What is PBIS?
Positive Behavior Interventions and Supports (PBIS) is a proactive systems
approach to establishing the behavioral supports and social culture
and needed for all students in a school to achieve social, emotional,
and academic success.
As a Response to Intervention model, PBIS applies a three-tiered system
of support, and a problem-solving process to enhance the capacity of
schools to effectively educate all students.
Data-based decision-making aligns curricular instruction and behavioral
supports to student and staff needs. Schools applying PBIS begin by establishing
clear expectations for behavior that are taught, modeled, and reinforced
across all settings and by all staff. This provides a host environment
that supports the adoption and sustained use of effective academic and
social/emotional instruction. PBIS has proven its effectiveness and efficiency
as an Evidence-Based Practice. (Sugai & Horner, 2007).
The principles and practices of PBIS are
consistent with federal education mandates such as the No Child Left
Behind Act (NCLB) and
with Disabilities Education Act of 2004 (IDEA 2004). PBIS integrates
state school improvement initiatives including Systems of Support, Standards
Aligned Curriculum, and Response to Intervention to assist schools in
meeting Illinois’ educational goals and mandates.
Four Elements of PBIS:
The school-wide PBS process emphasizes the creation of systems that
support the adoption and durable implementation of evidence-based practices
and procedures, and fit within on-going school reform efforts. An interactive
approach that includes opportunities to correct and improve four key
elements is used in school-wide PBS focusing on systems, data, practices
Outcomes: academic and behavior targets that are endorsed and emphasized
by students, families, and educators.
Practices: Curricula, instruction, interventions, and strategies that
Data: information that is used to identify status, need for change, and
effects of interventions.
Systems: supports that are needed to enable the accurate and durable
implementation of the practices of PBS.
The Illinois PBIS Network:
The mission of the Illinois PBIS Network is to build skills and capacity
of PBIS district and school-based leadership teams through training,
coaching and technical assistance. The focus is assisting schools in
developing structures for teaching expected behaviors and social skills,
creating student behavioral and academic support systems, and applying
data-based decision-making to discipline, academics, and social/emotional
learning at the school, district, regional, and state levels. The Illinois
PBIS Network promotes family and community involvement at all levels
Illinois PBIS Network Goals: (Illinois PBIS Network 2009-10 Annual Progress
Increase data-based decision-making on behavior and academic instruction
and reinforce across all school settings.
Increase consistent use and effect of research-based behavioral and
academic instructional strategies among all school staff at schoolwide,
classroom, and individual student levels.
Reduce use of reactive discipline measures in schools (e.g., office
discipline referrals, detentions, suspensions, expulsions) for all
Increase academic achievement levels of all students.
Implement effective intervention plans for students with the most comprehensive
behavioral and emotional needs that support and evaluate their success
across home, school, and community.
Increase capacity of general education settings to successfully educate
students with disabilities and prevent academic and/or social failures
of all students.
Increase capacity of schools and districts to address over- and under-representation
of students by ethnicity relative to discipline, disability status,
and academic achievement with access to data on these outcomes.
Critical Elements to Achieving PBIS Goals:
Careful acknowledgment, consideration and achievement of outcomes (e.g.,
academic achievement, social competence, career/work opportunities) that
are valued by significant stakeholders (e.g., students, family members,
Adoption and sustained use of research-validated practices and curricula
that maximize achievement of student and teacher outcomes.
Application of data-based decision-making at many levels (i.e., individual,
classroom, school), with multiple individuals (i.e., student, teacher,
administrator, support staff), across contexts (e.g., general vs. special
education, school vs. home), and with multiple outcomes (e.g., reading,
grades, attendance, discipline referrals).
Development of systems (e.g., processes, routines, working structures,
administrative supports) that are needed to ensure consideration of
valued outcomes, research validated practices, and data-based decision-making.