Office of School Climate
What is the Office of School Climate:
The Office of School Climate, using a Multi-Tiered System of Supports for Behavior (MTSS-B), identifies, promotes, and supports social and emotional development by designing systems and experiences that lead to healthy relationships and a safe, respectful environment that is conducive to learning for all constituents and creates a culture of partnerships with families, community members and school staff to foster social-emotional growth and well-being
What is PBIS/MTSS-B:
PBIS/MTSS-B is a proactive systems approach to establishing the behavioral supports and social culture needed for all students in a school to achieve social, emotional, and academic success. As a Response to Intervention (RtI) model, PBIS/MTSS-B applies a three-tiered system of support, and a problem-solving process to enhance the capacity of schools to effectively educate all students. The goals of PBIS/MTSS-B are to:
- Increase data-based decision-making on behavior and academic instruction and reinforce across all school settings.
- Increase consistent use and effect of research-based behavioral and academic instructional strategies among all school staff at school-wide, classroom, and individual student levels.
- Reduce use of reactive discipline measures in schools (e.g., office discipline referrals, detentions, suspensions, expulsions) for all students.
- Increase academic achievement levels of all students.
- Implement effective intervention plans for students with the most comprehensive behavioral and emotional needs that support and evaluate their success across home, school, and community.
- Increase capacity of general education settings to successfully educate students with disabilities and
prevent academic and/or social failures of all students.
- Increase capacity of schools and districts to address over- and under-representation of students by ethnicity relative to discipline, disability status, and academic achievement with access to data on these outcomes.
- Improving attendance by establishing a culture of attendance, acknowledging outstanding attendance and supporting students at-risk for chronic absenteeism.
This webpage will share resources for implementation of PBIS, spotlight practices and events in our schools, and provide contact information for PBIS District Coordinators. You can also find these resources and more on our Office of School Climate Schoology page here
How is Buffalo Schools Implementing PBIS:
The Buffalo Public Schools have been implementing Positive Behavior Interventions and Supports in schools since the 2005-2006 school year. Working in cooperation with Erie 1 BOCES and with consultation from Kimberli Breen, Technical Assistance Director for the Illinois PBIS Network, Buffalo Schools has developed systems (e.g., processes, routines, working structures, administrative supports) that are needed to ensure consideration of valued outcomes, research validated practices, and data-based decision-making.
Buffalo Public Schools has been recognized nationally for being among the largest districts in the country to have wide scale implementation of PBIS. The District’s leadership team presented about the district’s efforts at the 2011 PBIS National Leadership Forum. Individual schools have also been recognized for their work in professional journal articles and by Randy Sprick Ph.D., Director and Lead Trainer for Safe and Civil Schools, at the 2011 International Conference on Positive Behavior Support.
The District continues to develop systems and supports to improve implementation, provide technical assistance, and have ongoing professional development.
Office of School Climate Team:
506 City Hall
Nicole Bycina, Project Administrator, 816-3007 NCbycina@buffaloschools.org
Monica Capozzi, Coach, MCapozzi@buffaloschools.org
Kim DeGeorge, Coach, KDeGeorge@buffaloschools.org
Christopher Heim, Coach, CMHeim@buffaloschools.org
Kristina Jackson, Coach, KCJackson@buffaloschools.org