PBIS


What is PBIS? 


Positive Behavioral Interventions & Supports (PBIS) is an 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. (PBIS.org, National Technical Assistance Center on PBIS, June, 2018)


Essential Components of PBIS:


Clear Expectations 

School communities identify 3 to 5 (2 to 3 for early childhood) school-wide overarching behavioral expectations that align with the mission of the school and guide behavior for all settings and situations for staff and students.

Comprehensive Instruction 

Systematic, explicit instruction is provided on the school-wide expectations along with opportunities to practice and receive feedback on the expected behaviors for each area of the school setting.

Consistent Systems of Acknowledging and Correcting Behaviors
Consistent striving for a 5 to 1 ratio in acknowledging expected behaviors and correcting challenging behaviors is provided through: 


? active supervision 

? proactive scheduling 

? logical consequences and reteaching 

? clear procedures for responding to behaviors 

? supportive environments designed to eliminate behavior triggers 


Supportive Structure 
Districtwide and schoolwide systems are created to enable accurate and sustained implementation of practices. Teams use data to make decisions as they focus on developing an infrastructure in schools that provides effective academic and behavioral multi-tiered systems of support for all students. Progress monitoring completed for fidelity and target outcomes.

Community Connections 
With administrative commitment and involvement, schools and districts utilize team-based structures to focus on building positive relationships among all stakeholder groups, to ensure consistent implementation of culturally responsive practices.


Why Implement PBIS?


• Reduction in challenging behavior 

• Increased academic performance 

• Improved perception of safety 

• Reduction in bullying behaviors 

• Increased administrator time for instructional leadership 

• Reduction in staff turnover • Increased perception of teacher efficacy 

• Improved s social-emotional competence 

• Increased positive school climate and culture (Horner, 2013)


A Multi-Tiered System of Support Framework: 


Tier 1 Universal Prevention (all) 
Tier 1 supports serve as the foundation for behavior and academics. Schools provide these universal supports to all students. For most students, the core program gives them what they need to be successful and prevent future problems. 


Tier 2: Targeted Prevention (Some) 
This level of support focuses on improving specific skill deficits students have. Schools often provide Tier 2 support to groups of students with similar targeted needs. Providing support to a group of students provides more opportunities for practice and feedback while keeping the intervention maximally efficient. Students may need some assessment to identify whether they need this level of support and which skills to address. Tier 2 supports help students develop the skills they need to benefit core programs at the school.

Tier 3: Intensive Individualized Prevention (Few) 

Tier 3 supports are the most intensive supports the school offers. These supports are the most resource intensive due to the individualized approach of developing and carrying out interventions. At this level, schools typically rely on formal assessments to determine a student’s need and to develop and individualized support plan. Students' plans often include goals related to both academics as well as behavior support.


Learn more about PBIS at your scholar's school! 




Contact Us

Malka Dym
PBIS District Lead
216.364.1027

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