Shoreline Schools implements Positive Behavior Interventions and Supports (PBIS) and provides opportunities for Social Emotional Learning (SEL) in support of the district mission to provide a collaborative learning community which engages all students in learning the academic and work-life skills needed to achieve their individual potential and become responsible citizens.
Positive Behavior Interventions and Supports
What is PBIS?
Positive Behavioral Interventions and Supports (PBIS) is an evidence based framework for improving and integrating all of the data, systems, and practices affecting student outcomes every day. It is a way to support everyone to create the kinds of schools where all students are successful.
The implementation of Positive Behavioral Interventions and Supports (PBIS) or other schoolwide systems should be an inclusive and reflective process involving culturally responsive decision-making regarding what constitutes appropriate or inappropriate behavior (Banks & Obiakor, 2015; Klingner et al., 2005; Sprague, Vincent, & Tobin, 2013).
Our goal is to raise the achievement of all students, and eliminate racial predictability and disproportionality in all aspects of education.
Social Emotional Learning
Social and emotional learning (SEL): The process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
Social and emotional learning (SEL) is the teachable approach to helping all young people develop the intrapersonal, interpersonal, and problem-solving skills needed to succeed in school, at work, and in life.
- Success in work and in life: Young people with strong social and emotional skills are more likely to earn a college degree, have a full-time job, and become productive members of society. SEL leads to better mental health, citizenship, career success, and life satisfaction, and reduces risky behavior such as substance abuse and violence.
- Improved academic performance: Research shows that young people who develop social and emotional competence are more engaged in school, persist through challenges, and are more likely to graduate from high school. Studies have revealed that school-based SEL programs resulted in 11 percentile-point gains in academic performance among participating students.
- Stronger relationships: SEL helps young people better understand themselves and build positive relationships with others. They are able to develop a positive self-identity, recognize and navigate their own emotions, have stronger friendships, and understand the feelings and perspectives of others.
"When teaching and designing SEL programs, we need to take into account factors such as students’ cultural values and beliefs about emotional expression and social interaction, along with exposure to racism, prejudice, and violence—all of which affect whether and how a student will use SEL skills." (Zakrzewski, 2016)
SEL matters, is teachable, and has an impact.
At the core, PBIS and SEL are both about nurturing supportive relationships that enhance school engagement for all students.