The Center on PBIS Receives Funding Through 2028!

The Center on Positive Behavioral Interventions and Supports (PBIS) received more than $21 million to continue its work for another five years.
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Extending Schoolwide Systems to Support Extracurricular Activities

A new publication from the Center on PBIS focuses on communicating and reinforcing school values and expectations for extracurricular events for the larger community.
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Supporting Schools During and After Crisis

Supporting States, Districts, Schools, Educators, Families and Students through an MTSS Framework
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Discussing Race, Racism, and Important Current Events with Students: A Guide with Lesson Plans and Resources

Resources and guidance for talking about traumatic events in classrooms and among staff
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PBIS Keeps Students in School and Saves Communities Money

For every dollar spent implementing PBIS, $105 are saved by reducing school suspension and dropout.
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Welcome! Get Started with PBIS.

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FEATURED RESOURCES

An Introduction to The Interconnected Systems Framework
View the highlights of what will look different when the education and mental health systems are integrated.
An Introduction to The Interconnected Systems Framework
View the highlights of what will look different when the education and mental health systems are integrated.
IES MTSS-B Trial: Key Takeaways for District and State Leaders
This brief reviews the latest randomized controlled trial (RCT) examining effects of PBIS, on a range of student outcomes. 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.
IES MTSS-B Trial: Key Takeaways for District and State Leaders
This brief reviews the latest randomized controlled trial (RCT) examining effects of PBIS, on a range of student outcomes. 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.
Integrated Tiered Fidelity Inventory Companion Guide
This guide is intended to support school teams, coaches, and trainers working to focus on cultural responsiveness and support for mental health and wellness within the PBIS framework
Integrated Tiered Fidelity Inventory Companion Guide
This guide is intended to support school teams, coaches, and trainers working to focus on cultural responsiveness and support for mental health and wellness within the PBIS framework
PBIS Cultural Responsiveness Field Guide: Resources for Trainers and Coaches
This field guide outlines an integrated framework to embed equity efforts into school-wide positive behavioral interventions and supports (SWPBIS) by aligning culturally responsive practices to the core components of SWPBIS.
PBIS Cultural Responsiveness Field Guide: Resources for Trainers and Coaches
This field guide outlines an integrated framework to embed equity efforts into school-wide positive behavioral interventions and supports (SWPBIS) by aligning culturally responsive practices to the core components of SWPBIS.
Supporting and Responding to Students’ Social, Emotional, and Behavioral Needs: Evidence-Based Practices for Educators
"Supporting and Responding" summarizes evidence-based, positive, and proactive practices that support and respond to students’ social, emotional, and behavioral (SEB) needs in classrooms and similar teaching and learning environments (e.g., small-group activity).
Supporting and Responding to Students’ Social, Emotional, and Behavioral Needs: Evidence-Based Practices for Educators
"Supporting and Responding" summarizes evidence-based, positive, and proactive practices that support and respond to students’ social, emotional, and behavioral (SEB) needs in classrooms and similar teaching and learning environments (e.g., small-group activity).
Why Implement Tier 1 PBIS for Students with Disabilities? What Does Research Say?
This brief summarizes empirical research on the effects of Tier 1 PBIS for students with disabilities. In general, when schools implement PBIS with fidelity, students with disabilities experience: (a) improved SEB outcomes and (b) reduced exclusionary discipline (i.e., office discipline referrals, suspensions, restraint, seclusion).
Why Implement Tier 1 PBIS for Students with Disabilities? What Does Research Say?
This brief summarizes empirical research on the effects of Tier 1 PBIS for students with disabilities. In general, when schools implement PBIS with fidelity, students with disabilities experience: (a) improved SEB outcomes and (b) reduced exclusionary discipline (i.e., office discipline referrals, suspensions, restraint, seclusion).

LATEST RESOURCES

11/21/2023
Differences in Perceptions of School Climate Based on Students' Identities: School Climate Evaluation Series, First of Two
11/17/2023
Supporting Deaf Students in the Classroom within a PBIS Framework
10/23/2023
Discipline Disproportionality Problem Solving: A Data Guide for School Teams
10/3/2023
Is Positive Behavioral Interventions and Supports (PBIS) an Evidence-Based Practice?
10/3/2023
Interconnected Systems Framework (ISF): Teaching and Learning Stories, A Demonstration Brief

WHAT IS PBIS?

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based three-tiered framework to improve and integrate all of the data, systems, and practices affecting student outcomes every day. PBIS creates schools where all students succeed. Find out how to get started with PBIS.

TIER 1

Tier 1 practices and systems establish a foundation of regular, proactive support while preventing unwanted behaviors. Schools provide these universal supports to all students, school-wide.

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TIER 2

Tier 2 practices and systems support students who are at risk for developing more serious problem behaviors before those behaviors start. These supports help students develop the skills they need to benefit from core programs at the school.

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TIER 3

At Tier 3, students receive more intensive, individualized support to improve their behavioral and academic outcomes. At this level, schools rely on formal assessments to determine a student’s need.

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WHO ARE WE?

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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 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. Find out how to get started with PBIS.

© Positive Behavioral Interventions & Supports (PBIS)

Please cite as: Center on PBIS (). Positive Behavioral Interventions & Supports [Website]. www.pbis.org.

PBIS

What is PBIS?Why Implement PBIS?Getting StartedTier 1Tier 2Tier 3

Topics

Bullying Prevention
Classroom PBIS
Coaching
Data-based Decision Making
District & State PBIS
Early Childhood PBIS
Equity
Family
High School PBIS
Juvenile Justice
Mental Health/Social-Emotional-Behavioral Well-Being
Opioid Crisis and Substance Misuse
Restraint/Seclusion
School Climate Transformation Grant (SCTG)
School-Wide
Students with Disabilities

Resources

Assessments
Blueprints
Briefs for Policymakers
Ebooks & Monographs
Evaluation Briefs
Examples
Materials
Practice Briefs
Practice Guides
Presentations
Video

Forum

PBIS Leadership Forum

About

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This website was developed under a grant from the US Department of Education, #H326S230002. However, the contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Mohamed Soliman.