Wondering what PBIS is?
    • It's an acronym for Positive Behavioral Interventions and Supports. 
    PBIS within a school is:
    • The implementation framework for maximizing the selection and use of evidence-based prevention and intervention practices along a multi-tiered continuum that supports the academic, social, emotional, and behavioral competence of all students.
    • The interplay of 4 implementation elements is considered in all decisions
      • Data – What information is needed to improve decision making
      • Outcomes – What students need to do for academic and behavior success
      • Practices – What students experience to support the learning and improvement of their academic and behavior success, e.g., teaching, prompting, and recognizing expected social behaviors
      • Systems – What do educators experience to support their use of evidence-based academic and behavior practices, e.g., school leadership teams, data-based decision making, continuous professional development and coaching
    • The multi-tiered “continuum” is comprised of carefully selected, evidence-based practices at three different levels of support intensity.  Specific practices are matched both to the level of support need, and the local cultural context
      • Tier 1: Universal practices are experienced by all students and educators across all settings to establish a predictable, consistent, positive and safe climate
      • Tier 2: Targeted practices are designed for groups of students who need more structure, feedback, instruction and support than Tier 1 alone
      • Tier 3: Indicated practices are more intense and individualized to meet the challenges of students who need more than Tiers 1 and 2 alone.
    Students benefit from a systematic PBIS approach:
    • All students develop and learn social, emotional, and behavioral competence, supporting their academic engagement.
    • All educators develop positive, predictable, and safe environments that promote strong interpersonal relationships with students through teaching, modeling, and encouragement

    When PBIS implemented with fidelity, schools will realize:

    • Reductions in major disciplinary infractions, antisocial behavior, and substance abuse.
    • Reductions in aggressive behavior and improvements in emotional regulation.
    • Improvements in academic engagement and achievement.
    • Improvements in perceptions of organizational health and school safety.
    • Reductions in teacher and student reported bullying behavior and victimization.
    • Improvements in perceptions of school climate.
    • Reductions in teacher turnover

    Students and Teachers both benefit from the systems developed within a PBIS school:

    • All students enhance their social, emotional, and behavioral competence by
      • Regularly reviewing their school’s agreed upon school-wide social values.
      • Frequently experiencing specific recognition when they engage in expected behavior
      • Extending expected behaviors to all parts of the school, especially in classrooms to enhance their academic engagement and success
      • Experiencing predictable instructional consequences (reteaching) for problem behavior without inadvertent rewarding of problem behavior
      • Using a common language for communication, collaboration, play, problem solving, conflict resolution, and securing assistance
    • All educators develop positive, predictable, and safe environments that promote strong interpersonal relationships with their students by
      • Prompting, modeling, teaching, and acknowledging expected student behavior
      • Actively supervising all their students across all settings
      • Maximizing academic instruction to enhance student achievement and support social, emotional, and behavioral development
      • Providing clear and predictable consequences for problem behavior and following up with constructive support to reduce probability of future problem behavior
      • Intensifying their PBIS supports (T2/3) if students are unresponsive to universal practices (T1)
     PBIS is NOT:
    • PBIS is NOT an intervention or practice.
      • PBIS IS an implementation framework for selection and use of proven practices.
    • PBIS is NOT just for special education students.
      • PBIS support the academic, social, emotional, and behavioral success of ALL students.
    • PBIS is NOT a fad.
      • PBIS Center has been in place for 20 years and the PBIS framework is visible in all 50 states.
      • The practices within PBIS have been used successfully in schools and documented in research literature since the 1980s.
    • PBIS is NOT implementable in one professional development day.
      • PBIS develops local organizational structures (e.g., leadership teams) and implementation capacity (e.g., coaching and data-based decision making) that enables continuous and local professional development and technical assistance.
    • PBIS is NOT focused only on promoting positive behaviors.
      • PBIS develops preventive supports to enhance and align with the procedures outline in discipline handbooks and codes of conduct.
    • PBIS is NOT implemented independently of academic instruction.
      • PBIS practices and systems are aligned with and integrated into academic instruction, professional development, school improvement goals, etc.
    • PBIS is NOT a replacement for other effective social, emotional, and behavioral curricula and practices.
      • PBIS establishes a continuum framework that guides alignment and integration of practices aligned with prioritized student outcomes.
      • PBIS provides the systems and organizational structure that align with social emotional learning, restorative practices, the Good Behavior Game, and other proven practices.