When schools implement PBIS, they start by implementing it school-wide. Three critical features – systems, practices, and data – work together to promote positive, predictable, safe environments for everyone in all school settings.
School-wide PBIS is a multi-tiered framework to make schools more effective places. It establishes a social culture and the behavior supports needed to improve social, emotional, behavioral, and academic outcomes for all students. PBIS is flexible enough support student, family, and community needs.
The four critical features of SW-PBIS include:
Setting observable and measurable goals helps schools hold themselves accountable to creating the kind of place where every student succeeds. Schools select the outcomes to target based on data they find meaningful, culturally equitable, and centered on students’ achievements or school-level implementation.
Schools implementing PBIS select, implement, monitor, evaluate, and adapt the evidence-based practices they use in their settings. Specifically, they invest in practices that are:
Because PBIS is not a packaged curriculum or intervention, schools implement the core features of evidence-based practices in a way that fits with the schools’ cultural values.
When it comes to school-wide practices, all schools:
Schools invest in the administrative, professional, and organizational systems critical to sustain PBIS implementation. These systems create the ability to deliver Tier 1, Tier 2, and Tier 3 practices. They also serve as the foundation to establish
School-wide PBIS schools collect and use data to guide their implementation and evaluate outcomes. It is critical to consider the local culture and context throughout the decision-making process to ensure equitable outcomes for all students and staff.
The type and level of behavior support provided for any student must match the intensity of his or her needs. Student responsiveness to academic and behavioral supports must guide instructional and intervention decisions. Schools implementing PBIS school-wide must organize behavior support across multiple tiers which increase in intensity as students’ needs dictate.
Tier 1 supports are delivered to all students and emphasize teaching prosocial skills and behavior expectations. Schools acknowledge appropriate student behavior across all school settings. Tier 1 PBIS builds a social culture where students expect, prompt, and reinforce appropriate behavior for each other. When implemented with fidelity, Tier 1 PBIS systems and practices meet the needs of 80% or more of all students’ needs.
Tier 2 supports focus on students who are not successful with Tier 1 supports alone. Students receiving Tier 2 support require additional teaching and practice opportunities to increase their likelihood of success. Tier 2 supports are often successful when provided within groups. At this level, systems and practices are efficient. This means they are similar across students and can be quickly accessed. Schools monitor fidelity and outcome data regularly to adjust implementation as needed. The typical range of Tier 2 supports include:
Typically, schools deliver Tier 2 supports to 5-15% of the student body.
Tier 3 are more intensive and individualized. Schools use more formalized assessments to match interventions to the behavior’s function. They create individualized plans incorporating the student’s academic strengths and deficits, physical and medical status, mental health needs, and family/community support. Support plans emphasize:
Tier 3 supports target the 3-5% of students with the highest support needs in the school.
Specifically, PBIS implemented school-wide is associated with the following outcomes:[1],[2],[3],[4]
To get started implementing SW-PBIS, identify a representative leadership team. This team typically:
To learn more about PBIS resources available within your state, contact your state coordinator.
School-wide PBIS is a multi-tiered framework to make schools more effective places. It establishes a social culture and the behavior supports needed to improve social, emotional, behavioral, and academic outcomes for all students. PBIS is flexible enough support student, family, and community needs.
The four critical features of SW-PBIS include:
Setting observable and measurable goals helps schools hold themselves accountable to creating the kind of place where every student succeeds. Schools select the outcomes to target based on data they find meaningful, culturally equitable, and centered on students’ achievements or school-level implementation.
Schools implementing PBIS select, implement, monitor, evaluate, and adapt the evidence-based practices they use in their settings. Specifically, they invest in practices that are:
Because PBIS is not a packaged curriculum or intervention, schools implement the core features of evidence-based practices in a way that fits with the schools’ cultural values.
When it comes to school-wide practices, all schools:
Schools invest in the administrative, professional, and organizational systems critical to sustain PBIS implementation. These systems create the ability to deliver Tier 1, Tier 2, and Tier 3 practices. They also serve as the foundation to establish
School-wide PBIS schools collect and use data to guide their implementation and evaluate outcomes. It is critical to consider the local culture and context throughout the decision-making process to ensure equitable outcomes for all students and staff.
The type and level of behavior support provided for any student must match the intensity of his or her needs. Student responsiveness to academic and behavioral supports must guide instructional and intervention decisions. Schools implementing PBIS school-wide must organize behavior support across multiple tiers which increase in intensity as students’ needs dictate.
Tier 1 supports are delivered to all students and emphasize teaching prosocial skills and behavior expectations. Schools acknowledge appropriate student behavior across all school settings. Tier 1 PBIS builds a social culture where students expect, prompt, and reinforce appropriate behavior for each other. When implemented with fidelity, Tier 1 PBIS systems and practices meet the needs of 80% or more of all students’ needs.
Tier 2 supports focus on students who are not successful with Tier 1 supports alone. Students receiving Tier 2 support require additional teaching and practice opportunities to increase their likelihood of success. Tier 2 supports are often successful when provided within groups. At this level, systems and practices are efficient. This means they are similar across students and can be quickly accessed. Schools monitor fidelity and outcome data regularly to adjust implementation as needed. The typical range of Tier 2 supports include:
Typically, schools deliver Tier 2 supports to 5-15% of the student body.
Tier 3 are more intensive and individualized. Schools use more formalized assessments to match interventions to the behavior’s function. They create individualized plans incorporating the student’s academic strengths and deficits, physical and medical status, mental health needs, and family/community support. Support plans emphasize:
Tier 3 supports target the 3-5% of students with the highest support needs in the school.
Specifically, PBIS implemented school-wide is associated with the following outcomes:[1],[2],[3],[4]
To get started implementing SW-PBIS, identify a representative leadership team. This team typically:
To learn more about PBIS resources available within your state, contact your state coordinator.
Resources in this section include assessments, blueprints, examples, and materials to aid in implementing PBIS.
Publications listed below include every eBook, monograph, brief, and guide written by the PBIS Technical Assistance Center.
Presentations about their experiences, published research, and best practices from recent sessions, webinars, and trainings
Recordings here include keynotes and presentations about PBIS concepts as well tips for implementation.
© Positive Behavioral Interventions & Supports (PBIS)
