Database of Federally Funded Technical Assistance and Research Centers

Center on Positive Behavioral Interventions and Supports (PBIS Center)

Funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) and the Office of Elementary and Secondary Education (OESE), the Center on Positive Behavioral Interventions and Supports (PBIS) supports schools, districts, and states to build systems capacity for implementing a multi-tiered approach to social, emotional and behavior support. The broad purpose of PBIS is to improve the effectiveness, efficiency and equity of schools and other agencies. PBIS improves social, emotional and academic outcomes for all students, including students with disabilities and students from underrepresented groups.

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Director(s): Heather George, Tim Lewis, Kent McIntosh, Brandi Simonsen

Website: https://www.pbis.org

Specialty Area

Education Leadership
Evidence Based Practices & Scaling Up
Family Engagement
Intensive Supports
Multi-tiered Systems of Support
Organizational Leadership
Positive Behavioral Intervention and Supports (PBIS)
Response to Intervention
School Climate & Behavior
School Mental Health
Social and Emotional Learning
Special Education
System Alignment

Primary Audience

Administrators
Families
School Counselors
School Districts
Schools
State Education Agencies

Services

Assessment Tools
Coaching
Consulting
Content Expertise
Research

Regions/States

National

All States

Level of Support

General

Additional Information

Other Specialty Areas: Implementation Science; Prevention Science

Rhonda Weiss Center for Accessible IDEA Data (Weiss Center)

The Rhonda Weiss Center for Accessible IDEA Data improves state capacity to report Part B and Part C Individuals with Disabilities Education Act (IDEA) data in accessible formats.

The Weiss Center, along with trusted partners, works closely with states to help them deal with challenges related to making IDEA data accessible.

The services delivered by the Weiss Center will benefit state education agencies in the following ways:

Improve knowledge about accessibility needs, standards, best practices, and how to apply them.
Build skills and competency needed to make state-level data more accessible in dynamic formats.
Enhance ability to sharing knowledge about accessibility with other states, local education agencies (LEAs), and early intervention (EI) programs.
Increase access to data by people who have historically been excluded. This will improve data quality due to broader data use and analysis.