We strive very hard at ECC to build a learning community and culture that supports all children. One of the ways we nurture community is by using Positive Behavior Interventions and Supports, also known as PBIS. It is a proactive approach to establishing the behavioral supports and social culture needed for all students in a school to achieve social, emotional and academic success.

What is PBIS?
In a PBIS approach, a continuum of positive behavior support for all students within a school is implemented in classroom and non-classroom settings (such as hallways, buses, and restrooms).

Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occurs.

Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making targeted behaviors less effective, efficient, and relevant, and desired behavior more functional.


PBIs provides a school-wide system of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. You can learn more about PBIS at www.pbis.org.

How We Use PBIS at ECC
The Center’s PBIS framework organizes the school’s evidence-based behavioral practices and systems into an integrated continuum in which children receive supports based on their behavioral needs and responsiveness to interventions.

Our Core Values:

  • Safety
  • Respect
  • Responsibility

The Center’s three-tier prevention model requires that all children receive supports at Tier I. Tier I is a Center-wide system for all students, staff and settings encompassing the Center’s three core values: safety; respect, and responsibility.

If children are not responsive to the Tier I/Universal Interventions, more intensive behavioral supports are provided through utilization of the interventions within Tier II or Tier III.