Support in NYS PBIS
Positive Behavioral Interventions and Supports (PBIS) is
a systems approach to preventing and responding to school and classroom
discipline problems. PBIS develops school-wide systems that support staff to
teach and promote positive behavior in all students. By reducing behavioral
problems, PBIS creates and maintains safe learning environments where teachers
can teach and students can learn.
High rates of
problem behavior that interfere with learning
inefficient disciplinary practices
Lack of supports
for staff to address problem behavior
Lack of general and
specialized behavior interventions
- Build the
capacity of target schools to (a) establish positive social cultures, (b)
implement effective school-wide and classroom behavior support, (c) deliver
function-based, comprehensive, intensive individual behavior support, and (d)
integrate educational, behavioral and mental health services.
- Establish the
organizational systems needed for maintenance of school-wide behavior support.
capacity of state, regional and local school staff to effectively train and
support schools in PBIS implementation.
evaluation data to determine effectiveness of PBIS and specific structures and
features needed for successful implementation and sustainability throughout
Expected Outcomes of
consistent use of positive teaching and reinforcement strategies for behavior
among teachers and other school staff.
discipline referrals, suspensions, and expulsions while increasing academic
databased decision making about behaviors and
academic skills to be consistently taught and reinforced across all school
effective behavior and/or academic change plans for students with specific needs
not being addressed by school-wide systems (5-15%) through problem-solving
effective comprehensive supports/services/interventions for students with the
most intensive needs (1-7%) through wraparound plans that address home, school,
students in need of primary, secondary, and tertiary
mental health services and facilitate access to a range of flexibly designed and
effectively provided mental health services.
and student voice and participation in implementing positive behavior, academic,
and mental health systems and practices at primary, secondary, and tertiary
Expectations of Schools
- PBIS will be
one of the top three school improvement goals for 2-3 years and will therefore
receive major attention and focus at the building level.
building-based administrators will provide active leadership and support for
overall PBIS implementation and for the building-based PBIS Leadership Team.
- The majority
(80-90%) of the school staff will commit to participate in implementation of
- The PBIS
Leadership Team will meet at least three times per month to plan and guide the
school-wide PBIS process.
- The PBIS
Leadership Team will analyze and review school-wide data and actively use the
data to guide implementation.
school staff will participate in ongoing training and technical assistance
activities to ensure their ability to effectively implement interventions at
level of need for all students, including those with intensive needs.
Problem-solving Team will meet at least three times per month to review and
develop function-based support plans for individual or small groups of
students identified as at-risk.
school staff will be identified and trained to provide leadership in
developing individualized wraparound teams for students with intensive needs
and partner with local mental health staff and other community
- Staff will be
trained as local and regional PBIS Coaches with the role of providing
leadership and guidance to PBIS implementation at the building level.
Six Types of Family Involvement
With the Community