Positive Behavioral Intervention Supports

With the intention of enhancing academic and social behavior outcomes for all students, new to Otter Valley this year is the introduction of PBIS or Positive Behavioral Interventional Supports. After in-depth research and collaborative work by a team of Otter Valley faculty, this framework is being adopted as a preventative approach to supporting positive behavior. Rather than focus on the negative behaviors we sometimes see, there will be a clear set of definitions for positive behavior. There will also be opportunities to learn, with support, how to demonstrate those behaviors.  In response to a survey used to identify focus areas for improving the social climate at Otter Valley, the team identified five school-wide expectations that will be the underlying theme starting this year. Revisiting our theme of “Having Pride/Being Proud” the team chose the word PRIDE to define these expectations:

P – Positive Attitude (I demonstrate positive thinking.)

R— Respect (I demonstrate respectful behavior to myself, my peers, and my teachers.)

I— Integrity (I am honest and stick to my word.)

D— Determination (I demonstrate the ability to try my hardest.)

E— Empathy (I put myself in the place of others and understand how they may feel.)


Students and staff will be actively discussing and practicing these elements by: establishing what all of our expectations for behavior are; actively learning and practicing these behaviors; reinforcing those who meet those expectations; and providing correction for errors in behavior. Posters are up all over school to remind us of this initiative. Advisories will be working on their own projects to teach these character traits. Behavioral expectations will be clearly defined, ways of supporting these expectations will be in place, and support will be provided to all students to maximize outcomes.

The other important aspect of PBIS is in providing more consistent consequences for undesirable behaviors.  Behaviors have been categorized into three levels. Students will have the opportunity to learn about their behavior and grow through a restorative planning time which occurs outside of the regularly scheduled school day for level two and three behaviors. The restorative planning time identifies the negative behavior, addresses why it occurred, how it affects them and those around them, makes plans for prevention and amends, and provides potential links to academics.

We’re looking forward to a great start to the year and a very positive environment.