Briefs for Policymakers

US federal law includes references to the PBIS framework. Policy briefs describe policies and laws governing the way schools use PBIS to affect student outcomes.

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Guidance for Districts Seeking Consultation to Remediate Racial Disparities in School Discipline

equity
Discipline
Ethnicity
Policy
Districts may be forced to take action on disparate discipline outcomes through various mechanisms (e.g., IDEA’s significant disproportionality regulations, Title VI complaint, lawsuit). Regardless of the reason, there may be interest in seeking outside support to reduce discipline disparities. The Center on PBIS provides a range of free resources for identifying, addressing, and preventing discipline disparities on its website (www.pbis.org), but it does not contract to provide corrective services. If a district requires more support than Center products and their own expertise, the Center provides recommendations in this brief.
Last Updated:
9/30/2024

PBIS: An Evidence-Based Framework for Making Schools Safe, Positive, Predictable, and Equitable

school-wide
districtstate-pbis
Implementation
Discipline
Behavior
One-page brief describing the effectiveness and reach of the PBIS framework..
Last Updated:
1/12/2024

PBIS Improves Student & Adult Mental Health and Wellbeing

mental-healthsocial-emotional-well-being
school-wide
districtstate-pbis
Interconnected Systems Framework (ISF)
Implementation
Behavior
Systems Alignment
One-page brief describing the effectiveness and reach when schools integrate school mental health within a PBIS framework.
Last Updated:
1/12/2024

PBIS Increases Student Engagement and Academic Achievement

school-wide
districtstate-pbis
Academics
Behavior
Implementation
Outcome
One-page brief describing the effectiveness and reach of the PBIS framework at increasing student engagement and academic achievement.
Last Updated:
1/12/2024

PBIS Supports Students with Disabilities

students-with-disabilities
school-wide
districtstate-pbis
Behavior
Implementation
Individual
Systems Alignment
Special education
One-page brief describing the effectiveness and reach of the PBIS framework, particularly with students with disabilities.
Last Updated:
1/12/2024

Leveraging Short Term Funding to Build Long Term Capacity

districtstate-pbis
school-wide
equity
Action plan
Implementation
Systems Alignment
PBIS Foundations
Training
Recommendations for spending American Rescue Plan Act education funds.
Last Updated:
5/26/2021

An Overview of Endrew F.: Implications for Student Behavior

students-with-disabilities
family
Policy
Special education
Tier 3
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.
Last Updated:
9/23/2020

PBIS in Rural America: Addressing Barriers and Building on Strengths

school-wide
Implementation
This Practice Brief was developed as result of the roundtable dialogue that occurred at the 2019 PBIS Leadership Forum in Chicago, IL.
Last Updated:
5/6/2020

Embedding Culturally Responsive Practices in Tier I

equity
Tier 1
Community
Climate
This Practice Brief was developed as result of the roundtable dialogue that occurred at the 2019 PBIS Leadership Forum in Chicago, IL.
Last Updated:
5/6/2020

Tier II Data, Systems & Practices

school-wide
Targeted
Tier 2
This Practice Brief was developed as result of the roundtable dialogue that occurred at the 2019 PBIS Leadership Forum in Chicago, IL and provides an overview of the process of designing and implementing Tier 2 systems and practices within a Positive Behavioral Interventions & Supports (PBIS) framework. Approaching Tier 2 design from the district-level is encouraged; however, considerations and suggestions for schools implementing Tier 2 independent of a district-level initiative are included.
Last Updated:
5/6/2020

Preventing Restraint and Seclusion in Schools

restraintseclusion
Policy
Behavior
Climate
This practice brief defines restraint and seclusion, addresses prevalance, describes prevention approaches, and reviews policy implications.
Last Updated:
5/1/2019

Guidance for States on ESSA State Plans: Aligning the School Climate Indicator and SW-PBIS

districtstate-pbis
school-climate-transformation-grant-sctg
Alignment
Policy
Climate
New to the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act of 2015, is specific language supporting state and local educational agencies in implementing schoolwide positive behavioral interventions and supports (SW-PBIS). This evaluation brief offers guidance to states on how to align PBIS efforts with the student success indicator in Student Support and Academic Enrichment grants.
Last Updated:
6/1/2017

Every Student Succeeds Act: Why School Climate* Should Be One of Your Indicators

school-climate-transformation-grant-sctg
Policy
Climate
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).
Last Updated:
11/29/2016

When to Use Functional Behavioral Assessment? Best Practice vs. Legal Guidance

juvenile-justice
FBA/BIP/BSP
Tier 3
Special education
Policy
When a behavior interferes with academic or social progress, practitioners should consider an FBA as a viable option. An FBA should not be reserved for solely students who receive special education services or have a particular disability. District-level capacity to perform technically adequate FBAs related to valuable behavior support plans, should continue to increase as the technology of the FBA becomes more accessible.
Last Updated:
10/1/2014

Final Regulations and the Reauthorized Functional Behavioral Assessment

school-wide
students-with-disabilities
Policy
This article discusses school administrators’ continued legal support for their use of functional behavioral assessment and positive behavioral interventions and strategies for supporting children with disabilities who exhibit problem behaviors under the Individuals with Disabilities Education Improvement Act of 2004 and its implementing regulations. This article will help school and legal administrators unacquainted with concepts versant to behaviorists, close the knowledge gap and learn the functional behavioral assessment’s purpose, application and implementation to more effectively train and manage personnel through the process.
Last Updated:
1/1/2004
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