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.
For more information, visit PBIS.org
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.
SEL competencies are necessary for success in academic learning and are associated with increased academic achievement, higher income, better health, and social engagement (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Farrington et al., 2012; Greenberg, Domitrovich, Weissberg, & Durlak, 2017; Taylor, Oberle, Durlak, & Weissberg, 2017). Students who have positive teacher relationships and a sense of belonging engage more consistently in learning, attend school more regularly, and achieve at higher levels. SEL benefits all students. All students benefit from being in developmentally rich and safe environments and having supportive adults who care about them and take interest in their lives. But, SEL especially benefits students who face additional stress due to trauma and adversity and lack of access to quality housing, food, health care, and safety (The National Commission of Social, Emotional, & Academic Development. ). SEL also provides an important and necessary foundation for approaches to discipline that are student centered and restorative in nature (Osher et al., 2008; Osher, Bear, Sprague, & Doyle, 2010).
SEL matters, is teachable, and has an impact.
At the core, SEL is about nurturing supportive relationships that enhance school engagement for all students.
SEL and staff-student relationships