The tiered framework of PBIS offers a guide for educators to use when students require extra support.
With PBIS, schools are finding simpler and more adaptable ways to respond to student needs while also providing teachers and administrators with the support they need to be responsive and positive throughout the process. The PBIS continuum lends itself to constant rejuvenation through data-based decision-making and evidence-based practices.
Positive Behavior Intervention and Support, or PBIS, is a framework that schools can use to establish and consistently adapt their school culture and climate goals. The framework consists of three tiers of support and interventions that are based on sound research-based practices.
With the data that schools compile each and every day, stakeholders, from students and teachers to community partners and liaisons, can collaborate to set goals for student achievement and success. This data can also be used intentionally to monitor student progress and to determine program efficacy.
Through positive interactions and a focus on meeting high expectations that are clearly defined and reinforced, teachers can support students as they establish goals for their academic, behavioral, social, and emotional success.
The tiered framework of PBIS also offers a guide for teachers and administrators to use when students require extra support and interventions.
With a foundational understanding of equity that permeates every aspect of the program, schools will focus on the systems they will implement, the data they collect and disseminate, the practices they will adopt and adapt, and the outcomes they will monitor throughout the system with individual students, classes, and the whole school population.
Training the school’s faculty and staff to implement the program and then monitoring that implementation with fidelity is key to system success.
Once the school’s population from administrators to students is willing to internalize the core aspects of the system, PBIS is a transformative approach to student interventions and academic, social, and behavioral success.
While the framework of PBIS is centered on the three tiers of interventions and supports, all of the systems and practices are based on data-informed decisions made by the stakeholders in the building that are made in conjunction with members of the community.
This creates a continuum of sorts: desired outcomes for students lead to schools implementing sound practices, systems are implemented to support the practices, and data is generated, collected, and disseminated to monitor the system and help with decisions leading to future desired outcomes. Specifically, each one of these elements supports a different foundational aspect of the PBIS system school-wide.
First, the desired outcomes should be both meaningful and relevant for the students from academic, social, emotional, and cultural lenses. In this part of the continuum, schools work to set goals that are not only observable and measurable but also attainable.
Accountability should branch out from every aspect of these goals: administrators, teachers, students, families, and community members should all be accountable to one another in various ways for the outcomes to be truly equitable and culturally responsive. The outcomes that a school chooses will be centered on student achievement and will be implemented building-wide.
Next, evidence-based practices will support the implementation of PBIS when they are clearly defined, effective, and regulated. Practices supporting student behavior should be explicit and simple while also flexible enough to implement throughout the day in a variety of settings.
For example, a school may choose “Be Safe, Be Responsible, and Be Respectful” as their core practice throughout the day. Clearly defining these practices will paint a clear picture of success for students and allow staff members to equitably implement them with fidelity.
Their effectiveness is based on how clearly they are communicated by staff members alongside how to achieve them. Students should know how to exhibit these in the classroom, the hallway, the cafeteria, the bus loop, and anywhere else they may be on campus.
In order to support the implementation of PBIS, the school will also establish systems to support staff behaviors. Without appropriate buy-in from staff members, PBIS cannot be implemented effectively on a school-wide basis.
In order to support staff members, schools will need to establish team structures, schedule regular meetings for student intervention and system observation, select effective staff members as mentors, and train and coach those staff members. These are the foundational elements of the systems that will create a healthy environment for tiered practices to take place.
Finally, the data that the school collects will help with decision-making at every level of the system. This data will keep the school informed about how the implementation is progressing, whether outcomes are being met, and what further interventions and supports may be needed for students to achieve success and for staff members to support that success.
With the different elements of PBIS in place, schools can support their students with positivity and equity. The decision-making continuum of outcomes, practices, systems and data combined with a PBIS behavior plan will unlock the academic and behavioral potential of every student in the building.
Just as different students need different resources to understand content in a classroom, different students also need different supports to achieve behavioral, social, and emotional success in a building.
Through effective implementation of PBIS in a school, students will receive the support that they need to achieve at their highest possible levels.
Want to learn all you can possibly learn about PBIS? Check out our Complete PBIS Field Guide.
Looking for a place to start your school culture journey? Check out our free PBIS template where you can download a sample to get started.
With PBIS, schools are finding simpler and more adaptable ways to respond to student needs while also providing teachers and administrators with the support they need to be responsive and positive throughout the process. The PBIS continuum lends itself to constant rejuvenation through data-based decision-making and evidence-based practices.
Positive Behavior Intervention and Support, or PBIS, is a framework that schools can use to establish and consistently adapt their school culture and climate goals. The framework consists of three tiers of support and interventions that are based on sound research-based practices.
With the data that schools compile each and every day, stakeholders, from students and teachers to community partners and liaisons, can collaborate to set goals for student achievement and success. This data can also be used intentionally to monitor student progress and to determine program efficacy.
Through positive interactions and a focus on meeting high expectations that are clearly defined and reinforced, teachers can support students as they establish goals for their academic, behavioral, social, and emotional success.
The tiered framework of PBIS also offers a guide for teachers and administrators to use when students require extra support and interventions.
With a foundational understanding of equity that permeates every aspect of the program, schools will focus on the systems they will implement, the data they collect and disseminate, the practices they will adopt and adapt, and the outcomes they will monitor throughout the system with individual students, classes, and the whole school population.
Training the school’s faculty and staff to implement the program and then monitoring that implementation with fidelity is key to system success.
Once the school’s population from administrators to students is willing to internalize the core aspects of the system, PBIS is a transformative approach to student interventions and academic, social, and behavioral success.
While the framework of PBIS is centered on the three tiers of interventions and supports, all of the systems and practices are based on data-informed decisions made by the stakeholders in the building that are made in conjunction with members of the community.
This creates a continuum of sorts: desired outcomes for students lead to schools implementing sound practices, systems are implemented to support the practices, and data is generated, collected, and disseminated to monitor the system and help with decisions leading to future desired outcomes. Specifically, each one of these elements supports a different foundational aspect of the PBIS system school-wide.
First, the desired outcomes should be both meaningful and relevant for the students from academic, social, emotional, and cultural lenses. In this part of the continuum, schools work to set goals that are not only observable and measurable but also attainable.
Accountability should branch out from every aspect of these goals: administrators, teachers, students, families, and community members should all be accountable to one another in various ways for the outcomes to be truly equitable and culturally responsive. The outcomes that a school chooses will be centered on student achievement and will be implemented building-wide.
Next, evidence-based practices will support the implementation of PBIS when they are clearly defined, effective, and regulated. Practices supporting student behavior should be explicit and simple while also flexible enough to implement throughout the day in a variety of settings.
For example, a school may choose “Be Safe, Be Responsible, and Be Respectful” as their core practice throughout the day. Clearly defining these practices will paint a clear picture of success for students and allow staff members to equitably implement them with fidelity.
Their effectiveness is based on how clearly they are communicated by staff members alongside how to achieve them. Students should know how to exhibit these in the classroom, the hallway, the cafeteria, the bus loop, and anywhere else they may be on campus.
In order to support the implementation of PBIS, the school will also establish systems to support staff behaviors. Without appropriate buy-in from staff members, PBIS cannot be implemented effectively on a school-wide basis.
In order to support staff members, schools will need to establish team structures, schedule regular meetings for student intervention and system observation, select effective staff members as mentors, and train and coach those staff members. These are the foundational elements of the systems that will create a healthy environment for tiered practices to take place.
Finally, the data that the school collects will help with decision-making at every level of the system. This data will keep the school informed about how the implementation is progressing, whether outcomes are being met, and what further interventions and supports may be needed for students to achieve success and for staff members to support that success.
With the different elements of PBIS in place, schools can support their students with positivity and equity. The decision-making continuum of outcomes, practices, systems and data combined with a PBIS behavior plan will unlock the academic and behavioral potential of every student in the building.
Just as different students need different resources to understand content in a classroom, different students also need different supports to achieve behavioral, social, and emotional success in a building.
Through effective implementation of PBIS in a school, students will receive the support that they need to achieve at their highest possible levels.
Want to learn all you can possibly learn about PBIS? Check out our Complete PBIS Field Guide.
Looking for a place to start your school culture journey? Check out our free PBIS template where you can download a sample to get started.
With PBIS, schools are finding simpler and more adaptable ways to respond to student needs while also providing teachers and administrators with the support they need to be responsive and positive throughout the process. The PBIS continuum lends itself to constant rejuvenation through data-based decision-making and evidence-based practices.
Positive Behavior Intervention and Support, or PBIS, is a framework that schools can use to establish and consistently adapt their school culture and climate goals. The framework consists of three tiers of support and interventions that are based on sound research-based practices.
With the data that schools compile each and every day, stakeholders, from students and teachers to community partners and liaisons, can collaborate to set goals for student achievement and success. This data can also be used intentionally to monitor student progress and to determine program efficacy.
Through positive interactions and a focus on meeting high expectations that are clearly defined and reinforced, teachers can support students as they establish goals for their academic, behavioral, social, and emotional success.
The tiered framework of PBIS also offers a guide for teachers and administrators to use when students require extra support and interventions.
With a foundational understanding of equity that permeates every aspect of the program, schools will focus on the systems they will implement, the data they collect and disseminate, the practices they will adopt and adapt, and the outcomes they will monitor throughout the system with individual students, classes, and the whole school population.
Training the school’s faculty and staff to implement the program and then monitoring that implementation with fidelity is key to system success.
Once the school’s population from administrators to students is willing to internalize the core aspects of the system, PBIS is a transformative approach to student interventions and academic, social, and behavioral success.
While the framework of PBIS is centered on the three tiers of interventions and supports, all of the systems and practices are based on data-informed decisions made by the stakeholders in the building that are made in conjunction with members of the community.
This creates a continuum of sorts: desired outcomes for students lead to schools implementing sound practices, systems are implemented to support the practices, and data is generated, collected, and disseminated to monitor the system and help with decisions leading to future desired outcomes. Specifically, each one of these elements supports a different foundational aspect of the PBIS system school-wide.
First, the desired outcomes should be both meaningful and relevant for the students from academic, social, emotional, and cultural lenses. In this part of the continuum, schools work to set goals that are not only observable and measurable but also attainable.
Accountability should branch out from every aspect of these goals: administrators, teachers, students, families, and community members should all be accountable to one another in various ways for the outcomes to be truly equitable and culturally responsive. The outcomes that a school chooses will be centered on student achievement and will be implemented building-wide.
Next, evidence-based practices will support the implementation of PBIS when they are clearly defined, effective, and regulated. Practices supporting student behavior should be explicit and simple while also flexible enough to implement throughout the day in a variety of settings.
For example, a school may choose “Be Safe, Be Responsible, and Be Respectful” as their core practice throughout the day. Clearly defining these practices will paint a clear picture of success for students and allow staff members to equitably implement them with fidelity.
Their effectiveness is based on how clearly they are communicated by staff members alongside how to achieve them. Students should know how to exhibit these in the classroom, the hallway, the cafeteria, the bus loop, and anywhere else they may be on campus.
In order to support the implementation of PBIS, the school will also establish systems to support staff behaviors. Without appropriate buy-in from staff members, PBIS cannot be implemented effectively on a school-wide basis.
In order to support staff members, schools will need to establish team structures, schedule regular meetings for student intervention and system observation, select effective staff members as mentors, and train and coach those staff members. These are the foundational elements of the systems that will create a healthy environment for tiered practices to take place.
Finally, the data that the school collects will help with decision-making at every level of the system. This data will keep the school informed about how the implementation is progressing, whether outcomes are being met, and what further interventions and supports may be needed for students to achieve success and for staff members to support that success.
With the different elements of PBIS in place, schools can support their students with positivity and equity. The decision-making continuum of outcomes, practices, systems and data combined with a PBIS behavior plan will unlock the academic and behavioral potential of every student in the building.
Just as different students need different resources to understand content in a classroom, different students also need different supports to achieve behavioral, social, and emotional success in a building.
Through effective implementation of PBIS in a school, students will receive the support that they need to achieve at their highest possible levels.
Want to learn all you can possibly learn about PBIS? Check out our Complete PBIS Field Guide.
Looking for a place to start your school culture journey? Check out our free PBIS template where you can download a sample to get started.
With PBIS, schools are finding simpler and more adaptable ways to respond to student needs while also providing teachers and administrators with the support they need to be responsive and positive throughout the process. The PBIS continuum lends itself to constant rejuvenation through data-based decision-making and evidence-based practices.
Positive Behavior Intervention and Support, or PBIS, is a framework that schools can use to establish and consistently adapt their school culture and climate goals. The framework consists of three tiers of support and interventions that are based on sound research-based practices.
With the data that schools compile each and every day, stakeholders, from students and teachers to community partners and liaisons, can collaborate to set goals for student achievement and success. This data can also be used intentionally to monitor student progress and to determine program efficacy.
Through positive interactions and a focus on meeting high expectations that are clearly defined and reinforced, teachers can support students as they establish goals for their academic, behavioral, social, and emotional success.
The tiered framework of PBIS also offers a guide for teachers and administrators to use when students require extra support and interventions.
With a foundational understanding of equity that permeates every aspect of the program, schools will focus on the systems they will implement, the data they collect and disseminate, the practices they will adopt and adapt, and the outcomes they will monitor throughout the system with individual students, classes, and the whole school population.
Training the school’s faculty and staff to implement the program and then monitoring that implementation with fidelity is key to system success.
Once the school’s population from administrators to students is willing to internalize the core aspects of the system, PBIS is a transformative approach to student interventions and academic, social, and behavioral success.
While the framework of PBIS is centered on the three tiers of interventions and supports, all of the systems and practices are based on data-informed decisions made by the stakeholders in the building that are made in conjunction with members of the community.
This creates a continuum of sorts: desired outcomes for students lead to schools implementing sound practices, systems are implemented to support the practices, and data is generated, collected, and disseminated to monitor the system and help with decisions leading to future desired outcomes. Specifically, each one of these elements supports a different foundational aspect of the PBIS system school-wide.
First, the desired outcomes should be both meaningful and relevant for the students from academic, social, emotional, and cultural lenses. In this part of the continuum, schools work to set goals that are not only observable and measurable but also attainable.
Accountability should branch out from every aspect of these goals: administrators, teachers, students, families, and community members should all be accountable to one another in various ways for the outcomes to be truly equitable and culturally responsive. The outcomes that a school chooses will be centered on student achievement and will be implemented building-wide.
Next, evidence-based practices will support the implementation of PBIS when they are clearly defined, effective, and regulated. Practices supporting student behavior should be explicit and simple while also flexible enough to implement throughout the day in a variety of settings.
For example, a school may choose “Be Safe, Be Responsible, and Be Respectful” as their core practice throughout the day. Clearly defining these practices will paint a clear picture of success for students and allow staff members to equitably implement them with fidelity.
Their effectiveness is based on how clearly they are communicated by staff members alongside how to achieve them. Students should know how to exhibit these in the classroom, the hallway, the cafeteria, the bus loop, and anywhere else they may be on campus.
In order to support the implementation of PBIS, the school will also establish systems to support staff behaviors. Without appropriate buy-in from staff members, PBIS cannot be implemented effectively on a school-wide basis.
In order to support staff members, schools will need to establish team structures, schedule regular meetings for student intervention and system observation, select effective staff members as mentors, and train and coach those staff members. These are the foundational elements of the systems that will create a healthy environment for tiered practices to take place.
Finally, the data that the school collects will help with decision-making at every level of the system. This data will keep the school informed about how the implementation is progressing, whether outcomes are being met, and what further interventions and supports may be needed for students to achieve success and for staff members to support that success.
With the different elements of PBIS in place, schools can support their students with positivity and equity. The decision-making continuum of outcomes, practices, systems and data combined with a PBIS behavior plan will unlock the academic and behavioral potential of every student in the building.
Just as different students need different resources to understand content in a classroom, different students also need different supports to achieve behavioral, social, and emotional success in a building.
Through effective implementation of PBIS in a school, students will receive the support that they need to achieve at their highest possible levels.
Want to learn all you can possibly learn about PBIS? Check out our Complete PBIS Field Guide.
Looking for a place to start your school culture journey? Check out our free PBIS template where you can download a sample to get started.
With PBIS, schools are finding simpler and more adaptable ways to respond to student needs while also providing teachers and administrators with the support they need to be responsive and positive throughout the process. The PBIS continuum lends itself to constant rejuvenation through data-based decision-making and evidence-based practices.
Positive Behavior Intervention and Support, or PBIS, is a framework that schools can use to establish and consistently adapt their school culture and climate goals. The framework consists of three tiers of support and interventions that are based on sound research-based practices.
With the data that schools compile each and every day, stakeholders, from students and teachers to community partners and liaisons, can collaborate to set goals for student achievement and success. This data can also be used intentionally to monitor student progress and to determine program efficacy.
Through positive interactions and a focus on meeting high expectations that are clearly defined and reinforced, teachers can support students as they establish goals for their academic, behavioral, social, and emotional success.
The tiered framework of PBIS also offers a guide for teachers and administrators to use when students require extra support and interventions.
With a foundational understanding of equity that permeates every aspect of the program, schools will focus on the systems they will implement, the data they collect and disseminate, the practices they will adopt and adapt, and the outcomes they will monitor throughout the system with individual students, classes, and the whole school population.
Training the school’s faculty and staff to implement the program and then monitoring that implementation with fidelity is key to system success.
Once the school’s population from administrators to students is willing to internalize the core aspects of the system, PBIS is a transformative approach to student interventions and academic, social, and behavioral success.
While the framework of PBIS is centered on the three tiers of interventions and supports, all of the systems and practices are based on data-informed decisions made by the stakeholders in the building that are made in conjunction with members of the community.
This creates a continuum of sorts: desired outcomes for students lead to schools implementing sound practices, systems are implemented to support the practices, and data is generated, collected, and disseminated to monitor the system and help with decisions leading to future desired outcomes. Specifically, each one of these elements supports a different foundational aspect of the PBIS system school-wide.
First, the desired outcomes should be both meaningful and relevant for the students from academic, social, emotional, and cultural lenses. In this part of the continuum, schools work to set goals that are not only observable and measurable but also attainable.
Accountability should branch out from every aspect of these goals: administrators, teachers, students, families, and community members should all be accountable to one another in various ways for the outcomes to be truly equitable and culturally responsive. The outcomes that a school chooses will be centered on student achievement and will be implemented building-wide.
Next, evidence-based practices will support the implementation of PBIS when they are clearly defined, effective, and regulated. Practices supporting student behavior should be explicit and simple while also flexible enough to implement throughout the day in a variety of settings.
For example, a school may choose “Be Safe, Be Responsible, and Be Respectful” as their core practice throughout the day. Clearly defining these practices will paint a clear picture of success for students and allow staff members to equitably implement them with fidelity.
Their effectiveness is based on how clearly they are communicated by staff members alongside how to achieve them. Students should know how to exhibit these in the classroom, the hallway, the cafeteria, the bus loop, and anywhere else they may be on campus.
In order to support the implementation of PBIS, the school will also establish systems to support staff behaviors. Without appropriate buy-in from staff members, PBIS cannot be implemented effectively on a school-wide basis.
In order to support staff members, schools will need to establish team structures, schedule regular meetings for student intervention and system observation, select effective staff members as mentors, and train and coach those staff members. These are the foundational elements of the systems that will create a healthy environment for tiered practices to take place.
Finally, the data that the school collects will help with decision-making at every level of the system. This data will keep the school informed about how the implementation is progressing, whether outcomes are being met, and what further interventions and supports may be needed for students to achieve success and for staff members to support that success.
With the different elements of PBIS in place, schools can support their students with positivity and equity. The decision-making continuum of outcomes, practices, systems and data combined with a PBIS behavior plan will unlock the academic and behavioral potential of every student in the building.
Just as different students need different resources to understand content in a classroom, different students also need different supports to achieve behavioral, social, and emotional success in a building.
Through effective implementation of PBIS in a school, students will receive the support that they need to achieve at their highest possible levels.
Want to learn all you can possibly learn about PBIS? Check out our Complete PBIS Field Guide.
Looking for a place to start your school culture journey? Check out our free PBIS template where you can download a sample to get started.
Trent currently lives in Lexington, KY and works as a high school English teacher. During his
eleven years in education, he has served as a teacher, department head, mentor, and coach; his
experience includes work with PBIS, Special Education, MTSS, SEL, Restorative Practices, PLC
and SLC Frameworks, Academic Interventions, Curriculum Development, New Teacher
Induction, College and Career Readiness, and Summer Program Coordination.
The needs of students in elementary, middle, and secondary schools are constantly changing and schools often feel as though they are scrambling to respond, sometimes adopting a system and implementing it just in time for some of its components to become antiquated.
With PBIS, schools are finding simpler and more adaptable ways to respond to student needs while also providing teachers and administrators with the support they need to be responsive and positive throughout the process. The PBIS continuum lends itself to constant rejuvenation through data-based decision-making and evidence-based practices.
Positive Behavior Intervention and Support, or PBIS, is a framework that schools can use to establish and consistently adapt their school culture and climate goals. The framework consists of three tiers of support and interventions that are based on sound research-based practices.
With the data that schools compile each and every day, stakeholders, from students and teachers to community partners and liaisons, can collaborate to set goals for student achievement and success. This data can also be used intentionally to monitor student progress and to determine program efficacy.
Through positive interactions and a focus on meeting high expectations that are clearly defined and reinforced, teachers can support students as they establish goals for their academic, behavioral, social, and emotional success.
The tiered framework of PBIS also offers a guide for teachers and administrators to use when students require extra support and interventions.
With a foundational understanding of equity that permeates every aspect of the program, schools will focus on the systems they will implement, the data they collect and disseminate, the practices they will adopt and adapt, and the outcomes they will monitor throughout the system with individual students, classes, and the whole school population.
Training the school’s faculty and staff to implement the program and then monitoring that implementation with fidelity is key to system success.
Once the school’s population from administrators to students is willing to internalize the core aspects of the system, PBIS is a transformative approach to student interventions and academic, social, and behavioral success.
While the framework of PBIS is centered on the three tiers of interventions and supports, all of the systems and practices are based on data-informed decisions made by the stakeholders in the building that are made in conjunction with members of the community.
This creates a continuum of sorts: desired outcomes for students lead to schools implementing sound practices, systems are implemented to support the practices, and data is generated, collected, and disseminated to monitor the system and help with decisions leading to future desired outcomes. Specifically, each one of these elements supports a different foundational aspect of the PBIS system school-wide.
First, the desired outcomes should be both meaningful and relevant for the students from academic, social, emotional, and cultural lenses. In this part of the continuum, schools work to set goals that are not only observable and measurable but also attainable.
Accountability should branch out from every aspect of these goals: administrators, teachers, students, families, and community members should all be accountable to one another in various ways for the outcomes to be truly equitable and culturally responsive. The outcomes that a school chooses will be centered on student achievement and will be implemented building-wide.
Next, evidence-based practices will support the implementation of PBIS when they are clearly defined, effective, and regulated. Practices supporting student behavior should be explicit and simple while also flexible enough to implement throughout the day in a variety of settings.
For example, a school may choose “Be Safe, Be Responsible, and Be Respectful” as their core practice throughout the day. Clearly defining these practices will paint a clear picture of success for students and allow staff members to equitably implement them with fidelity.
Their effectiveness is based on how clearly they are communicated by staff members alongside how to achieve them. Students should know how to exhibit these in the classroom, the hallway, the cafeteria, the bus loop, and anywhere else they may be on campus.
In order to support the implementation of PBIS, the school will also establish systems to support staff behaviors. Without appropriate buy-in from staff members, PBIS cannot be implemented effectively on a school-wide basis.
In order to support staff members, schools will need to establish team structures, schedule regular meetings for student intervention and system observation, select effective staff members as mentors, and train and coach those staff members. These are the foundational elements of the systems that will create a healthy environment for tiered practices to take place.
Finally, the data that the school collects will help with decision-making at every level of the system. This data will keep the school informed about how the implementation is progressing, whether outcomes are being met, and what further interventions and supports may be needed for students to achieve success and for staff members to support that success.
With the different elements of PBIS in place, schools can support their students with positivity and equity. The decision-making continuum of outcomes, practices, systems and data combined with a PBIS behavior plan will unlock the academic and behavioral potential of every student in the building.
Just as different students need different resources to understand content in a classroom, different students also need different supports to achieve behavioral, social, and emotional success in a building.
Through effective implementation of PBIS in a school, students will receive the support that they need to achieve at their highest possible levels.
Want to learn all you can possibly learn about PBIS? Check out our Complete PBIS Field Guide.
Looking for a place to start your school culture journey? Check out our free PBIS template where you can download a sample to get started.
The needs of students in elementary, middle, and secondary schools are constantly changing and schools often feel as though they are scrambling to respond, sometimes adopting a system and implementing it just in time for some of its components to become antiquated.
With PBIS, schools are finding simpler and more adaptable ways to respond to student needs while also providing teachers and administrators with the support they need to be responsive and positive throughout the process. The PBIS continuum lends itself to constant rejuvenation through data-based decision-making and evidence-based practices.
Positive Behavior Intervention and Support, or PBIS, is a framework that schools can use to establish and consistently adapt their school culture and climate goals. The framework consists of three tiers of support and interventions that are based on sound research-based practices.
With the data that schools compile each and every day, stakeholders, from students and teachers to community partners and liaisons, can collaborate to set goals for student achievement and success. This data can also be used intentionally to monitor student progress and to determine program efficacy.
Through positive interactions and a focus on meeting high expectations that are clearly defined and reinforced, teachers can support students as they establish goals for their academic, behavioral, social, and emotional success.
The tiered framework of PBIS also offers a guide for teachers and administrators to use when students require extra support and interventions.
With a foundational understanding of equity that permeates every aspect of the program, schools will focus on the systems they will implement, the data they collect and disseminate, the practices they will adopt and adapt, and the outcomes they will monitor throughout the system with individual students, classes, and the whole school population.
Training the school’s faculty and staff to implement the program and then monitoring that implementation with fidelity is key to system success.
Once the school’s population from administrators to students is willing to internalize the core aspects of the system, PBIS is a transformative approach to student interventions and academic, social, and behavioral success.
While the framework of PBIS is centered on the three tiers of interventions and supports, all of the systems and practices are based on data-informed decisions made by the stakeholders in the building that are made in conjunction with members of the community.
This creates a continuum of sorts: desired outcomes for students lead to schools implementing sound practices, systems are implemented to support the practices, and data is generated, collected, and disseminated to monitor the system and help with decisions leading to future desired outcomes. Specifically, each one of these elements supports a different foundational aspect of the PBIS system school-wide.
First, the desired outcomes should be both meaningful and relevant for the students from academic, social, emotional, and cultural lenses. In this part of the continuum, schools work to set goals that are not only observable and measurable but also attainable.
Accountability should branch out from every aspect of these goals: administrators, teachers, students, families, and community members should all be accountable to one another in various ways for the outcomes to be truly equitable and culturally responsive. The outcomes that a school chooses will be centered on student achievement and will be implemented building-wide.
Next, evidence-based practices will support the implementation of PBIS when they are clearly defined, effective, and regulated. Practices supporting student behavior should be explicit and simple while also flexible enough to implement throughout the day in a variety of settings.
For example, a school may choose “Be Safe, Be Responsible, and Be Respectful” as their core practice throughout the day. Clearly defining these practices will paint a clear picture of success for students and allow staff members to equitably implement them with fidelity.
Their effectiveness is based on how clearly they are communicated by staff members alongside how to achieve them. Students should know how to exhibit these in the classroom, the hallway, the cafeteria, the bus loop, and anywhere else they may be on campus.
In order to support the implementation of PBIS, the school will also establish systems to support staff behaviors. Without appropriate buy-in from staff members, PBIS cannot be implemented effectively on a school-wide basis.
In order to support staff members, schools will need to establish team structures, schedule regular meetings for student intervention and system observation, select effective staff members as mentors, and train and coach those staff members. These are the foundational elements of the systems that will create a healthy environment for tiered practices to take place.
Finally, the data that the school collects will help with decision-making at every level of the system. This data will keep the school informed about how the implementation is progressing, whether outcomes are being met, and what further interventions and supports may be needed for students to achieve success and for staff members to support that success.
With the different elements of PBIS in place, schools can support their students with positivity and equity. The decision-making continuum of outcomes, practices, systems and data combined with a PBIS behavior plan will unlock the academic and behavioral potential of every student in the building.
Just as different students need different resources to understand content in a classroom, different students also need different supports to achieve behavioral, social, and emotional success in a building.
Through effective implementation of PBIS in a school, students will receive the support that they need to achieve at their highest possible levels.
Want to learn all you can possibly learn about PBIS? Check out our Complete PBIS Field Guide.
Looking for a place to start your school culture journey? Check out our free PBIS template where you can download a sample to get started.
All the behavior resources you need to create the positive culture your school community deserves.
