RCS District Office
P.O. Box 100
15 Mountain Road
Ravena, NY 12143
(518) 756-5200
Robert K. Libby,

orange bar bullet Positive Behavior Intervention
and supports (pbis)





PBIS going strong at RCS

RCS is moving into year three of our PBIS initiative and we are excited to share with you what we have done and where we are going.


Philosophy: PBIS is a team-based systematic approach in teaching behavioral expectations throughout the school. It is based on a proactive model which teaches the behaviors, reinforces and recognizes students who are able to model these behaviors and has systems in place to support students who have a difficult time or may present with more challenging behaviors.


Approach: Instead of using a patchwork of individual behavioral management plans, we are moving toward a school-wide discipline system that addresses the entire school: the classroom and areas outside the classroom (such as hallways, restrooms, offices, cafeteria, playground/school grounds, busses, etc.)


Read more about PBIS at RCS (PDF).


Frequently Asked Questions (FAQs)


What is pBIS?

PBIS stands for Positive Behavior Interventions and Support. The goal of PBIS is to establish a positive school climate. It is a proactive approach for creating and maintaining safe and effective learning environments in schools, and ensuring that all students have the social and emotional skills needed to ensure success at school and beyond. It is a process in which students are taught what is expected of them. Those expectations are modeled and practiced by students and staff, and success is then acknowledged and rewarded.


How do schools introduce pbis?

Each school sets 3 to 5 behavioral expectations for all students, staff and settings that will apply to that school. It is hoped that these expectations will be reinforced in the family setting and in the community, as well. These expectations are then taught so that everyone knows what those expectations look like. Everyone is then reminded to use those behaviors within the correct settings. They are acknowledged, in varying ways, for using those behaviors. Those who don't use those behaviors are corrected in positive ways.



There are state and federal mandates requiring research-based, data driven systems be used by schools to support a school's goals. PBIS is intended to increase achievement by allowing more time to be spent on teaching and less time spent on discipline.


How are decisions made for PBIS?

Data from a variety of sources in each school is analyzed to determine what behavioral expectations should be taught or re-taught in specific locations in the school, such as in the classroom, lunch room, in the hallways, etc. This data also determines the supports students need in order to be successful with both behavior and learning.


Shouldn’t students know how to behave?

PBIS provides the framework for a common approach so students and staff clearly understand the behavioral expectations in the different locations in school. The behavior expectations that are taught and acknowledged are more likely to continue in the future.


Why should students be acknowledged for doing what is expected?

Behaviors which are acknowledged are more likely to be repeated while those which are ignored are less likely to reoccur. If staff wants students to demonstrate common acts of responsibility and respect, they will need to acknowledge those behaviors when they occur. Good behavior should not be taken for granted.


Isn’t PBIS just a form of bribery?

Bribery or coercion is an attempt to influence or persuade someone to produce a behavior that hasn’t happened yet. On the other hand, an acknowledgement or reward through PBIS reinforces a behavior that has already happened. The purpose of praise is to reinforce and increase positive behavior with student knowledge. This acknowledgement helps clearly describe and define expectations so that students can successfully meet them and repeat them. Praise should always be given in an open and honest format. By providing behaviorally specific praise linked to already established expectations, staff assists students in the process of understanding and monitoring their own behavior.


Won’t students become dependent on rewards to prompt good behavior?

When a message that recognizes a student’s efforts as being responsible for success is given with a reward, internal motivation will actually be strengthened. Tangible rewards should always be accompanied with social rewards such as verbal praise or positive regard. By clearly linking student behavior to a positive outcome, internal motivation is actually increased and strengthened. This is a positive and specific way for students and staff to interact.


Shouldn’t rewards be saved for special achievements?

By acknowledging only the “big” behaviors, adults send a message that the everyday behaviors of courtesy, responsibility,
and respect are not important. Small steps on the way to achievement need to be acknowledged. The truth is, these “small” behaviors provide the foundation for the school culture


Who needs to be acknowledged?

People of all ages, including adults need to be recognized and acknowledged for their efforts. Students of all ages need recognition, praise and rewards, especially during difficult transition times.


What does PBIS look like at home? 

The key component of the behavioral expectations is RESPECT. Supporting this key attribute at home supports the behavioral and academic achievement at school.

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header bar PBIS in our schools...


Each school is developing its own website to highlight PBIS initiatives. Those will be linked below when they are ready to launched.



A.W. Becker


Elementary School

Link to PBIS at AWB

PBIS coordinator



Pieter B. Coeymans
Elementary School

Link to PBIS at PBC

PBIS coordinator



Middle School

Link to PBIS at the MS

PBIS coordinator



High School

Link to PBIS at the HS

PBIS coordinator


Other Resources: