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Positive Behavior Support for Family


The presence of parents in schools not only provides additional academic supports but also creates community and cultural connections. In many schools, family participation in the school-wide positive behavior support process is growing. Family members are part of state, district, and school planning teams and participate in school-wide activities in a variety of ways. Family members participate in the assessment and problem solving process to create individualized positive behavior support plans for their children.


Students who receive PAWS tickets during the week have the opportunity to put their tickets in containers for weekly drawings. Students, whose names are pulled, receive one of the following rewards:   


  • Bonus Points
  • Free Snack
  • Dress Down Pass
  • Homework Pass



Thursday, October 4th, is "Opposite Day" for ALL students who did NOT receive an office referral in September.  Students are allowed to dress like teachers, and teachers will be allowed to dress like students.  



Friday, August 31st, is dress down day and extra recess with a treat for ALL students who did NOT receive an office referral.  Have fun, students, and keep up the great work in DES behavior expectations!


PBIS” is short for Positive Behavioral Intervention and Supports. This language comes directly from the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA). 
PBIS is used interchangeably with SWPBS, which is short for “School-wide Positive Behavior Supports.” 
PBIS is based on principles of applied behavior analysis and the prevention approach and values of positive behavior support.



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Positive Behavioral Supports and the Law

Since Congress amended the Individuals with Disabilities Education Act (IDEA) in 1997, Positive Behavioral Interventions and Supports has held a unique place in special education law. PBIS, referred to as Positive Behavioral Interventions and Supports in IDEA, is the only approach to addressing behavior that is specifically mentioned in the law. This emphasis on using functional assessment and positive approaches to encourage good behavior remains in the current version of the law as amended in 2004.