Overview
This lecture focused on implementing and sustaining Positive Behavioral Interventions and Supports (PBIS) within schools, emphasizing the importance of frameworks, clear expectations, tiered support, data-driven decisions, and consistent practices.
PBIS Framework & Foundation
- PBIS serves as a framework to organize school systems, connecting components like leadership, decision-making, and implementation.
- A strong PBIS framework requires commitment for at least 10 years to avoid the common cycles of educational innovations that lose fidelity.
- PBIS focuses on outcomes, data, practices, systems, and equity to remain relevant and effective.
Core Components of PBIS
- Outcomes set objectives and goals based on current and desired results.
- Data guides decision-making and monitors progress and fidelity.
- Systems support staff through structured leadership, coaching, and professional development.
- Practices provide tiered supports to all students—universal (tier 1), targeted (tier 2), and individualized (tier 3).
Tiered Model & Implementation
- Tier 1: Universal practices for all students and staff, establishing foundational expectations and preventative strategies.
- Tier 2: Targeted interventions for students needing additional support, while still accessing Tier 1 core practices.
- Tier 3: Intensive, individualized supports for a few students, built upon Tier 1 and 2 systems.
Developing and Teaching Expectations
- Involve staff and students in creating a shared vision and school-wide expectations (3–5 simple rules).
- Clearly define and teach what expectations look like in various school settings.
- Use culturally responsive language and examples aligned to the school community.
Encouraging and Responding to Behavior
- Provide explicit instruction, modeling, and practice of desired behaviors in context.
- Use a 5:1 ratio of positive to corrective feedback; reinforce expected behaviors with specific praise and acknowledgments.
- Implement group contingencies, feedback systems, and non-material recognition strategies.
- Establish clear procedures for addressing problem behaviors, emphasizing restorative and least restrictive interventions first.
Data-Driven Decision Making & Auditing Practices
- Regularly audit all social, emotional, and behavioral initiatives to assess fidelity and effectiveness.
- Use data to guide adjustments, determine needs, and decide which practices to continue or discontinue.
- Engage all stakeholders in reviewing and refining practices based on school-specific data and goals.
Classroom Practices & Resources
- Maximize classroom structure, routines, and student engagement.
- Integrate evidence-based and trauma-informed approaches within the PBIS framework.
- Utilize available resources and briefs on PBIS.org and state project websites for lesson plans, family communication, and addressing diverse settings.
Key Terms & Definitions
- PBIS (Positive Behavioral Interventions and Supports) — a framework integrating systems, data, and practices to improve student behavior and school climate.
- MTSS (Multi-Tiered System of Supports) — a framework for delivering varying levels of academic and behavioral support to students.
- Tier 1/2/3 — Levels of support: universal (all), targeted (some), and intensive (few).
- Fidelity — the accuracy and consistency of implementing practices as intended.
Action Items / Next Steps
- Review and update your school’s expectations, teaching matrices, and behavioral procedures.
- Conduct a current audit of social-emotional supports and interventions in use.
- Use poll and feedback data to prioritize areas for immediate improvement.
- Access resources and contact your state PBIS coordinator for further training.
- Complete the session evaluation and prepare for the upcoming systems-focused lecture.