• Positive Behavioral Interventions and Supports (PBIS)

    PBIS is an operational framework for achieving academic and behavior outcomes for all students. It ensures all students have access to effective and accurate instructional and behavioral practices as well as interventions. PBIS is not a curriculum, intervention, or practice but is a decision-making framework using data to guide selection, integration, and implementation of evidence-based academic and behavior best practices.

    The School-wide PBIS Project

    School-wide PBIS requires a collaborative team consisting of administrators, teachers, support personnel, behavior specialist, and parents. The School-wide Positive Behavior Support Project can provide training and consultation to districts and schools with all aspects of school-wide implementation including, but not limited to:

    1. Development of a clear, positive purpose
    2. Development of positively stated behavioral expectations
    3. Development of procedures for teaching school-wide expectations
    4. Training on the Benchmark of Quality (BoQ) fidelity assessment instrument.

    Positive Behavioral Interventions and Supports (PBIS) is a systemic approach that allows schools to address behavior in a planned, research-based manner. Schools that use PBIS will follow an approach that starts with readiness and data support and then works through a process that addresses campus issues, classroom structures, and individual student needs.

    The nature of positive behavior supports allows each campus to focus on their specific issues and goals. The process allows each campus to identify unique goals to address needs that were identified through data. An assessment that reflects the process is the Benchmarks of Quality (BoQ). Let’s take a look at the critical elements.

    • PBIS Team    These individuals represent the campus and meet on a regular basis. They have sound administrative support. They set goals and review data to evaluate success.
    • Faculty Commitment   The entire faculty is aware of the process and is aware of the PBIS campus plan.
    • Effective Procedures for Dealing with Discipline   The campus develops a process that it will use to consistently address behaviors. This process is defined and is represented in a written format. Student behaviors are defined for campus consistency. The referral process has been developed and communicated to all stakeholders.
    • Data Entry    Campus discipline data is collected and analyzed regularly. Data is used to refine and direct PBIS actions. Data is shared with the staff.
    • Expectations and Rules   Expectations are developed and taught to staff and students. Rules are developed and connected to expectations.  Work in this phase is posted in common areas and classrooms. School staff have input on the development phase and is expected to support the expectations and rules.
    • Recognition   Reinforcement and recognition are connected to the rules and expectations. All staff and all students are involved. Students are involved in the plan. Data supports decisions on incentives.
    • Plans to Teach Expectations and Rules   Faculty has a method to teach the behaviors students will need to address the rules and expectations. Student involvement is key. This step also can involve parents and the community.
    • Plan Implementation   All parts of the plan are put into motion. Goals and timelines are established. Staff development for plan maintenance for new teachers is constructed.
    • Classroom Systems   The plan moves into the classroom. Rules and expectations are evident. Praise is an ongoing component of every classroom. Data is integrated into the referral process. Classrooms reflect support of the schoolwide plan.
    • Evaluation   Students and staff are given the opportunity to give feedback on the process. Elements for evaluation are identified for formal and informal assessments.

    The PBIS process can assist schools that want to keep students in the classroom and reduce suspensions. The first step in keeping students in the classroom is to have a healthy school environment. This environment is constructed and safeguarded through the PBIS process. Staff recognizes behavior issues through data and contact. Plans exist to teach students better options and recognize behavior when a good choice is made. The process also allows us to look at the needs of an individual student and address those needs in a tailored and specific manner. If your campus is looking for ways to address suspensions consider PBIS.

    Read more about the PBIS process at www.pbis.org.


Last Modified on February 7, 2023