing overall discipline problems.
    1. Neutralizing Student Arguing
    2. Delayed Consequences
    3. Empathy
    4. The Recovery Process
    5. Developing Positive Teacher/Student Relationships
    6. Setting Limits with Enforceable Statements
    7. Using Choices to Prevent Power Struggles
    8. Quick and Easy Preventative Interventions
    9. Getting Students to Own and Solve thier Problems
    To learn more about Love and Logic, contact your child's school and/or visit www.loveandlogic.com.