Clifton Public Schools PBSIS

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  • Clifton School District proudly employs a Positive Behavior Support in Schools (PBSIS) behavior system. PBSIS is a framework that focuses on enhancing the district’s overall school climate through a multi-tiered approach of prevention and intervention. 


    Through the NJ PBSIS intervention model, schools have the opportunity to develop and integrate a system that promotes positive social behavior school wide, apply function based problem solving to individual students, and engage our dedicated staff in data-based decision making to guide intervention planning decisions. 


    Students are consistently recognized and rewarded for demonstrating our school wide expectations through a district wide incentive system. Through our framework, Clifton strives to promote social and emotional wellness, while decreasing office conduct referrals and increasing positive interactions amongst our staff and students.

    Universal Tier:

    The universal tier focuses on a culture of prevention practices. Universal prevention planning is a data driven decision-making process that addresses academics, behavior, conduct, and social and emotional wellness. A culture of prevention is created and sustained through the development of school-wide expectations. These operationally-defined expectations are designed by our students and staff, and are consistently implemented through the buildings to maximize student success.

     

    Through NJ PBSIS, we believe that staff who practice being predictable, positive, present, and engaging (P3 &E) generate environments that are proactive and responsive.

     

    Secondary Tier:

    Secondary Tier addresses the needs of about 15% of our student population who benefit from additional support. In Tier 2, our dedicated staff use a variety of information-gathering tools and utilize intervention options to address student’s needs. Students are met with a standard intervention protocol and their progress is analyzed bi-weekly to assess progress and determine if any intervention adjustments are necessary. If a student is not progressing as we anticipated, our team will adjust our intervention plan to maximize their success.

     

     

    Tertiary Tier:

    The tertiary tier is designed to target the needs of a small percentage of students who need additional support and interventions. In this tier, interventions and methods used are individualized for each student served. The tertiary tier utilizes Function-Based Problem solving to address and create individual interventions. Through behavioral theory, we understand that each behavior a student demonstrates is a result of an interaction with their environment. Through FBPS, PBSIS aims to understand this interaction and modify the environment to maximize the student’s growth and success.

    Our district recognizes the importance of trauma informed practices and being cognizant of our students’ cultures, and we strive to develop interventions that are supportive, beneficial, and relevant to the needs of our students.

     

    New Jersey Positive Behavior Support in Schools (NJ PBSIS) is a collaboration between the New Jersey Department of Education Office of Special Education and The Boggs Center, Rutgers Robert Wood Johnson Medical School and funded by I.D.E.A Part B.


    PBSIS Mission
    The mission of the NJ PBSIS initiative is to build capacity among New Jersey school personnel to implement a multi-tiered system of support that results in equitable access to interventions for behavior, conduct, and social-emotional wellness.

    Implementation of multi-tiered systems of support foster learning environments that contribute to everyone…

    -being safe emotionally, physically, and socially.
    -experiencing success every day.
    -receiving what they need to be successful.
    -working together to achieve goals.
    -feeling welcomed and valued.
    -further developing their strengths.
    (adapted from NJPBSIS website)

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