Positive Discipline

Evidence shows that focusing on prevention is effective at increasing expected behaviors in students. We believe in an instructional approach to behavior, teaching students and staff the skills they need to be successful. By building comprehensive school-wide systems of behavior support, staff are supported to be more intentional in creating positive school/classroom environments and more effective and consistent in responding to problem behavior.

PBIS Indiana offers training and coaching in the following areas of behavior support, grounded in a Multi-tiered System of Supports (Mtss) framework:

PBIS
Restorative Practices
Classroom Management
Trauma-Informed School Practices
Function based intervention planning and FBAs

Restorative Practices

Restorative Practices is a values based framework for guiding our interactions with others. It is a mindset as well as a set of practices that provides us with new tools to shift how we relate to one another and respond to conflict. Key to Restorative Practices is the repairing of relationships when harm is done, a process which results in social and emotional learning, meaningful relationships, and positive and supportive school environments, workplaces, and communities.

Classroom Management

Classroom Management means different things to different people. We think of Classroom Management as organizing the activities of a large group of students while creating an environment that promotes safety and academic social and behavioral growth. To that end, our work in the area of Classroom Management focuses on building teacher efficacy in the areas of self-regulation, supportive relationships, engaged instruction, routines and procedures, and relationship-based behavioral change strategies.

If you are a classroom teacher and interested in increased self-efficacy with Classroom Management, our Self-Assessment of Classroom Management (SACM) will help you to develop an action plan. You can take the SACM on-line here: SACM Tool

Function Based Behavior Support Planning—FBAs and BIPs

Challenging behavior exhibited by students in the classroom can result in the loss of instruction time, an increase in staff stress levels, and may even result in expulsion. Learning how to view behavior through a "function-based-lens" and how to address skill deficits that may be contributing to challenging behavior, is essential to understanding and successfully addressing behaviors of concern. Function based problem solving is a continuum. In many instances problem behavior can be successfully addressed in the classroom, without the need for an FBA/BIP. We can bring a workshop to your school or school-corporation to assist both General and Special Education Teachers in gaining the skills necessary to develop strategies to support students before behaviors of concern begin to impeded learning. We can also provide training to assist educators in developing an effective FBA/BIP when needed (as defined by IDEA and Article 7), including data collection and progress monitoring. Our professional development can be tailored to meet your individual needs. We can assist administrators in assessing current supports and protocols, in addition to working with certified and/or support staff to develop needed skills in this area.

PBIS Website

For more information please contact Deborah Reichmann

Center on Education and Lifelong Learning

Positive Discipline