• Antioch Unified featured in a prominent Educational magazine

    EdSourse magazine is one of the top producers of high quality articles featuring the trends in education.  Author Lee Romney provides a great reflection of the implementation efforts and results Antioch has seen with our PBIS efforts.

    We hope you enjoy the article.

    Use this link to view


  • Positive Behavioral Intervention and Supports

    PBIS stands for Positive Behavioral, Intervention and Supports.  It is a research based program out of the University of Oregon that was introduced to Antioch Unified in 2014.  The program revolves around each school setting 3-5 positively stated rules.  It is a three tiered model.  In Tier 1, the entire student body is explicitly taught these 3-5 positively stated rules through teacher lesson plans, videos, and student modeling and practice.  The timeline for completing this is during the first week of school, and then revisited after long breaks and when undesired behaviors show up at certain locations of the school.  A key component of Tier I is to acknowledge and reward positive behavior, which Antioch Unified has successfully implemented through the use of tokens and special cards.
     
    What Outcomes are Associated with Implementation of PBIS?  Schools that establish systems with the capacity to implement PBIS with integrity and durability have teaching and learning environments that are: 
    • Less reactive, aversive, dangerous, and exclusionary.
    • More engaging, responsive, preventive, and productive.
    • Address classroom management and disciplinary issues (e.g., attendance, tardiness, antisocial behavior).
    • Improve supports for students whose behaviors require more specialized assistance (e.g., emotional and behavioral disorders, mental health).
    • Maximize academic engagement and achievement for all students.
    What does School-Wide PBIS Emphasize?

    In general, PBIS emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of these practices.
     
    Elements of PBIS are guided by six important principles:
    • Develop a continuum of scientifically based behavior and academic interventions and supports
    • Use data to make decisions and solve problems
    • Arrange the environment to prevent the development and occurrence of problem behavior
    • Teach and encourage pro-social skills and behaviors
    • Implement evidence-based behavioral practices with fidelity and accountability
    • Screen universally and monitor student performance & progress continuously

     

  • Linking Social Emotion Learning Initiatives

    One important goal of the PBIS workforce in Antioch Unified is to link the different Social Emotional Learning (SEL) initiatives we are implementing and document how they are compatible and add value to one another to achieve improved execution and student outcomes.  Currently, the PBIS team is connecting to Restorative Practice, Tool Box, and Trauma Informed Practices so we can weave a “Thread of Strategy” to the road map of success and priority setting to our work.

    As work is completed, you will see a link to the different documents we have created below.

    PBIS and Restorative Practice
    PBIS and Tool Box
  • News

    As part of our program, we are tracking certain data to determine how the implementation of PBIS is working.  One of the clearest ways we can share with the public that the interventions and other behavior strategies are working is to share suspension rates.  Comparing the start of the school year until the end of April of last year vs. this year, we have the following data:
     
    Elementary schools: 22% decrease in suspensions and a 9% increase in the number of days suspended.
    Middle Schools: 31% reduction in suspensions and a 37% reduction in the number of days suspended.
    High Schools:30% reduction in suspensions and a 32% reduction in the number of days suspended.

    The number of days speaks to the severity of the incident.  This reduction lets us know the behaviors students are being suspended for are not as violent.

  • At Home Activity

    How do we incorporate PBIS into the home?  Using the vocabulary the school uses to teach expectations and correct behavior is the best way families can support the school with behavior management.  It supports the creation of the same structures at home and removes any confusion students have as they move from one environment (school) to another (Home, long car ride, movies).

     

    We encourage you to read and complete the activities from the documents below.  We feel they will be very helpful in your desire to connect the school environment to your home.

    If you have any questions about PBIS or need suggestions regarding academic or behavior supports, EMAIL our PBIS District Lead, Mike Green

     

    PBIS at Home article

    PBIS at Home activity

  • 2017 PBIS Awards

    Congratulations go out to 16 AUSD schools for exemplary implementation of PBIS.  The California Association for PBIS used a set criteria and developed four levels of PBIS excellence, Bronze, Silver, Gold and Platinum. 

    Platinum – Mission

    Gold – Jack London

    Silver

    • Mno Grant
    • Sutter
    • Turner
    • Black Diamond
    • Diablo Vista
    • Fremont
    • John Muir
    • Kimball
    • Marsh

     

    Bronze

    • Orchard Park
    • Belshaw
    • Carmen Dragon
    • Dallas Ranch
    • Park