Resource: High School PBIS Implementation: Student Voicewww.pbis.org/resource/high-school-pbis-implementation-student-voice
PDF: This brief discusses the importance of student voice, describes the unique features of high school settings that can make it challenging to include students, and offers strategies to address these barriers.
High School PBIS Implementation: Student Voice. This brief discusses the importance of student voice, describes the unique features of high school settings that can make it challenging to include students, and offers strategies to address these barriers.…
Video: [Session A6] PBIS Forum 2021: Youth Voice: Letting Students Lead the Waywww.pbis.org/video/session-a6-pbis-forum-2021-youth-voice-letting-students-lead-the-way
Are you looking for a way to increase student voice in the development and refinement of your school’s PBIS system? This session will provide ideas and strategies for engaging youth leaders in your district or school. The experiences of both students and adults engaged in youth leadership in schools will be shared.
[Session A6] PBIS Forum 2021: Youth Voice: Letting Students Lead the Way. Are you looking for a way to increase student voice in the development and refinement of your school’s PBIS system?…
Center on PBIS | High School PBISwww.pbis.org/topics/high-school-pbis
Topic Page: It’s easy to think primarily elementary and middle schools implement PBIS. Would you be surprised to learn there are thousands of high schools implementing PBIS, too? The key features of PBIS don’t change at the high school level; implementation simply addresses contextual factors unique to high school settings.
Age of Students. High school students expect to have input on decisions impacting their experience. High school PBIS leadership teams have to find ways to get students more involved in their process. Why Address High School PBIS?…
Function-Based Support Throughout the Continuum: New Guidance from the U.S. Department of Educationwww.pbis.org/current/function-based-support-throughout-the-continuum
Check out new guidance on function-based support and our five key take aways and main messages from their guidance.
Tier 3 Student-Level Systems Guide. 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.…
Video: Young, Gifted and Blackwww.pbis.org/video/young-gifted-and-black
This 7-minute video (from the San Diego County Office of Education’s Freedom Summer Series) is a symposium of Black students sharing their experiences regarding race and racism in school. Listening to student voices is a critical element in adapting PBIS systems to improve equity in schools.
This 7-minute video (from the San Diego County Office of Education’s Freedom Summer Series) is a symposium of Black students sharing their experiences regarding race and racism in school.…
Video: Spotlight on Youth Voiceswww.pbis.org/video/spotlight-on-youth-voices
This video is a compilation of youth across the country sharing their school experiences including ways we "do school" differently moving forward. Listening to student voices is a critical element in adapting PBIS systems to improve equity in schools. Special thanks to the San Diego County Office of Education, Roanoke County Public Schools and The SMART Center at University of Washington.
Spotlight on Youth Voices. This video is a compilation of youth across the country sharing their school experiences including ways we "do school" differently moving forward.…
Center on PBIS | Equitywww.pbis.org/equity
Educational systems cannot be considered effective until they are effective for all student groups. PBIS provides an ideal framework for increasing equity in student outcomes.…
Video: [Session L1] PBIS Forum 2021: Allowing Youth Voice to Inform Mental Wellness Effortswww.pbis.org/video/session-l1-pbis-forum-2021-allowing-youth-voice-to-inform-mental-wellness-efforts
The voices of our students are critical as schools navigate necessary changes to practices and policies which include mental wellness. This session, which includes live student discussion, will highlight different ways students have become involved in supporting other students as well as informing adults of changes they feel are necessary to influence mental wellness for all.
[Session L1] PBIS Forum 2021: Allowing Youth Voice to Inform Mental Wellness Efforts. The voices of our students are critical as schools navigate necessary changes to practices and policies which include mental wellness.…
Video: [Session L3] PBIS Forum 2021: Youth Speaking Up About Inequity: Their Experiences Through Their Own Voiceswww.pbis.org/video/session-l3-pbis-forum-2021-youth-speaking-up-about-inequity-their-experiences-through-their-own-voices
This session will showcase a series of student panels designed to illuminate how racism shows up in schools and communities through the voices and experiences of those directly impacted: the students. The virtual panels will provide an opportunity for educators to hear and learn from the student school experience.
[Session L3] PBIS Forum 2021: Youth Speaking Up About Inequity: Their Experiences Through Their Own Voices.…
Resource: The Student/Teacher Gamewww.pbis.org/resource/the-student-teacher-game
PDF: The Student/Teacher Game is a quick and easy strategy to prompt and acknowledge students for following expectations in the classroom. The Game encourages appropriate behaviors by “catching” students engaged in expected behaviors and has been shown in research and practice to improve behavior.
The Student/Teacher Game. The Student/Teacher Game is a quick and easy strategy to prompt and acknowledge students for following expectations in the classroom.…
Center on PBIS | A Commitment to Racial Equity from the Center on PBISwww.pbis.org/announcements/resources-for-using-pbis-to-increase-racial-equity
A collection of resources to guide using PBIS to increase racial and ethnic equity in schools.
At the Center on PBIS, we are committed to improving outcomes for each student, and given centuries of oppression, violence, and segregation, we must increase our commitment to improving outcomes for each Black student.…
Center on PBIS | Tier 3www.pbis.org/pbis/tier-3
At most schools, there are 1-5% of students for whom Tier 1 and Tier 2 supports have not connected. At Tier 3, these students receive more intensive, individualized support to improve their behavioral and academic outcomes. Tier 3 strategies work for students with developmental disabilities, autism, emotional and behavioral disorders, and students with no diagnostic label at all.
Functional behavior assessment (FBA) is the formal process for ensuring a student’s plan centers on why a student behaves the way they do. FBA allows teams to identify which interventions are most likely to be useful for an individual student.…
Resource: Cultivating Positive Student-Teacher Relationshipswww.pbis.org/resource/cultivating-positive-student-teacher-relationships
PDF: The significance of the student-teacher relationship is substantial. The brief discusses key elements of positive student-teacher relationships and approaches for strengthening teachers' relational skills with students.
Cultivating Positive Student-Teacher Relationships. The significance of the student-teacher relationship is substantial.…
Center on PBIS | Familywww.pbis.org/topics/family
Topic Page: We think of family as the people in a child’s life with a vested interest in their well-being and educational success. Family, school, and community members are critical partners in developing an effective and responsive support system where all benefit. However, authentic partnerships continue to be a challenging reality for educators and families alike; schools must be creative in their efforts to reach out to and engage with their stakeholders so that positive, trusting relationships serve as the foundation of ongoing collaboration and problem-solving.
Including families’ perspectives, values and voices within the development and implementation of your PBIS system makes your school responsive to the needs of students and families.…
Center on PBIS | Supporting Schools During and After Crisiswww.pbis.org/crisis-recovery
This page highlights resources to support the use of a multi-tiered system of support (MTSS) framework to support students, families, and educators during the transition back to school during and following a crisis (e.g., violent event, a pandemic, natural disaster, social unrest, or other emergency) in a manner that prioritizes their health and safety, social and emotional needs, and behavioral and academic growth.
Student-teacher relationships are one of the most powerful predictors of student emotional wellness, classroom climate, and academic success.…
Resource: Individual Student Systems Evaluation Tool (ISSET)www.pbis.org/resource/individual-student-systems-evaluation-tool-isset
PDF: The Individual Student Systems Evaluation Tool (ISSET) is a research tool designed to assess the implementation status of secondary (targeted) and tertiary (intensive) systems within a school. The ISSET consists of 35 items and is divided into three parts: foundations, targeted interventions, and individualized interventions. Questions in each of these parts are grouped into feature areas (e.g., commitment, implementation, assessment, etc.). A summary score is obtained for each of the three parts of the ISSET.
Individual Student Systems Evaluation Tool (ISSET). The Individual Student Systems Evaluation Tool (ISSET) is a research tool designed to assess the implementation status of secondary (targeted) and tertiary (intensive) systems within a school.…
Resource: Tier 3 Student-level Systems Guidewww.pbis.org/resource/tier-3-student-level-systems-guide
PDF: 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.
Tier 3 Student-level Systems Guide. 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.…
Resource: IDEA & Students with Disabilitieswww.pbis.org/resource/idea-students-with-disabilities
PDF: This Practice Brief was developed as result of the roundtable dialogue that occurred at the 2019 PBIS Leadership Forum in Chicago, IL and is not intended to provide comprehensive legal guidance. Districts/schools should consult with their district’s legal resources for deciding on legal actions and procedures.
IDEA & Students with Disabilities. This Practice Brief was developed as result of the roundtable dialogue that occurred at the 2019 PBIS Leadership Forum in Chicago, IL and is not intended to provide comprehensive legal guidance.…
Center on PBIS | Aboutwww.pbis.org/about/about
Over the past 26 years, the Center has established itself as a leader in the field of education, working together with state and local agencies to improve social, emotional, academic, and behavioral outcomes for all students. Its work is rooted in prevention, centered in equity, based on human-centered science, and only implemented through collaborative partnerships with students, families, educators, and their extended communities.
Its work is rooted in prevention, centered in equity, based on human-centered science, and only implemented through collaborative partnerships with students, families, educators, and their extended communities. Values.…
Resource: School-based Screening for Student Substance Misusewww.pbis.org/resource/school-based-screening-for-student-substance-misuse
PDF: The effects of the opioid crisis have been felt across the country, and many educators are seeking ways to be proactive around their students’ needs. An important step toward this goal is identifying students who need support. The Center on PBIS website (PBIS.org) provides multiple resources with provide general guidance on screener selection and implementation. This practice brief is intended to provide educators with more specific, supplemental direction for substance misuse screening and a brief overview of how such screening can be combined with brief intervention and referral to treatment.
School-based Screening for Student Substance Misuse. The effects of the opioid crisis have been felt across the country, and many educators are seeking ways to be proactive around their students’ needs.…
Resource: PBIS Increases Student Engagement and Academic Achievementwww.pbis.org/resource/pbis-increases-student-engagement-and-academic-achievement
PDF: One-page brief describing the effectiveness and reach of the PBIS framework at increasing student engagement and academic achievement.
PBIS Increases Student Engagement and Academic Achievement. One-page brief describing the effectiveness and reach of the PBIS framework at increasing student engagement and academic achievement. Topic(s): School-Wide. District & State PBIS.…
Center on PBIS | Bullying Preventionwww.pbis.org/topics/bullying-prevention
Topic Page: Bullying is frequently noted as an example of disrespectful and aggressive behavior. The majority of bullying and harmful behavior happens in order to get attention, praise, or social status from by-standers, peers, or even the victim. An effective social culture has a formal process for limiting the social rewards available for bullying, and harmful behavior. We call this bullying prevention.
Teaching students to identify and respond effectively to the bullying and harmful behavior of others needs to match the students’ developmental level.…
Resource: PBIS Supports Students with Disabilitieswww.pbis.org/resource/pbis-supports-students-with-disabilities
PDF: One-page brief describing the effectiveness and reach of the PBIS framework, particularly with students with disabilities.
PBIS Supports Students with Disabilities. One-page brief describing the effectiveness and reach of the PBIS framework, particularly with students with disabilities. Topic(s): Students with Disabilities. School-Wide. District & State PBIS.…
Resource: PBIS Supports Students with Disabilitieswww.pbis.org/resource/pbis-supports-students-with-disabilities-2
PDF: PBIS implementation with high fidelity across all three tiers in a small, high-needs district improved the rates of inclusion (greater than 80% in general education classrooms) from below the nationwide inclusion rate to almost 10% above the nationwide rates. In addition, there was a decreasing rate of office discipline referrals across the school year in one school, from a high of 170 per month in October to a low of 6 in April. Both the fidelity of school-wide and classwide PBIS were found to be strong contributors to these outcomes.
PBIS Supports Students with Disabilities.…
Center on PBIS | Tier 2www.pbis.org/pbis/tier-2
Tier 2 practices and systems provide targeted support for students who are not successful with Tier 1 supports alone. The focus is on supporting students who are at risk for developing more serious problem behavior before they start. Essentially, the support at this level is more focused than Tier 1 and less intensive than Tier 3.
The PBIS Triangle—The yellow area represents Tier 2 that supports some students. Tier 1 supports are still used with students engaged in Tier 2 supports.…
Resource: Every Student Succeeds Act: Why School Climate* Should Be One of Your Indicatorswww.pbis.org/resource/every-student-succeeds-act-why-school-climate-should-be-one-of-your-indicators
PDF: With the new Every Student Succeeds Act (ESSA), State education agencies (SEA) have a great opportunity to revisit and update their state-wide school improvement plans. A particularly important emphasis of ESSA is school climate and safety, which are so integrally linked to academic achievement, active student and teacher engagement, and tiered systems of support for all students, but especially students with high failure risk (e.g., students with disabilities English language learners, students from disadvantaged and diverse backgrounds and environments).
Every Student Succeeds Act: Why School Climate* Should Be One of Your Indicators. With the new Every Student Succeeds Act (ESSA), State education agencies (SEA) have a great opportunity to revisit and update their state-wide school improvement plans.…
Center on PBIS | Students with Disabilitieswww.pbis.org/topics/students-with-disabilities
Topic Page: Creating safe, supportive learning environments for children and youth with disabilities is a critical responsibility of all school personnel. Within a PBIS framework, educators provide a robust continuum of positive, proactive, and inclusive support for all students, including students with disabilities. This reduces demand for more intensive supports and ensures students in need of the most intensive supports receive them. Research indicates implementing PBIS with fidelity improves social, emotional, and behavioral outcomes of students with disabilities.
Within a PBIS framework, educators provide a robust continuum of positive, proactive, and inclusive support for all students, including students with disabilities.…
Center on PBIS | Classroom PBISwww.pbis.org/classroom-pbis
Prioritizing both students’ SEB and academic growth is critical to students and the educators who work with them. What is Classroom PBIS?…
Center on PBIS | School-Widewww.pbis.org/topics/school-wide
Topic Page: 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.
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.…
Center on PBIS | Data-based Decision Makingwww.pbis.org/topics/data-based-decision-making
Topic Page: A defining feature of PBIS is continuous improvement driven by data. Teams collect and analyze data to diagnose problems or gaps and select strategies to address these challenges. Data tell us which strategies are most effective so we continue to include them in our repertoire.
data also inform teams whether practices match student needs.…
Resource: Discussing Race, Racism, and Important Current Events with Students: A Guide with Lesson Plans and Resourceswww.pbis.org/resource/discussing-race-racism-and-important-current-events-with-students-a-guide-with-lesson-plans-and-resources
PDF: This guide is intended to increase the frequency and quality of conversations about race, racism, and current events regarding race in K-12 classrooms to support students and provide voice and self-reflection. It includes recommendations and tips for creating statements of support, preparing for and facilitating constructive classroom discussions, addressing harmful statements, and designing lesson plans and units for ongoing learning.
Discussing Race, Racism, and Important Current Events with Students: A Guide with Lesson Plans and Resources.…
Center on PBIS | What is PBIS?www.pbis.org/pbis/what-is-pbis
Positive Behavioral Interventions and Supports (PBIS) is an evidence-based, tiered framework for supporting students’ behavioral, social, emotional, and academic growth. It is a way to create positive, predictable, and safe learning environments where everyone is successful.
Schools implementing PBIS: Use a continuum of evidence-based practices to support student needs. Engage students, families, and community members to co-create culturally responsive practices. Regularly check the effectiveness of their practices.…
Center on PBIS | Supporting Students’ Social, Emotional, Behavioral, and Academic Needs: Guidance from the U.S. Department of Education and Technical Assistance Centerswww.pbis.org/announcements/supporting-students-social-emotional-behavioral-and-academic-needs-guidance-from-the-u-s-department-of-education-and-technical-assistance-centers
The four fact sheet series describes best practices and approaches to help support and respond to students’ social, emotional, behavioral, and academic needs, including practices designed to reduce the use of exclusionary discipline in schools. Other resources are included.
Guiding Principles for Creating Safe, Inclusive, Supportive, and Fair School Climates. for students and school staff, featuring specific recommendations for evidence-based practices that allow students to learn, grow, and be successful.…
Resource: Napa Valley Unified School District: Student Behavioral Expectationswww.pbis.org/resource/napa-valley-unified-school-district-student-behavioral-expectations
PDF: Sample student handbook outlining school expectations, responsibilities, policies and actions taken.
Napa Valley Unified School District: Student Behavioral Expectations. Sample student handbook outlining school expectations, responsibilities, policies and actions taken. Topic(s): District & State PBIS. Published: March 1, 2011. Revised: March 1, 2011.…
Resource: PBIS Improves Student & Adult Mental Health and Wellbeingwww.pbis.org/resource/pbis-improves-student-adult-mental-health-and-wellbeing
PDF: One-page brief describing the effectiveness and reach when schools integrate school mental health within a PBIS framework.
PBIS Improves Student & Adult Mental Health and Wellbeing. One-page brief describing the effectiveness and reach when schools integrate school mental health within a PBIS framework. Topic(s): Mental Health/Social-Emotional-Behavioral Well-Being.…
Resource: An Overview of Endrew F.: Implications for Student Behaviorwww.pbis.org/resource/an-overview-of-endrew-f-implications-for-student-behavior
PDF: This 2017 U.S. Supreme Court case clarified what is meant by a Free Appropriate Public Education (FAPE) under the Individuals with Disabilities Act (IDEA, 2004) while highlighting the role of supporting a student’s behavior to enable the student to make progress. Endrew F. is an important and relevant case for the PBIS community in terms of encouraging stakeholder involvement and engaging in effective data-based decision making. This brief highlights some implications of Endrew F. for IEP teams, including the importance of the input of parents in designing appropriate educational support plans for students with disabilities.
Implications for Student Behavior. This 2017 U.S.…
Center on PBIS | SCTG Webinar Series (2021-2022)www.pbis.org/announcements/sctg-webinar-series-2021-2022
This SCTG webinar series includes topics that will educate viewers about equitable implementation practices, discuss support at advanced tiers, and provide strategies for effective teaming.
Examples and resources will be shared to promote expanded teams with student, family, and community partner participation and voice. Watch Video. Date: 11/17. Title: State use of MTSS to Organize an Effective Pandemic Response.…
Video: [Day 1 Opening Session] PBIS Forum 2021: Spotlight on District-level Voiceswww.pbis.org/video/day-1-opening-session-pbis-forum-2021-spotlight-on-district-level-voices
Our opening session will kick off with a montage of video clips showcasing the voices and experiences of youth, teachers, and educational leaders from PBIS schools and districts. Brief guidance on how to maximize your participation for the greatest benefit will be provided. A Superintendent and student(s) from PBIS districts sharing their experiences with PBIS implementation during the events of the past year will be featured.
[Day 1 Opening Session] PBIS Forum 2021: Spotlight on District-level Voices. Our opening session will kick off with a montage of video clips showcasing the voices and experiences of youth, teachers, and educational leaders from PBIS schools and districts.…
Resource: Lesson Plan: Co-creating Classroom Expectations with Students (Elementary Schools)www.pbis.org/resource/lesson-plan-co-creating-classroom-expectations-with-students-elementary-schools
PDF: The purpose of this lesson is to partner with elementary students to create a classroom matrix together, based on existing schoolwide expectations.
Lesson Plan: Co-creating Classroom Expectations with Students (Elementary Schools). The purpose of this lesson is to partner with elementary students to create a classroom matrix together, based on existing schoolwide expectations.…
Video: PBIS Forum 2022: Where Do We GROW From Here - Social Justice in PBIS and Beyondwww.pbis.org/video/pbis-forum-2022-where-do-we-grow-from-here-social-justice-in-pbis-and-beyond
Closing day keynote: How PBIS has demonstrated positive impact on student behavior. How to move forward in a way that is always better.
Closing day keynote: How PBIS has demonstrated positive impact on student behavior. How to move forward in a way that is always better. Running Time: 50:26. min. Topic(s): District & State PBIS. Equity.…
Center on PBIS | Restraint/Seclusionwww.pbis.org/topics/restraintseclusion
Topic Page: Restraint and seclusion (R/S) are reactionary crisis or emergency responses. School personnel should only use R/S in extreme situations like when a student exhibits dangerous behaviors towards self or others, when a risk of serious and imminent physical harm or injury is evident. Never use R/S as a planned part of a behavior support plan, as a therapeutic intervention, or as a consequence for behavior.
The Office of Civil Rights defines seclusion as: “the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving.…
Resource: Impacting Classrooms for Students with EBDwww.pbis.org/resource/impacting-classrooms-for-students-with-ebd
Slide Deck: Presentation on Classroom Supports for Students with Emotional and Behavioral Disorders
Impacting Classrooms for Students with EBD. Presentation on Classroom Supports for Students with Emotional and Behavioral Disorders. Topic(s): Students with Disabilities. Published: April 1, 2018. Revised: April 1, 2018. Keywords: Alternative Settings.…
Resource: Promising Practices for Improving the Middle to High School Transition for Students with Emotional and Behavioral Disorderswww.pbis.org/resource/promising-practices-for-improving-the-middle-to-high-school-transition-for-students-with-emotional-and-behavioral-disorders
PDF: In this practice brief, we describe several current examples of approaches that are aimed at improving outcomes for students entering high school. Additionally, we present strategies to disrupt the negative trajectory for students with EBD, who seldom receive coordinated, individualized supports during the critical transition from middle to high school.
Promising Practices for Improving the Middle to High School Transition for Students with Emotional and Behavioral Disorders.…
Resource: IES MTSS-B Trial: Key Takeaways for District and State Leaderswww.pbis.org/resource/ies-mtss-b-trial-key-takeaways-for-district-and-state-leaders
PDF: The purpose of this brief is to review the latest randomized controlled trial (RCT) examining effects of positive behavioral interventions and supports (PBIS), an example of a multi-tiered system of support for behavior (MTSS-B), on a range of student outcomes. The study explored one approach to implementing PBIS and focused on students’ behavioral and academic outcomes. Although it did not identify positive behavioral and academic effects for all students, students with the most behavior needs saw improved reading scores and decreased rates of disruptive behavior. Other important outcomes, including those related to classroom management and school climate, also saw some improvements. We share findings and key takeaways from this new study, in the context of the broader research literature, to guide local educational agency (LEAs) and state educational agencies (SEAs) in their use of MTSS to improve student outcomes.
The purpose of this brief is to review the latest randomized controlled trial (RCT) examining effects of positive behavioral interventions and supports (PBIS), an example of a multi-tiered system of support for behavior (MTSS-B), on a range of student outcomes…
Center on PBIS | Equitywww.pbis.org/topics/equity
Topic Page: Educational systems cannot not be considered effective until they are effective for all student groups. PBIS provides an ideal framework for increasing equity in student outcomes. Research shows that schools implementing PBIS with fidelity have greater equity in school discipline, specifically for African American students. However, PBIS teams may need to include equity-focused strategies in their action plans to achieve equitable outcomes for all student groups.
Educational systems cannot not be considered effective until they are effective for all student groups. PBIS provides an ideal framework for increasing equity in student outcomes.…
Video: Effective Teaming for Improved Resultswww.pbis.org/video/effective-teaming-for-improved-results
Teaming is a core feature of a Multi-Tiered System of Support. Participants will learn strategies of effective teaming, including roles, functions, and team membership to improve their processes and results. Examples and resources will be shared to promote expanded teams with student, family, and community partner participation and voice.
Examples and resources will be shared to promote expanded teams with student, family, and community partner participation and voice. Running Time: 59:19. min. Topic(s): School Climate Transformation Grant (SCTG). Family. Published: December 8, 2021.…
Video: [Session L2] PBIS Forum 2021: Involving Youth in School & District Decision Making: Let Data Guidewww.pbis.org/video/session-l2-pbis-forum-2021-involving-youth-in-school-district-decision-making-let-data-guide
As policymakers and leadership continue efforts to recover from the pandemic and reimagine and rebuild education, it is imperative that students are directly and meaningfully included. This session will provide examples of how students have been intentionally involved with data, program development, and efforts to ensure equitable learning environments.
As policymakers and leadership continue efforts to recover from the pandemic and reimagine and rebuild education, it is imperative that students are directly and meaningfully included.…
Center on PBIS | Positive, Proactive Approaches to Supporting Children with Disabilitieswww.pbis.org/current/positive-proactive-approaches-to-supporting-children-with-disabilities
In July 2022, the US Department of Education released important new guidance that “helps schools support students with disabilities and avoid discriminatory use of discipline.” PBIS already embeds these recommended practices into its framework as referenced in the new guidance. We believe PBIS provides a strong foundation to implement this guidance and benefit students with disabilities. Educators at the classroom, school, and district levels can use the following Center on PBIS resources to put this guidance into action.
In July 2022, the US Department of Education released important new guidance that “. helps schools support students with disabilities and avoid discriminatory use of discipline. ” Together, the Office for Civil Rights and the Office of Special Education and…
Center on PBIS | Opioid Crisis and Substance Misusewww.pbis.org/topics/opioid-crisis-and-substance-misuse
Topic Page: In October 2017, the U.S. Department of Health and Human Services declared a public health emergency to address rising overdose deaths related to the opioid crisis. This crisis, and substance misuse in general, impacts students and families of all backgrounds. Schools need adequate services to address student use, student trauma, and family adjustment. PBIS is well-positioned to address these needs through a structured, multi-tiered response with primary prevention, and targeted and intensive intervention supports.
This crisis, and substance misuse in general, impacts students and families of all backgrounds. Schools need adequate services to address student use, student trauma, and family adjustment.…
Resource: Effective Teacher Instructional Behaviors to Decrease Challenging Student Behaviorwww.pbis.org/resource/effective-teacher-instructional-behaviors-to-decrease-challenging-student-behavior
PDF: Presentation on a number of evidence-based teacher instructional behaviors that have been demonstrated to increase student engagement and decrease both off-task and disruptive behaviors. Video examples will be used to demonstrate how teachers can use these behaviors effectively.
Effective Teacher Instructional Behaviors to Decrease Challenging Student Behavior.…
Resource: Providing Access to School-Wide Positive Behavioral Interventions and Supports for Students with Significant Cognitive Disabilitieswww.pbis.org/resource/providing-access-to-school-wide-positive-behavioral-interventions-and-supports-for-students-with-significant-cognitive-disabilities
PDF: This brief discusses ways to design PBIS systems that are accessible to all students. It describes the importance of including all students in PBIS structures, gives practical strategies to help schools achieve this goal, and includes the story of a student who benefited from full access to his school’s PBIS system.
Providing Access to School-Wide Positive Behavioral Interventions and Supports for Students with Significant Cognitive Disabilities. This brief discusses ways to design PBIS systems that are accessible to all students.…
Resource: Strategies for De-escalating Student Behavior in the Classroomwww.pbis.org/resource/strategies-for-de-escalating-student-behavior-in-the-classroom
PDF: This practice brief provides practical, research-based strategies educators can use to de-escalate challenging student behavior in the classroom. Despite the development of supportive, safe, and predictable school environments, students may, at times, become agitated, and their behavior may escalate to unsafe levels. With some advance planning, educators can reduce reliance on reactive strategies, such as punitive or exclusionary practices (e.g., restraint, seclusion, suspension, expulsion) in favor of safer, more instructive, and inclusive approaches.
Strategies for De-escalating Student Behavior in the Classroom. This practice brief provides practical, research-based strategies educators can use to de-escalate challenging student behavior in the classroom.…
Center on PBIS | July is BIPOC Mental Health Monthwww.pbis.org/announcements/july-is-bipoc-mental-health-month
The month has been a time to highlight and normalize the experience of Black, Indigenous, and People of Color (BIPOC)/Minoritized People and mental health.
The Center on PBIS seeks to “. improve social, emotional, academic, and behavioral outcomes for all students.…
Center on PBIS | Tier 1www.pbis.org/pbis/tier-1
Tier 1 systems, data, and practices impact everyone across all settings. They establish the foundation for delivering regular, proactive support and preventing unwanted behaviors. Tier 1 emphasizes prosocial skills and expectations by teaching and acknowledging appropriate student behavior. Teams, data, consistent policies, professional development, and evaluation are essential components for these practices to work effectively.
With school-wide systems in place, schools can ensure students and staff are thriving and quickly identify which students need additional support. These Tier 1 foundational systems are: Leadership Team.…
Video: [Session G1] PBIS Forum 2020: Best Practices to Support a Positive, Safe, & Predictable Classroomwww.pbis.org/video/session-g1-pbis-forum-2020-best-practices-to-support-a-positive-safe-predictable-classroom
Effective management of learning environments is critical for student success and teacher well-being. This session will describe best classroom practices within the context of our current reality of remote instruction and the increasing social emotional needs of students. Examples of how classroom practices support students with or at-risk of trauma will be included.
Effective management of learning environments is critical for student success and teacher well-being.…
Resource: Obtaining Stakeholder Feedback to Improve the Middle to High School Transitionwww.pbis.org/resource/obtaining-stakeholder-feedback-to-improve-the-middle-to-high-school-transition
PDF: In this practice brief, we explore feedback from a group of eighth and ninth grade students, families, and educators on what has been challenging, what has been missing, and what is needed during the transition from middle to high school for students with emotional and behavioral disorders. We also discuss the process for gathering stakeholder feedback and some feasible next steps for schools and districts who are interested in utilizing such valuable input for improving their systems of support.
In this practice brief, we explore feedback from a group of eighth and ninth grade students, families, and educators on what has been challenging, what has been missing, and what is needed during the transition from middle to high school for students with emotional…
Resource: Multi-Tiered System of Supports (MTSS) in the Classroomwww.pbis.org/resource/multi-tiered-system-of-supports-mtss-in-the-classroom
PDF: This guide provides guidance to educators implementing positive behavioral interventions and supports (PBIS) in the classroom across the continuum of student need. Educators regularly provide a range of supports for students in the classroom—from universal supports for all students to intensive and individualized supports for a few students. This guide will help educators familiar with PBIS organize classroom supports for preventing, teaching, and responding to students’ social, emotional, and behavioral (SEB) needs across the continuum.
This guide provides guidance to educators implementing positive behavioral interventions and supports (PBIS) in the classroom across the continuum of student need.…
Center on PBIS | Returning to School During and After Crisiswww.pbis.org/announcements/returning-to-school-during-and-after-crisis
Supporting States, Districts, Schools, Educators, Families and Students through an MTSS Framework
This page highlights resources to support the use of a multi-tiered systems of support (MTSS) framework to. support students, families, and educators. during the transitions back to school during and following the global pandemic in a manner that prioritizes…
Video: [Session A10] PBIS Forum 2021: Instructional Alternatives to Exclusionary Disciplinewww.pbis.org/video/session-a10-pbis-forum-2021-instructional-alternatives-to-exclusionary-discipline
Research has shown the harmful impacts of exclusionary discipline practices on students and has found them ineffective for changing student behaviors as they do not typically include academic or behavioral instruction for students. This session will share a school-wide restorative approach that has promise for preventing further behaviors that lead to removals from instruction. Examples of implementation at the school and district-wide level will be highlighted.
Research has shown the harmful impacts of exclusionary discipline practices on students and has found them ineffective for changing student behaviors as they do not typically include academic or behavioral instruction for students.…
