Alpine School District schools have relied on Positive Behavioral Interventions and Supports (PBIS) for many years to assist staff in managing situations involving difficult student behavior. Originally intended to benefit students with behavioral disorders, these systems evolved into school-wide initiatives designed to help all students develop the skills necessary for success both inside and outside the classroom.
Aaron Stevenson, principal of Desert Sky Elementary, stated that behavioral supports aid in creating an environment conducive to learning.
The PBIS framework typically includes several key features: teaching appropriate behavior, implementing common language, providing incentives, and intervening when inappropriate behavior occurs.
In terms of instruction, many schools use presentations to teach students what good behavior looks like. Ryan Wells, principal of Lindon Elementary, noted that because some children lack the skills for successful positive behavior, PBIS serves as a support to provide those necessary skills.
Schools also implement standard terminology to reinforce school culture. For instance, Desert Sky Elementary uses the acronym CLIMB, which stands for Courteous, Leader, Inclusive, Mindful, and Bright. Administrators noted that using consistent terminology is a key factor in the system's success.
Incentive systems are used across the district to motivate students. At Traverse Mountain, a ticket system is used where students displaying exceptional behavior can earn tickets for weekly prize drawings.
Other schools use different methods, such as the Student Success Room at Lindon Elementary. According to Ryan Wells, students earn time in this room, which features activities like foosball, arcade basketball, and a Nintendo Switch, as a reward for practicing positive behavior.
When inappropriate behavior does occur, support structures are in place to intervene. Matt Dias, principal at Bonneville Elementary, explained that disengaged, disruptive, or disrespectful behavior results in students being sent to a focus room for ten to fifteen minutes of think time, which involves using a worksheet to reflect on their actions.
The PBIS systems developed for elementary schools have improved institutional culture through continuous refinement by educators. Each approach aims to teach students compassion, self-awareness, and respect, demonstrating that teaching behavior can be as impactful as teaching academics.
