PBIS

Effective learning is instrumental for any behavior change; so, effective instruction is key to implement and sustain change. A team that plans intentionally for involvement from its staff and families, studies data routinely with a mindset for inquiry, engages in collaborative dialogue, and implements a systematic problem-solving process...will be a powerful agent of change to support effective student learning and development.  This is achieved through a focus in three concentrated areas: 

• System=Developed data-driven systems that support adults in the efficient acquisition of preventive and positive practices for teaching prosocial skills and responding to behavior incidents. 

• Practices=Adopted, organized and implemented evidence-based practices for teaching and reinforcing behaviors that promote academic and social success for All students.

• Data=Utilized data over time to assess rate of learning, level of performance and fidelity of implementation as well as to guide instructional decisions, align curriculum and allocate resources.

Appropriate behavior will be taught to and demonstrated by all students through systematically selecting and implementing evidence-based practices in predictable environments that support student safety, wellness and learning.  Staff will collaboratively create a system to routinely study patterns of behavior and identify functions to objectively and ethically match small group practices to problem-solve with a greater likelihood of success in meeting student needs.  Staff will collect and study the right data to identify problems with better specificity, choose the most efficient actions, monitor efficacy and adjust responsively to minimize impact on human resources and meet student needs.

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based three-tiered framework for improving and integrating all of the data, systems, and practices affecting student outcomes every day.  It is a way to support everyone - especially students with disabilities - to create the kinds of schools where all students are successful.

PBIS isn't a curriculum you purchase or something you learn during a one-day professional development training.  It is a commitment to addressing student behavior through systems change.  When it's implemented well, students achieve improved social and academic outcomes, schools experience reduced exclusionary discipline practices, and school personnel feel more effective.

 

Systems

The way schools operate are their foundational systems.  In PBIS, these systems support accurate, durable implementation of practices and the effective use of data to achieve better outcomes.  When it comes to systems, ask yourself:  What can we do to sustain this over the long haul?

 

Data

Schools generate multiple pieces of data about students every day.  Within the PBIS framework, schools use data to select, monitor and evaluate outcomes, practices, and systems across all three tiers.  When it comes to data, ask yourself:  What information do we need to make effective decisions?

 

Practices 

Key to improving outcomes are the strategies to support students at every level.  In PBIS, these interventions and strategies are backed by research to target the outcomes schools want to see.  When it comes to practices, ask yourself:  How will we reach our goals?

 

Outcomes

The outcomes from PBIS are what schools achieve through the data, systems, and practices they put in place.  Families, students, and school personnel set goals and work together to see them through.  In PBIS, outcomes might be improved student behavior, or fewer office discipline referrals.  When it comes to outcomes, ask yourself: What is important to each learning community?

A Multi-Tiered System of Support (MTSS) is a data-driven, problem-solving framework to improve outcomes for all students.  MTSS relies on a continuum of evidence-based practices matched to student needs.  PBIS is an example of MTSS centered on social behavior.

 

Three Tiers of Support

MTSS emerged as a framework from the work conducted in public health emphasizing three tiers of prevention.  Schools apply this model as a way to align to academic, behavioral, social, and emotional supports to improve education for all students.  It's important to remember these tiers refer to levels of support students receive, not to students themselves.  Students receive Tier 2 supports, they are not Tier 2 students. 

Tier 1: Universal Prevention (All)

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

Tier 2: Targeted Prevention (Some)

This level of support focuses on improving specific skill deficits students have.  School often provide Tier 2 supports 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 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 an individualized support plan.  Student plans often include goals related to both academics as well as behavior support.

 

Key Components at Every Tier

Each tier has its own set of systems and practices, but some key components appear across every level.  Each of these features needs to be present in order for MTSS to be implemented with fidelity.

• Practices are based on evidence to be effective in a similar context with similar populations.

• Practices are organized along a tiered continuum beginning with strong universal supports followed by interventions matched to student needs. 

• Data are collected and used to screen, monitor, and assess student progress. 

• Resources are allocated to ensure systems and practices are implemented with fidelity over time.

 

Explore the Evidence Base for PBIS

At its foundation, PBIS is a framework supported by research spanning decades.  Study after study confirms the positive impact these tiered systems and practices have on improving student outcomes.  The evaluation brief, "Is School-Wide Positive Behavior Support and Evidence-Based Practice?" and the article "Examining the Evidence Base for School-Wide Positive Behavior Support" each lay out some of the research and provide additional resources to explore the topic further.