Welcome to the
Positive Behavioral Interventions and Supports (PBIS) page.
This webpage will share resources for implementation of PBIS,
spotlight practices and events in our schools, and provide contact
information for PBIS external and district coaches.
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District RtI Support
Julie Oehmichen
RtI Coordinator
715-261-0524
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Links to School PBIS Pages
PBIS on the Bus
The vision of the Wausau School District Transportation Committee is a commitment to excellence in safely transporting students, encouraging respectful and caring behavior while supporting District Shared Key Interests. We strive to encourage collaboration between First Student and the Wausau School District in order to proactively communicate with mutual respect.
What is PBIS?
PBIS 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 applies a three-tiered system of support, and a problem-solving process to enhance the capacity of schools to effectively educate all students.
Research supports that a PBIS system, implemented with fidelity, effectively reduces classroom disruptions and student suspensions through a school-wide, systematic, tiered-intervention approach, which leads to increased student achievement. School-wide PBIS provides an operational framework for achieving these outcomes.
The goals of PBIS are to:
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Increase data-based decision-making on behavior and reinforce across all school settings.
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Increase consistent use and effect of research-based behavioral strategies among all school staff at school-wide, classroom, and individual student levels.
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Reduce use of reactive discipline measures in schools (e.g., office discipline referrals, detentions, suspensions, expulsions) for all students.
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Increase academic achievement levels of all students.
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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.
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Increase capacity of general education settings to successfully educate students with disabilities and prevent academic and/or social failures of all students.
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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.
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Improve attendance by establishing a culture of attendance, acknowledging outstanding attendance and supporting students at-risk for chronic absenteeism.
School-wide 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.