The New Hampshire Center for Effective Behavioral Interventions and Supports (NH CEBIS) is a professional development, research and resource center for educators and families, designed to reduce problem behavior and promote positive social-emotional and behavioral development. We focus specifically on developing effective interpersonal and organizational systems and practices and using data effectively within schools and preschools. NH CEBIS services are offered within the framework of the following beliefs:
- The effectiveness of schools and preschools is integrally tied to the systems and practices they employ
- Sound decision-making requires effective use of data
- Systems within schools can either facilitate or hinder effective communication, sharing of knowledge and mutual learning
- Personal, professional and organizational practices exert enormous influence on school culture, personal fulfillment and the desire to learn
- Effective and sustained change requires commitment, guided practice, periodic assessment and sound decision-making processes
The New Hampshire Center for Effective Behavioral Interventions and Supports (NH CEBIS) engages schools and other youth-serving organizations in developing strategic systems and practices that promote the behavioral, social-emotional and academic growth of all children.
We do this by:
- Providing professional development for educators
- Offering high quality training, support and resources for people who interact with children
- Conducting research on the impact of positive behavioral supports
- Collaborating with other organizations to achieve common purposes
- Promoting policies that effectively support the needs of all children
Statement of Beliefs
We acknowledge the challenges inherent in dealing with troublesome behavior and the complexity of teaching a diverse group of learners. We understand that traditional approaches have not always been effective and that changing school culture, teaching practices and student behavior is challenging.
This effort requires sustained commitment, on-going collaboration and both self and collective reflection.
We know that there exists a body of evidence-based practices, which can maximize the potential of schools to positively and effectively respond to the social-emotional, behavioral and learning needs of all students. We believe that the application of these practices will enhance teacher satisfaction, retention and a sense of self-efficacy.
In order to achieve the best possible outcomes, students, families, school staff and the wider community must develop partnerships that share and act on these beliefs.