Anchorage School District
District
Wellness Supports
PBIS
What is PBIS?
Positive Behavior Interventions and Supports (PBIS) is an evidence-based framework for teaching and supporting positive behavior for ALL students. This school-wide approach focuses on building a safe, positive environment in which all students can learn.
Why PBIS?
The purpose of PBIS in the Anchorage School District is to create connections and foster healthy relationships that enable students to develop the social emotional learning skills necessary to be ready for college, career, and life. We do this by providing a consistent, positive, predictable, and safe place for every individual to learn and grow.
What are the benefits of implementing PBIS in schools?
Schools who successfully implement PBIS have experienced increased academic outcomes, fewer behavioral issue and discipline, reduced bullying, better attendance and decreased rates of drug/alcohol abuse. There have also been improved outcomes for teachers and staff – teachers report feeling more effective and have a better view of school safety and positive school climate.
What does PBIS look like in schools?
Schools establish clear expectations for behaviors across all school settings. Staff teach both the behavior skills and academic skills necessary to be successful. Using a common language by all staff and frequently acknowledging the expected behaviors, they create a safe learning environment with lots of time for learning. Schools collect and use data to make decisions to meet schoolwide and individual student needs. Schools seek input and communicate with families about the behavioral expectations at their school as well as the types of support that is offered for students.
Do PBIS Schools address misbehavior?
Yes! One of the misunderstandings of PBIS is that we don't address misbehavior. When schools are implementing PBIS they acknowledge that students are learning so mistakes are expected to happen - even with behavior. Staff respond to that behavior by planning ahead for how they will respond in a consistent, calm, effective manner. They remind and reteach expected behaviors and have clear consequences that are fair and transparent. Using a "tiered" approach, they identify students who are in need of more support and effectively match interventions with student need. Partnering with families in the process of providing supports is central to a PBIS approach as well.
Does PBIS Address the mental health needs of students?
ASD's PBIS framework intentionally integrates mental health into all levels of supports for students. By creating safe, positive, predictable and consistent places for students to learn, we are creating the foundation for wellness every day. By having school-based mental health professionals as part of the school's leadership team, we ensure that we are looking at "whole child" supports and interventions and can respond quickly and intentionally when student mental health needs arise.
Where can I learn more?
Watch the video linked above to see PBIS in Action in ASD. Connect with your school and ask them about how they're implementing Positive Behavior Intervention and Supports. There are a lot of great free resources online, but you can learn more here. You can also learn more about the specific resources our schools and our district are using through the linked resources.
Educators and practitioners provide a continuum of academic, behavioral, social, and emotional support matched to students’ needs. We describe this continuum across three tiers of support. The Tiered Fidelity Inventory will be the roadmap for implementation of evidence-based practices.
Tiered PBIS Framework
Foundational systems across all three tiers include:
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A shared vision for a positive school social culture
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A representative leadership team that meets regularly and shares expertise in coaching, social, emotional, behavioral, academic, equity, mental health, physical health, wellness, and trauma
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A supportive and involved school administration
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On-going access to professional development for preparing all staff to implement each tier of PBIS
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Systematic collection of screening, progress-monitoring, outcome, and fidelity data
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Ongoing use of data for decision making
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Disaggregating data to examine equity among student subgroups
Adapted from https://www.pbis.org/pbis/what-is-pbis
Project AWARE
Project AWARE
Project AWARE (Advancing Wellness and Resiliency in Education) is a comprehensive initiative by the Anchorage School District aimed at promoting the social, emotional and behavioral wellbeing for students, families, and staff across 20 schools. This program addresses Alaska’s unique challenges, including barriers to accessing essential wellness resources and the effects of life’s adversities, by implementing a comprehensive system of school-based support to promote resilience and wellbeing.
Key components of Project AWARE include:
- Evidence-Based Support: Using the Interconnected Systems Framework (ISF) and Positive Behavior Intervention Supports (PBIS), the program integrates educational, and community mental health supports to foster resiliency and create strong school environments. Additionally, we have leveraged project funding to expand PBIS district wide.
- Comprehensive Services: Services are organized across three tiers—prevention, early intervention, and intensive support—tailored to meet the needs of all students. This includes working with staff and families surrounding mental health awareness training, social emotional screenings, group supports, and access to on-site mental health clinicians.
- Capacity Building: The project trains school staff in resilience-focused practices, builds partnerships with community mental health organizations, and integrates full-time clinicians at each participating school.
- Community Engagement: Families are supported through mental health education, monthly support groups, and resources integrated into school activities.
- Needs Assessment: A required component of Project AWARE funding, the Needs Assessment identifies gaps between current and desired states in student and staff support systems to guide actionable decision-making and reporting. The assessment aims to develop actionable recommendations to enhance social, emotional, and behavioral support, promoting equitable and effective outcomes for students and staff. This assessment prioritizes input from under-resourced, minority, and underrepresented families, alongside school leadership, staff, community organizations, and cultural entities. A summary of the 2024-25 Needs Assessment can be found HERE.
- We value student input as it is essential in helping ASD identify and respond to student needs. A copy of the survey can be found HERE and we thank you for encouraging your student(s) to participate.
By building infrastructure, increasing access to services and support, and fostering collaboration between schools and community partners, Project AWARE seeks to ensure all students have the support they need to thrive academically and personally. This initiative is part of ASD’s strategic plan to prepare students to be college, career, and life ready.
SAEBRS
Understanding SAEBRS and mySAEBRS
The Anchorage School District is committed to supporting the success and well-being of every student. As part of this commitment, we use two brief screening tools—SAEBRS and mySAEBRS—to better understand students’ social, emotional, and behavioral strengths and needs.
These tools are part of our Positive Behavioral Interventions and Supports (PBIS) framework and are integrated with our Social-emotional Learning (SEL) efforts. This also aligns with family and community input on increasing the use of student voice and addressing issues such as bullying in schools., Together, they help schools create safe, supportive environments where all students can thrive.
What is SAEBRS?
SAEBRS (Social, Academic, and Emotional Behavior Risk Screener) is a short rating completed by teachers. It looks at three important areas that support student success:
- Social behavior (e.g., cooperation with peers)
- Academic behavior (e.g., engagement in learning)
- Emotional behavior (e.g., managing feelings)
Teachers complete the screener based on their observations of students in the classroom, providing a snapshot of how students are doing in school. This tool is used up to 3x a year and help teachers reflect on needed classroom structures as well as identify students who may need additional support. This screening is completed by teachers and does not take away from instructional time nor require input/answers from students.
What is mySAEBRS?
mySAEBRS is the student self-report version of the screener. It gives students an opportunity to reflect on their own experiences and share how they are feeling.
- Completed on a computer or tablet
- Takes about 5–10 minutes
- Asks students to think about the past month
Student voice is an important part of understanding the whole child, and mySAEBRS helps ensure that students are active participants in that process.
What kinds of questions are on mySAEBRS?
Students respond to simple, age-appropriate statements about their experiences at school. You may view the list of questions here:
- I get along with my peers.
- I am respectful.
- Other people like me.
- I have trouble waiting my turn.
- I like school.
- I am ready for class.
- I get good grades.
- I have trouble working alone.
- It’s hard to pay attention in class.
- I participate in class.
- I disrupt class.
- I feel sad.
- I feel nervous.
- I feel worried.
- I am happy.
- I like to try new things.
- I lose my temper.
- When something bad happens, it takes me a while to feel better.
- I like being alone.
Students indicate how often each statement is true for them (never, sometimes, often, almost always) There are no “right” or “wrong” answers. Student surveys look like this:
SEL
What is Social and Emotional Learning?
Social and Emotional Learning (SEL) helps students and adults build the skills needed for success at home, school, work, and in life. These skills include self-awareness, self-management, communication, understanding others’ perspectives, respecting cultural differences, setting goals, solving problems, and taking responsibility for learning.
The Anchorage School District uses SEL Standards throughout each student’s education. These standards focus on “me” skills and “we” skills—building confidence, managing actions, working with others, and solving problems together. Students need both social-emotional skills and academic skills to succeed.
A Habit of Practice
SEL becomes a habit of practice when students, adults, and the entire school community remember that we use our SEL skills all day long, not just for a 30-minute block once a week. Research and literature on effective social and emotional learning identifies three critical ways in which SEL skills are learned (CASEL, ASD).
How Do We Achieve SEL?
In the Anchorage School District, SEL is achieved in three ways:
- Climate – Creating a safe and respectful learning environment, which is well managed, supportive, and engaging with active participation.
- Direct instruction – Using a variety of programs to deliberately teach the SEL skills students need to be successful learners. See the list below for specific programs.
- Infusion – Keep integrating SEL skills throughout the day and in all curriculum areas through modeling of instructional practices that promote SEL skill practice and maximize learning. The ASD SEL Signature Practices Playbook is a helpful resource for teachers for SEL infusion.
Direct Instruction Programs
SEL programs currently being used at ASD:- Connected and Respected K-2 & 3-5
- Second Step
- Elementary Counselors are using Kelso’s Choices, Sunburst
- Elementary Health/SEL Specialists – Great Body Shop
- Lions Quest - Middle Schools
- Adventure Education – PACE (Peer Academic Career Excellence), Peer Leadership, Adventure P.E. 101
- IMPACT (Individuals Making Positive Action Choices Today: Positive Action and Prime For Life)
What is my role?
Community
Parents/Guardians
Long before children can say their first word or take their first step, they respond to the touch, tone of voice, and moods of their parents. This is the beginning of learning about emotions and relationships. It happens as naturally as their bodies grow and develop.
- Self awareness
Recognizing feelings and managing anger - Understanding others
Developing empathy and taking the perspective of others - Making responsible decisions and following through
Includes considering long-term consequences of actions - Understanding yourself
Handling emotions, setting goals, dealing with obstacles - Building healthy relationships
Saying no to negative peer pressure, working to resolve conflicts constructively
What Can Parents Do?
At Home
Focus on strengths
Talk about what your child did well before talking about what could be improved.
Ask Children How They Feel
This lets your child know that feelings matter and that you care. use feeling words around your child to explain your own emotions.
Be Willing to Apologize
This shows your child how important it is to apologize after hurting someone, physically or emotionally.
Ask Questions That Help Children Solve Problems on their Own
For example, “What do you think you can do in this situation?” or “What do you think could happen if you made that choice?”
Read Books and Stories Together
Stories can help your child explore how people deal with common issues like losing friends or handling conflicts.
Choose a Few Responsibilities That Your Child Can Do Successfully at Home, and Encourage Them to Help
This helps them learn cooperation and responsibility.
With Your School
Focus on the Value of Learning
Ask what your child learned in school today, but also ask how he or she gets along with other students and how he or she feels about school.
Create a Positive Learning Environment at Home
Make regular times and provide a quiet, well-lit place for homework. Work with your child to develop rules for dealing with interruptions, such as phone calls or visitors.
Set up a School Bulletin Board at Home
Display the school calendar, newsletters and fliers. Help your child get involved in interesting school activities.
Help Your Child Set Priorities for School Work
If your child is struggling, don’t give them the answers to their assignments, but help them work through their issues.
Adopted from "Ten Things You Can Do at Home" and "Ten Things You Can Do with Your School" by the Committee for Children.
Students
Career-readiness
ASD's mission is to prepare all students for success in life. This includes arming students with the skills necessary to compete in today's workforce. Each of the social and emotional learning standards have a direct correlation with the Youth Employability Skills (YES!) identified by chief executive officers, personnel directors and other employer representatives as critical to good employees.
|
SEL skill |
How do students demonstrate that skill? |
What do employers look for? |
|---|---|---|
|
Student demonstrates awareness of their emotions. |
Acknowledge an emotion and determine the appropriate time and place to safely digest it. | Employee does not let personal problems interfere with getting the work done, either by being distracted at work or by failing to come to work or be on time. |
| Student uses effective decision-making skills. | Consider ethical, safety and societal factors when making decisions. Apply decision-making skills to develop responsible social and work relationships and to make healthy life-long choices. | Employee can identify source of problem; demonstrates good common sense; is creative and innovative. |
| Student demonstrates ability to set and achieve goals. | Set goals for life after high school, with action steps, timeframes and criteria for evaluating achievement. | Employee sets personal goals. Able to see long-term results of efforts on the job and put in time and effort before expecting a promotion. |
|
Student demonstrates awareness of other people's emotions and perspectives. |
Identify verbal, physical and other cues that indicate how others may feel. Can talk with people to understand their perspective. Express empathy towards others. Value and learn from the perspectives of others. |
Employee understands customer's expectations. |
|
Student uses positive communication and social skills to interact effectively with others. |
Demonstrates strategies for working as a team with peers, adults and others in the community. Offer and accept constructive criticism in order to make improvements. Use assertive communication to get their needs met without negatively impacting others. |
Employee expresses ideas clearly and concisely to individuals and in groups; has good customer communication skills. Able to comprehend what is said and take action. Able to work as a productive team member. Shares information, works well and credits other workers. |
Parent Guidance
The Anchorage School District has partnered with the Cook Center for Human Connection and their Mental Health Resource Center.
ParentGuidance.org is a website developed to provide parents, guardians, and caregivers with resources from clinicians and experts who offer guidance around issues related to the most common challenges parents face today: anxiety, social media use, school avoidance, bullying, and more.
ASD parents have access to:
All ASD families now have access to on-demand courses created by licensed therapists that provide professional support for parents to learn how to support their children.
and get answers to mental health questions.
ParentGuidance.org therapist answer the difficult questions you have about your child. ASD families may view hundreds of frequently asked questions and view video responses from therapists.
Please note, ASD does not currently participate in the Mental Health Series or Parent Coaching.