Positive Supports for Behavior and Discipline Resource Database

The PBIS Implementation Blueprint (4.0) provides guidance for implementers interested in (a) exploring and getting ready to implement PBIS, (b) getting started with PBIS, and/or (c) getting better at enhancing, sustaining, and/or scaling (expanding) their efforts in educational settings.

This evaluation brief explores the relationship between (a) schools’ implementation of Tier 1 (universal) support within a Positive Behavioral Interventions and Supports (PBIS) framework and (b) the proportion of students with disabilities suspended.

This Practice Brief was developed as result of the roundtable dialogue that occurred at the 2019 PBIS Leadership Forum in Chicago, IL and provides an overview of the process of designing and implementing Tier 2 systems and practices within a Positive Behavioral Interventions & Supports (PBIS) framework. Approaching Tier 2 design from the district-level is encouraged; however, considerations and suggestions for schools implementing Tier 2 independent of a district-level initiative are included.

This self-paced module examines the three principles of Universal Design for Learning (UDL) and discusses how to apply these principles to the four curricular components (i.e., goals, instructional materials, instructional methods, and assessments).

This presentation answers the questions: How can trauma-informed interventions enhance the PBIS/behavioral health system in schools? / When should trauma-informed approaches be used and at what tiers? / How can the core features of an Interconnected Systems Framework (ISF) support and guide the implementation of trauma-informed approaches in schools?

Recordings here include keynotes and presentations about PBIS concepts.

Tier 3 Practices and Supports

Schools across the U.S. are implementing PBIS in efforts to reduce racial disproportionality in school discipline, and overall, research shows that schools implementing PBIS with fidelity have more equitable school discipline. Yet eliminating disparities through standard PBIS implementation, without attention to the sociocultural context and systems that perpetuate inequities, is unlikely to produce desired outcomes. The presenters will share specific strategies and free Center resources for increasing equity in PBIS systems. 

Schools need meaningful data to identify a variety of needs and determine effectiveness of supports provided across tiers. This session will describe the various data used within the PBIS framework to select, monitor, and evaluate outcomes, practices, and systems at both the district and school level.

The key to improving school outcomes are the strategies utilized to support the students and adults at every level. This session will describe how data-driven PBIS teams emphasize the careful selection and integration of evidence-based practices or interventions into a continuum of effective behavior support.

The purpose of this practice guide is to assist Tier 3 Systems Teams, or combined Advanced Tiers (Tier 2 and 3) Systems Teams, in developing the foundational Tier 3 school-level systems features.

Tier 3 Student Level Systems support all students who are not responding to Tier 1 and Tier 2 supports and would benefit from intensive strategies matched to individual student needs. Student challenges may include behaviors that range from disruptive behaviors to aggression (externalizing) and/or suicidal ideation, depression, or anxiety (internalizing). These behaviors might be impacted by trauma or crisis situations (temporary or permanent) or driven by mental health needs. Tier 3 behavioral supports may be helpful for any student, no matter the (dis)ability, who needs support to meet intensive social, emotional, and behavioral needs. This guide can assist all educators with understanding the systems that must be established to support students with intensive needs.

With multiple sources of information available, knowing how to use data efficiently and effectively with limited resources is critical to the successful implementation of schoolwide, classroom, and individual interventions. In this practice guide, we describe a scientifically-based approach for data-based decision-making called Team-Initiated Problem Solving (TIPS) that includes guidance for school-based teams on (a) the foundations needed to run more effective meetings, (b) a process for using data to identify school needs and goals for change as well as for planning practical and effective solutions, and (c) a process for using, monitoring, and adapting solutions.

The PBIS Evaluation Blueprint provides guidance regarding the evaluation process, tools, and outcomes that guide both initial adoption and sustained use of PBIS. A goal of this Blueprint is to provide a suggested format, structure, and materials to support a wide range of evaluation plans.

Schools implementing evidence-based practices need support systems to enable effectiveness and efficiency to enhance outcomes. PBIS schools establish working structures or operational procedures to organize, sustain, and scale implementation. This session will describe the foundational system features critical to successful school-wide implementation.